Instructional Map- Social Studies 5th Grade

Instructional Map- Social Studies 5 th Grade

5

th

Grade Curriculum Guide

The History of America from 1850 to Present

Interactive Guide

2014/ 2015

Curriculum Development Team

Abigail Cardwell and Amanda Nixon

Shelby County Schools’ Social Studies Instructional Map 2014 1


Dear Colleagues:

This curriculum is designed as an easily accessible guide that can be implemented immediately for classroom instruction. This guide aligns with the Tennessee Social

Studies Standards. Each state standard, guiding question, activity and resource is labeled to help make lesson planning and accessing instructional tools effortless. The toolbox at the end of the guide acts as a resource that will be updated with new information and strategies throughout the year. The links throughout the curriculum guide are live links that will allow you to access maps, lessons, videos, pod casts, and many more activities that will bring history alive for your students.

At the end of each three-week period, there is a group of common core lessons.

These lessons are specifically designed to match the English Language Arts

Common Core Standards. The common core lessons tie the standards directly to the writing assessment. These prompts are created to give students practice writing in several different styles using the POW TIDELL/ RICE graphic organizers. This cross curriculum support offers students the rigor needed to grow academically.

Yours in education,

The Writers



The History of America (from 1850)

Introduction

Fifth grade students will learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the

Civil War and Industrial America. They will explore the major military, economic, social, and political events of the early twentieth century, such as World War I and the Great Depression. Students will describe the key events and accomplishments of the Civil Rights Movement in the United States and the nation’s growing role in world affairs, from World War II to modern day. In addition, they will analyze structures of power and authority and develop civic efficacy, which requires understanding rights, responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. Students will use geographic tools to locate and analyze information about people, places, and environments in Tennessee and the United States. Students will further study the unique historical, economic, social, and cultural developments of Tennessee, and learn how our state impacted our nation and the world. Students will develop research, analytic, and critical thinking skills through the evaluation of evidence, interpretation of primary sources, and the construction of sound historical arguments and perspectives. (TN DOE 2014)


Instructional Map- Social Studies

Quarter 1

Weeks 1-2

5 th Grade

Social Studies State Standards

Prior to Civil War

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)

5.2

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

(C, E)

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

Guiding Questions/ Vocabulary

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

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?

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

Vocabulary abolitionist discrimination

Underground Railroad

Assessment/ Activities

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.

•

Timeline of events using graphics

•

Create a brochure for the North using blue paper and the South using grey paper. Include each regions: economics, largest area populations, maps of states

•

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

Southern states

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

5.3

Read/ Listen to excerpts from primary texts

(resources contain links)

Compare and Contrast the images and language used in the text.

Discuss the implications of mass publications of the text.

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

Civil War.

Instructional Resources

Websites:

Antebellum: http://www.movingbeyondthepage.com/ online/getsample.aspx?lessonID=881& bookGUID=d23e9002-cf4b-43c4-a805-

565dbfa58955

Map of Slave/Free Density: http://www.sonofthesouth.net/slavery/sl ave-maps/us-slave-map.htm

http://www.edugoodies.com/scs/ www.qwiki.com

www.eduplace.com/sst/ http://50states.mrdorg/general.html

http://www.whitehousehistory.org/whha

_classroom/documents/WHHA_Civil-

War.pdf

Books:

Houghton Mifflin Social Studies:

Tennessee Civil War to Today

Extended Reading Book Site:

(grouped by ability/grade level) http://bookgirl3.tripod.com/civilwar.htm





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


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? map of secession

Vocabulary slave state free state

Union popular sovereignty fugitive

Quarter 1

Week 3


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, the Dred

Scott case, the Civil War and the

Underground Railroad.

Create and organize a “Presentation Day” inviting parents to see their students’ displays of learning. Each team should also have a strong written piece along with maps, models and visuals.


Websites:

Map with reading text and map http://mrkash.com/activities/compromise.ht

ml

Missouri Compromise Activity: http://fredericksburg.com/CivilWar/Educati on/Forms/What_would_you_do/what_woul d_you_do

12 years a Slave: http://www.penguin.com/static/pdf/teachers guides/twelveyears032014b.pdf

12 years a Slave:

Text to Text http://learning.blogs.nytimes.com/2013/10/

22/text-to-text-twelve-years-a-slave-andan-escape-that-has-long-intriguedhistorians/?_php=true&_type=blogs&_r=0

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 Solomon Northup’s

12 Years a Slave; 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



Precursor to war:

Activity:

Using POW TIDELL / RICE 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. Why did

Northern public opinion change?

CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Common Core Lessons and Activities:

Abolitionist Newspaper:

Each student will choose one of the 4 rebellions they just learned about to 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. They can choose to be a present day journalist or a 19th century journalist. They may also write it from the point of view of a Northern abolitionist paper or Southern proslavery paper. Be sure to discuss the different viewpoints first.

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

Opinion: Doomed for War?

Activity:

Using POW TIDELL / RICE as a graphic organizer, respond to the following prompt

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 essay using evidence from previous lessons.

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



Quarter 1

Weeks 4-6

5 th Grade



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)

5.7

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


Based on what you know, how would you explain the campaign of 1860?

What differences existed between

East and West Tennessee that led to the eventual separation from the

Union?

What are different ways that the North and South identified themselves during the Civil War?

Vocabulary secession confederacy

Civil War border states

Shelby County Schools’ Social Studies Instructional Map 2014

Assessment/ Activities Instructional Resources

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.

Write a persuasive essay to campaign for each candidate. The students essay should focus on facts that support their opinions. Use POW

TIDELL/ RICE as graphic organizer to help set up their essay.

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

5.6

Create a 4 door foldable book to show reasons why Tennessee was divided on secession

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.

Create a stamp showing representations of

•

Yankees and Rebels

•

Blue and Gray

•

Johnny Reb and Billy Yank

Websites:

5.5

Election of 1860: http://amhist.ist.unomaha.edu/lessons/_

The%20Election%20of%201860_GP%

201860%20Election.pdf

http://educationportal.com/academy/lesson/theelection-of-1860.html

http://www.lincolnlogcabin.org/educatio n-kits/Abraham-Lincoln-Lesson-

Plans/Lesson-3.pdf

5.6 http://www.tn4me.org/minor_cat.cfm/mi nor_id/1/major_id/5/era_id/5 http://www.scottcounty.com/about/histo ry

5.7

War uniform comparisons: http://www.ducksters.com/history/civil_ war/military_uniforms.php

Civil War in Pictures http://www.usaprintables.com/Events/Civil_war/

7

Instructional Map- Social Studies 5 th



5.8

Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P)

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)

Quarter 1

Weeks 4-6


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

North and South prior to the Civil War ?

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

5.9 Border States:

Missouri

Kentucky

Maryland

Delaware

How did the Union’s Anaconda Plan defeat the Confederacy?

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


5.8

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

5.9

Use a Comparison chart to show each state’s causes for final decisions.

5.10

Create a diorama

Produce a map that shows the terrain and movements to explain the Union’s

Anaconda Plan.

Grade


Websites:

5.8

Secession: http://filebox.vt.edu/users/kbartell/Lesson%

20Plan%20Civil%20War-Secession.pdf

5.9

Border States: http://www.listenedition.com/wpcontent/uploads/2014/01/Border-States-inthe-Civil-War-ELA.pdf

5.10

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

-plan.html

http://educationportal.com/academy/lesson/the-anacondaplan-civil-war-strategy.html#lesson




Border States and Lincoln:

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

Writing Prompt:

Using lesson 5.9, explain why were the border states so important to Lincoln? Support your answer with evidence from the maps and comparison chart.

CCSS.ELA-Literacy.W.5.2

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

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.


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

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.

CCSS.ELA-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).



Quarter 1

Weeks 7-9

Social Studies State Standards Guiding Questions/ Vocabulary

The Civil War

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

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

How did each of the people listed influence the results of the Civil War?


5 th Grade


5.11

Create a time line of the battles. Gallery walk of battles.

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

Watch videos from discovery education while students complete a POWTIDELL graphic organizer to organize ideas for future writing assignment.

Produce a map of the major battles wins and losses – Color-code the Union and Confederate sides with blue and gray.

Read letters of correspondence from soldiers during wartime. Write a journal entry as if student is a soldier or on home front (5.14)

Create an accordion foldable with each battle showing Generals of battles, causes for wins/losses.

Use Samuel Morse Code to decode or write messages as used with telegraph.

5.12

Research biographies to complete a Facebook profile page

Research biographies to write a research report on selected individual


Websites:

Reading Text Dependent Questions http://mrnussbaum.com/civilwar/printables/

Civil War Trust Lessons http://www.civilwar.org/education/teach ers/curriculum/civil-warcurriculum/elementary/lesson-planselementary.html

Civil War Jeopardy https://jeopardylabs.com/play/5thgrade-civil-war

Civil War Battle Activities http://betterlesson.com/community/less on/19221/lesson-6-civil-war-battles

Samuel Morse Code http://learningabe.info/Civilwartelegraph ing.html

10

Instructional Map- Social Studies 5 th


The Civil War

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


What significance did the Gettysburg

Address have on the Civil War?

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

Civil War?

How did each person listed contribute to the Civil War?

Quarter 1

Weeks 7-9


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 follow-up activity (resources)

5.14

Read letters of correspondence from soldiers during wartime. Write a journal entry as if student is a soldier or on home front.

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.

Grade


Websites:

5.13 http://www.scholastic.com/teachers/lessonplan/three-abraham-lincoln-readerstheater-scripts

Books:

The Boys' War: Confederate and Union

Soldiers Talk About the Civil War by Jim

Murphy


Texts to Read:

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



Quarter 1

Weeks 7-9


The Civil War

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)


What is the Emancipation

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

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

What physical, social, political, and economic impact did the Civil War have on the southern United States?

Can you explain what must’ve happened the night Abraham Lincoln was assassinated?

5 th Grade


5.16

Complete a discussion web while reading and discussing the Emancipation Proclamation.

5.17

Read informational text about the election of

1864 and Andrew Johnson’s biography. Write an analysis of how Andrew Johnson became

Vice President.

5.18

Complete a PERSIA graphic organizer to analyze the impact of the Civil War on the southern states.

5.19

Watch a discovery education video of Abraham

Lincoln assassination.

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.


Websites:

5.16 http://civics.sites.unc.edu/files/2012/05/

AbrahamLincoln1.pdf

5.17 http://www.senate.gov/artandhistory/his tory/common/generic/VP_Andrew_John son.htm

5.19 http://www.ducksters.com/history/abrah am_lincoln_assassinated.php

http://www.lincolnlogcabin.org/educatio n-kits/Abraham-Lincoln-Lesson-

Plans/Lesson-7.pdf

http://www.eiu.edu/~eiutps/lwli/pdf/You

_Are_an_Investigative_Reporter.pdf




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.


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

Lincoln vs. Davis:

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

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.


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


: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.)

5 th Grade

Gettysburg Address:

Read: The Gettysburg Address Readers Theater http://printables.scholastic.com/printables/detail/?id=38938

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

Address in their own words.


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



Quarter 2

Weeks 1-3

5 th Grade


Reconstruction

5.20 Analyze the goals and accomplishments of the 13th, 14th, and 15th

Amendments, Freedmen’s Bureau, and Fisk

University to help former slaves begin a new life. (C, H, P, TN)

5.21

Compare and contrast the different

Reconstruction plans of Lincoln, Johnson, and Congress. (H, P)

5.22

Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. (H, P,

TN)


What were some of the motives behind the 13 th , 14 th , and 15 th

Amendments?

What was the function of the

Freedmen’s Bureau and Fisk

University to help slaves?

What were the different approaches taken to Reconstruction in America after the Civil War?

Do you think the impeachment of

Andrew Johnson was good or bad?

Vocabulary reconstruction assassination

Freedmen’s Bureau impeach sharecropping

Jim Crow segregation



5.20

Design a foldable with each amendment summarizing the key ideas.

Create brochure to advertise the Freedmen’s

Bureau

Use a Venn Diagram to compare the

Freedmen’s Bureau and Fisk University’s help to slaves

Complete a flow chart that shows one change each amendment made and one thing that it failed to do which created the need for another amendment.

Using the Internet, have students research how many slaves were in TN at the time the 13 th amendment was ratified.

5.21

Create a flip chart booklet labeled with each plan within the booklet identify the key details of the plan.

Have small groups evaluate Congress’s action during Reconstruction. Have students discuss actions Congress might have taken (debate).

5.22

Read biographical informational text about

Andrew Johnson. Students choose a side. Write a persuasive letter to Congress citing evidence from text to support their opinion.


Websites:

5.20 http://betterlesson.com/community/less on/19586/lesson-2-freedmen-s-bureau

5.20 – 5.23 http://www.coreknowledge.org/mimik/mi mik_uploads/lesson_plans/1385/5_Hea lingWounds.pdf

Books:

The Reconstruction of the South After the Civil War in United States History by Marsha Ziff


Texts to Read: the Thirteenth,

Fourteenth, and Fifteenth Amendments to the U.S. Constitution; the

Retrospective in Co. Aytch, Sam

W a tkins

14



Reconstruction

5.23

Analyze why the Radical Republicans turned to military Reconstruction and the backlash resulting in the rise of the Ku Klux

Klan, black codes, and vigilante justice. (H,

P, TN)

5.24

Explain the impact of the Tennessee

Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education. (E, P, TN)

5.25

Explain the compromise that ended

Reconstruction with the election of

Rutherford B. Hayes. (P)

5.26

Describe the impact of yellow fever during the 1870s; why it was particularly deadly in West Tennessee and the election of African Americans to the General

Assembly. (G, H, TN)

Quarter 2

Weeks 1-3


How did the Reconstruction result in the rise of the Ku Klux Klan, black codes and vigilante justice?

How did the Tennessee Constitutional

Convention of 1870 impact poll taxes, segregation, and funds for public education?

Why did the election of Rutherford B.

Hayes end Reconstruction?

What impact did yellow fever have on

Memphis in the 1870s?


5.23

Discuss impact of The Reconstruction.

Research the rise of the Ku Klux Klan, black codes, and vigilante justice.

Create a 3 door foldable labeled with each.

5.24

Write summary of information from textbook tour.

Have students create a flip chart with polling taxes, segregation and funds for public education.

5.25

Write an essay explaining the compromise of 1870.

5.26

Research yellow fever epidemic in West

Tennessee. Create a mock newspaper from

1878.


Websites:

5.23 http://www.coreknowledge.org/mimik/mimi k_uploads/lesson_plans/1385/5_HealingW ounds.pdf

5.24 http://www.hmhco.com/country/us/tenness ee/social-studies/the-americansreconstruction-to-the-present

5.25 http://edsitement.neh.gov/lessonplan/battle-over-reconstruction-aftermathreconstruction#sect-introduction

5.26

Yellow Fever in Memphis http://historic-memphis.com/memphishistoric/yellow-fever/yellow-fever.html

http://www.pbs.org/wgbh/amex/fever/peopl eevents/e_1878.html




Radical Republicans:

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

Writing Prompt:

Some historians have suggested that had Lincoln not been assassinated, Radical Republicans in the House might have impeached him instead of Andrew Johnson.

Defend this argument.


: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Jim Crow South:

Extended Reading Text

Roll of Thunder, Hear My Cry by Mildred D. Taylor http://www.ferris.edu/jimcrow/links/courses/thunder.pdf

After reading an excerpt from the text, have students use the details from the text to write about Jim Crow South.


: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Sharecropper:

Have partners write a journal entry as if they were the children of a sharecropper. Remind them to include details about daily life and the advantages and disadvantages of sharecropping.





Quarter 2

Weeks 4-6

5 th Grade


Industrial America and

Westward Expansion

5.27

Explain the need for the South and

Tennessee to move toward industry and mechanization after the Civil War and identify examples of the effort, including

Coca Cola bottling in Chattanooga, mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads. (G, E, H, TN)

5.28

Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and interpret narratives and excerpts from informational text describing the role that Chinese and Irish laborers played in the development of the

Transcontinental Railroad. (C, E, G, H)

5.29

Summarize why the United States was viewed as the land of opportunity by immigrants versus a growing sense of protectionism and nativism by American citizens. (C, P)


Has rapid industrial development been a blessing or a curse for

Americans?

Should the government regulate business closely?

Vocabulary transcontinental sodbuster prejudice railhead time zone barbed wire

International Date Line homestead drought Exodusters supply/ demand reservation habitat extinct assimilate

How did the laborers on the

Transcontinental Railroad impact the development of the West?

Has immigration been the key to

America’s success?



5.27

Create a TN map by providing facts and illustrations for the following main ideas: Coca

Cola Bottling in Chattanooga, mining in the

Cumberland Plateau, coal and iron processing, the growth of urban areas and the increase in the railroads.

5.28 – 5.33

Analyze primary documents to determine the experiences settlers in the late 1800s encountered. Use various pieces of artwork produced during this time period to analyze the point of view of the artist.

5.28

Create a map/ timeline of the Transcontinental

Railroad

Read and react to various points of view from the

Transcontinental Railroad.

Write a letter to Congress explain why there is a need for a railroad that links the east United

States to the west United States.

5.29

Create a Shutter Fold booklet to compare the immigrant viewpoints versus American citizens’ viewpoints. Compare to how current viewpoints are similar or different. Write an essay summarizing information discussed.


Websites:

5.27

Maps 101: http://www.maps101.com/index.php?optio

n=com_maps101search&searchword=Ten nessee

5.28 http://www.pbslearningmedia.org/resou rce/akh10.socst.ush.now.trchinese/tran scontinental-railroad-recruits-chineselaborers/ http://www.pbs.org/weta/thewest/lesso n_plans/lesson01.htm

http://www.eiteljorg.org/docs/learndoc/railroads_of_the_west_curriculum.

pdf?sfvrsn=2

Primary Documents and Supporting

Texts to Read: excerpts from Twenty

Years at Hull House , Jane Addams; excerpts from How the Other Half Lives ,

Jacob Riis; excerpts from The Jungle ,

Upton Sinclair

17



Industrial America and

Westward Expansion

5.30

Write an argumentative piece from the viewpoint of American Indians and the viewpoint of American settlers about their rights to the land west of the Mississippi

River.

5.31

Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of

American Indians. (G, H)

5.32

Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan. (H, TN)

5.33

Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group. (C,

G, H)

Quarter 2

Weeks 4-6


Have Native Americans been treated fairly by the United States government?

What was the appeal of settlers and immigrants to the Great Plains?

What role did the Buffalo Soldiers play in settling the west?

How was life in the Great Plains during the late 1800s?


5.30 – 5.31

Create a Socratic Circle discussion posing each side of the argument for rights to the land west of the Mississippi River. Allow the students to work out their ideas using accountable talk stems.

The students should write an argumentative piece to defend each position using discussion points from the Socratic circle.

5.31

Have students create a comic book showing settlers living on the Great Plains. Have students create dialogs and captions as needed.

5.32

Create a graphic organizer (who, what when, where) with a picture in the center.

5.33

Read informational text and narratives from researched immigrant group – student choice from unit of study. Write a 3-entry journal piece to describe life as a person from that immigrant group.


Websites:

5.30 – 5.31 http://www.historynet.com/westwardexpansion http://www.loc.gov/teachers/classroommat erials/connections/prairiesettlement/history6.html

5.32 http://www.discoveryeducation.com/teache rs/free-lesson-plans/buffalo-soldiers.cfm

Graphic Notes Organizer http://georgetownisd.org/ccorner/socstudie s/InstructionalStrategiesforSocialStudies.a

sp




Living conditions on the Great Plains:

Review with students the extreme weather conditions in each season on the Great Plains. Refer to current weather maps as a guide.

Have students write a descriptive journal entry of a day on the Great Plains. They should include slue as to the season in their descriptions but not state it out right.

CCSS.ELA-Literacy.W.5.3.b

: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Buffalo Soldiers:

Read: Buffalo Soldiers by Vale Fitzpatrick http://education.texashistory.unt.edu/lessons/psa/Buffalo

_Soldiers/

As the students read, have them cite evidence from the text that supports the theme of changes in opportunity for African Americans in the United States.

Complete a Venn Diagram showing the differences and similarities of racism before the Civil War and post-Civil

War that black Americans had to endure during the late

1900s.


: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

http://cprr.org/Museum/Chinese.html

5 th Grade

Native American Culture:

Review; http://www.pbs.org/circleofstories/educators/lesson2.html

Have students compare and contrast the songs “It’s a Small

World” and “Circle of Life” in a Venn Diagram. Have students add a third loop to the diagram demonstrating how

Native American culture values the same beliefs.

Challenge the students to think further into how Americans slowly destroyed what Native Americans held as religious beliefs. Have the students respond to this discuss in a journal entry.


: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.



Quarter 2

Weeks 7-9

5 th Grade


Westward Expansion; Spanish

American War; Progressive Era; Jim

Crow Laws

5.34

Engage in a collaborative discussion to explore the ideas and events of the Gilded Age and determine the significance, including: (C,

E, H, P)

• political machines

• major scandals

• economic disparity

• industrial capitalists

5.35

Describe child labor and working conditions in factories. (C, E, H)

5.36

Analyze the role of Samuel Gompers and the American Federation of Labor in changing standards for working conditions. (E, H, P)

5.37

Use a graphic organizer to provide information about important business leaders, inventors, and entrepreneurs and the impact they had on American society, including: (C, E,

H)

•

Thomas Edison

•

Alexander Graham Bell

•

Henry Ford

•

George Eastman

•

George Washington Carver

•

Henry Bessemer

•

Swift and Armour

•

Cornelius Vanderbilt


What is the Gilded Age and how was it significant?

How did work affect the American child within a rapidly growing industrial society?

What impact did Samuel Gompers and the American Federation of Labor have in changing standard working conditions?

How did key business leaders, inventors, and entrepreneurs influence

American society during the second

Industrial era?

Vocabulary corporation competition monopoly strike

American Federation of Labor


5.34

Have students research and illustrate trading cards of famous political machines, major scandals, economic disparities and industrial capitalists from the Gilded Age. Each card should include pictures, graphics, and at least

3 facts.

5.35

Read excerpts from The Jungle. Discuss child labor laws. Write a descriptive essay detailing the conditions of factory workers. Compare to the lives of sharecroppers.

5.36

Research the “what, where, when, why” of the

American Federation of Labor, AFL. Create a

4 square information cube.

5.37

Research biographies to complete a Facebook profile page .

Create a biography hanger.

Create a layer book to show the key business leader, inventor and entrepreneurs influence on the early 1900s.


Websites: http://www.havefunwithhistory.com/ind ex.html

5.34 – 5.38 http://app.discoveryeducation.com/pla yer/view/assetGuid/EF709AC0-2ADB-

4BB5-90B1-B6C4D56A0BA2

Books:

Child Labor in America by Juliet

Mofford


Texts to Read : excerpts from Twenty

Years at Hull House , Jane Addams; excerpts from How the Other Half

Lives , Jacob Riis; excerpts from The

Jungle , Upton Sinclair

20


Quarter 2

Weeks 7-9


Westward Expansion; Spanish

American War; Progressive Era; Jim

Crow Laws

5.38

Use multiple media elements to create a presentation describing the 1897 Centennial

Exposition, including its purpose, sights, exhibits, and impact on the state. (TN)

5.39

Analyze the causes, course, and consequences of the Spanish American War, including: (C, E, G, H, TN)

• yellow journalism

•

USS Maine

•

Rough Riders

• Imperialism

5.40

Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking racial discrimination, child labor, big business, conservation, and alcohol use: (C, E,

P)

•

Anti-Trust laws

•

16 th

, 17 th

, 18 th and 19

• immigration reform th

Amendments

5.41

Describe the effects of Jim Crow Laws on the nation and Tennessee and the efforts of

Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation. (C,

H, P, TN)


Guiding Questions/

Vocabulary


What was the purpose and influence of the Centennial Exposition of 1897 in Tennessee?

What were the reasons for the

Spanish-American War?

Quarter 2 is continued below…

5.40

Can reform movements improve American society and politics? (Progressivism)

Vocabulary urbanization yellow journalism rapid transit USS Maine slum Rough Riders settlement house tenement

Hull House industrialization progressives labor laws

Muckraker Imperialism

5.41

What effects did the Jim Crow

Laws have on the nation and on

Tennessee?

How did Ida B. Wells and Randolph

Miller draw attention to the inequalities of segregation?

5.38

Choice of presentation mode: power point, bit strips, iMovie, etc. to demonstrate an understanding of the 1897 Centennial

Exposition.

5.39

Create a facts and figures brochure with a four panel accordion fold with causes, course, consequences and analysis label.

5.40

Create a mock newspaper with each student choosing a topic to research and write article.

Create a layer book with the 16 th – 19 th amendments labeled.

5.41

Complete a cause and effects chart for the

Jim Crow Laws

Analyze Jim Crow Law propaganda using a

Graphic Notes Organizer chart

Create a shutter fold foldable to record notes on Ida B. Wells and Randolph Miller person.


Websites:

5.38 https://www.flocabulary.com/industrialrevolution/

5.39 http://app.discoveryeducation.com/player/v iew/assetGuid/ADE0A625-78D7-446E-

9EA3-30C6F81449F4 http://betterlesson.com/community/lesson/

541135/aim-11-effects-of-spanishamerican-war

5.40 http://www.besthistorysites.net/index.php/a merican-history/1900/progressive-era http://www.owlteacher.com/theprogressive-era.html

5.41 http://betterlesson.com/community/lesson/

19783/lesson-4-jim-crow-laws-anddiscrimination

Graphic Notes Organizer http://georgetownisd.org/ccorner/socstudie s/InstructionalStrategiesforSocialStudies.a

sp

21



Inventors and Entrepreneurs:

Create or invent something new and never before created. Explain the need for it today or in today’s society. Students can illustrate or develop the invention to bring to class. The invention must include marketing campaign poster and written explanation.

CCSS.ELA-Literacy.SL.5.4

: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-Literacy.SL.5.5

: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Political Machines 1860s and 1870s:

Show students the political cartoons from the website below. http://sharepoint.mvla.net/teachers/AlisaB/ushistory/Doc uments/Unit%2011.2%20Industrialization/11.2%20Pol.%

20Machine%20DBQ.pdf

Compare the political cartoons and Mark Twain quotes to the political scandals during the late 1800s and early

1900s. Have the students discuss the implications that this popular opinion could have on the economy.

Mark

Twain

"There is no distinctly native American criminal class except Congress."

"We have the best congress money can buy."

"Reader, suppose you were an idiot. And suppose you were a member of

Congress. But I repeat myself."

CCSS.ELA-Literacy.RL.5.6

: Describe how a narrator's or speaker's point of view influences how events are described.

Child Labor Laws:

Read: A History of Child Labor http://www.scholastic.com/teachers/article/history-child-labor

View: Photos of children working at various jobs in the early

1900s. http://www.historyplace.com/unitedstates/childlabor/

Have students record the emotion seen in the pictures. Dig deep into what the life of a child worker in the early 1900s would be like using all of the information and captions in the photographs.

Have students write from the point of view of the parents of children working in factories or the factory owners. Be sure to include the motivations behind sending your child to work or putting a child to work.





Quarter 3

Weeks 1-2


World War I

5.42

Summarize the reasons for American entry into World War I, including submarine attacks on the Lusitania and the Zimmerman

Telegram. (H, P)

5.43

Locate and map the countries of the

Central and Allied Powers during World War

I. (G)

5.44

Explain the roles of significant people and groups in World War I, including Herbert

Hoover, John J. Pershing, doughboys,

Lawrence Tyson, and Alvin C. York. (H, TN)

5.45

Refer to details and examples in a text to explain the aims of world leaders in the

Treaty of Versailles and why the United

States rejected Wilson’s League of Nations.

(C, E, G, H, P)


What events led to the United States entry into World War I?

What are alliances and how can they impact world events?

What role did the following Americans play in WWI:

•

Herbert Hoover

•

John J. Pershing

•

Lawrence Tyson

•

Alvin C. York

•

The Doughboys

What was the purpose of the Treaty of

Versailles and the League of Nations?

Why did the United States reject the

League of Nations?

Vocabulary: nationalism rations militarism propaganda alliance armistice trench warfare isolationism

5 th Grade


Create an accordion book from page 32-

Foldable guide – to create a timeline of “Key

Events of World War I”. Color code to include events before (5.42), during (5.44), and after

(5.45).

Using a blank map of Europe (just before WWI), identify the nations involved in WWI, label these nations on the map and then color-code them to identify the allies, central powers, and neutral nations.

Create a Powerpoint presentation that summarizes the events that led to American entry into WWI (5.42), significant people involved in the war (5.44), a map of the central and allied powers (5.43), and the Treaty of

Versailles and League of Nations (5.45).

Create Top-tab book from page 30-

Foldable guide

-

Use the tab titles What, When,

Where, Why/How to give details on each page about the Lusitania, Zimmerman Telegram,

Treaty of Versailles, and League of Nations.


Websites: http://www.history.com/this-day-inhistory/us-enters-world-war-i http://history.state.gov/milestones/1914

-1920/wwi http://www.besthistorysites.net/index.ph

p/american-history/1900/wwi http://www.wsfcs.k12.nc.us/cms/lib/NC

01001395/Centricity/Domain/1125/Worl d%20War%20One.pdf

Books:



World War I for Kids by R. Kent

Rasmussen


Texts to Read:

Zimmerman Telegram http://www.archives.gov/education/less ons/zimmermann/

The Stars and Stripes: American

Soldiers' Newspapers of WWI

23



Women’s Suffrage

5.46

Evaluate the role of Tennessee as the

“Perfect 36” and the work of Anne Dallas

Dudley, Harry Burn, and Governor Roberts in the fight for women’s suffrage and

Josephine Pearson’s opposition. (C, P, TN)

Quarter 3

Week 3


Why did women ask for the right to vote? What were the arguments for and against allowing women to vote?

How did certain people and events lead to the passing of the 19 th

Amendment?

Vocabulary: suffrage civil rights equality tolerance prejudice opposition petition enfranchise


Complete the unit plan on the Women’s suffrage movement from Scholastic Teacher .

Create a t-chart that summarizes the events both for and against the women’s suffrage movement including Tennessee becoming the

“Perfect 36”.

Create posters with slogans that suffragettes could have used in a march. Write a paragraph explaining how your slogan will help them win equal rights.


Websites: http://tennesseeencyclopedia.net/entry.

php?rec=1528 http://www.pbs.org/stantonanthony/ http://www.loc.gov/rr/print/list/076_vfw.h

tml - scenes

Books:

The Perfect 36: Tennessee Delivers

Woman Suffrage

You Want Women to Vote, Lizzie

Stanton?


Texts to Read:

Telegram to Harry Burn from his mother

Why Women Should Vote by Alice

Stone Blackwell




The Zimmerman Telegram:

Have students do a close read of the decoded

Zimmerman telegram. http://www.archives.gov/education/lessons/zimmermann/ index.html

Have a class discussion to explain the explicitly stated ideas from the text and to make inferences based on the text and what it means to the United States.

Write a paragraph to explain how the Zimmerman telegram led to United States entry to WWI.

CCSS Informational Text : Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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

The League of Nations:

Read about The League of Nations https://history.state.gov/milestones/1914-

1920/league

Have students explain the purpose of the League of

Nations, the relationship it would build between members of the League of Nations, why the United

States Congress rejected the League of Nations, and why the League of Nations did not succeed.

CCSS Informational Text: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

5 th Grade

Women’s Suffrage:

Read The History of Women’s Suffrage http://teacher.scholastic.com/activities/suffrage/history.

htm

Have students re-read and annotate the text determining the main idea and the supporting details.

Students should use the annotated text to construct a summary of the text.

CCSS Informational Text : Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.




The Roaring Twenties

5.47

Make connections with the growth of popular culture of the “Roaring Twenties” with the following: (C,

E, TN)

• W.C. Handy, Bessie Smith

• Automobiles, radios, and nickelodeons

• Harlem Renaissance

• WSM, Grand Ole Opry

• Charles Lindbergh and the Spirit of St. Louis

• mass production, “just in time” inventory, appliances

5.48

Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. (E)

5 th Grade

Quarter 3

Week 4


How did American culture change in the 1920’s? What developments impacted this change?

How did buying on credit and installment payments change the economy in the 1920’s?

Vocabulary: economic boom credit interest stock stock market nickelodeons broadcast mass production aviation


Create a newspaper with articles concerning all of the things that shaped popular culture of the 1920’s. Include advertisements and pictures for that era.

Use advertisements for cars, homes, appliances, etc. to show how installment payments, credit, interest and debt. Have students write an explanation of these terms in their own words.


Websites: http://www.history.com/topics/roarin g-twenties http://www.ushistory.org/us/46.asp

http://www.digitalhistory.uh.edu/era.

cfm?eraid=13

Books:



Roaring 20s & the Depression:

1920-1940- Graphic U.S. History

By Saddleback Educational

Publishing

The Roaring Twenties (World

History Series) by David Pietrusza

Primary Documents and

Supporting Texts to Read:

Langston Hughes Poems

The American Dream and

Consumer Credit by Stephen Smith




The Great Depression

5.49

Analyze the events that caused the Great

Depression and its impact on the nation and

Tennessee, including mass unemployment,

Hoovervilles, and soup kitchens. (C, E, H, TN)

5.50

Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt’s New Deal policies, including: (C, E, G,H, TN)

• Social Security

• Civilian Conservation Corps

• Federal Deposit Insurance Corporation

• Tennessee Valley Authority

• Cumberland Homesteads

• Great Smoky Mountains National Park

5.51

Compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the

1930s. (E, G, C)

Quarter 3

Weeks 5-6


What events caused the Great

Depression?

How did the Great Depression impact the nation?

Using primary and secondary sources, can you summarize the policies of

President Roosevelt’s New Deal?

Can you explain the Dust Bowl?

How do different accounts of the same event aid in you understanding of the event?

Vocabulary: economic bust hydroelectricity unemployment regulation debt Social Security charity minimum wage


Write an essay that summarizes the causes and effects of the Great

Depression.

Create a photo journal of the Great

Depression and write summaries with each picture.

Create a layered book from pg. 25-

Foldable guide - to summarize the successes, failures, and challenges of the policies in President Roosevelt’s

New Deal.

Create a shutter fold from pg. 21-

Foldable guide - to compare and contrast a first and second hand account of the Dust Bowl.


Websites:

The Great Depression: http://www.ushistory.org/us/48.asp

New Deal: http://newdeal.feri.org/ http://faculty.washington.edu/qtaylor/

Courses/101_USH/new_deal.htm

Dust Bowl- first hand account: http://www.pbs.org/wgbh/americane xperience/features/photogallery/dustbowl/

Dust Bowl- second hand account: http://www.history.com/topics/dustbowl

Books:



Roaring 20s & the Depression:

1920-1940- Graphic U.S. History

By Saddleback Educational

Publishing



Great Depression by Gene Smiley




The Harlem Renaissance:

Read about the Harlem Renaissance http://www.pbs.org/wnet/jimcrow/stories_events_harlem.

html

Have students read and annotate the text determining the main ideas and supporting details of the text.

Students will write a summary of the text.

CCSS Informational Text: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Charles Lindbergh:

Read about Charles Lindbergh and his flight http://www.charleslindbergh.com/history/paris.asp

Imagine you were Charles Lindbergh and write a story based on the details you read about your historic flight.

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

5 th Grade

The New Deal:

Read The New Deal http://www.pbs.org/wgbh/americanexperience/features/ge neral-article/dustbowl-new-deal/

After reading the article, explain how the New Deal took care of many Americans’ basic needs.





World War II

5.52

Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in

Europe and Japan, the leaders and the goals of the

Germany, Italy, and Japan. (P, H)

5.53

Compare and contrast different stories from media, and informational text regarding the bombing of

Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and

America’s entry in the war. (H, TN)

5.54

Evaluate the constitutionality of Japanese internment during the war. (C, E, P, H)

5.55

Locate the Axis and Allied Powers and the major theaters of war on a map. (G)

Quarter 3

Weeks 7-9


What were the goals of the leaders of the Axis Powers during WWII?

According to the texts, how did the bombing of Pearl Harbor impact the

United States? Did it lead to

America’s entry to WWII?

Was it Constitutional to place

Japanese Americans in Internment

Camps after the Pearl Harbor attacks?

Who were the Axis Powers and who were the Allies? How did these alliances impact the war?

Vocabulary: fascism internment camp racism aircraft carrier dictator atomic bomb mobilize concentration camp



Create a project board with tabs pg.44-

Foldable guide - You could use this project board to incorporate all standards from WWII.

Create a Concept Map Book pg.38-

Foldable guide - label the top Axis

Powers of WWII with Germany, Italy, and Japan on each tab. Have students summarize the leaders, form of government, and goals of each country and create a triple venn diagram on the inside to compare and contrast all three.

Write an essay about the attacks on

Pearl Harbor and America’s entry into the war after reading the articles and researching the attack.

Have a class discussion about the

Constitutionality of Japanese

Internment camps using the 14 th

Amendment as a guideline. Have students write an opinion piece using information from both the Constitution and research on internment camps.

Using a blank map of Europe WWII with teaching instructions have students locate the Axis and Allied Powers


Websites: http://www.historynet.com/worldwar-ii

Axis Powers: http://www.ushmm.org/wlc/en/article

.php?ModuleId=10005177

Pearl Harbor: http://www.history.com/topics/worldwar-ii/pearl-harbor

Japanese Internment Camps: http://www.pbs.org/childofcamp/hist ory/

Map of Europe WWII: http://www.mapsofworld.com/worldmaps/world-war-ii-map-ofeurope.html

Books:



World War II for Kids: A History with

21 Activities by Richard Panchyk

Day of Infamy, 60th Anniversary:

The Classic Account of the Bombing of Pearl Harbor by Walter Lord



Articles about Pearl Harbor

29



World War II

5.56

With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots-Cornelia Fort. (C, E,

H, TN)

5.57

Write an informative text about the Holocaust and its impact. (C, P, H)

5.58

Clarify the reasons for the German surrender and reasons for the European division of Germany. (G, H)

5.59

Describe the role of the Manhattan Project and

Oak Ridge, Tennessee in ending World War II and the decision to drop the atom bomb on Japan. (H, TN)

5.60

Explain the purpose of the formation of the United

Nations and the role of Cordell Hull. (H, TN)

Quarter 3

Weeks 7-9


How did life change for Americans during WWII? Why did these changes occur?

What was the Holocaust? How did it impact the world?

What events led to Germany’s surrender?

What were the reasons for the

European division of Germany?

What role did the Manhattan Project,

Oak Ridge, TN, and the atomic bomb have in ending WWII?

What was the purpose of the United

Nations?

What role did Cordell Hull play in the formation of the UN?

Vocabulary: fascism internment camp racism aircraft carrier dictator atomic bomb mobilize concentration camp


Have students create propaganda posters similar to the Rosie the Riveter that include reasons supported by facts and details found in their research.

Write an informative essay about the

Holocaust and it’s impact on the world.

Using a graphic organizer have students explain the reasons for

Germany’s surrender and the

European division of Germany.

Create a Half book pg. 14-

Foldable guide - Title ending World War

II- inside have students explain the

Manhattan Project, Oak Ridge, TN and dropping the atomic bomb on Japan.

Create a Matchbook pg. 20-

Foldable guide - Title United Nations- inside explain the purpose of the

United Nations and Cordell Hull’s role in the formation of the UN.



Websites: http://www.ushistory.org/us/51.asp

The Home Front: http://www.history.com/topics/worldwar-ii/us-home-front-during-worldwar-ii

The Holocaust: http://www.ushmm.org/wlc/en/article.

php?ModuleId=10005143

Germany surrenders: http://news.bbc.co.uk/onthisday/hi/da tes/stories/may/7/newsid_3578000/3

578325.stm

The Manhattan Project: http://www.ushistory.org/us/51f.asp

Oak Ridge, TN: http://manhattanprojectvoices.org/loc ation/oak-ridge

United Nations: https://history.state.gov/milestones/1

937-1945/un

Books:



Anne Frank: The Diary of a Young

Girl by Anne Frank



Understanding the Decision to Drop the Atomic Bomb on Japan By

Nathan Donohue

30


Pearl Harbor:

Read Pearl Harbor Attack: Lieutenant Lawrence Ruff

Survived the Attack Aboard the USS Nevada

By Mark J. Perry http://www.historynet.com/pearl-harbor#articles

After reading, have students use the information provided in the article to construct a narrative detailing the events of Pearl Harbor from the point of view of

Lieutenant Lawrence Ruff.


5 th Grade


The Holocaust:

Read Children During the Holocaust http://www.ushmm.org/wlc/en/article.php?ModuleId=10005

142

Have students read and annotate the text determining the main ideas and supporting details of the text. Students will write a summary of the text.

CCSS Informational Text: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

The Manhattan Project:

Read The Manhattan Project http://manhattanprojectvoices.org/location/oak-ridge

After reading the article, explain what the Manhattan

Project was, how it related to the events of WWII, and how it relates to world security today.





The Civil Rights Movement

5.65

Analyze the key events and struggles during the

Civil Rights Movement, including: (C, E,H, P)

• Brown v. Board of Education

• Non-violent protest and the influence of the

Highlander Folk School

• Central High School-Little Rock, Arkansas and Clinton

High School in Clinton, Tennessee

• Montgomery Bus Boycott and Rosa Parks

• Tent Cities in Fayette and Haywood Counties

• Nashville Sit-Ins and Diane Nash

• Freedom Riders

• Dr. Martin Luther King, Jr.

5. 69 Investigate the works of Alex Haley and his influence on American culture. (C, TN)

5 th Grade

Quarter 4

Week 1-2


What events led to the Civil Right Act of 1964?

What was the goal of each of the events?

How did the works of Alex Haley sit-ins influence American culture?

Vocabulary: civil rights desegregation nonviolent protest


Create Top-tab book from page 30-

Foldable guide Use the key events listed in the standard as the tab titles .

Summarize the details of each event and its goal on each of the corresponding pages.

Write a summary of Alex Haley’s most notable literary works and explain how he influenced American culture.


Websites: http://www.jfklibrary.org/JFK/JFK-in-

History/Civil-Rights-Movement.aspx

http://www.pbs.org/wnet/supremeco urt/rights/landmark_brown.html

Alex Haley http://www.biography.com/people/al ex-haley-39420

Books:

The Autobiography of Malcolm X by

Alex Haley

Roots by Alex Haley

Eyes on the Prize: America's Civil

Rights Years, 1954-1965 by Juan

Williams



"I have a Dream Speech", Martin

Luther King, Jr.

"Letter from Birmingham Jail",

Martin Luther King, Jr.




American Culture Post WWII

5.61

Identify the reasons for the growth of suburbs, home ownership, mass media, Interstate Highway

System, and a consumer society after the war. (C, E,

G)

5.64

Refer to details and examples about the significance of Tennessee in popular music, including

Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN)

5.72 Summarize the significant contributions to

American culture of entrepreneurs and innovators, including: (C, E, TN)

• Ray Kroc

• Sam Walton

• Fred Smith

• Bill Gates

• Michael Dell

• Steve Jobs

Quarter 4

Week 1-2


What caused the economic boom after

World War II?

What role did Tennessee play in the development of American music in the fifties, sixties, and seventies?

How has innovation impacted

American culture?

Vocabulary: prosperity baby boom veteran vaccine

Internet high-tech


Have students create different types of graphs to depict the growth of the economy in the U.S. after WWII.

Create Four-tab book from page 26-

Foldable guide Use the links on the lesson plan for TN music to find information about Country Music, Rockn-roll-Elvis and Sun Studios, and STAX

Records and the Blues.

Have groups research the contributions of one entrepreneur/innovator listed in the standard made for American culture and create a poster that summarizes their findings.


Websites:

Economy after WWII: http://economics.about.com/od/usec onomichistory/a/post_war.htm

Lesson Plan for Tennessee music: http://www.tn4me.org/tpsapage.cfm/ sa_id/24/era_id/8

American Innovators: http://www.thefamouspeople.com/bu siness-people.php

Books:

American Inventors, Entrepreneurs, and Business Visionaries by Charles W. Carey



Memphis Music History



“I Have a Dream”:

Read "I have a Dream Speech", Martin Luther King, Jr.

Have a discussion to help students summarize Dr. King’s main ideas in the speech.

Students will write an opinion piece with supporting evidence from the text that answers the question- Has Dr.

King’s dream become a reality?

CCSS Writing: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5 th Grade


The Little Rock Nine:

Read about the Little Rock Nine http://www.encyclopediaofarkansas.net/encyclopedia/entr y-detail.aspx?entryID=723

Have students write an informative essay about the Little

Rock Nine and the desegregation of schools.

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

Fred Smith:

Read “The Father of the Overnight Delivery Business” http://www.achievement.org/autodoc/page/smi0bio-1

After reading about Fred Smith and FedEx, imagine that you are Fred Smith and write a story describing how you started your business using details from the text.





The Modern United States

5.62

Examine the meaning and the main events of the

“Cold War,” including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis.

(C, E, H, P)

5.63

Trace the Korean War, its outcome, and the use of

United Nations peacekeeping troops. (E, H, P)

5.66

Explain the effect President Kennedy’s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program. (H, P)

5.67

Integrate information from a variety of texts to explain the cause, controversy of, and outcome of the Vietnam War. (C, E, G, H, P)

5.68

Determine the main ideas surrounding the presidency of Nixon, including the end of the

Vietnam War, the trip to China, Watergate, and resignation. (E, H, P)

5.70 Analyze the significant events of Reagan’s presidency, including: (C, E, H, P)

• return of national pride

• economic recovery

• decline of the Cold War

• immigration policy change

5.71

Explain the events that lead to the Persian Gulf

War and its outcome. (E, G, H, P)


Quarter 4

Weeks 3-6


How have particular events shaped the United States after World War II?

Vocabulary/ Events:

The Cold War

Korean War

President Kennedy’s assassination

Vietnam War

Nixon’s presidency

Reagan’s Presidency

Persian Gulf War

September 11 th

Election of 2008


In pairs or small groups, assign each group one of the events listed in the vocabulary section. Each group will then research the event including all aspects of the event as directed in the standard to which it correlates.

Students will prepare a product to display and present their findings to the class. During class presentations, have all students create a timeline that includes each event and add notes to their timeline from each presentation.

Create a timeline to display the product of each group in the classroom.

Product suggestions:

•

PowerPoint

•

Essay

•

Foldable guide

•

Newspaper

•

Poster

•

Presentation on Prezi

•

Poster on Glogster

•

Brochure


Websites:

The “Cold War”: http://www.history.com/topics/coldwar

Korean War: https://history.state.gov/milestones/1

945-1952/korean-war-2

Kennedy’s Assassination: http://www.cnn.com/2013/11/22/opin ion/opinion-kennedy-world-badger/

Vietnam War: http://www.history.com/topics/vietna m-war/vietnam-war-history

Nixon’s Presidency: http://www.biography.com/people/ric hard-nixon-9424076#us-president

Reagan’s Presidency: http://www.whitehouse.gov/about/pr esidents/ronaldreagan

Persian Gulf War: http://www.history.com/topics/persia n-gulf-war

September 11, 2001: http://www.britannica.com/EBchecke d/topic/762320/September-11attacks

Presidential Election 2008: http://www.nytimes.com/2008/11/05/ us/politics/05elect.html?pagewanted

=all&_r=0

Books:



35


5.73

Analyze the increase in terrorism, the tragedy of

September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq. (C, G, H, P)

5.74

Identify the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama. (C, H, P)


Culture

Understand the interactions between people and cultures and the impact one person or group can have on the world.

American Dreams: The United

American Dreams: The United

States since 1945 By H.W. Brands


"Tear Down this Wall" by President



Ronald Reagan

Ronald Reagan

Quarter 4

Weeks 7-9


How do countries around the world compare with the United States: government, economy, resources, culture, etc?


Using the Memphis in May or African in

April country, students will create a project that includes a student-created map of the chosen country. They will label the major physical features. The map will include all elements of a map.

The project will also include information gathered concerning the people, their culture, their government, their environment, natural and man-made resources, their economy, and their history. A timeline will be included in the project. Important individuals and events in that nation’s history will be noted. Compare and contrast the country to the United States.


Websites: www.memphisinmay.org

www.africainapril.org



Tool Box

5 th Grade

http://www.brooksmuseum.org/ http://www.newsela.com

Primary

Source

Library


*Please register for unlimited access to: http://www.newela.com

, Flocabulary, Discovery Education, iCivics, BrainPop, and Maps101

37

Instructional Map- Social Studies 5th Grade

5

Grade Curriculum Guide

The History of America from 1850 to Present

Interactive Guide

2014/ 2015

Curriculum Development Team

Abigail Cardwell and Amanda Nixon

Shelby County Schools’ Social Studies Instructional Map 2014 1

Shelby County Schools’ Social Studies Instructional Map 2014 2

Introduction

Shelby County Schools’ Social Studies Instructional Map 2014 3

Shelby County Schools’ Social Studies Instructional Map 2014 4

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Westward Expansion; Spanish

American War; Progressive Era; Jim

Crow Laws

Shelby County Schools’ Social Studies Instructional Map 2014

20

Westward Expansion; Spanish

American War; Progressive Era; Jim

Crow Laws

Shelby County Schools’ Social Studies Instructional Map 2014

Quarter 2 is continued below…

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http://www.brooksmuseum.org/ http://www.newsela.com

Primary

Source

Library

Shelby County Schools’ Social Studies Instructional Map 2014

37

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