Q1 - Shelby County Schools

2015 – 2016

SOCIAL STUDIES INSTRUCTIONAL MAPS

GRADE 5

QUARTER 1

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance.

The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

 80% of our students will graduate from high school college or career ready

 90% of students will graduate on time

 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning,

Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the

Elementary Social Studies curriculum maps.

Designed with the teacher in mind, the Elementary Social Studies curriculum maps focus on integrating literacy skills and strategies with content standards. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

Shelby County Schools’ Social Studies Instructional Map 2015 1

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the Social

Studies Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Social Studies Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, it is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies. Students must employ essential literacy strategies that explicitly demonstrate the application of reading, writing, and thinking strategies to support learning in social studies.

The integration of literacy and social studies is critical for student success. This curriculum map is designed to help teachers make effective decisions about what Social Studies content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three

College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the

College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity

Collection:

Teachers can learn more about how to select complex texts

(using quantitative, qualitative, and reader/task measures) using


http://achievethecore.org/page/642/text-complexitycollection

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-wordfinder the resources in this collection.

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent

Questions Resources: http://achievethecore.org/page/710/text-dependent-

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis. question-resources

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects

Sequenced: http://achievethecore.org/page/1098/text-set-projectsequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Curriculum Maps, Elementary Social Studies

Our 2015-2016 Social Studies curriculum maps have some new features we would like to share with you, as well as point out some information that will better help you utilize this resource. In addition, this map should guide you in planning for daily instruction.

 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) I Can Statements & Vocabulary, (3) Instructional

Activities &Resources

 Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P –

Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to: http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf

 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA) standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans at the end of each quarter.


 A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website: http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm

 A comprehensive list of the Tennessee State Social Studies standards can be found at: http://tn.gov/education/standards/social_studies.shtml

Have a great school year!


Instructional Map 1 st Nine Weeks

Social Studies

Grade 5

Instructional Activities & Resources TN State Social Studies

Standards

Guiding Questions &

Vocabulary

5.1

Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. (C, G, P)

E)

5.2

Interpret the sectional differences between the North and the South in economics, transportation, and population. (C,

5.3

Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery, including: (C, P)

• Sojourner Truth

• Frederick Douglass

• the Grimke sisters

• William Lloyd Garrison

5.1

How would you explain the myth versus the reality of the

Antebellum South prior to the Civil

War?

Vocabulary antebellum economics cash crops slavery tariff immigration states’ rights sectionalism urban

Academic Terms: Compare,

Contrast, Interpret,

5.2

How might you compare the

North with the South prior to the

Civil War?

What are some advantages/ disadvantages to living in the North or the South?

5.3

How might you defend your position on the stance of slavery?

Vocabulary abolitionist discrimination

Underground Railroad

Shelby County Schools’ Social Studies Instructional Map 2015

Topic: U.S. Prior to Civil War

Weeks: 1-3

5.1 – 5.2 In groups, students will create a variety of presentations showing the differences between the North and the South prior to the Civil War. LiteracyL.5.3

Timeline of events using graphics

 Create a brochure for the North using blue paper and the South using grey paper. Include each region’s: economics, largest area populations, transportation systems, maps of states

 Discuss population density of slaves vs. free people to determine decisions made by states about secession.

 Use maps to compare density of slave/free populations in Northern and Southern states

Books: Houghton Mifflin Social Studies: Tennessee Civil War to Today http://www.sonofthesouth.net/slavery/slave-maps/us-slave-map.htm http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

www.eduplace.com/sst/ http://www.civilwar.org/education/history/civil-war-overview/northandsouth.html http://teachingamericanhistory.org/static/neh/interactives/civilwar/lesson1/ http://teacher.scholastic.com/activities/bhistory/underground_railroad/slideshows/plantation_slides.htm

5.3 Read/ Listen to excerpts from primary texts. http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm

http://teacher.scholastic.com/activities/bhistory/underground_railroad/slideshows/safety_slides.htm

http://www.loc.gov/teachers/tps/quarterly/differentiated_instruction/pdf/secondary_activity.pdf

 Sojourner Truth http://www.civilwar.org/education/history/primarysources/the-narrative-ofsojourner.html

 Frederick Douglass http://teachers.history.org/resources/primary-source-documents/frederickdouglass

 the Grimke sisters http://utc.iath.virginia.edu/abolitn/abesaegat.html

 William Lloyd Garrison http://www.pbs.org/wgbh/aia/part4/4h2928t.html

 Compare and Contrast the images and language used in the text as well as the intended audiences. Which text/author provided the strongest argument for abolition? Journeys Writing

Handbook Lesson 7, p26-27 W.5.5

 Construct interview questions for one or more authors and role play for the class. Journeys

5


Social Studies

Grade 5


Standards

5.4

Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including:

• Missouri Compromise

• Uncle Tom’s Cabin

• Compromise of 1850

• Brook’s attack on Sumner

• Kansas-Nebraska Act

• John Brown’s Raid

• Dred Scott case


Vocabulary

5.4 What were the decisions or compromises that needed to be made to make the United States move together as one or that led to secession?

Maps101: map of secession maps.com map of secession

Vocabulary slave state free state

Union popular sovereignty fugitive


Writing Handbook pages 96-97 Literacy W.5.9

 Create a foldable to show differences of each text and the implications that could lead to the Civil

War.

 Underground Railroad: http://education.nationalgeographic.com/education/media/undergroundrailroad-journey-freedom/?ar_a=1 LiteracyRI.5.7

5.4 Slavery Becomes a National Issue: Teams of students will develop presentations on: the

Missouri Compromise, Uncle Tom’s Cabin, Compromise of 1850, Brook’s attack on Sumner, the

Kansas-Nebraska Act, John Brown’s Raid, and the Dred Scott case. Presentations should include: visual component and written piece addressing the event’s contribution to slavery becoming a national issue. Literacy.RI.5.7

http://www.movingbeyondthepage.com/online/getsample.aspx?lessonID=881&bookGUID=d23e9002cf4b-43c4-a805-565dbfa58955

Reading text and Missouri Compromise Activity: http://mrkash.com/activities/compromise.html

Uncle Tom’s Cabin: https://www.harrietbeecherstowecenter.org/utc/impact.shtml

, http://utc.iath.virginia.edu/interpret/intslav.html

, http://www.pbs.org/wgbh/aia/part4/4p2958.html

Compromise of 1850: http://www.pbs.org/wgbh/aia/part4/4p2951.html

, http://www.history.com/topics/compromise-of-1850 , http://www.history.com/topics/compromise-of-

1850/videos

Brook’s Attack on Sumner: http://www.capitol.gov/html/VGN_2010061462876.html

, http://www.ushistory.org/us/31e.asp

,

Kansas-Nebraska Act: http://www.history.com/topics/kansas-nebraska-act , http://www.ourdocuments.gov/doc.php?flash=true&doc=28

John Brown’s Raid: http://www.ushistory.org/us/32c.asp

, http://www.civilwar.org/150thanniversary/john-browns-harpers-ferry.html

Dred Scott case: http://www.pbs.org/wgbh/aia/part4/4p2932.html

, http://www.history.com/topics/blackhistory/dred-scott-case

Extension Activities : 12 years a Slave Teacher’s Guide: http://www.penguin.com/static/pdf/teachersguides/twelveyears032014b.pdf

12 years a Slave: Text to Text: http://learning.blogs.nytimes.com/2013/10/22/text-to-text-twelve-

6

Instructional Map

TN State Social Studies

Standards


Vocabulary

1 st Nine Weeks

Social Studies

Grade 5

Instructional Activities & Resources years-a-slave-and-an-escape-that-has-long-intrigued-historians/?_php=true&_type=blogs&_r=0

Slave Sales: http://education.nationalgeographic.com/education/media/slave-sale/?ar_a=1

Primary Documents and Supporting Texts to Read: excerpts from Ain’t I a Woman , Sojourner

Truth; excerpts from Uncle Tom’s Cabin , Harriet Beecher Stowe; excerpts from Narrative of the Life of

Frederick Douglass , Frederick Douglass; excerpts from the writings of the Grimke sisters ; excerpts from the writings of William Lloyd Garrison


Literacy Lessons and Activities for Quarter 1, Weeks 1-3

Precursor to War:

Activity:

Using POW TIDELL as a graphic organizer, respond to the following prompt. The students should use text readings from abolitionists, lessons or notes from laws, and learned information to cite as supporting evidence in their essay.

Writing Prompt:

In 1850, most Northerners would never have dreamed they would be fighting a war against the South. Compare and contrast public opinion of Northern citizens in 1850 and in 1860. What events led up to their change in thinking?

Literacy.W.5.2: p284-285

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Literacy W.5.5

Journeys Writer’s Handbook p26-27, TE

Fictional Recommendations for Pre-Civil War: for Watie by Harold Keith

Abolitionist Newspaper:

Activity:

Each student will choose one of the 4 rebellions they just learned about write a newspaper article. Explain how newspaper articles focus on who, what, when, where, why, and how of a story. Discuss the “why” in each of these was to escape and/or end slavery. Hold a class discussion on each point of view.

Writing Prompt:

Choose to be a present day journalist or a 19th century journalist. Construct an article from the point of view of a

Northern abolitionist paper or Southern proslavery paper.

Writing a Class Newspaper: http://www.iupui.edu/~geni/lsort/creating_ugrr_mg.html

Slave Rebellions: http://www.history.com/topics/blackhistory/slavery-iv-slave-rebellions

Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Gabriel’s Horses by Alison Hart; Rifles

Socratic Seminar/Fishbowl Discussion:

Opinion: Doomed for War?

Activity:

Students prepare answers to each of the parts of the questions below and gather their evidence to use during the class discussion. Conduct a Tug of War to determine opinion/sides before researching in depth.

Writing Prompt:

Compare and contrast the North and the South during the antebellum period. Were their social, political, and economic differences reconcilable or was civil war inevitable? Support your opinion essay using evidence from previous lessons.

Socratic Seminars: http://www.scholastic.com/teachers/topteaching/2010/11/higher-order-comprehension-powersocratic-seminar

Fishbowl Discussions: https://www.facinghistory.org/foreducators/educator-resources/teaching-strategies/fishbowl

Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Journeys Writer’s Handbook, pages 106-107, TE page 364

Literacy.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly.

Non-Fiction Recommendations for Pre-Civil War: Underground Railroad by Henrietta

Buckmaster; Slavery and the Coming of the Civil War by James Lincoln Collier



Social Studies

Grade 5


Standards


Vocabulary

5.5 Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. (H,

P, TN)

5.6

Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the

Union to include: state convention vote of 1861, the Free and

Independent State of Scott, Hurst

Nation, East Tennessee mostly pro-

Union and divided families. (H, P,

TN)

5.5 Based on what you know, how would you explain the campaign of

1860?

5.6

What differences existed between East and West Tennessee that led to the eventual separation from the Union?


Topic: U.S. Prior to Civil War

Weeks: 4-6

5.5

 Design a campaign poster for the candidates of the election in 1860. Students include key elements that emphasize the countries’ divisive issues at the time. http://www.loc.gov/rr/print/list/picamer/paPrescamp.html

, http://amhist.ist.unomaha.edu/lessons/_The Election of 1860_GP 1860 Election.pdf

 Write a persuasive essay to campaign for each candidate. The students essay should focus on facts that support their opinions. Use POW TIDELL as graphic organizer to help set up their essay. Journeys Writer’s Handbook pages 40-44, TE p298-301

 Create a foldable that shows the debate between the two candidates in the election.

Election of 1860: http://amhist.ist.unomaha.edu/lessons/_The%20Election%20of%201860_GP%201860%20Election.pdf

http://education-portal.com/academy/lesson/the-election-of-1860.html

http://www.lincolnlogcabin.org/education-kits/Abraham-Lincoln-Lesson-Plans/Lesson-3.pdf

Literacy.L.5.6

5.6

Create a 4 door foldable book to show reasons why Tennessee was divided on secession. http://www.history.com/topics/american-civil-war/secession http://library.mtsu.edu/tps/Divided_Tennessee.pdf http://tennesseeencyclopedia.net/entry.php?rec=265 http://www.scottcounty.com/about/history

Literacy.RI.5.3

9



Standards

5.7

Determine the meaning of the terms of this period with a visual representation, including: (G, C)

• Union and Confederate States

• Yankees and Rebels

• Blue and Gray

• Johnny Reb and Billy Yank

5.8

Analyze the geographic, social, political, and economic strengths and weakness of the North and

South. (E, G, H, P


1 st Nine Weeks

Social Studies

Grade 5

Instructional Activities & Resources Guiding Questions &

Vocabulary

5.7 What are different ways that the

North and South identified themselves during the Civil War?

Vocabulary secession

Confederacy

Civil War border states

Union

5.8 What were some of the geographical, social, political, and economic advantages and disadvantages of the North and

South prior to the Civil War ?

5.7 Color-code a map of the Union and Confederate states. Union = blue, Confederate = grey.

Territories = green

Read text about Union and Confederate soldier uniforms. Create a comparison chart to show the differences. Within chart, classify each nickname for soldiers. Discuss the connotation for each of the words.

Create a postage stamp showing representations of:

 Yankees and Rebels

 Blue and Gray

 Johnny Reb and Billy Yank

Literacy.L.5.6

War uniform comparisons: http://www.ducksters.com/history/civil_war/military_uniforms.php http://content.time.com/time/photogallery/0,29307,2064128_2264063,00.html

Civil War in Pictures http://www.usa-printables.com/Events/Civil_war/ http://www.archives.gov/research/military/civil-war/photos/

5.8 Develop a PERSIA graphic organizer to analyze the strengths and weaknesses of the North and

South https://historytech.wordpress.com/2009/10/02/tip-of-the-week-persia-graphic-organizer/ http://www.unc.edu/depts/europe/teachingresources/workshops/1206persia-blank.pdf

Secession: http://filebox.vt.edu/users/kbartell/Lesson%20Plan%20Civil%20War-Secession.pdf

Literacy.RI.5.3

10



Standards

5.9

Identify the Border States and the efforts of both sides to secure them to their cause. (G.H)

5.10

Create a visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and

Trans-Mississippi theaters of war.

(G, H, P)

1 st Nine Weeks

Social Studies

Grade 5


Vocabulary

5.9 What strategies might you have used to secure the Border States for your cause?

5.9 Border States:

Missouri

Kentucky

Maryland

Delaware

5.10 How did the Union’s

Anaconda Plan defeat the

Confederacy?

How was the geography of the war an advantage for the South?

5.9 Use a graphic organizer to display the ways the North and South tried to influence the border states. Include the reasons each state gave for their final decision.

Border States: http://www.listenedition.com/wp-content/uploads/2014/01/Border-States-in-the-Civil-

War-ELA.pdf

http://www.nps.gov/resources/story.htm?id=205 http://www.ozarkscivilwar.org/regions/texas

Literacy.RI.5.3

5.10

Create a diorama

Produce a map that shows the terrain of the Eastern, Western, and Trans-Mississippi South. Overlay the movements in the Union’s Anaconda Plan. Explore how the terrain contributed to the successes/failures of this strategy.

Union’s Anaconda Plan: http://www.civilwaracademy.com/anaconda-plan.html

http://education-portal.com/academy/lesson/the-anaconda-plan-civil-war-strategy.html#lesson http://www.academickids.com/encyclopedia/index.php/Anaconda_Plan

Literacy.RI.5.6


Literacy Lessons and Activities for Quarter 1, Weeks 4-6

Border States and Lincoln:

Activity: Using POW TIDELL / RICE as a graphic organizer, respond to the following prompts.

Writing Prompt:

Using lesson 5.9: What events led up to Lincoln’s election? Why were the border states so important to

Lincoln? Support your answer with evidence from the maps and comparison chart.

Literacy.W.5.2

: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Fiction Recommendations: The Storm Before Atlanta by Karen Schwabach; Mostly True Adventures of Homer

P. Figg by Rodman Philbrick

Tennessee for Me:

Activity:

Using the following link, project or print the chart of Area of State/ Slave Percentage of Population http://www.tn4me.org/minor_cat.cfm/minor_id/1/major_id

/5/era_id/5

Discuss the how the percentage of slaves in each area is relevant to that part of Tennessee wanting to go with the

Union or secede with the Confederate States.

Using the information from the discussion, previous lessons, and information from the above link students should respond to the following prompt using POW

TIDELL/ RICE as a graphic organizer.

Writing Prompt:

Why did Tennessee decide to go with the Confederate

States? Cite evidence to support your work.

Literacy.W.5.9

: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Non-Fiction Recommendations: The Making of

America by National Geographic Society

Drummer Boys:

Read: Drummer Boys played an important Role in the Civil

War and some even became soldiers by Carolyn Reeder http://www.washingtonpost.com/lifestyle/kidspost/drummerboys-played-important-roles-in-the-civil-war-and-somebecame-soldiers/2012/01/31/gIQA3cKzRR_story.html

Have students cite evidence in text as they read about the importance of the role of drummer boy during the war.

Journeys Writer’s Handbook pages 60-64, TE p318-321

Literacy W.5.5

Literacy.RI.5.8

: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Website for Overall Referencing: http://www.radford.edu/~sbisset/civilwar.htm




Standards

1 st Nine Weeks

Social Studies

Grade 5


Vocabulary

5.11 Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: (G,

H, TN)

• Fort Sumter

• First Battle of Bull Run

• Fort Henry and Donnelson

• Chickamauga

• Gettysburg

• Appomattox Court House

• Shiloh

• Antietam

• Nashville

• Franklin

• Vicksburg

5.12

Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: (C, H, P)

• Abraham Lincoln

• Jefferson Davis

• Ulysses S. Grant

• Robert E. Lee

• Frederick Douglas

• Clara Barton

5.11 What factors impacted the major battles wins/ losses impact the outcome of the war?

Vocabulary causalities draft emancipation camp home front civilian telegraph

Total War desert

5.12 How did each of the people listed influence the results of the

Civil War?


Topic: The Civil War

Weeks: 7 - 9

5.11

 Create a time line of the battles. Gallery walk of battles. http://www.civilwar.org/battlefields/ , http://www.civilwar.org/maps/360/ http://civilwarkids.com/ http://mrnussbaum.com/civilwar/battles/

 Read text and answer text dependent questions based on battles of the Civil war.

 Produce a map of the major battles wins and losses – Color-code the Union and Confederate sides with blue and gray. http://mrnussbaum.com/civil-war/interactive/ , http://kids.britannica.com/elementary/art-87023/Most-of-the-major-battles-of-the-American-Civil-

War , http://storymaps.esri.com/stories/civilwar/ http://www.civilwar.org/maps/

 Create an accordion foldable with each battle showing Generals of battles, causes for wins/losses. http://blueandgraytrail.com/features/bestgenerals.html

, http://www.businessinsider.com/generalsamerican-civil-war-2011-12

 Use Samuel Morse Code to decode or write messages as used with telegraph. http://learningabe.info/Civilwartelegraphing.html

 Write a newspaper article about one battle in a group. http://brebru.com/webquests/civilwar/civilwarnewspaper/civilwarcrier.html

Literacy.RI.5.5

5.12 Research biographies to complete a Facebook profile page , write a research report on selected individual, or write a headline/hash tag http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingR outines/Headlines/Headlines_Routine.html

• Abraham Lincoln http://www.biography.com/people/abraham-lincoln-9382540#synopsis

• Jefferson Davis http://www.biography.com/people/jefferson-davis-9267899 - return-to-military-

%281846–47%29

• Ulysses S. Grant http://www.biography.com/people/ulysses-s-grant-9318285

• Robert E. Lee http://www.biography.com/people/robert-e-lee-9377163

• Frederick Douglas http://www.biography.com/people/frederick-douglass-9278324

• Clara Barton http://www.biography.com/people/clara-barton-9200960

Journeys Writer’s Handbook p86, 98, TE p344 ; Literacy.RI.5.9

, W.5.7

13


Social Studies

Grade 5


Standards

5.13

Read and write an informative piece summarizing the Gettysburg

Address to determine its meaning and significance. (H)

5.14

Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C)

5.15

Explain the contributions of

Tennesseans during the war, including: (H, TN)

• Nathan Bedford Forrest

• Sam Watkins

• Andrew Johnson

• Matthew Fontaine Maury

• Sam Davis


Vocabulary

5.13 What significance did the

Gettysburg Address have on the

Civil War?

5.14 How would you explain war on the battlefield or home front during the

Civil War?

5.15 How did each person listed contribute to the Civil War?


5.13

 Read the Gettysburg Address. Use POWTIDELL to organize notes from text

 Write an essay citing evidence from the Gettysburg Address and past lessons to explain the importance of the speech.

 Reader’s Theater – read script for performance. http://www.scholastic.com/teachers/lessonplan/three-abraham-lincoln-readers-theater-scripts

Literacy.RI.5.9

5.14 Read letters of correspondence from soldiers during wartime. Write a journal entry as if student is a soldier or on home front. http://www.civilwararchive.com/LETTERS/letters.htm

, http://spec.lib.vt.edu/cwlove/

Books:

The Boys' War: Confederate and Union Soldiers Talk About the Civil War by Jim Murphy

Literacy.RI.5.1

5.15 Research the contributions (who, what, when, where) of Tennesseans during the war. Produce a

5 layer foldable with each person and their contributions. Nathan Bedford Forrest http://www.history.com/topics/american-civil-war/nathan-bedford-forrest , Sam Watkins http://historyworld.org/watkins.htm , Andrew Johnson http://www.history.com/topics/us-presidents/andrew-johnson ,

Matthew Fontaine Maury http://xroads.virginia.edu/~ug97/monument/maurybio.html

, Sam Davis www.samdavishome.org

Explore the question: Which Tennessean had the biggest impact on the outcome of the Civil War?

How/why?

Journeys Writer’s Handbook , 60-64, TE318-321; Literacy.RI.5.9, W.5.5

Primary Documents and Supporting Texts to Read for 5.13-5.15:

The Gettysburg Address , Abraham Lincoln; the Emancipation Proclamation ; Second Inaugural

Address , Abraham Lincoln; the Thirteenth , Fourteenth , and Fifteenth Amendments to the U.S.

Constitution; the Retrospective in Co. Aytch , Sam Watkins

14


Standards

5.16 Evaluate and debate the rationales for the Emancipation

Proclamation.

(C, P)

5.17

Explain why Lincoln chose

Andrew Johnson as his running mate in the election of 1864.

(H, P,

TN)

5.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. (E, G)

5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation.

(H)


Social Studies

Grade 5


Vocabulary

5.16 What is the Emancipation

Proclamation? How was it a changing point for southern plantation owners?

5.17 What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election?

5.18 What physical, social, political, and economic impact did the Civil

War have on the southern United

States?

5.19

What events occurred on the night of Lincoln’s assassination and how did this assassination effect our nation?

5.16

Conduct a fishbowl on: Did the Emancipation Proclamation accomplish Lincoln’s goals? http://memory.loc.gov/ammem/alhtml/almintr.html

http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/ http://www.lib.udel.edu/ud/spec/exhibits/lincolnbicent/01_slave.html

5.17

Create a graphic organizer showing the attributes of Johnson as Lincoln’s running mate. http://www.senate.gov/artandhistory/history/common/generic/VP_Andrew_Johnson.htm

http://mrlincolnswhitehouse.org/inside.asp?ID=91&subjectID=2 http://www.authentichistory.com/1865-1897/1-reconstruction/1-johnson/ http://edweb.tusd.k12.az.us/sandre/Presidents/AJohnson.htm

5.18

Construct a cause and effect graphic organizer that shows the physical, social, political, and economic impact of the Civil War on the South. Summarize conditions in the South before, name the major impact of changes in these areas, then summarize the conditions of the South at the end of the war to demonstrate an understanding of the before, after, and causes for change. Literacy.RI.5.3

http://edsitement.neh.gov/lesson-plan/factory-vs-plantation-north-and-south http://www.schenectady.k12.ny.us/users/title3/Future Grant Projects/Projects/Civil War/Final

Project/Index.htm

http://www.cs.unm.edu/~sergiy/amhistory/ch21.html

http://www.pbs.org/wnet/historyofus/web07/segment1_p.html

http://docsouth.unc.edu/index.html

5.19

 Research internet for information about the events surrounding Lincoln’s assassination.

 Complete a cause and effect chart to understand the impact of Lincoln’s assassination.

 Write a newspaper article to announce the death of the President. http://www.ducksters.com/history/abraham_lincoln_assassinated.php

http://www.history.com/topics/us-presidents/abraham-lincoln/videos/the-other-side-of-lincoln-lincolnsassassination http://www.fordstheatre.org/home/explore-lincoln Literacy.RI.5.7


Literacy Lessons and Activities for Quarter 1, Weeks 7-9: The Civil War

Letters Home:

Read: From The Civil War Archive of Letters Home From

The Civil War www.civilwararchive.com/LETTERS/letters.htm

Pair students. Have students take the roles of soldier and person on the home front. Each student will write 2 correspondences with each other about the war.

Literacy.W.5.3

: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Journeys Writer’s Handbook p44-45, TE p302-303

Gettysburg Address:

Read: The Gettysburg Address Readers Theater http://printables.scholastic.com/printables/detail/?id=389

38 http://www.npr.org/templates/story/story.php?storyId=15

12410

Students will demonstrate understanding of this speech by creating a written and visual presentation to guide their discussion. Students will write a summary of the

Gettysburg Address in their own words.

Literacy.RI.5.8

: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Lincoln vs. Davis:

Fiction Recommendations: Iron Thunder by Avi; Stonewall Hinkleman and the Battle of

Bull Run by Sam Riddleburger; Across Five Aprils by Irene Hunt

Socratic Seminar/Fishbowl Discussion

Activity: Students prepare answers to each of the parts of the questions below and gather their evidence to use during the class discussion.

Socratic Seminars: http://www.scholastic.com/teachers/topteaching/2010/11/higher-order-comprehension-powersocratic-seminar

Fishbowl Discussions: https://www.facinghistory.org/for-educators/educatorresources/teaching-strategies/fishbowl

Writing Prompt:

Compare and contrast Abraham Lincoln and Jefferson

Davis as wartime presidents. What challenges did they face and how did they overcome them? Who, in your opinion, was the better leader, and why? Cite evidence to support your opinion. Journeys Writer’s Handbook p26-27, TE p284-285

Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Literacy.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly.

End of Nine Weeks Research Project:

(from ELA curriculum map)

Students work alone or in pairs/groups to research a topic from this quarter. They create a visual presentation that represents events leading to the Civil War or actions taken after the Civil War (including the U.S. home front during the war, and before and after the war.) Refer to Q1 SS map for topics and resources.

Books:

Inquire: A Student Handbook for 21 st Century by Robert

King, Christopher Erickson, and Jane Sebranek

Tennessee Through Time (2009)

Websites: http://www.newsela.com

www.eduplace.com/sst http://www.edugoodies.com/scs/ http://mrnussbaum.com/civil-war/people/ http://www.hobart.k12.in.us/webquests/kuyaquest/civil.html

Literacy.RI.5.7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently .

Non-Fiction Recommendations: Civil War: A Visual History by DK Publishing



Tool Box – 5 th

GRADE QUARTER 1

17


SAM WATKINS

18


Q1 - Shelby County Schools

2015 – 2016

SOCIAL STUDIES INSTRUCTIONAL MAPS

GRADE 5

QUARTER 1

Related documents

Products

Support

Q1 - Shelby County Schools

2015 – 2016

SOCIAL STUDIES INSTRUCTIONAL MAPS

GRADE 5

QUARTER 1

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib