Northampton County Schools FifthGradeSocial Studies Curriculum Map 2012-2013DRAFTSubject: Social Studies
Grade Level: 5th
Unit Title: Native Americans / Timeframe Needed for Completion: 12 weeks
Grading Period: 2nd /3rd nine weeks
Big Idea/Themes: Diversity and Change
· Diverse historical people influence regions over time.
· Communities and regions are often developed due to necessity for survival and to preserve values and traditions.
· Historical sources from multiple points-of-view may be used to develop an understanding of what happened in the past.
Social Studies / Language Arts
Informational Texts / Writing / Speaking/Listening
5.H.1 Analyze the chronology of key events in the United States
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish, English) and American Indian groups based on accuracy of historical information (beliefs, fears, and leadership)
5.H.1.2 Summarize the political economic and social aspects of colonial life in the thirteen colonies
5.H.1.3 Analyze the impact of major conflicts and battles and wars on the development of our nation through reconstruction
5.H.2 Understand the role prominent figures in the United States
5.H.2.1 Summarize the contributions of the founding fathers to the development of our country
5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy
5.H.2.3 Compare the changing roles of women and minorities of American society from Pre-colonial to Reconstruction
5.C.1 Understand how increased diversity resulted from migration settlement patterns and economic development in the United States
5.C.1.1 Analyze the change in leadership, cultures, and everyday life of American Indian groups before and after European exploration
5.C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of traditions and technology
5.C.1.3 Explain how the movement of goods, ideas, and various cultural groups influenced the development of regions in the United States
5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups / 1.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
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.
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. 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.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
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).
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. / 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer‟s purpose.
e opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others‟ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
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.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Essential Questions: / Vocabulary: / Performance Tasks: / Materials:
What motivated exploration?
What would life have been like for the Native Americans if the Europeans never came?
How can events in history have an impact on the land and the people?
*How can events in history have an impact on the land and the people?
*When, where, why, and how did different groups of people settle in different regions of the United States?
*How might the Native Americans of the past have influenced your life today? / Navigation, expedition, compass, revolution, loyalist, boycott, protest, Indian Removal Act, confederation, ancestors, diversity, civilization, chronological, conflict, consensus, checks and balances, citizenship, democratic, rights, Constitution, Free state, slave state, fugitive, Underground Railroad, secede, civil war, emancipate, assassinate, and freedom / Students can compare and contrast the land routes of early people map to a present-day physical map of the Americas. Students should describe how the geography of North America was different in prehistoric times different from life today.
Students can choose a Native American group labeled on the Early Cultures of North America map. Students then research to learn more about the groups history, culture, traditions, foods, and other ways of life. Students will compile their findings into a poster or presentation and share it with the class.
Students can work in small groups to plan a brief skit depicting an event or process described or illustrated in this lesson, such as a meeting of the Iroquois League, the construction of a tepee, or a whale hunt. There should be a narrator that introduces the subject of the skit and its history, geographic, and cultural background.
Imagine that you could visit one of the Native Americans groups described in these lessons. Write a letter that describes the group’s daily life
Students should identify causes of the American Revolution and identify possible actions that the British or the colonists might have taken that could have avoided war.
Students should pick a side (Loyalist or Patriot) then they should write a short speech in which they try to persuade other colonists to join their side on the conflict.
Students should choose one of the major battles of the American Revolution. Students should use the information on the map and their research to write a paragraph giving the important information about the battle. / http://dpssocialstudies.wikispaces.com/5th+Grade+Unit+5-+The+American+Revolution
5th Grade Unit 5- The American Revolution
Founding Fathers Project
Additional Student Activity options:
*Have students use the state abbreviations to identify each state labeled on the map. Have students write each state’s name on a separate index card. Then guide students to sort the cards into two piles – free states and slave states.
*Many state names have origins in American Indian words. Have students research the name origins of the following states discussed in this lesson: Missouri, Kentucky, Kansas, and Nebraska. Encourage students to identify other states with names based on American Indian words.
*Write an article for either a Northern or a Southern newspaper, as they might have appeared on the day after the presidential election of 1860.
*Have students research the names, dates, and outcomes of Civil War battles that took place in North Carolina.
*Have students write a paragraph describing how the United States was different after the Civil War. Tell students to include specific details about what changed and what caused those changes.
*Imagine that you are the editor of a newspaper in Kentucky. Write an editorial that argues why this border state should secede or shy it should stay in the Union and find a peaceful solution to the slavery issue.