Grade Five Social Studies Curriculum Map
Intermediate Social Studies12210213 (Comprehensive)
12210223 (ESL)
12210253 (ECE)
Prerequisites
There are no prerequisites for Intermediate Social Studies.
Overview
Social studies in the intermediate grades have a different level/grade context each year. For example, grade four focuses on Kentucky studies and regions of the United States. Grade five includes an integrated focus on United States history. Regardless of the level/grade context, students incorporate each of the five areas of social studies in an integrated fashion to explore the content.
The primary purpose of social studies is to help students develop the ability to make informed decisions as citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found throughout this document reflect this purpose by promoting the belief that students must develop more than an understanding of social studies content. They must also be able to apply the content perspectives of several academic fields of the social studies to personal and public experiences. By stressing the importance of both content knowledge and its application, the social studies curriculum in Kentucky provides a framework that prepares students to become productive citizens.
The social studies content standards at the intermediate level directly align with Kentucky's Academic Expectations. Five “Big Ideas” organize the discipline of social studies and the Kentucky standards for social studies standards. The five Big Ideas in social studies are Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective. The Big Ideas are conceptual organizers that are the same at each grade level. This consistency ensures students have multiple opportunities throughout their school careers to develop skills and concepts linked to the Big Ideas.
The social studies program includes strong literacy connections, active hands-on work with concrete materials, and appropriate technologies. The social studies curriculum includes and depends on a number of different types of materials such as textbooks, non-fiction texts, biographies, autobiographies, journals, maps, newspapers, photographs and primary documents. Higher order thinking skills, such as compare, explain, analyze, predict, construct and interpret, are all heavily dependent on a variety of literacy skills and processes. For example, in social studies students must be able to understand specialized vocabulary, identify and comprehend key pieces of information within texts, determine what fact is and what opinion is, relate information across texts, connect new information to prior knowledge and synthesize the information to make meaning.
How to Use the Curriculum Map
Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this document are for reference. Each school and teacher must take into account the make-up of their students, focusing on the needs and strengths of each child when pacing and planning instruction.
We hope you find this map helpful as you focus your planning on student learning this year. The units of study divide the curriculum for the year into smaller, more manageable chunks to help pace instruction and effectively cover the topics included. This helps students to have consistent coverage of the social studies content.
The map format includes the unit duration (the suggested amount of instructional time to spend on each unit, based on 50-minute class periods), and topics (sub-regions that focus on a particular big idea, i.e., culture, economics, government, geography) to include while teaching the unit. The suggested topic duration (the suggested amount of time to spend on each topic) takes into account days for assessment, topic extensions and changes in the school calendar. Lessons and activities suggested on the map are to focus on student mastery, and align instruction to the state standards. The maps do not accommodate scheduling for special events (Junior Achievement, or K-Prep review).
The Essential Questions for each topic guide the inquiry that supports each topic. Each topic of study includes the following:
· Content Standards are the Core Content for Assessment from the Kentucky Core Academic Standards 4.1 Combined Curriculum Document.
· Learning Targets are the expected skills and concepts students are to know and be able to do by the end of each topic. Schools identify the necessary understandings, skills, and concepts that support these targets, based on an analysis of student data.
· Suggested Resources included basal social studies texts and other resources that promote inquiry, student understanding, and mastery of skills.
· Key Standards ( ) have been identified based upon their likelihood to appear on the KPREP assessment. You are still responsible by law for teaching all of the 4.1 Core Content Standards. The purpose of the Key Standards is to focus each topic on the most essential skills and concepts for students to master.
Be sure to read prior to instruction. This will help you choose the resources and activities that best help your students learn the content standards.
Recommended State-Approved Textbooks
Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky Department of Education recommends textbooks from publishers that have assured the state of the accuracy of, availability of, support materials for, and durability of texts. In addition, the publishers have agreed to provide adaptable texts and other materials for English Language Learners (Spanish text). The Social Studies Department does not endorse any one particular program and/or textbook.
Please keep the following in mind as you use the Elementary Social Studies Curriculum Maps:
· Content Standards, Learning Targets, and Suggested Resources are not listed in a specific teaching order under each topic. Teachers may sequence them to meet their own instructional needs.
· In order to access the lessons listed on the maps as “JCPS Online Social Studies Lesson,” you will need to log into JCPS Online and have it open on your desktop. Then click on the lesson to open the link.
· JCPS Online Social Studies Lessons also can be found on JCPS Online under the Elementary Social Studies Resources folder. Click the “Content” tab for “JCPS Online Social Studies Lessons.”
· You must have a user name and password to access the Discovery Education Web site. (Contact your library media specialist if you do not have a user name and password.)
To assist teachers in accessing the units, we have included hyperlinks to the first page of each unit. The following are units for the Grade Five Social Studies curriculum map are:
Unit One: Beginnings
Unit Two: Colonization
Unit Three: Government and Growth
Unit Four: The Nation Divides and Changes
Unit Five: America in the Twentieth Century and Beyond
Unit 1:
Beginnings
Unit Duration:
6 Weeks / Assessment:
· Ongoing teacher-created formative assessments
· Teacher-created summative assessments
· Social Studies Proficiency One (Window 10/22-11/2)
Topic 1:
Classroom Community and Diverse Cultures / Topic Duration:
1.5 Weeks
Essential Question(s):
How do we value diversity in our classroom and in the United States?
Content Standards / Learning Targets / Suggested Resources
Government and Civics
SS-05-1.3.2 Students will describe specific rights and responsibilities that individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.
Cultures and Societies
SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
SS-05-2.3.1 Students will describe various forms of interaction (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European explorers, English colonists, British Parliament) in the history of the United States.
SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communications). / · I can identify elements of culture (e.g., beliefs, traditions, languages, skills, literature, the arts).
· I can express my own cultural identity using artifacts from my life.
· I can describe forms of interactions in the classroom community (compromise, conflict, cooperation ).
· I can give examples of conflicts between individuals or groups in my classroom.
· I can describe conflict-resolution strategies that help individuals and groups to solve problems peacefully (e.g., compromise, cooperation, communication).
· I can give examples of how information and experiences may be interpreted differently by people from different cultural groups.
· I can explain why it is important to understand and appreciate diverse cultures in the United States.
· I can describe specific rights I have as a member of my school community.
· I can describe specific responsibilities I have as a member of my school community.
· I can explain why it is important to follow rules in my school and community.
· I can explain why it is important to be engaged in my classroom community (e.g., participate in class meetings, work cooperatively in groups). /
- JCPS Online Social Studies Lesson: “Culture Overview”
- You Have a Choice!
- The Struggle for Equal Rights
- Words of Peace
- War: What Happens When Nations Don’t Work It Out?
- JCPS Online Social Studies Lesson: “Government Overview”
Topic 2:
Historical Tools, Geography, and Economics / Topic Duration:
1.5 Weeks
Essential Question(s):
How do we use historical and geographic tools to learn about the United States?
What are basic economic problems that affect people’s daily lives?
Content Standards / Learning Targets / Suggested Resources
Economics
SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present” to make economic choices (e.g., use of productive resources-natural, human, capital) and incur opportunity costs.
Geography
SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States.
SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places, and objects in the United States to find their absolute location.
SS-05-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States.
Historical Perspective
SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. / · I can define and give examples of primary sources.
· I can define and give examples of secondary sources.
· I can explain why a variety of tools are necessary to understand a historical event.
· I can use geographic tools to locate regions of the U.S. and describe their physical characteristics.
· I can use geographic tools to identify natural resources in different regions of the U.S.
· I can use geographic tools to identify major physical characteristics of the U.S.
· I can use geographic tools to identify the absolute location of landforms, bodies of water, places, and objects in the United States.
· I can use the five themes of geography to locate and describe places in the U.S.
· I can describe how different factors impact where people and activities are located.
· I can describe the differences between wants and needs.
· I can describe scarcity and explain how people make economic decisions to solve the problem of limited resources. /
- JCPS Online Social Studies Lesson: “Historical Perspective Overview”
- The Library of Congress: Using Primary Sources
- The Library of Congress: Primary Sources and Personal Artifacts
- JCPS Online Social Studies Lesson: Geography Overview”
- How the West Was One: A Layered-Look Book, lesson about regions and the West
- Eduplace Maps http://www.eduplace.com/ss/maps/
- Discovery Education: American Geography (20:00)
- Regions of the United States: A Geographic Perspective
- U.S. Physical features map
- It’s Happening Where? : Find the Absolute and Relative Locations of News Articles
- United States Map
- United States Map of Regions
- Five Themes of Geography
- Geography Toolbox for Teachers
- JCPS Online Social Studies Lesson: “Economics Overview”
Topic 3:
Native Americans and Explorers / Topic Duration:
3 Weeks
Essential Question(s):
Why did diverse groups settle in America?
What happens when cultures collide?
Content Standards / Learning Targets / Suggested Resources
Cultures and Societies
SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.
SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.
Economics
SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.
SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present).
SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).
Geography
SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States.
SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (colonization, expansion) and analyze the impact on their environment.
SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreation).