Standards to Be Taught
Pacing Guide
5th Grade Social Studies
Standards to be Taught / Common Assessment / ResourcesQuarter 1 / SKILLS
S1C1PO 1. Use the following to interpret historical data:
a. timelines – B.C.E. and B.C.; C.E. and A.D.
b. graphs, tables, charts, and maps
S1C1PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people).
S1C1PO 3. Describe the difference between primary and secondary sources.
S1C1PO 4. Locate information using both primary and secondary sources.
S1C1PO 5. Describe how archaeological research adds to our understanding of the past.
5.RI.5
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.
5.RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. / http://www.eduplace.com/ss/maps/usa.html for blank maps
Harcourt Book and Supplemental Materials
US REGIONS (3 WEEKS)
S4C1PO 1. Interpret information from a variety of maps:
- contour
- population density
- natural resource
- historical maps
S4C1PO 3. Identify the location of significant geographic features from content studied on a physical or political map. / Vocabulary
- Region
- West, Midwest, Northeast, South, Southwest
- Contiguous
- Population
- Landform region (Rocky Mtns, Interior Plains, Etc)
- Contour
- Climate
Activities
- Color a map in the regions
- Create a 5 region brochure sharing natural resources, landforms, and bodies of water
- Memorize the location of 50 states
- Show pictures of all 5 regions
- Plan a road trip that covers all 5 regions including physical features to visit
Standards to be Taught / Common Assessment / Resources
Quarter 1 / S4C1PO 4. Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate type of map.
S4C1PO 5. Identify each state on a U.S. map.
S4C1PO 6. Construct maps, charts, and graphs to display geographic information.
S4C2PO 1. Describe how the following regions exemplify the concept of region as an area with unifying human or natural factors:
a. three American colonial regions
b. West, Midwest, Northeast, Southeast, Southwest
c. North and South during the Civil War
5.RI.5 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.
5.RI.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.
NATIVE AMERICANS (2 WEEKS)
S1C3PO 1. Recognize that Native American tribes resided throughout North America before the period of European exploration and colonization.
S4C5PO 1. Describe the ways European colonists and Native Americans viewed, adapted, and used the environment
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. /
- Bodies of water: gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula
- Natural resources
- Latitude/longitude
- Equator
- Natural resources and how they are used
- Shelters: longhouses, adobe, sod, tepee, igloo and how the region supplies the resources
- Tradition
- Diet, shelter, etc
- Use some regional vocab
- Harcourt Book and Supplemental Materials
- Use graphic organizers from Reading Support Intervention to list shelter, diet, traditions, etc.
- - explore Southwestern tribes
- Create a long house using pipe cleaners, clay, brown paper as bark
- Create a totem pole using symbols that match the language
- Write a story on “Animal hide” like the Plains Natives
- Decide what tribe you would like to be in and explain why
- Create a timeline of the explorers
- Cause and effect graphic organizers
- Dioramas
Standards to be Taught / Common Assessment / Resources
Quarter 1 / EUROPEAN EXPLORATION (3 WEEKS)
S1C3PO 2. Explain the reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and Hernan de Soto in the New World.
S2C5PO 1. Describe the following effects of
European exploration, trade, and colonization on other parts of the world:
a. sea routes to Asia
b. colonies established and settled
c. increased power of European countries
d. trade established between Europe, Africa, and Americas
e. introduction of disease and the resulting population decline of Indigenous people
f. triangular trade
Connect with: Strand 1 Concept 3, Strand 3 Concept 2; Strand 4 Concept 2, 4, 5, 6, Strand 5 Concept 1
S2C5PO 2. Describe ways in which Spain, France, and England competed for power:
S5C1PO 1. Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions to the New World.
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.. / Vocabulary
- Trade
- Triangular trade
- Compete for power
- New World
- Expeditions
- Conquistador
- Colony
- Settlement or settling
- Missionary
- Northwest Passage
Standards to be Taught / Common Assessment / Resources
Quarter 2 / SKILLS
S2C9PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
S2C9PO 2. Use various resources (e.g., newspapers, magazines, television, Internet, books, maps) to discuss the connections between current events and historical events and issues from content studied in Strand 2.
5.RI.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.
EARLY SETTLEMENTS/COLONIZATION (3 WEEKS)
S1C3PO 3. Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America.
S1C3PO 6. Identify contributions of individuals (e.g., John Smith, William Penn, Lord Baltimore, Roger Williams, Anne Hutchinson, James Ogelthorpe) who were important to the colonization of America.
S1C3PO 7. Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers.
S3C1PO 1. Identify the democratic principles and ideals associated with the following documents:
a. Mayflower Compact
b. Declaration of Independence
c. Articles of Confederation
d. United States Constitution
e. Bill of Rights
S3C5PO 1. Describe the characteristics of a monarchy and a republic.
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.5
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. / Vocabulary
- Colony
- Missionary
- Majority Rules and the Mayflower Compact
- Republic
- Monarchy
- Conflict
- Religious Freedom
- Cash crop
- Profit
- Represent
- Plantations
- Pilgrim
- Map showing new colonies
- Showing exploration routes
- Biographies
- Write a compact like the Mayflower compact
- Create your own colony including natural resources, government/laws, jobs that go with the natural resources, holidays, economy (trade, money), clothing, etc
Standards to be Taught / Common Assessment / Resources
Quarter 2 / 13 ORGINAL COLONIES (6 WEEKS)
S3C2 PO 2. Describe how the Constitution is designed to limit central government, as in freedom from a controlling monarchy.
S5C2PO 1. Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce.
S5C1PO 3. Identify how voluntary exchange helps both buyers and sellers as in colonial trade in North America.
Connect with: Strand 1 Concept 3, Strand 2 Concept 5
S5C1PO 4. Interpret how trade promoted economic growth throughout U.S. history.
S5C2PO 1. Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce.
S5C2PO 5. Describe the function of private business in producing goods and services
S5C2PO 7. Explain the function of government in providing certain goods and services through taxation
S1C3PO 4. Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices.
S1C3PO 5. Describe the geography, cultures, and economics of the Southern, Middle Atlantic, and New England Colonies.
S1C3PO 7. Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers.
S1C3PO 8. Describe the causes and effects of triangular trade.
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.5
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. / Colonies to look at:
Virginia Colony
New Spain
Plymouth Colony
New France (This will help with later wars and Louisiana Purchase)
Vocabulary:
New England Colonies
- Puritans
- Town Meeting
- Religious Freedom
- Roger Williams
- Anne Hutchinson
- Refuge
- Trial by jury
- Justice
- Quakers
- Religious toleration
- William Penn
- Benjamin Franklin
- Plantations
- Cash crop
- James Oglethorpe
- Free market
- Industry
- Triangular trade
- Middle Passage
- Opportunity cost
- Broker
- Division of labor
Activities
- Draw towns/plantations/farms from each colony
- Research project on the 13 original colonies
- Each student researches the resources from the colonies, and then trades things like cotton, tobacco, corn, fish, and lumber. Each colony starts out with a lot of one of or two things depending on the region. Then students trade until they have 10 of each
Standards to be Taught / Common Assessment / Resources
Quarter 3 / SKILLS
S3C4 PO 1. Describe ways an individual can contribute to a school or community.
S3C4PO 2. Describe the character traits (i.e., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States.
S3C4PO 3. Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials).
S4C6 PO 2. Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events.
S4C6PO 3. Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).
5.RI.5
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.
CAUSES OF THE REVOLUTINARY WAR (3 weeks)
S1C4 PO 1. Describe the significance of the following events leading to the American Revolution
- French and Indian War
- Proclamation of 1763
- Tea Act
- Stamp Act
- Boston Massacre
- Intolerable Acts
Strand 2 Concept 6
Strand 3 Concept 5
Strand 5 Concept 2 / Vocabulary
- Alliance
- Boycott
- Protest
- Monopoly
- Blockade
- Petition
- Olive branch
- Independence
- Resolution
- Declaration
- Interview or biography
- Create an advertisement suggesting a boycott
- Persuasive Essay supporting or opposing the various Acts
Standards to be Taught / Common Assessment / Resources
Quarter 3 / S3C1 PO 2. Recognize the contributions and roles of the following individuals in creating the American government:
- John Adams
- Benjamin Franklin
- Alexander Hamilton
- Thomas Jefferson
- James Madison
- John Marshall
- George Washington
S1C4 PO 2. Describe the significance of the following events in the Revolutionary War:
- Declaration of Independence
- the battles of Lexington and Concord, Saratoga
- aid from France
- surrender at Yorktown
Strand 3 Concept 1 / Vocabulary
- Patriot
- Rebel
- Loyalist
- Neutral
- Negotiate
- Traitor
- Revolution
Standards to be Taught / Common Assessment / Resources
Quarter 3 / S1C4PO 3. Identify the impact of the following individuals on the Revolutionary War:
- Benjamin Franklin
- Thomas Jefferson
- George Washington
- Patrick Henry
- Thomas Paine
- King George III
Strand 3 Concept 1
S1C4PO 4. Describe how one nation evolved from thirteen colonies through the following events:
a. Constitutional Convention
b. George Washington’s presidency
c. creation of political parties
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.5
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.
5.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.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.
5.RI.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).
BRANCHES OF GOVERNMENT
S3C1PO3 Describe the struggle between the Federalists and the Anti-federalists over the ratification of the Constitution and the creation of the Bill of Rights.
S3C3 PO 1. Explain ways in which the powers of the federal government differed from the Articles of Confederation to the Constitution.
Connect with: Strand 1 Concept 4
S3C3PO 2. Identify the process by which a bill becomes a law.
S3C3PO 3. Describe how the checks and balance system which established the three branches of the federal government works, as in Andrew Johnson’s impeachment.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RI.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. /
- Republic
- Compromise
- Bill
- Separation of Powers
- Executive Branch
- Judicial Branch
- Legislative Branch
- Veto
- Impeach
- Ratify
- Democracy
- Amendment
- Timeline of events
- Create a newspaper or news magazine including interviews with famous people, diagrams of battles, articles explaining the 5w’s of battles, letters to the editor supporting or opposing the British, advertisements for minute men
- Act out the 3 Branches of Government
- http://bensguide.gpo.gov/3-5/index.html
- http://www.usmint.gov/kids/games/branchesofpower/
Standards to be Taught / Common Assessment / Resources
Quarter 4 / WESTWARD EXPANSION (3 WEEKS)
S1C5PO 1. Describe the following events of 19th century presidencies of:
- Thomas Jefferson – Louisiana Purchase; explorations of Lewis and Clark
- James Madison – War of 1812
- James Monroe – The Monroe Doctrine
- Andrew Jackson – Nationalism and Sectionalism; Trail of Tears
- James Polk – Mexican-American War; discovery of gold in California
Connect with: Strand 4 Concept 4, 6
S1C5PO 3. Identify major westward migration routes of the 19th Century.
PO 1. Explain why and how boundaries change (e.g., Westward Expansion, Civil War, Mexican - American War).
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.5
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.
5.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.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). / Vocabulary
- Pioneer
- Nationalism
- Gold Rush
- Migration
- textile
Activities
- Lewis and Clark Journal Entry
- War of 1812 (compare and contrast sides)
- Draw map of new borders
- Diorama
- Human Timeline (have each students research an event and put themselves in order like a living timeline)
Standards to be Taught / Common Assessment / Resources
Quarter 4 / THE CIVIL WAR (CAUSE AND EFFECT) (3 WEEKS)
S1C5PO 4. Describe how manufacturing, textiles, transportation improvements, and other innovations of the Industrial Revolution contributed to U.S. growth and expansion.
Connect with: Strand 4 Concept 4, 6
S1C5PO 5. Describe the following individuals’ role in the reform movement before the Civil War:
- Frederick Douglass
- Harriet Tubman
- William Lloyd Garrison
- Sojourner Truth
- S1C6PO 1. Describe factors leading to the Civil War:
- role of abolitionists and Underground Railroad
- sectionalism between North and South
- westward expansion
- Connect with: Strand 3 Concept 3, 4; Strand 4 Concept 2, 4, 6; Strand 5 Concept 1
- S1C6PO 2. Identify the reasons why the following were important events of the Civil War:
- firing on Ft. Sumter
- major battles
- delivery of the Emancipation Proclamation
S3C3PO 4. Explain the significance of the Dred Scott Decision.
S3C3PO 5. Compare the arguments for states’ rights versus the power of the federal government (e.g., the expansion of slavery, taxation).
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
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.RI.5
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.
5.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.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. / Vocabulary
- Sectionalism
- Abolitionist
- State rights
- Underground railroad
- Emancipation proclamation
- Prejudice
- Secede
Standards to be Taught / Common Assessment / Resources
Quarter 4 / ECONOMIC (3 WEEKS)
S5C2PO 2. Describe how competition, markets, and prices influence peoples’ behavior.
Connect with: Strand 1 Concept 4
S5C2PO 3. Identify how people earn income by selling their labor to businesses or governments.
S5C2PO 4. Describe ways in which entrepreneurs take risks to develop new goods and services.
S5C2PO 5. Describe the function of private business in producing goods and services.
S5C2PO 6. Discuss the function of banks in providing checking accounts, savings accounts, and loans.
S5C2PO 7. Explain the function of government in providing certain goods and services through taxation.
S5C5PO 1. Explain how the following are used to purchase goods and services:
a. cash
b. check
c. money order
d. debit card
e. credit card
5.RI.3
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.RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RI.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).
5.RI.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. / Vocabulary
- cash
- Check
- Money order
- Credit
- Competition in markets
- Income
- Labor
- Entrepreneurs
- Goods
- Services
- Accounts
- Loans
- Supply
- Demand
Activities
- Student accounts and store
- Pretend credit cards
- Applying for a pretend loan
BCESD #15 (9/2011) 5th Grade Social Studies Pacing Guide Page 1 of 20