Fifth Grade
Page 1
SUSD Social Studies Curriculum Table
Elementary School
Fifth Grade History Strands emphasize American history from the earliest Native American cultures to the Civil
War. The issues of exploration and rebellion as they occurred throughout the world are also studied in more
depth.
Strand 1: American History
A study of American history is integral for students to analyze our national experience through time, to recognize the
relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in
Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of
the United States.
Strand 1 Concept 1: Research Skills for History
Historical Research is a process in which students examine topics or questions related to historical studies and/or current
issues. By using primary and secondary sources effectively, students obtain accurate and relevant information. An
understanding of chronological order is applied to the analysis of the interrelatedness of events.
Performance Objectives
SS05-S1C1-01
Use the following to interpret
historical data:
a. time lines – B.C.E. and B.C.;
C.E. and A.D.
b. graphs, tables, charts, and
maps
Possible Strategies or
Activities
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

Read, discuss, and complete
pages in U.S. Making A New
Nation text – Charts and
Graph Skills, Map and Globe
Skills, and Study Skills.
Add interesting dates to the
wall time line from Harcourt.
Include a range of dates and
events.
Analyze and interpret graphs,
tables and charts from the
newspaper related to current
Possible Assessment

Assessment Program - all
Chapters
Possible Resources

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
http://www.timelines.info/
http://alliance.la.asu.edu/azg
a/
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Harcourt, refer to listed skills
in TE p. xvi
Homework and Practice
Book
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 2
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C1-02
Construct timelines of the
historical era being studied
(e.g., presidents/ world
leaders, key events, people).
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
SS05-S1C1-03

Describe the difference between
primary and secondary sources.



events. Do these as part of
Bell Work assignments.
Read and discuss skill
lessons in U.S. Making A
New Nation text pgs. 46,
344; read all text timelines.
Create an annotated timeline
(i.e. computer, paper,
drawing) with important
dates, battles, events from
the American Revolution
and/or the Civil War.
Create a time line quilt.
Create a living time line.
Read, discuss, and complete
pages in U.S. Making A New
Nation text – p. 160 Compare
Primary and Secondary
Sources
Analyze primary documents
in U.S. Making A New
Nation, listed on TE p. xvi.
Analyze DBQs (Document
Based Questions) in U.S.
Making A New Nation p.74,
118, 212, 258, 303, 327, 354,
420, 456, 483, and 519.
Create “source baggies” with
examples of primary and
secondary sources from

Assessment Program p.7779

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
U.S. Making A New Nation
assessment

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

http://ushistory.org/
http://www.harcourtschool.co
m/ss1
Refer to listed time lines in
TE xvii – xviii Harcourt’s U.S.
Making A New Nation
http://www.lva.lib.va.us/what
wedo/k12/psd/index.htm
Civil War Ghosts by Daniel
Cohen
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Harcourt
Homework and Practice
Book Skill Practice p. 35-36
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 3
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C1-04

Locate information using both
primary and secondary sources.

SS05-S1C1-05
Describe how archaeological
research adds to our
understanding of the past.



home. Have students
exchange bags and sort by
type of source. Write a
paragraph about what they
learned about your life from
your source artifacts.
Read, discuss, and complete
pages in U.S. Making A New
Nation text p.74, 118, 212,
258, 303, 327, 354, 420, 456,
483, and 519.
Arrange a scavenger
hunt/log identifying primary
and secondary sources.
Read, discuss, and complete
pages in U.S. Making A New
Nation text p. 52 – 59.
Take a field trip to Museum
of Natural History in Mesa.
Research about Charles
Wilson Peale’s first Natural
History Museum in
Philadelphia and his great
mastodon display.

Assessment Program:
Chapter and Unit Test
Chapter 4




Assessment program
Chapter 2 test



The Civil War: A Book of
Quotations by Bob Blaisdell
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Harcourt
http://research.history.org/Ar
chaeological_Research.cfm
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Harcourt Chapter 2
Strand 1 Concept 2: Early Civilizations - There are no performance objectives at this grade.
Strand 1 Concept 3: Exploration and Colonization
The varied causes and effects of explorations, settlement and colonization shaped regional and national development of
the U.S.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 4
SUSD Social Studies Curriculum Table
Elementary School
Performance Objectives
SS05-S1C3-01
(Note: The Colonial period
was introduced in Grade 1.
European exploration was
introduced in Grade 3.
Spanish exploration was
taught in Grade 4.)
Recognize that Native
American tribes resided
throughout North America
before the period of European
exploration and colonization.
Possible Strategies or
Activities
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SS05-S1C3-02
Explain the reasons for the

Possible Assessment
Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 2.
Small group research project
on Native American regions.
Label a map identifying
locations of various tribes.
Make a key using icons
associated with various
tribes.
Simulate a potlatch
celebrating birthdays.
Exchange gifts and cards.
Read trade books about the
various tribes and make a
comparison ranking based
on student choice of criteria
(i.e. most decorative clothing,
best use of natural
resources, best farmers,
largest population, etc.).
Make a class museum of
simulated “artifacts” to
represent each tribe.


Read, discuss, and complete
pages in U.S. Making A New
Nation text

Group presentations
Assessment program
Chapter 2
Possible Resources





Assessment Program
Chapter3 Test p.25-26
Student presentations/

http://www.nativeamericans.c
om/Squanto.htm
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Harcourt Chapter 2
Homework and Practice
Book page 41
http://www.blupete.com/Hist/
BiosNS/160000/Champlain.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 5
SUSD Social Studies Curriculum Table
Elementary School
explorations of Samuel
Champlain, Henry Hudson,
John Cabot, Jacques Cartier,
Ponce de Leon, and Hernan de
Soto in the New World.
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


SS05-S1C3-03
Explain the reasons (e.g.,
religious freedom, desire for
land, economic opportunity, a
new life) for colonization of
America.
Connect with:



assessment on reports
Research the lives of the
explorers and write a
biographical sketch on one of
the explorers.
Label a map identifying the
routes/travels of the
explorers with a sidebar note
about the expectation of the
exploration.
Make a foldable Explorers
Travel Log.
Have students write a
proposal of a business plan
for exploring the New World.
Use a PowerPoint of
Columbus’ business plan as
an example.
Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 4.
Write a diary entry discussing
challenges/ achievements
while colonizing in America.
Write an acrostic poem about
the reasons for colonization
of the Americas.
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
Assessment Program
Chapter 4
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


Strand 2 Concept 5
Strand 5 Concept 1

http://www.ianchadwick.com/
hudson/index.htm
http://www.enchantedlearnin
g.com/explorers/page/c/cabo
t.shtml
http://www.win.tue.nl/cs/fm/e
ngels/discovery/cartier.html
http://www.byhisgrace.cc/extr
emadura/id166.htm
http://www.harcourtschool.co
m/ss1
U.S. Making A Nation
Harcourt, Chapter 3
Homework and Practice
Book
http://www.usgennet.org/usa/
topic/colonial/index.html
http://www2.punahou.edu/Lib
raries/bishop/HistoricalFiction
BookLists.htm
http://www.econfun.com/childrenbooks.htm
http://www.harcourtschool.co
m/ss1
U.S.Making A New Nation
Harcourt Chapter 4
Homework and Practice
Book
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 6
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C3-04
Describe the contributions of
geographic and economic
conditions, religion, and
colonial systems of
government to the
development of American
democratic practices.



Read, discuss, and complete
pages in U.S. Making A New
Nation text
Make a graphic organizer
delineating the contributions.
Make a foldable showing the
contributions of each.

Assessment Program
Chapter 4/5
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
Connect with:
Strand 5 Concept 1
SS05-S1C3-05
Describe the geography,
cultures, and economics of the
Southern, Middle Atlantic, and
New England Colonies.
Connect with:




Strand 4 Concept 2, 6,
Strand 5 Concept 1

Read, discuss, and complete
pages in U.S. Making A New
Nation text Chapters 4 - 7.
Venn Diagram comparing
today’s culture vs. colonial.
Make a foldable of each
colonial region showing
features of each.
Organize a cultural festival
highlighting the differences
and similarities of the three
regions.
Simulate Colonial Days with
activities (i.e. dress up in
colonial attire, make soap,
cornhusk dolls, hoe cakes,
and churn butter).

Program Assessment
Chapter 4-7
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
http://memory.loc.gov/learn/f
eatures/
http://www.harcourtschool.co
m/ss1
U.S. Making A Nation
Harcourt Chapter 4/5
Unitedstreaming Video
“America At Its Best: The
American Government”
Knowledge Box Video Social
Studies
http://www.kidinfo.com/Ameri
can_History/Colonization_NE
_Colonies.html
http://www.americancolonies.
org/
http://www.timepage.org/spl/
13colony.html
http://ushistory.org/phnc/wmv
.htm
http://www.harcourtschool.co
m/ss1
Colonial Kids by Laurie
Carlson
Cooking up U.S. History by
Suzanne Barchers
U.S. Making A Nation
Harcourt, Chapter 4-7
Homework and Practice
Book
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 7
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C3-06
Identify contributions of
individuals (e.g., John Smith,
William Penn, Lord Baltimore,
Roger Williams, Anne
Hutchinson, James
Ogelthorpe) who were
important to the colonization
of America.




Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapters 4 – 7.
Organize a debate to
determine which individual
(listed) was the most
important to colonization
America.
Role-play dialogue between
two of the individuals
highlighting their
contributions.
Make vignettes of each
important person along with
a black and white silhouette.

Program Assessment
Chapter p.4-7

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




SS05-S1C3-07
Describe interactions (e.g.,
agricultural and cultural
exchanges, alliances,
conflicts) between Native
Americans and European
settlers.
Connect with:
Strand 2 Concept 5
Strand 4 Concept 5
Strand 5 Concept 1





Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapters 2 – 3.
Research and review colonial
contracts/treaties between
Native American groups and
settlers.
Make a T-chart with positive
and negative interactions.
Write an essay defending a
position on the impact of
settlers on Native American
cultures.
Make a list of all the Native



Program Assessment
Chapter 2-3 pages 7-26
Teacher evaluation
6Trait Writing Rubric

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

http://www.apva.org/history/js
mith.html
http://www.williampenn.org/
http://www.rogerwilliams.org/
biography.htm
http://www.annehutchinson.c
om/anne_hutchinson_biogra
phy_001.htm
http://www.spiderruth.com/hi
storic__savannah_georgia.ht
m
http://www.harcourtschool.co
m/ss1
U.S. Making A Nation
Harcourt Chapters 4-7
Homework and Practice
Book
http://www.vcdh.virginia.edu/t
eaching/jamestown/affairs.ht
ml
http://www.harcourtschool.co
m/ss1
U.S. Making A Nation
Harcourt, Chapters 2 - 3
Homework and Practice
Book
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 8
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C3-08
Describe the causes and
effects of triangular trade.
Connect with:
Strand 2 Concept 5
Strand 5 Concept 1




American words, foods and
practices borrowed by the
new settlers.
Read, discuss, and complete
pages in U.S. Making A New
Nation text, p. 218.
Make a cause and effect
chart.
Draw a map illustrating the
exchanges of the triangular
trade labeling destinations.
Have students write a
business plan for starting a
new colony based on a
different type of triangular
trade.



Program Assessment
Map rubrics
Teacher observation





http://www.historyonthenet.c
om/Slave_Trade/triangulartra
dequickquiz.htm
http://www.antislavery.org/br
eakingthesilence/main/03/Th
eTriangularTrade.shtml
http://www.harcourtschool.co
m/ss1
U.S. Making A Nation
Harcourt, p. 218.
Homework and Practice
Book
Strand 1 Concept 4: Revolution and New Nation
-he development of American constitutional democracy grew from political, cultural and economic issues, ideas and
events
Performance Objectives
SS05-S1C4-01
(Note: Colonial America and
the Revolutionary War were
introduced in Grades 1 and 2.)
Describe the significance of
the following events leading to
Possible Strategies or
Activities
Read, discuss, and complete
pages in U.S. Making A New
Nation text
 Make signs defining each of
the events.
 Make a time line of the
events resulting in the
Boston Massacre. Include
Possible Assessment



Assessment program
Chapter 8/9
Rubrics for time lines,
booklets, maps
Teacher observation
Possible Resources




U.S. Making A New Nation
Chapters 8 and 9
Homework and Practice
Book
http://ushistory.org/
http://www.kidport.com/RefLi
b/UsaHistory/FrenchIndian/Fr
enIndWar.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 9
SUSD Social Studies Curriculum Table
Elementary School
the American Revolution
a. French and Indian War
b. Proclamation of 1763
c. Tea Act
d. Stamp Act
e. Boston Massacre
f. Intolerable Acts


Connect with:

Strand 2 Concept 6
Strand 3 Concept 5
Strand 5 Concept 2

the trial of the English
soldiers.
Make a foldable booklet of
the French and Indian War.
Highlight George
Washington’s role in the
event.
Draw a map outlining the
Proclamation Line.
Analyze how each event
increased the chances of war
between the Americans and
the British. Rate each on a
scale of 1 – 5.








SS05-S1C4-02
Describe the significance of
the following events in the
Revolutionary War:
a. Declaration of
Independence



Read and recite the
Declaration of Independence.
Learn patriotic songs related
to these events.
Read, discuss, and complete
pages in U.S. Making A New
Nation text , Chapters 8 – 9.

U.S. Making A New Nation
assessment




http://www.bloorstreet.com/2
00block/rp1763.htm
http://dspace.dial.pipex.com/t
own/terrace/adw03/ceight/america/tea-act.htm
http://www.americanrevwar.h
omestead.com/files/STAMP.
HTM
http://www.americaslibrary.g
ov/es/ma/es_ma_massacre_
1_e.html
http://www.beaconlearningce
nter.com/WebLessons/Unite
dWeStand/F2008.htm
Schoolhouse Rocks: America
Rock, “No More Kings”
http://www.harcourtschool.co
m/ss1
SS Trade Book: John Smith
Escapes Again!- Rosalyn
Schanzer 0-7922-5931-9
SS Trade Book: Young
Patriots-Marcella Anderson
1590782410
U.S. Making A New Nation
Chapters 8 and 9
Homework and Practice
Book
http://ushistory.org/
http://www.ushistory.org/decl
aration/index.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 10
SUSD Social Studies Curriculum Table
Elementary School
b. the battles of Lexington
and Concord, Saratoga
c. aid from France
d. surrender at Yorktown


Connect with:
Strand 3 Concept 1


Compare the statistical data
of the listed battles.
Write a report to the
Continental Congress from
Benjamin Franklin about the
willingness of France to
support the American
independence.
Make a battle map; include
naval and land troops.





SS05-S1C4-03
Identify the impact of
the following individuals on
the Revolutionary War:
a. Benjamin Franklin
b. Thomas Jefferson
c. George Washington
d. Patrick Henry
e. Thomas Paine
f. King George III




Connect with:
Strand 3 Concept 1

Read, discuss, and complete
pages in U.S. Making A New
Nation text
Debate perspectives of the
war - the Loyalist vs. the
Patriot view of the war.
Make signs supporting one
view.
Assign literature studies
and/or biographical sketches
of individuals.
Use a T-Chart to compare
George Washington with
George III.
Unitedstreaming Video

Assessment Program
Chapter 7-8

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
http://vlib.iue.it/history/USA/E
RAS/revolutionary.html
http://www.laughtergenealog
y.com/bin/histprof/misc/revol
ution.html
http://www.u-shistory.com/pages/h1322.ht
ml
http://www.harcourtschool.co
m/ss1
Schoolhouse Rock: America
Rock, “The Shot Heard
‘Round the World.”
Songs and stories from the
American Revolution by Jerry
Silverman
U.S. Making A New Nation
Chapters 4, 6, 7, 8 and 9
http://sln.fi.edu/franklin/rotten
.html
http://www.whitehouse.gov/hi
story/presidents/tj3.html
http://www.whitehouse.gov/hi
story/presidents/gw1.html
http://sc94.ameslab.gov/TOU
R/gwash.html
http://www.history.org/alman
ack/people/bios/biohen.cfm
http://www.ushistory.org/pain
e/
http://www.kinggeorgeiii.com/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 11
SUSD Social Studies Curriculum Table
Elementary School
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SS05-S1C5-04
Describe how one nation
evolved from thirteen colonies
through the following events:
a. Constitutional Convention
b. George Washington’s
presidency
c. creation of political parties
Connect with:
Strand 3 Concept 2, 3, 5





“What’s the Big Idea, Ben
Franklin?”
Compare Monticello with
Mount Vernon.
Read Franklin’s publications
and draw visual
interpretations of his sayings.
Write a pamphlet or
broadside espousing on an
issue important to you,
similar to ones written by
Thomas Paine.
Make a graphic organizer
comparing these individuals.
Allow students to decide
categories to compare.
Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapters 9 – 10.
Homework and Practice
Book
Allow cooperative groups to
form their own political party.
Have students prepare a
short introduction to their
political party highlighting
beliefs, important issues,
mascots, etc.
Make an annotated time line
of Washington’s presidency.
Write a summary of





Assessment Program
Chapter 9 -10
Group participation







Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
http://www.harcourtschool.co
m/ss1
Houghton Mifflin: Reading
Theme 3: Voices of the
Revolution “And Then What
Happened Paul Revere?” by
Jean Fritz “Katie’s Trunk” by
Ann Turner Daughter of
Liberty by Robert
Quackenbush Phoebe the
Spy by Judith Griffin
U.S. Making A New Nation
Chapters 9 - 10
U.S. Making A New Nation
Homework and Practice book
http://teachingamericanhistor
y.org/convention/
http://www.georgewashingto
n.si.edu/kids/activity9.html
http://www.umsl.edu/%7Epol
drobe/sy431bib.html
http://www.sagehistory.net/jef
fersonjackson/topics/parties.
htm
http://www.harcourtschool.co
m/ss1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 12
SUSD Social Studies Curriculum Table
Elementary School

Washington’s Farewell
Address.
Write a report from
Washington’s doctor,
describing the causes of his
untimely death in 1799.
Strand 1 Concept 5: Westward Expansion
Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the
U.S.
Performance Objectives
SS05-S1C5-01
Describe the following events
of 19th century presidencies
of:
a. Thomas Jefferson –
Louisiana Purchase;
explorations of Lewis and
Clark
b. James Madison – War of
1812
c. James Monroe – The
Monroe Doctrine
d. Andrew Jackson –
Possible Strategies or
Activities




Read, discuss and complete
activity pages in U.S. Making
A New Nation text, Chapter
11.
Show Unitedstreaming
“Expeditions of Lewis and
Clark, 1804-1806”.
View Unitedstreaming Video
“Elementary Video
Adventure: Native
Americans”.
Make maps illustrating the
explorations of Lewis and
Clark.
Possible Assessment



Assessment Program
Chapter 11
6 Trait Writing Rubric
Teacher checklist
Possible Resources








U.S. Making A New Nation
Chapter 11
http://www.lewis-clark.org/
http://www.whitehouse.gov/hi
story/presidents/jm4.html
http://www.whitehouse.gov/hi
story/presidents/jm5.html
http://www.ushistory.org/doc
uments/monroe.htm
http://www.whitehouse.gov/hi
story/presidents/aj7.html
http://www.whitehouse.gov/hi
story/presidents/jp11.html
http://www.usmint.gov/kids/in
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 13
SUSD Social Studies Curriculum Table
Elementary School
Nationalism and
Sectionalism; Trail of Tears
e. James Polk – MexicanAmerican War; discovery
of gold in California


Connect with:
Strand 3 Concept 3,
Strand 4 Concept 4, 6






Read a journey entry of
Lewis and Clarke. Learn
about York, the black slave
and the dog who
accompanied the travelers.
Make an annotated time line
of the expedition and/or of
the War of 1812.
Make a list of the causes of
the War of 1812 and the
causes of the MexicanAmerican War.
Research for groups or
individuals who might have
opposed the two wars.
Make life-sized murals of the
presidents highlighting the
accomplishments and
failures of each.
Compare the Trail of Tears
with the Navajo Long Walk.
Label a map of the
acquisition of lands between
Jefferson and Polk’s
presidencies.
Write a presidential address
for one of the presidents
discussing the high points of
their administrations (state of
the union).
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
dex.cfm?fileContents=cartoo
ns
http://www.cyberbee.com/ma
nifest_destiny/cultures.html
http://lsm.crt.state.la.us/cabil
do/cab4.htm
http://www.historychannel.co
m/1812/
http://www.lva.lib.va.us/what
wedo/k12/psd/index.htm
http://www.pbs.org/kera/usm
exicanwar/index_flash.html
http://www.museumca.org/go
ldrush/
Unitedstreaming ASSET
Videos
http://www.asset.asu.edu/
http://www.harcourtschool.co
m/ss1
Schoolhouse Rock: America
Rock, “Elbow Room”
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 14
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C5-02
Describe the different
perspectives (e.g., Native
Americans, settlers, Spanish,
the U.S. government,
prospectors) of Manifest
Destiny.


Read, discuss, and complete
activity pages in U.S. Making
A New Nation text p. 448
Homework and Practice
Book
Assessment Program Chapter
11
 U.S. Making A New Nation,
Chapter 11, p. 448
 http://www.civicsonline.org/library/formatted/te
xts/manifest_destiny.html
 http://www.harcourtschool.co
m/ss1
Read, discuss, and complete
activity pages in U.S. Making
A New Nation text, Chapter
11.
Draw maps indicating the
migration routes or trails.
Play computer games about
westward movement.
Complete a literature study of
the listed books.
Write a journal entry
identifying routes taken and
hardships endured.
Assessment Program Chapter11
6Trait Writing Rubric
 U.S. Making A New Nation
Chapter 11
 http://memory.loc.gov/learn/f
eatures/maps/introduction.ht
ml
 http://www.rootsandroutes.ne
t/body.htm?http&&&www.root
sandroutes.net/travelthen.ht
m
 http://www.connerprairie.org/
HistoryOnline/migrate.html
 http://www.overland.com/returnlinks.html
 http://www.harcourtschool.co
m/ss1
 Houghton Mifflin: Reading
Theme 5: One Land, Many
Trails
1. Children of the Wild West
Connect with:
Strand 4 Concept 4, 6
SS05-S1C5-03
Identify major westward
migration routes of the 19th
Century.
Connect with:
Strand 4 Concept 4, 6
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



i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 15
SUSD Social Studies Curriculum Table
Elementary School
SS05-S1C5-04
Describe how manufacturing,
textiles, transportation
improvements, and other
innovations of the Industrial
Revolution contributed to U.S.
growth and expansion.



Assessment Program
Chapter 11
Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 11.
Complete a literature study of
historical picture set in the
industrial age.
Make comparison charts of
the innovations listed.





Connect with:
Strand 4 Concept 4, 6
SS05-S1C5-05
Describe the following
individuals’ role in the reform
movement before the Civil
War:
a. Fredrick Douglass
b. Harriet Tubman
c. William Lloyd Garrison
d. Sojourner Truth





Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 11.
Create a parallel timeline
showing how these peoples’
lives overlapped through this
point in history.
Organize literature studies of
reformers/abolitionists.
Have groups make posters of
each individual to display in
room.
Write letters from Douglass
to Truth or Tubman to
Garrison explaining their
views about slavery.




Assessment Program
Chapter 11
Teacher observation
Participation and accuracy of
timeline information
Comprehension questions on
literature study








by Russell Freedman
2. Meet the Wards by John
Loeper
U.S. Making A New Nation
Chapter 11
http://www.fordham.edu/hals
all/mod/modsbook14.html
http://www.answers.com/topi
c/industrial-revolution
http://www.harcourtschool.co
m/ss1
Schoolhouse Rock: America
Rock, “Mother Necessity”
U.S. Making A New Nation
Chapter 11
http://www.nps.gov/frdo/fredd
oug.html
http://memory.loc.gov/amme
m/doughtml/doughome.html
http://www2.lhric.org/pocantic
o/tubman/tubman.html
http://www.sewanee.edu/facu
lty/Willis/Civil_War/document
s/Liberator.html
http://wwwc.pbs.org/wgbh/aia/part4/4p1
561.html
http://www.lkwdpl.org/wihohi
o/trut-soj.htm
http://www.harcourtschool.co
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 16
SUSD Social Studies Curriculum Table
Elementary School
m/ss1
Strand 1 Concept 6: Civil War and Reconstruction
Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political
structures.
Performance Objectives
SS05-S1C6-01
Describe factors leading to the
Civil War:
a. role of abolitionists and
Underground Railroad
b. sectionalism between
North and South
c. westward expansion
Connect with:
Strand 3 Concept 3, 4;
Strand 4 Concept 2, 4, 6;
Strand 5 Concept 1
Possible Strategies or
Activities







Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 11.
Make a three part foldable
describing each of the factors
leading to the Civil War.
Research period paintings
visualizing the magnificent
West and its allure to
settlers.
Make a map of Underground
Railroad stations or routes to
Canada.
Make a game board related
to the specifics of one of the
factors leading to war.
Make a speech portraying
one of the abolitionists.
Divide the classroom into two
separate sections N/S.
Illustrate the differences
between the sections with
Possible Assessment

Assessment Program
Chapter 11
Possible Resources









U.S. Making A New Nation
Chapter11
http://www.loc.gov/exhibits/af
rican/afam006.html
http://education.ucdavis.edu/
NEW/STC/lesson/socstud/rai
lroad/Abolit.htm
http://www.socialstudieshelp.
com/Lesson_29_Notes.htm
http://www.digitalhistory.uh.e
du/modules/westward/index.
cfm
http://www.americanwest.co
m/pages/awexpans.htm
http://www.harcourtschool.co
m/ss1
Sarah, Plain and Tall by
Patricia MacLachlan
Historical fiction books about
the Civil War Era.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 17
SUSD Social Studies Curriculum Table
Elementary School

SS05-S1C6-02
Identify the reasons why the
following were important
events of the Civil War:
a. firing on Ft. Sumter
b. major battles
c. delivery of the
Emancipation
Proclamation
d. surrender at Appomattox







student-made posters. Have
a rally supporting one side or
the other.
Read historical fiction books
about the Civil War such as
Shades of Gray.
Read, discuss, and complete
pages in U.S. Making A New
Nation text
Create a Civil War
simulation: split the class into
the North and South, march
and drill, appoint generals,
play town ball (Civil War
baseball).
View Unitedstreaming Video
“Just a Few Words Mr.
Lincoln: The Story of the
Gettysburg Address.”
Read excerpts from Lincoln’s
Little Girl and/or the The
President’s Shot to the class.
Make an illustrated and
annotated time line of the
major battles of the Civil War.
Make a National Historical
Site/Park type of brochure for
one of the major battlefields.
Research presidential
proclamations. Compare the

Assessment Program
Chapter 12










U.S. Making A New Nation
Chapter 12
http://www.civilwarhome.com
/ftsumter.htm
http://sunsite.utk.edu/civilwar/warweb.html
http://www.archives.gov/exhi
bits/featured_documents/em
ancipation_proclamation/
http://memory.loc.gov/amme
m/alhtml/almintr.html
http://www.nps.gov/apco/inde
x1.htm
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
http://www.harcourtschool.co
m/ss1
SS Trade Book: Lincoln’s
Little Girl- Fred
Trump1563978520
SS Trade Book: The
President’s Shot!-Harold
Holzer 1563979853
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 18
SUSD Social Studies Curriculum Table
Elementary School
different reasons for the
proclamations. Make a
proclamation related to an
issue of today – immigration
or gasoline prices.
Strand 1 Concept 7: Emergence of the Modern United States - There are no performance objectives at this
grade.
Strand 1 Concept 8: Great Depression and World War II - There are no performance objectives at this
grade.
Strand 1 Concept 9: Postwar United States - There are no performance objectives at this grade.
Strand 1 Concept 10: Contemporary United States
Current events and issues continue to shape our nation and our involvement in the global community.
Performance Objectives
Possible Strategies or
Possible Assessment
Possible Resources
Activities
 Use newspaper and
 Teacher observation
 http://pbskids.org/democracy
SS05-S1C10-01
Describe current events using
information from class
discussions and various
resources (e.g., newspapers,
magazines, television, Internet,
books, maps).

magazine articles to draw
information from;
anniversaries and
commemorations of historical
events in history are timely
links.
Use online new services
such as CNN or PBS Kids.

Student participation

/mygovt/media.html
Online news services
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 19
SUSD Social Studies Curriculum Table
Elementary School

SS05-S1C10-02
Discuss the connections
between current and historical
events and issues from
content studied in Strand 1
using information from class
discussions and various
resources (e.g., newspapers,
magazines, television,
Internet, books, maps).
Conduct a Friday 10 minute
current events discussion
based on the week’s events.
 Create Venn diagrams to
compare the historical
event to the current
event.
 Make relevant posters of
the events.
 Make a “What’s
Happening” bulletin
board.
 Provide a periodicals and
newspaper “reading” area
in the classroom.
 Provide extra credit for
summaries of newspaper
articles.


Teacher observation
Student participation


Online news services
Periodicals, magazines,
newspapers
Strand 2: World History
A study of World History is integral for students to analyze the human experience through time, to recognize the
relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in
American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the
United States and members of the world community.
Strand 2 Concept 1: Research Skills for History
Historical research is a process in which students examine topics or questions related to historical studies and/or current
issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 20
SUSD Social Studies Curriculum Table
Elementary School
understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance
objectives also appear in Strand 1: American History. They are intended to be taught in conjunction with appropriate
American or World History content, when applicable.
Performance Objectives
SS05-S2C1-01
Use the following to interpret
historical data:
a. time lines – B.C.E. and B.C.;
C.E. and A.D.
b. graphs, tables, charts, and
maps
Possible Strategies or
Activities






SS05-S2C1-02
Construct timelines of the
historical era being studied
(e.g., presidents/ world
leaders, key events, people).


Read, discuss, and complete
pages in U.S. Making A New
Nation text.
Make graphs comparing
statistics studied.
Make graphs comparing
various aspects of different
countries throughout
historical studies.
Chart the sizes and
populations of countries.
Chart revolutionary battle
statistics.
Use lessons in AZ
Connections.
Create a parallel timeline in
small groups focusing on
other countries (i.e. Asia,
Africa, Europe) and their
history.
Read, discuss, and complete
pages in U.S. Making A New
Nation text and Arizona
Connections.
Possible Assessment

U.S. Making A New Nation
/AZ Connections assessment
Possible Resources






U.S. Making A New Nation
assessment



U.S. Making A New Nation
Chapters 1, 2, 3, 4, and 9
Arizona Connections
http://www.timelines.info/
http://www.hyperhistory.com/
online_n2/History_n2/a.html
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Chapters 1, 4, 7, and 9
Arizona Connections
http://www.timelines.info/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 21
SUSD Social Studies Curriculum Table
Elementary School
SS05-S2C1-03

Describe the difference between
primary and secondary sources.


SS05-S2C1-04

Locate information using both
primary and secondary sources.

SS05-S2C1-05

Describe how archaeological
research adds to our
understanding of the past.

Read, discuss, and complete
pages in U.S. Making A New
Nation text.
Display examples in
classroom.
Simulate a role-play of an
event (i.e. the arrest of Tsar
Nicholas and his family).
Have eyewitnesses write
about what they saw.
Compare student accounts.
Use the teacher’s account as
the secondary source.
Read, discuss, and complete
pages in U.S. Making A New
Nation text.
Compare the textbook
reading with eyewitness
accounts of events (i.e.
Simon Bolivar’s words, a
Russian peasant’s account,
etc.) from online resources.
Read, discuss, and complete
pages in U.S. Making A New
Nation text.
Research archaeological
studies relating to explorers
prior to Columbus (i.e.
Vikings, Chinese.)







U.S. Making A New Nation
assessment
Teacher observations
Peer observations

U.S. Making A New Nation
assessment
Teacher rubrics

U.S. Making A New Nation
assessment
Teacher assessment







U.S. Making A New Nation
Chapters 3, 4, 9, and 10
http://www.harcourtschool.co
m/ss1
Arizona Connections
U.S. Making A New Nation
Chapters 2, 3, and 4
Arizona Connections
http://www.harcourtschool.co
m/ss1
U.S. Making A New Nation
Chapters 2 and 4
http://epe.lacbac.gc.ca/100/205/301/ic/cdc
/vikings/default.htm
http://www.harcourtschool.co
m/ss1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 22
SUSD Social Studies Curriculum Table
Elementary School
Strand 2 Concept 2: Early Civilizations - There are no performance objectives at this grade.
Strand 2 Concept 3: World in Transition - There are no performance objectives at this grade.
Strand 2 Concept 4: Renaissance and Reformation - There are no performance objectives at this grade.
Strand 2 Concept 5: Encounters and Exchange
Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies
world wide, transforming and creating nations.
Performance Objectives
SS05-S2C5-01
(Note: European Exploration
was introduced in Grades 3
and 4.)
Describe the following effects
of European exploration,
trade, and colonization on
other parts of the world:
a. sea routes to Asia
b. colonies established
and settled
c. increased power of
European countries
d. trade established
Possible Strategies or
Activities





Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapters 3, 4, 6,
and 7.
Chart the deaths of native
populations following contact
with European explorers.
Make a series of maps
illustrating the sea routes to
Asia by Europeans.
Make a T-chart identifying
the Columbian Exchange in
different categories: foods,
ideas, technology, and
animals.
Compare triangular trade
Possible Assessment





U.S. Making A New Nation
assessment.
Map rubrics
Teacher observations
Formal grading
Peer evaluations
Possible Resources




U.S. Making A New Nation
Chapters 3, 4, 6, and 7
http://www.u-shistory.com/pages/h1125.ht
ml
http://score.rims.k12.ca.us/sc
ore_lessons/market_to_mark
et/pages/trade_routes.htm
http://www.harcourtschool.co
m/ss1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 23
SUSD Social Studies Curriculum Table
Elementary School
between Europe, Africa,
and Americas
e. introduction of disease
and the resulting
population decline of
Indigenous people
f. triangular trade
with trade partnerships
today.
Connect with:
Strand 1 Concept 3
Strand 3 Concept 2;
Strand 4 Concept 2, 4, 5, 6
Strand 5 Concept 1
SS05-S2C5-02
Describe ways in which Spain,
France, and England
competed for power.
Connect with:
Strand 1 Concept 3
Strand 3 Concept 2, 5
Strand 4 Concept 2
Strand 5 Concept 1



Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapters 4, 5, 6,
and 7.
Compare the three countries
as if they were having a
racing competition. What
have they accomplished at
each ¼ mile?
Have an on-the-scene
reporting of the competition
between countries. One
reporter for each country.



U.S. Making A New Nation
assessment
Peer evaluations.
Rubrics




U.S. Making A New Nation
Chapters 4, 5, 6, and 7
http://www.acadianhome.org/the-wars.html
http://encarta.msn.com/encycl
opedia_761575603/French_a
nd_Indian_War.html
http://www.harcourtschool.co
m/ss1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 24
SUSD Social Studies Curriculum Table
Elementary School
Strand 2 Concept 6: Age of Revolution
Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic
systems.
Performance Objectives
SS05-S2C6-01
(Note: Changing government
by revolution was introduced
in Grade 1. The American
Revolution is taught in Grade
5, Strand 1.
Connect to similar events
around the world.)
Explain the rationale and
characteristics of rebellion.
SS05-S2C6-02
Possible Strategies or
Activities





Explain the impact that
revolution has on a society.

Possible Assessment
Read, discuss, and
complete pages in U.S.
Making A New Nation
text. Chapters 8 – 9.
Complete readings and
activities in Arizona
Connections book.
Chart characteristics of
rebellions. Make a check
mark next to features that
apply to each revolution
studied.
Make a list of
revolutionary heroes from
countries studied; write
short bios of each.

Read, discuss, and
complete pages in U.S.
Making A New Nation
text and/or Arizona
Connections.
Have students assess
 U.S. Making A New Nation
assessment

U.S. Making A New Nation
assessment
Arizona Connections
assessment
Possible Resources



U.S. Making A New Nation
Chapters 8 - 9
AZ Connections Student
Book and Teacher Guide
http://www.harcourtschool.co
m/ss1
 U.S. Making A New Nation
Chapters 8, 9, 10, and 11
 AZ Connections Student Book
and Teacher Guide
 http://www.harcourtschool.co
m/ss1
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 25
SUSD Social Studies Curriculum Table
Elementary School
current conflicts in Iraq,
Afghanistan and African
nations.
SS05-S2C6-03
Compare the causes of the
American Revolution to other
revolutions around the world
(e.g., France, Haiti, Mexico,
South America, Russia).
SS05-S2C6-04
Compare the outcomes of the
American Revolution to those
of other revolutions around
the world (e.g., France, Haiti,
Mexico, South America,
Russia).

Read, discuss, and
complete pages in U.S.
Making A New Nation
text and Arizona
Connections..
 Make a “causes” chart to
compare revolutions.
Include key people and
dates.
 Make a World
Revolutions Bulletin
Board display.
 View ASSET
videostreaming.
 Read, discuss, and
complete pages in U.S.
Making A New Nation text
and/or Arizona
Connections.
 Add an effects column to
the chart above.
 U.S. Making A New Nation
assessment
 Arizona Connections assessment
 U.S. Making A New Nation
 Arizona Connections
 http://www.infoplease.com/ipa/
A0001237.html
 http://www.historyguy.com/Wa
r_list.html



U.S. Making A New Nation
assessment


U.S. Making A New Nation
Arizona Connections Student
Book and Teacher Guide
http://www.historyguy.com/W
ar_list.html
http://hierographics.org/yourhi
storyonline/yourhistoryonlineII
.htm
Strand 2 Concept 7: Age of Imperialism - There are no performance objectives at this grade.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 26
SUSD Social Studies Curriculum Table
Elementary School
Strand 2 Concept 8: World at War - There are no performance objectives at this grade.
Strand 2 Concept 9: Contemporary World
The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and
issues continue to shape the global community.
Performance Objectives
SS05-S2C9-01
Describe current events using
information from class
discussions and various
resources (e.g., newspapers,
magazines, television, Internet,
books, maps).
Possible Strategies or
Activities



SS05-S2C9-02
Use various resources (e.g.,
newspapers, magazines,
television, Internet, books,
maps) to discuss the
connections between current
events and historical events
and issues from content
studied in Strand 2.




Use newspaper and
magazine articles to draw
information from;
anniversaries and
commemorations of historical
events in history are timely
links.
Use online new services
such as CNN or PBS Kids.
Conduct a Friday 10 minute
current events discussion
based on the week’s events.
Create Venn diagrams to
compare the historical event
to the current event.
Make relevant posters of the
events.
Make a “What’s Happening”
bulletin board.
Provide a periodicals and
newspaper “reading” area in
the classroom.
Possible Assessment
Possible Resources


Teacher observation
Student participation



Teacher observation
Student participation
 Online news services
 Periodicals, magazines,
newspapers
 http://www.libraryspot.com/cu
rrentevents.htm
 http://www.csun.edu/~hcedu0
13/cevents.html

http://www.csun.edu/~hcedu
013/cevents.html
http://www.libraryspot.com/c
urrentevents.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 27
SUSD Social Studies Curriculum Table
Elementary School
 Provide extra credit for
summaries of newspaper
articles.
Strand 3: Civics/Government
The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in
public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions
of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the
foundations, principles, and institutional practices of the United States as a representative democracy and constitutional
republic. They will understand the importance of each person as an individual with human and civil rights and our shared
heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship.
Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability
to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States
influences and is influenced by global interaction.
Strand 3 Concept 1: Foundations of Government
The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.
Performance Objectives
SS05-S3C1-01
Identify the democratic
principles and ideals
Possible Strategies or
Activities


Read, discuss, and complete
pages in U.S. Making A New
Nation text
Unitedstreaming Video “TLC
Possible Assessment


U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Possible Resources




U.S. Making A New Nation
http://bensguide.gpo.gov/
http://www.lawforkids.org/
http://www.nationalcenter.org
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 28
SUSD Social Studies Curriculum Table
Elementary School
associated with the following
documents:
a. Mayflower Compact
b. Declaration of
Independence
c. Articles of Confederation
d. United States Constitution
e. Bill of Rights


Elementary School: We the
People: A History”
Make a classroom display of
the founding documents and
create your own National
Archives.
Make thinking maps of the
key points of the documents.
Practice Book



Connect with:
Strand 1 Concept 3
SS05-S3C1-02
Recognize the contributions
and roles of the following
individuals in creating the
American government:
a. John Adams
b. Benjamin Franklin
c. Alexander Hamilton
d. Thomas Jefferson
e. James Madison
f. John Marshall
g. George Washington





Read, discuss, and complete
pages in U.S. Making A New
Nation text
Write a vignette of each
describing the contributions
they made.
Make a collage of quotes by
the founding fathers or a
visual collage of paintings of
the men.
Research women involved in
the revolution (i.e. Daughters
of Liberty).


U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book






Connect with:
Strand 1 Concept 4


/MayflowerCompact.html
http://www.loc.gov/rr/program
/bib/ourdocs/DeclarInd.html
http://www.earlyamerica.com
/earlyamerica/milestones/arti
cles/index.html
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
Schoolhouse Rock: America
Rock, “The Preamble
U.S. Making A New Nation
Chapter
Arizona Connections Student
Book and Teacher Guide
http://www.whitehouse.gov/hi
story/presidents/ja2.html
http://www.americaslibrary.g
ov/cgibin/page.cgi/aa/leaders/frankl
inb
http://www.americanrevwar.h
omestead.com/files/HAMILT.
HTM
http://www.monticello.org/jeff
erson/index.html
http://www.jamesmadisonproj
ect.org/
http://www.pbs.org/georgewa
shington/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 29
SUSD Social Studies Curriculum Table
Elementary School
SS05-S3C1-03
Describe the struggle between
the Federalists and the Antifederalists over the ratification
of the Constitution and the
creation of the Bill of Rights.



Connect with:
Strand 1 Concept 4
Read, discuss, and complete
pages in U.S. Making A New
Nation text
Debate the Anti-federalists
versus Federalists point of
view.
Research the role of George
Mason in the writing of the
Bill of Rights.



U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book
Assessment based on
success of debating issues
(e.g. Assessment Program
Performance Rubrics pgs. ix,
x)





U.S. Making A New Nation
http://userwww.sfsu.edu/~de
bbkahn/
http://www.u-shistory.com/pages/h374.html
http://www.americanrevolutio
n.com/FederalistsandJeffers
onians.htm
http://www.usconstitution.net/
consttop_faf.html
Strand 3 Concept 2: Structure of Government
The United States structure of government is characterized by the separation and balance of powers.
Performance Objectives
SS05-S3C2-01
Describe the role of town
meetings and representative
assemblies in colonial
government.
Possible Strategies or
Activities


The United States: Making a
New Nation Harcourt, pgs.
157-58, 179, 202, 210-11,
221; Hwk. Pract. Bk. pgs. 41,
50
Simulate a town meeting to
discuss meaningful issues
from the times; compare
them to today’s issues.
Possible Assessment




The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Class participation (e.g.
Assessment Program
Performance Rubrics pgs. ix,
x)
Teacher observation
Possible Resources



U.S. Making A New Nation
http://www.fasttrackteaching.
com/termscolonial.html
http://odur.let.rug.nl/%7Eusa/
H/1954uk/chap1.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 30
SUSD Social Studies Curriculum Table
Elementary School
SS05-S3C2-02
Describe how the Constitution
is designed to limit central
government, as in freedom
from a controlling monarchy.


Read, discuss, and complete
pages in U.S. Making A New
Nation text
Write a summary paragraph
about the how the
Constitution limits the role of
government.


U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book


U.S. Making A New Nation
http://www.royal.gov.uk/texto
nly/Page4682.asp
Connect with:
Strand 1 Concept 3, 4
Strand 3 Concept 3: Functions of Government
Laws and policies are developed to govern, protect, and promote the well-being of the people.
Performance Objectives
SS05-S3C3-01
Explain ways in which the
powers of the federal
government differed from the
Articles of Confederation to
the Constitution.
Possible Strategies or
Activities


Possible Assessment
Read, discuss, and complete
pages in U.S. Making A New
Nation text.
Make a Venn diagram
comparing and contrasting
the powers of the
Constitution versus the
Articles.

View and discuss Ben’s
Guide and America Rocks.
In small groups draw a flow



U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book
Possible Resources





Connect with:
Strand 1 Concept 4
SS05-S3C3-02
Identify the process by which


Group participation
Group presentation (e.g.
Assessment Program


U.S. Making A New Nation
http://bensguide.gpo.gov/
http://www.socialstudiesforki
ds.com/articles/ushistory/ma
kingoftheconstitution1.htm
http://congressforkids.net/Ind
ependence_articles.htm
http://www.americastory.gov/
cgi-bin/page.cgi/jb/14921763
http://bensguide.gpo.gov/
http://www.leginfo.ca.gov/bil2
lawd.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 31
SUSD Social Studies Curriculum Table
Elementary School
a bill becomes a law.
chart of the process.
Performance Rubrics pgs. ix,
x)


SS05-S3C3-03
Describe how the checks and
balance system which
established the three branches
of the federal government
works, as in Andrew
Johnson’s impeachment.




SS05-S3C3-04

Explain the significance of the
Dred Scott Decision.


SS05-S3C3-05

Read, discuss, and complete
pages in U.S. Making A New
Nation text
Draw a tree to illustrate three
branches of government with
their departments, roles, and
responsibilities.
View and discuss
UnitedStreaming Video “This
is our Government”.
Write and perform a mini-trial
of the impeachment
proceedings.
Read, discuss, and complete
pages in U.S. Making A New
Nation text
Make a time line of the
events of the decision by the
Supreme Court.
Research how many of the
Supreme Court Justices
were from the South and
were slave owners. Debate
if this impacted their
decisions?
Read, discuss, and complete

U.S. Making A New Nation
assessment
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
UnitedStreaming Video Quiz
Teacher assessment:
Assessment Program
Performance Rubrics pgs. ix,
x)




U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book



U.S. Making A New Nation







http://www.votesmart.org/resource_govt101_
02.php
Schoolhouse Rock: America
Rock, “I’m Just a Bill”
U.S. Making A New Nation,
http://bensguide.gpo.gov/
http://www.impeachandrewjohnson.com/
Schoolhouse Rock: America
Rock, “Three-Ring
Government”
U.S. Making A New Nation,
http://www.pbs.org/wgbh/aia/
part4/4h2933.html
http://library.wustl.edu/vlib/dr
edscott/
U.S. Making A New Nation ,
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 32
SUSD Social Studies Curriculum Table
Elementary School
Compare the arguments for
states’ rights versus the power
of the federal government
(e.g., the expansion of slavery,
taxation).


pages in U.S. Making A New
Nation text
Create a T-chart on the state
versus federal powers.
Write a persuasive essay on
who should have more power
– the state or federal
government.




assessment
U.S. Making A New Nation
assessment Homework
Practice Book
Group presentations (e.g.
Assessment Program
Performance Rubrics pgs. ix,
x)
Assessment based on
strength of arguments in
persuasive essay (e.g.
Assessment Program Pers.
Writing Rubric pg. xvi)
6 Trait Writing Rubric




http://bensguide.gpo.gov/
http://www.apfn.org/THEWIN
DS/1997/07/states_rights.ht
ml
http://columbusoh.about.com
/od/government/
http://www.ancestry.com/lear
n/contentcenters/contentCent
er.aspx?page=newspaper&o
_xid=21892&o_lid=21892
Strand 3 Concept 4: Rights, Responsibilities, and Roles of Citizenship
The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation’s
history.
Performance Objectives
SS05-S3C4-01
Describe ways an individual
can contribute to a school or
community.
Possible Strategies or
Activities



Read, discuss, and complete
pages in U.S. Making A New
Nation text
Volunteering/community
projects
Lion’s Quest: Units 4 and 5
Possible Assessment



U.S. Making A New Nation
assessment
Student participation (e.g.
Assessment Program
Performance Rubrics pgs. ix,
x)
The United States: Making a
New Nation Harcourt,
Homework Practice Book
Possible Resources



U.S. Making A New Nation,
http://www.kids-voting.org/
http://bensguide.gpo.gov/35/citizenship/index.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 33
SUSD Social Studies Curriculum Table
Elementary School
SS05-S3C4-02

Describe the character traits
(i.e., respect, responsibility,
fairness, involvement) that are
important to the preservation
and improvement of
constitutional democracy in
the United States.


SS05-S3C4-03
Describe the importance of

Read, discuss, and complete
pages in U.S. Making A New
Nation text, Biographies
p. 35 Douglas Responsibility
p. 81 Tapahonso – Caring
p. 135 Estavanico Trustworthiness
p. 153 de las Casas –
Responsibility
p. 159 Pocahontas – Caring
p. 205 Hutchinson – Fairness
p. 231 Tamanend - Respect
p. 267 Equiano – Caring
p. 309 Henry – Patriotism
p. 323 Wheatley - Patriotism
p. 353 de Galvez –
Trustworthiness
p. 395 Morris – Patriotism
p. 433 Sacagawea –
Trustworthiness
p. 487 Tubman – Caring;
Lion’s Quest Units 4 and 5
Choose an important figure
in the community and
list/describe their character
traits.
Read, discuss, and complete
pages in U.S. Making A New
Nation text, Chapter 10






pages
U.S. Making A New Nation
assessment
Lion’s Quest Activities
Student
presentations/participation
Local newspapers
U.S. Making A New Nation
assessment
Student participation




U.S. Making A New Nation ,
Chapters 1 - 12
http://bensguide.gpo.gov/35/citizenship/index.html
U.S. Making A New Nation
Chapter 10
http://pbskids.org/democracy/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 34
SUSD Social Studies Curriculum Table
Elementary School
citizens being actively involved in
the democratic process (e.g.,
voting, student government,
involvement in political
decision making, analyzing
issues, petitioning public
officials).



Complete Kids Voting
activities.
Read America Votes: How
Our President is Elected.
Read current events articles
and summarize.


mygovt/media.html
http://www.kidsvoting.org/
http://bensguide.gpo.gov/912/citizenship/responsibilities
.html
Strand 3 Concept 5: Government Systems of the World
Different governmental systems exist throughout the world. The United States influences and is influenced by global
interactions.
Performance Objectives
SS05-S3C5-01
Describe the characteristics of
a monarchy and a republic.
Connect with:
Strand 1 Concept 3, 4
Strand 2 Concept 6
Possible Strategies or
Activities



Read, discuss, and complete
pages in U.S. Making A New
Nation text p. 316 – 317, 390
(republic)
Arizona Connections
Role-play how events might
differ in a monarchy
compared to a republic
(i.e. changing of power,
taxing).
Possible Assessment

U.S. Making A New Nation
assessment
Possible Resources


U.S. Making A New Nation,
Chapter 10
http://home.alphalink.com.au/
~eureka/case2.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 35
SUSD Social Studies Curriculum Table
Elementary School
Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s
places and regions and how people of different cultural backgrounds interact with their environment. Geographic
reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography,
students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement
and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time
and are important to governments and economies, geographic reasoning will enhance students’ understanding of history,
civics, and economics.
Strand 4 Concept 1: The World in Spatial Terms
The spatial perspective and associated geographic tools are used to organize and interpret information about people,
places and environments.
Performance Objectives
SS05-S4C1-01
Interpret information from a
variety of maps:
a. contour
b. population density
c. natural resource
d. historical maps
Possible Strategies or
Activities





Read, discuss, and complete
pages in U.S. Making A New
Nation text ; I 14-22; Chapter
1
Arizona Connections
Complete AZ Geographic
Alliance map activities.
Make a contour map of
Gettysburg.
Make a population density
map of the United States.
Possible Assessment



Class discussions.
Map rubrics
U.S. Making A New Nation
assessment Homework
Practice Book
Possible Resources





U.S. Making A New Nation,
Chapter 1; I 14 - 22
http://memory.loc.gov/learn/f
eatures/maps/introduction.ht
ml
http://www.nbmg.unr.edu/co
mstockscience/mapping1.sht
ml
http://www.maps.com/ref_ma
p.aspx?nav=RM&cid=679,10
36&pid=12867
http://www.creativemappings
olutions.com/mapsamples.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 36
SUSD Social Studies Curriculum Table
Elementary School


SS05-S4C1-02
Locate features in the world
(e.g., continents, waterways,
mountain ranges, cities) on a
map using latitude and
longitude.





SS05-S4C1-03
Identify the location of
significant geographic
features from content studied
on a physical or political map.
SS05-S4C1-04
Locate physical and human



Read, discuss, and complete
pages in U.S. Making A New
Nation text; Chapter 1
Homework Practice Book
Choose one feature of each
type from around the world
and make a chart listing the
feature, and location using
latitude/longitude.
Unitedstreaming Video
“Maps: Types, Symbols, and
Terms.
Complete applicable AZ
Geographic Alliance lessons.
The United States: Making a
New Nation Harcourt, pgs.
24, 32, 429, I20-I21, R2-R3,
R4-R5, R6, R7, R10-R11,
R12-R13, R14-R15
Arizona Connections pgs. 23; Hwk. Pract. Bk. pg. 5
On a map of the world locate
several examples of different
physical and human features.



U.S. Making A New Nation
assessment
U.S. Making A New Nation
assessment Homework
Practice Book
Assessment based on
accuracy of latitude/longitude
lines.









The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages

Assessment based on
accurately labeling features
on a map.





http://www.lib.utexas.edu/ma
ps/histus.html
http://alliance.la.asu.edu/azg
a/
U.S. Making A New Nation,
Chapter 1
http://www.theodora.com/ma
ps/
http://www.maptools.com/Usi
ngLatLon/LatLon.html
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
http://alliance.la.asu.edu/azg
a/
http://memory.loc.gov/learn/f
eatures/maps/introduction.ht
ml
http://www.mapsofworld.com/
political-maps/
http://alliance.la.asu.edu/azg
a/
The United States: Making a
New Nation Harcourt,
Chapter 1
http://www.atlapedia.com/onli
ne/map_index_phy.htm
http://www.mapsofworld.com/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 37
SUSD Social Studies Curriculum Table
Elementary School
features (e.g., gulf, delta,
isthmus, strait, bay, canyon,
swamp, peninsula, province,
cape, tree line) in the United
States and world on an
appropriate type of map.





SS05-S4C1-05


Identify each state on a U.S.
map.





The United States: Making a
New Nation Harcourt, pgs.
15, Unit 1, Les. 2, I18-I19,
R4-R5, R7, R12-R13, R14R15;
Arizona Connections pg. 2-3
Hwk. Pract. Bk. pg. 4
Unitedstreaming Video
“Geographical Features:
Landforms”.
Complete AZ Geographic
Alliance lessons and maps.
Make a state puzzle.
Present sections of
intersecting state lines and
ask students to identify the
states.
Play around the world with
the states and their capital.
Sing the “50 Nifty States”
song.
Research and write a state
report using an almanac.
Research interesting facts in
the book, Don’t Know Much
About the 50 States by
Kenneth Davis.
The United States: Making a
New Nation Harcourt, pgs.
15, 16-17, 20-21, R8-R9,
R10-R11, R12-R13; Hwk.







Map rubrics
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Give weekly quizzes on the
states and capitals by region.
Reports
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
page









physical-map/
http://www.yourchildlearns.co
m/us_features.htm
http://www.enchantedlearnin
g.com/geography/index.shtml
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
The United States: Making a
New Nation Harcourt
U.S. Making A New Nation,
Chapter 1
http://geography.about.com/li
brary/maps/blusa.htm
http://www.kidport.com/RefLi
b/UsaGeography/UsaGeogra
phy.htm
http://www.census.gov/geo/w
ww/mapGallery/index.html
http://alliance.la.asu.edu/azg
a/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 38
SUSD Social Studies Curriculum Table
Elementary School
SS05-S4C1-06
Construct maps, charts, and
graphs to display geographic
information.




Pract Bk. pg. 1
Make a paper mache globe
of the earth.
Graph/chart the population
growth of your state.
The United States: Making a
New Nation Harcourt, pgs.
19, 100, 175, 177, 218, 245,
429, 446, 480, 537, 542, 545
Interpret newspaper maps,
charts, graphs displaying
geographic information.



Assessment based on
accuracy of graph/chart
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages


U.S. Making A New Nation,
Chapters
http://plasma.nationalgeogra
phic.com/mapmachine/index.
html
Strand 4 Concept 2: Places and Regions
Places and regions have distinct physical and cultural characteristics.
Performance Objectives
SS05-S4C2-01
Describe how the following
regions exemplify the concept
of region as an area with
unifying human or natural
factors:
a. three American colonial
regions
b. West, Midwest, Northeast,
Southeast, Southwest
c. North and South during the
Possible Strategies or
Activities



a: The United States:
Making a New Nation
Harcourt, Unit 2: Chpt. 4
(Lessons 2, 3, 4), Unit 3:
Chpts. 5, 6, 7; Hwk. Pract.
Bk. pgs. for these Chapters
b: The United States:
Making a New Nation
Harcourt, pgs. 14-17, 22-23,
36-39, R10-R11; Hwk. Pract.
Bk. pgs. 1, 10-12
c: The United States:
Possible Assessment


The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Possible Resources





http://memory.loc.gov/learn/f
eatures/maps/introduction.ht
ml
http://www.lizardpoint.com/fu
n/geoquiz/index.html
The United States: Making a
New Nation Harcourt
Arizona Geographic Alliance
Geoliteracy disc; lesson:
“How the West was One: A
Layered-Look Book”
Arizona Geographic Alliance
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 39
SUSD Social Studies Curriculum Table
Elementary School
Civil War


SS05-S4C2-02
Describe the geographic
characteristics of a state in the
United States with the
assistance of maps, the
Internet, atlases, and other
reference materials



Making a New Nation
Harcourt, pgs. 468-69, 477480, 491, 507; Hwk. Pract.
Bk. Pgs. 116-17, 122
Make a foldable book
describing the unifying
features of the regions of the
U.S.
Make a graphic organizer
(chart) comparing North and
South in different categories
like river systems, arable
land, mountains, money,
etc.).
The United States: Making a
New Nation Harcourt, pgs.
14-16, 22-29, 93, R8-R9,
R10-R11, R53
Assign state
reports/presentations.
Unitedstreaming Video
“American Geography CloseUps: Maps, Regions,
Resources, and Climate”
-Teacher’s Guide





The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
Unitedstreaming Video Quiz
State report rubrics
6 Trait Writing Rubric



Geoliteracy disc; lesson:
“Read the USA: Passport to
Regions”
Arizona Geographic Alliance
Geoliteracy disc; lesson:
“This Place is Just Like the
Other”
http://plasma.nationalgeogra
phic.com/mapmachine/index.
html
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
The United States: Making a
New Nation Harcourt,
Chapter 1
Strand 4 Concept 3: Physical Systems
Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems.
These processes affect the distribution of resources and economic development. Science Strands are summarized as
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 40
SUSD Social Studies Curriculum Table
Elementary School
they apply to Social Studies content in Grades K-8. In High School, the Performance Objectives are a summary of skills
and content for grades 9 -12. These concepts are reinforced in Social Studies classes, but assessed through Science.
Performance Objectives
(Science Strands are
summarized below as they
apply to Social Studies
content in Grades K-8. These
concepts are reinforced in
Social Studies classes, but
assessed through Science.)
Connect with:
Science Strand 3 Concept 1
Explain the impacts of natural
hazards on habitats.
Possible Strategies or
Activities

The United States: Making a
New Nation Harcourt, pgs.
25, 37, 44, 112, 118.
Possible Assessment

The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
Possible Resources





http://vathena.arc.nasa.gov/c
urric/land/landform/landform.
html
http://pds.jpl.nasa.gov/planet
s/
http://www.habitats.org/
http://travel.state.gov/travel/ti
ps/emergencies/emergencies
_1207.html
The United States: Making a
New Nation Harcourt,
Chapters 1, 3
Science Strand 6 Concept 2
Describe lunar cycles, Earth’s
revolution and rotation, and
gravity.
Science Strand 6 Concept 3
Describe the planets, other
objects in the solar system, and
exploration of the solar system.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 41
SUSD Social Studies Curriculum Table
Elementary School
Strand 4 Concept 4: Human Systems
Human cultures, their nature, and distribution affect societies and the Earth.
Performance Objectives
SS05-S4C4-01
Explain why and how
boundaries change (e.g.,
Westward Expansion, Civil
War, Mexican - American War).
Connect with:
Possible Strategies or
Activities



Strand 1 Concept 5, 6

SS05-S4C4-02
Explain the effects (e.g.,
economic, cultural,
environmental, political) of
human migration on places.

The United States: Making a
New Nation Harcourt,
pgs.300-301, 367, 371, 375,
380-381, 429, 444-446, 448449, 459, 468-469, 491, 507;
Arizona Connections pg. 2-3;
Hwk. Pract. Bk. pgs. 71-72,
88, 90, 103-104, 110, 116-17
Make a series of maps
depicting different times of
boundary changes and
growth over time.
In cooperative groups, assign
different periods of time to
each group. Have them label
an overhead map according
to the boundaries of that era.
Each group then presents
their map to the whole class.
The United States: Making a
New Nation Harcourt, pgs.
52-55, 103,128-134,150,
182, 428, 446-447, 450-451,
455, 457, 459, 525-529, 538543, 547, 551;
Possible Assessment




Possible Resources
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages

The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,



http://www.sonofthesouth.net
/texas/westwardexpansion.htm
The United States: Making a
New Nation Harcourt,
Chapters 8, 9, 11, 12
http://www.nationalgeographi
c.com/xpeditions/lessons/09/
gk2/humanmigration.html
The United States: Making a
New Nation Harcourt,
Chapters 2, 3, 13
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 42
SUSD Social Studies Curriculum Table
Elementary School

Connect with:
Strand 1 Concept 5
Strand 2 Concept 5
Strand 5 Concept 1

Homework Practice Book
pages
Arizona Connections pgs.
11-12, 19-21; Hwk. Pract. Bk
pgs. 107-108, 111, 126, 131,
134, 135
In groups of four, assign one
effect (economic, cultural,
etc.) per group member.
Give each group a different
region of the U.S. to
research; the group compiles
their collective data in a
report using graphic
organizers.

Arizona Geographic Alliance
Geoliteracy disc; lesson: “So
That Desert Can Blossom
Like a Rose”
Strand 4 Concept 5: Environment and Society
Human and environmental interactions are interdependent upon one another. Humans interact with the environmentthey depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an
understanding of the interconnections and interdependence of human and physical systems.
Performance Objectives
SS05-S4C5-01
Describe the ways European
colonists and Native
Americans viewed, adapted,
and used the environment.
Connect with:
Possible Strategies or
Activities

The United States: Making a
New Nation Harcourt, pgs. 25, 53-54, 58-59, 62-67, 7075, 76-80, 82-87, 102-103,
156-159, 166-167, 172-173,
179, 183, 186-187, 203-204,
214-15, 225, 229-231, 240245, 249, 254-255, 258-59,
264-65, 269, 275, 279;
Possible Assessment


The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Possible Resources





Colonial Kids by Laurie
Carlson
Cooking Up US History by
Suzanne Barchers
http://www.wvculture.org/hist
ory/indland.html
http://www.earlyamerica.com
/
The United States: Making a
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 43
SUSD Social Studies Curriculum Table
Elementary School
Strand 1 Concept 3, 6




SS05-S4C5-02
Describe the impact that
natural events (e.g., floods,
earthquakes, droughts) have
on human and physical
environments.





Hwk. Pract. Bk. pgs. 17-21,
41, 55-56, 65-66, 68
Write historical fiction
accounts of the interactions
between colonists and Native
Americans focusing on their
use and views of the
environment.
Read selected excerpts from
historical fiction novels, such
as Sign of the Beaver by
Elizabeth George Speare to
enhance student
understanding of the differing
perspectives.
Orally read excerpts from
Susan Whitehurst’s book, A
Plymouth Partnership:
Pilgrims and Native
Americans.
Unitedstreaming “World’s
Best: Series: Nature’s Fury”
Literature study
The United States: Making a
New Nation Harcourt, pgs.
44, 176
Select current events articles
from the newspapers to
study.
Make charts of impact of five
selected natural events in






Student generated questions
from video
Project/presentation on
literature study




New Nation Harcourt,
Chapters - various
Houghton Mifflin: Reading
Theme 5: One Land, Many
Trails, “Pioneer Girl” by
Andrea Warren
Arizona Geographic Alliance
Geoliteracy disc; lesson: “A
River Through Time”
Arizona Geographic Alliance
Geoliteracy disc; lesson: “A
River, Dead or Alive: Native
Americans and European
Colonists’ Treatment of a
River”
SS Trade Book: How to
Survive in Antarctica, Lucy
Bledsoe (SS05-S2C9-01, 02)
http://www.earthweek.com/
http://www.epa.gov/naturalev
ents/hurricanes/index.html
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
Houghton Mifflin: Reading
Theme 1: Nature’s Fury
1. If You Lived at the Time
of the Great San
Fransisco Earthquake by
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 44
SUSD Social Studies Curriculum Table
Elementary School
the United States (i.e.
Johnstown Floods, 1906 San
Francisco earthquake) from
World Almanacs.

Ellen Levine.
2. Hurricanes: Earth’s
Mightiest Storms by
Patricia Lauber
Newspapers
Strand 4 Concept 6: Geographic Applications
Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the
present, and to plan for the future.
Performance Objectives
SS05-S4C6-01
Describe how geographic
features influenced events in
the past in the Original
Thirteen Colonies, the Great
Plains, the Pacific Northwest
and the West.
Possible Strategies or
Activities


Connect with:
Strand 1 Concept 3, 5, 6

The United States: Making a
New Nation Harcourt, pgs.
33-34, 202, 216-21, 225,
240-245, 249, 257, 279, 380381, 427-29, 446-47, 452453, 459, 463, 525-27, I18I19;
Hwk. Pract. Bk. pgs. 48, 50,
55-56, 103-104, 107-110,
134
Make maps of the mountain
ranges and river systems in
the U.S. and annotate maps
indicating the role of the
features in American history
(i.e. the Appalachians; the
Rockies, the Mississippi and
Possible Assessment


The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Possible Resources


http://www.answers.com/Hist
ory%20of%20the%20United
%20States%20geography
The United States: Making a
New Nation Harcourt,
Chapters - various
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 45
SUSD Social Studies Curriculum Table
Elementary School
SS05-S4C6-02
Use geographic knowledge
and skills (e.g., recognizing
patterns, mapping, graphing)
when discussing current
events.




SS05-S4C6-03
Use geography concepts and
skills (e.g., recognizing
patterns, mapping, graphing)
to find solutions for local,
state or national problems
(e.g., shortage or abundance
of natural resources).



Ohio Rivers).
The United States: Making a
New Nation Harcourt, pgs.
14-15, 42-43, 49, 291, R2R3, R6;
Arizona Connections pgs. 23, 12
Online lesson “What’s
Happening in Our World
Today?”
Discuss newspaper activities
throughout the year.
The United States: Making a
New Nation Harcourt, pgs.
42-45, 49, 85, 168-169, 313;
Hwk. Pract. Bk. pg. 38
Complete suggested
GeoLiteracy lessons.



Online lesson assessment
The United States: Making a
New Nation Harcourt
Assessment Program,
Performance Rubrics (pgs.
vi, xiii, xv )

The United States: Making a
New Nation Harcourt






http://www.edhelper.com/geo
graphy/geography.htm
The United States: Making a
New Nation Harcourt
Newspapers
http://www.ngsednet.org/com
munity/index.cfm?community
_id=204
The United States: Making a
New Nation Harcourt
Arizona Geographic Alliance
Geoliteracy disc; lesson:
“The Gift of Water: Modifying
Our Environment”
Arizona Geographic Alliance
Geoliteracy disc; lesson: “But
We Need More, Where Will It
Come From?”
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 46
SUSD Social Studies Curriculum Table
Elementary School
Strand 5: Economics
The goal of the economics strand is to enable students to make reasoned judgments about both personal economic
questions and broader questions of economic policy. Students will develop an economic way of thinking and problem
solving to understand and apply basic economic principles to decisions they will make as consumers, members of the
workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh both short-term
and long-term effects of decisions as well as possible unintended consequences. The study of economics explains
historical developments and patterns, the results of trade, and the distribution of income and wealth in local, regional,
national, and world economies. Students will be able to analyze current issues and public policies and to understand the
complex relationships among economic, political, and cultural systems.
Strand 5 Concept 1: Foundations of Economics
The foundations of economics are the application of basic economic concepts and decision-making skills. This includes
scarcity and the different methods of allocation of goods and services.
Please note: Not all schools have access to the suggested Exchange City Junior Achievement activities noted in this
strand.
Performance Objectives
SS05-S5C1-01
Identify the opportunity costs
(i.e., separation from family,
indentured service) associated
with expeditions to the New
World.
Connect with:
Possible Strategies or
Activities



The United States: Making a
New Nation Harcourt, pgs.
114-115, 130-134, 143, 155,
157, 190-191, 246-247, 249
Conduct a literature study.
Unitedstreaming “Economics:
The Production, Distribution,
and Consumption of goods
and Services: Resources
-Teacher’s Guide.
Possible Assessment


Comprehension questions
from literature study
Video assessments
Possible Resources




http://www.moneyinstructor.c
om/finance.asp
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
The United States: Making a
New Nation Harcourt
Houghton Mifflin: Reading
Theme 3: Voices of the
Revolution
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 47
SUSD Social Studies Curriculum Table
Elementary School
Strand 1 Concept 3
Strand 2 Concept 5
Strand 4 Concept 2, 4
SS05-S5C1-02
Describe how specialization
(e.g., division of labor)
improved standards of living
in the three colonial regions
and the Pre-Civil War North
and South.




Connect with:
The United States: Making a
New Nation Harcourt, pgs.
63, 90, 210, 214-219, 240247, 268- 271, 455, 477;
Hwk. Pract. Bk. pgs. 55-56,
59, 113-14, 122
Make graphs and charts to
visually display the economic
differences between the
three colonial regions and
the North and South.


The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages




Strand 1 Concept 6

SS05-S5C1-03
Identify how voluntary
exchange helps both buyers
and sellers as in colonial trade
in North America.
Connect with:
Strand 1 Concept 3


The United States: Making a
New Nation Harcourt, pgs.
210, 215-219, 240-245, 270271;
Hwk. Pract. Bk. pgs. 50, 5556, 59, 68


The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages




1. “James Forten: Now is
Your Time” by Walter
Myers
DVD set: Economics for
Children, Schlessinger
(LV780DV-P7)
http://eh.net/encyclopedia/arti
cle/Rosenbloom.LaborInst
http://www.ncee.net/resource
s/lessons/publications/public
ation_info.php?t=t&pid=105
http://memory.loc.gov/learn/f
eatures/timeline/expref/slaver
y/slavery.html
http://wal.loswego.k12.or.us/
sandsp/Pre%20Civil%20War
%20Economy-North%20and%20South.htm
The United States: Making a
New Nation Harcourt,
Chapters 5, 6, 7, 11
http://falcon.jmu.edu/~ramse
yil/colonial.htm
http://www.ohlone.paloalto.ca.us/Williamsburg/page
10.htm
http://www.history.org/Alman
ack/life/trades/tradehdr.cfm
The United States: Making a
New Nation Harcourt,
Chapters 5, 6, 7
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 48
SUSD Social Studies Curriculum Table
Elementary School
Strand 2 Concept 5
SS05-S5C1-04
Interpret how trade promoted
economic growth throughout
U.S. history.
Connect with:



Strand 1 Concept 3
Strand 2 Concept 5
Strand 4 Concept 4
The United States: Making a
New Nation Harcourt, pgs.
170-73, 216-17, 221, 243,
270-71, 275, 452-53, 455-57,
463, 499, 525-27.
Hwk. Pract. Bk. pgs. 39, 41,
48, 50, 66, 68, 109, 123, 134
Make a product timeline
showing different goods that
were traded throughout U.S.
History.



The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Assessment based on
accuracy of timeline



http://www.blueladder.com/e
ducation/ushistdiscovernotes
5.htm
http://www.sitesalive.com/pre
view/guides/hltgTriangle.htm
#2
The United States: Making a
New Nation Harcourt
Strand 5 Concept 2: Microeconomics
Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and
governmental policies.
Performance Objectives
SS05-S5C2-01
Explain how price incentives
affect peoples’ behavior and
choices, such as colonial
decisions about what crops to
grow and which products to
produce.
Connect with:
Possible Strategies or
Activities



The United States: Making a
New Nation Harcourt, pgs.
157, 172, 178-79, 215-19,
225, 240-46, 249, 254-55,
264-65, 269, 275, 279;
Hwk. Pract. Bk. pgs. 41, 5557, 59, 65-66, 68, 78
EconEdLink Online Lesson
“Incentives Influence Us”
Possible Assessment



The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
EconEdLink Online lesson
assessment
Possible Resources




http://www.moneyinstructor.c
om/finance.asp
http://www.econ-fun.com/
http://www.econedlink.org/les
sons/index.cfm?lesson=EM3
78&page=teacher
The United States: Making a
New Nation Harcourt,
Chapters 4 - 7
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 49
SUSD Social Studies Curriculum Table
Elementary School
Strand 1 Concept 3
Strand 2 Concept 5, 8
SS05-S5C2-02
Describe how competition,
markets, and prices influence
peoples’ behavior.


Connect with:
Strand 1 Concept 4

SS05-S5C2-03
Identify how people earn
income by selling their labor
to businesses or
governments.
SS05-S5C2-04
Describe ways in which
entrepreneurs take risks to
develop new goods and





Unitedstreaming Video
“Economics: The Production,
Distribution, and
Consumption of Goods and
Services: Needs and Wants”
The United States: Making a
New Nation Harcourt, pgs.
172, 178, 246-47, 249, 304,
306, 311, 334; Hwk. Pract.
Bk. pgs. 57, 78
Unitedstreaming Video
“Elementary Video
Adventures: Money: Kids and
Cash”
EconEdLink Online Lesson
“To Be or Not to Be?”
The United States: Making a
New Nation Harcourt, pgs.
157, 191, 415, 455, 532-33;
Hwk. Pract. Bk. pgs. 99, 12728, 135
Design a product to sell and
create a presentation with
visuals.
Write a persuasive essay
about why we should buy







The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages

EconEdLink Online lesson
assessment
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Student participation
Presentation (The United
States: Making a New
Nation Harcourt, Assessment
Program Performance








Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
The United States: Making a
New Nation Harcourt
Exchange City Junior
Achievement, Cluster One
lessons
http://www.econ-fun.com/
http://www.econedlink.org/les
sons/index.cfm?lesson=EM3
93&page=teacher
The United States: Making a
New Nation Harcourt,
Chapters - various
Exchange City Junior
Achievement
http://lessonplancentral.com/l
essons/Social_Studies/Econ
omics/index.htm
http://www.econedlink.org/les
sons/index.cfm?lesson=EM4
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 50
SUSD Social Studies Curriculum Table
Elementary School
services.


SS05-S5C2-05

Describe the function of
private business in producing
goods and services.

SS05-S5C2-06

Discuss the function of banks
in providing checking
accounts, savings accounts,
and loans.
SS05-S5C2-07
your product.
EconEdLink Online Lesson “I
Can Be an Entrepreneur”
The United States: Making a
New Nation Harcourt, pgs.
114-15, 155-57, 191, 532-33;
Hwk. Pract. Bk. pgs. 29, 12728



EconEdLink- Online lesson
“Those Golden Jeans”
The United States: Making a
New Nation Harcourt, pgs.
155, 215, 455-57, 463, 53233, 551; Hwk. Pract. Bk. pgs.
109, 127-28, 135



View Unitedstreaming Video
“Elementary Video
Adventures: Money: Kids and
Cash”.


Rubrics pgs. ix, x)
Persuasive essay
(Performance Rubric pgs.
xvi)
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Student participation
Teacher observations
The United States: Making a
New Nation Harcourt,
Assessment Program
Chapter and Unit tests
The United States: Making a
New Nation Harcourt,
Homework Practice Book
pages
Student generated
facts/questions









Complete EconEdLink Online

Online lesson assessment

76&page=teacher
The United States: Making a
New Nation Harcourt,
Chapters - various
Exchange City Junior
Achievement, Cluster One
lessons
http://www.econedlink.org/les
sons/index.cfm?lesson=EM5
57&page=teacher
The United States: Making a
New Nation Harcourt
Exchange City Junior
Achievement
http://www.frbsf.org/currency/
expansion/index.html
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
Exchange City Junior
Achievement Cluster Three
lessons
http://www.econedlink.org/les
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 51
SUSD Social Studies Curriculum Table
Elementary School
Explain the function of
government in providing
certain goods and services
through taxation.

Lesson “Taxation without
Representation?”
The United States: Making a
New Nation Harcourt, pgs.
68-69, 299, 413, 415


Connect with:
Strand 1 Concept 4
sons/index.cfm?lesson=EM3
56&page=teacher
The United States: Making a
New Nation Harcourt
Exchange City Junior
Achievement, Cluster One
lessons
Strand 5 Concept 3: Macroeconomics - There are no performance objectives at this grade.
Strand 5 Concept 4: Global Economics - There are no performance objectives at this grade.
Strand 5 Concept 5: Personal Finance
Decision-making skills foster a person’s individual standard of living. Using information wisely leads to better informed
decisions as consumers, workers, investors and effective participants in society.
Performance Objectives
SS05-S4C6-01
Explain how the following are
used to purchase goods and
services:
a. cash
b. check
c. money order
d. debit card
Possible Strategies or
Activities


Unitedstreaming Video
“Understanding Economics”
-Teacher’s Guide
Create classroom money
and bank. Use money to
purchase items by
withdrawing from account
(i.e. debit card, check).
Base earnings on classroom
jobs and behavior
Possible Assessment

Video assessments
Possible Resources





http://www.quincynet.com/an
alists/b3630-16.htm
http://www.moneyinstructor.c
om/elementary.asp
Unitedstreaming ASSET
Video
http://www.asset.asu.edu/
Everyday Math 5th Grade
Exchange City Junior
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 52
SUSD Social Studies Curriculum Table
Elementary School
e. credit card


Tie into Unit 7 Everyday
Math 5th Grade (use of
positive and negative
numbers)
The United States: Making a
New Nation Harcourt, pgs.
246-47, 319, 340
Achievement, Cluster Two
lessons
Important Websites for 5th Grade Social Studies:
http://www.harcourt.com/ (Goes with Harcourt Social Studies adoption)
http://www.asset.asu.edu (provides access to video clips coordinated with standards)
http://bensguide.gpo.gov/ (information about government/history)
http://www.ade.state.az.us/ (Arizona social studies standards)
http://www.kidsvotingaz.org/ (Kids Voting website)
http://www.eduplace.com/index.jsp?state=az&audience=_t&submit.x=40&submit.y=17 (Reading/L. Arts adoption)
http://alliance.la.asu.edu/azga/ (Arizona Geographic Alliance)
http://www.lawforkids.org/lawdocs/constitution.cfm (Law for Kids site)
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Fifth Grade
Page 53
SUSD Social Studies Curriculum Table
Elementary School
http://my.econedlink.org/standards/display_standards.php?ss2=AZ (Lesson plans to tie into AZ Standards
Economics Strand)
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07