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2015 – 2016 SOCIAL STUDIES INSTRUCTIONAL MAPS GRADE 5 QUARTER 1 Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the Elementary Social Studies curriculum maps. Designed with the teacher in mind, the Elementary Social Studies curriculum maps focus on integrating literacy skills and strategies with content standards. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. Shelby County Schools’ Social Studies Instructional Map 2015 1 A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the Social Studies Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Social Studies Curriculum Maps Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, it is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies. Students must employ essential literacy strategies that explicitly demonstrate the application of reading, writing, and thinking strategies to support learning in social studies. The integration of literacy and social studies is critical for student success. This curriculum map is designed to help teachers make effective decisions about what Social Studies content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms: (1) Regular practice with complex text and its academic language. (2) Reading, writing, and speaking grounded in evidence from text, both literary and informational. (3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Literacy Standards The TNCore Literacy Standards (also known as the Teachers can access the TNCore standards, which are featured College and Career Ready Literacy Standards): throughout this curriculum map and represent college and career http://www.tncore.org/english_language_arts.aspx ready student learning at each respective grade level. Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Teachers can learn more about how to select complex texts Shelby County Schools’ Social Studies Instructional Map 2015 2 Collection: (using quantitative, qualitative, and reader/task measures) using http://achievethecore.org/page/642/text-complexitythe resources in this collection. collection Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then http://achievethecore.org/page/1027/academic-wordgenerates the most significant Tier 2 academic vocabulary finder contained within the text. Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Teachers can use the resources in this set of resources to craft Questions Resources: their own text-dependent questions based on their qualitative and http://achievethecore.org/page/710/text-dependentreader/task measures text complexity analysis. question-resources Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Teachers can use this resource to learn about how to sequence Sequenced: texts into “expert packs” to build student knowledge of the world. http://achievethecore.org/page/1098/text-set-projectsequenced-under-construction Curriculum Maps, Elementary Social Studies Our 2015-2016 Social Studies curriculum maps have some new features we would like to share with you, as well as point out some information that will better help you utilize this resource. In addition, this map should guide you in planning for daily instruction. Each map is divided into three columns: (1) TN State Social Studies Standards, (2) I Can Statements & Vocabulary, (3) Instructional Activities &Resources Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P – Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to: http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf Shelby County Schools’ Social Studies Instructional Map 2015 3 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA) standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans at the end of each quarter. A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website: http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm A comprehensive list of the Tennessee State Social Studies standards can be found at: http://tn.gov/education/standards/social_studies.shtml Have a great school year! Shelby County Schools’ Social Studies Instructional Map 2015 4 Instructional Map TN State Social Studies Standards 1st Nine Weeks Guiding Questions & Vocabulary Social Studies Grade 5 Instructional Activities & Resources Topic: U.S. Prior to Civil War Weeks: 1-3 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 5.1 How would you explain the myth versus the reality of the Antebellum South prior to the Civil War? Vocabulary antebellum economics cash crops slavery tariff immigration states’ rights sectionalism urban Academic Terms: Compare, Contrast, Interpret, 5.2 How might you compare the North with the South prior to the Civil War? What are some advantages/ disadvantages to living in the North or the South? 5.3 How might you defend your position on the stance of slavery? Vocabulary abolitionist discrimination Underground Railroad Shelby County Schools’ Social Studies Instructional Map 2015 5.1 – 5.2 In groups, students will create a variety of presentations showing the differences between the North and the South prior to the Civil War. LiteracyL.5.3 Timeline of events using graphics Create a brochure for the North using blue paper and the South using grey paper. Include each region’s: economics, largest area populations, transportation systems, maps of states Discuss population density of slaves vs. free people to determine decisions made by states about secession. Use maps to compare density of slave/free populations in Northern and Southern states Books: Houghton Mifflin Social Studies: Tennessee Civil War to Today http://www.sonofthesouth.net/slavery/slave-maps/us-slave-map.htm http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm www.eduplace.com/sst/ http://www.civilwar.org/education/history/civil-war-overview/northandsouth.html http://teachingamericanhistory.org/static/neh/interactives/civilwar/lesson1/ http://teacher.scholastic.com/activities/bhistory/underground_railroad/slideshows/plantation_slides.htm 5.3 Read/ Listen to excerpts from primary texts. http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm http://teacher.scholastic.com/activities/bhistory/underground_railroad/slideshows/safety_slides.htm http://www.loc.gov/teachers/tps/quarterly/differentiated_instruction/pdf/secondary_activity.pdf Sojourner Truth http://www.civilwar.org/education/history/primarysources/the-narrative-ofsojourner.html Frederick Douglass http://teachers.history.org/resources/primary-source-documents/frederickdouglass the Grimke sisters http://utc.iath.virginia.edu/abolitn/abesaegat.html William Lloyd Garrison http://www.pbs.org/wgbh/aia/part4/4h2928t.html 5 Instructional Map TN State Social Studies Standards 1st Nine Weeks Guiding Questions & Vocabulary Social Studies Grade 5 Instructional Activities & Resources Compare and Contrast the images and language used in the text as well as the intended audiences. Which text/author provided the strongest argument for abolition? Journeys Writing Handbook Lesson 7, p26-27 W.5.5 Construct interview questions for one or more authors and role play for the class. Journeys Writing Handbook pages 96-97 Literacy W.5.9 Create a foldable to show differences of each text and the implications that could lead to the Civil War. Underground Railroad: http://education.nationalgeographic.com/education/media/undergroundrailroad-journey-freedom/?ar_a=1 LiteracyRI.5.7 5.4 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 5.4 What were the decisions or compromises that needed to be made to make the United States move together as one or that led to secession? Maps101: map of secession maps.com map of secession Vocabulary slave state free state Union popular sovereignty fugitive Shelby County Schools’ Social Studies Instructional Map 2015 5.4 Slavery Becomes a National Issue: Teams of students will develop presentations on: the Missouri Compromise, Uncle Tom’s Cabin, Compromise of 1850, Brook’s attack on Sumner, the Kansas-Nebraska Act, John Brown’s Raid, and the Dred Scott case. Presentations should include: visual component and written piece addressing the event’s contribution to slavery becoming a national issue. Literacy.RI.5.7 http://www.movingbeyondthepage.com/online/getsample.aspx?lessonID=881&bookGUID=d23e9002cf4b-43c4-a805-565dbfa58955 Reading text and Missouri Compromise Activity: http://mrkash.com/activities/compromise.html Uncle Tom’s Cabin: https://www.harrietbeecherstowecenter.org/utc/impact.shtml, http://utc.iath.virginia.edu/interpret/intslav.html, http://www.pbs.org/wgbh/aia/part4/4p2958.html Compromise of 1850: http://www.pbs.org/wgbh/aia/part4/4p2951.html, http://www.history.com/topics/compromise-of-1850, http://www.history.com/topics/compromise-of1850/videos Brook’s Attack on Sumner: http://www.capitol.gov/html/VGN_2010061462876.html, http://www.ushistory.org/us/31e.asp, Kansas-Nebraska Act: http://www.history.com/topics/kansas-nebraska-act, http://www.ourdocuments.gov/doc.php?flash=true&doc=28 John Brown’s Raid: http://www.ushistory.org/us/32c.asp, http://www.civilwar.org/150thanniversary/john-browns-harpers-ferry.html Dred Scott case: http://www.pbs.org/wgbh/aia/part4/4p2932.html, http://www.history.com/topics/black- 6 Instructional Map TN State Social Studies Standards 1st Nine Weeks Guiding Questions & Vocabulary Social Studies Grade 5 Instructional Activities & Resources history/dred-scott-case Extension Activities: 12 years a Slave Teacher’s Guide: http://www.penguin.com/static/pdf/teachersguides/twelveyears032014b.pdf 12 years a Slave: Text to Text: http://learning.blogs.nytimes.com/2013/10/22/text-to-text-twelveyears-a-slave-and-an-escape-that-has-long-intrigued-historians/?_php=true&_type=blogs&_r=0 Slave Sales: http://education.nationalgeographic.com/education/media/slave-sale/?ar_a=1 Primary Documents and Supporting Texts to Read: excerpts from Ain’t I a Woman, Sojourner Truth; excerpts from Uncle Tom’s Cabin, Harriet Beecher Stowe; excerpts from Narrative of the Life of Frederick Douglass, Frederick Douglass; excerpts from the writings of the Grimke sisters; excerpts from the writings of William Lloyd Garrison Shelby County Schools’ Social Studies Instructional Map 2015 7 Literacy Lessons and Activities for Quarter 1, Weeks 1-3 Precursor to War: Abolitionist Newspaper: Activity: Using POW TIDELL as a graphic organizer, respond to the following prompt. The students should use text readings from abolitionists, lessons or notes from laws, and learned information to cite as supporting evidence in their essay. Activity: Each student will choose one of the 4 rebellions they just learned about write a newspaper article. Explain how newspaper articles focus on who, what, when, where, why, and how of a story. Discuss the “why” in each of these was to escape and/or end slavery. Hold a class discussion on each point of view. Writing Prompt: In 1850, most Northerners would never have dreamed they would be fighting a war against the South. Compare and contrast public opinion of Northern citizens in 1850 and in 1860. What events led up to their change in thinking? Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Literacy W.5.5 Journeys Writer’s Handbook p26-27, TE p284-285 Writing Prompt: Choose to be a present day journalist or a 19th century journalist. Construct an article from the point of view of a Northern abolitionist paper or Southern proslavery paper. Writing a Class Newspaper: http://www.iupui.edu/~geni/lsort/creating_ugrr_mg.html Slave Rebellions: http://www.history.com/topics/blackhistory/slavery-iv-slave-rebellions Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Fictional Recommendations for Pre-Civil War: Gabriel’s Horses by Alison Hart; Rifles for Watie by Harold Keith Shelby County Schools’ Social Studies Instructional Map 2015 Socratic Seminar/Fishbowl Discussion: Opinion: Doomed for War? Activity: Students prepare answers to each of the parts of the questions below and gather their evidence to use during the class discussion. Conduct a Tug of War to determine opinion/sides before researching in depth. Writing Prompt: Compare and contrast the North and the South during the antebellum period. Were their social, political, and economic differences reconcilable or was civil war inevitable? Support your opinion essay using evidence from previous lessons. Socratic Seminars: http://www.scholastic.com/teachers/topteaching/2010/11/higher-order-comprehension-powersocratic-seminar Fishbowl Discussions: https://www.facinghistory.org/foreducators/educator-resources/teaching-strategies/fishbowl Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Journeys Writer’s Handbook, pages 106-107, TE page 364 Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Non-Fiction Recommendations for Pre-Civil War: Underground Railroad by Henrietta Buckmaster; Slavery and the Coming of the Civil War by James Lincoln Collier 8 Instructional Map TN State Social Studies Standards Social Studies Grade 5 1st Nine Weeks Guiding Questions & Vocabulary Instructional Activities & Resources Topic: U.S. Prior to Civil War Weeks: 4-6 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) 5.5 Based on what you know, how would you explain the campaign of 1860? 5.5 Design a campaign poster for the candidates of the election in 1860. Students include key elements that emphasize the countries’ divisive issues at the time. http://www.loc.gov/rr/print/list/picamer/paPrescamp.html, http://amhist.ist.unomaha.edu/lessons/_The Election of 1860_GP 1860 Election.pdf Write a persuasive essay to campaign for each candidate. The students essay should focus on facts that support their opinions. Use POW TIDELL as graphic organizer to help set up their essay. Journeys Writer’s Handbook pages 40-44, TE p298-301 Create a foldable that shows the debate between the two candidates in the election. Election of 1860: http://amhist.ist.unomaha.edu/lessons/_The%20Election%20of%201860_GP%201860%20Election.pdf http://education-portal.com/academy/lesson/the-election-of-1860.html http://www.lincolnlogcabin.org/education-kits/Abraham-Lincoln-Lesson-Plans/Lesson-3.pdf Literacy.L.5.6 5.6 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 proUnion and divided families. (H, P, TN) 5.6 What differences existed between East and West Tennessee that led to the eventual separation from the Union? Shelby County Schools’ Social Studies Instructional Map 2015 5.6 Create a 4 door foldable book to show reasons why Tennessee was divided on secession. http://www.history.com/topics/american-civil-war/secession http://library.mtsu.edu/tps/Divided_Tennessee.pdf http://tennesseeencyclopedia.net/entry.php?rec=265 http://www.scottcounty.com/about/history Literacy.RI.5.3 9 Instructional Map TN State Social Studies Standards 5.7 Determine the meaning of the terms of this period with a visual representation, including: (G, C) • Union and Confederate States • Yankees and Rebels • Blue and Gray • Johnny Reb and Billy Yank Social Studies Grade 5 1st Nine Weeks Guiding Questions & Vocabulary 5.7 What are different ways that the North and South identified themselves during the Civil War? Vocabulary secession Confederacy Civil War border states Union Instructional Activities & Resources 5.7 Color-code a map of the Union and Confederate states. Union = blue, Confederate = grey. Territories = green Read text about Union and Confederate soldier uniforms. Create a comparison chart to show the differences. Within chart, classify each nickname for soldiers. Discuss the connotation for each of the words. Create a postage stamp showing representations of: Yankees and Rebels Blue and Gray Johnny Reb and Billy Yank Literacy.L.5.6 War uniform comparisons: http://www.ducksters.com/history/civil_war/military_uniforms.php http://content.time.com/time/photogallery/0,29307,2064128_2264063,00.html Civil War in Pictures http://www.usa-printables.com/Events/Civil_war/ http://www.archives.gov/research/military/civil-war/photos/ 5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P 5.8 What were some of the geographical, social, political, and economic advantages and disadvantages of the North and South prior to the Civil War? 5.8 Develop a PERSIA graphic organizer to analyze the strengths and weaknesses of the North and South https://historytech.wordpress.com/2009/10/02/tip-of-the-week-persia-graphic-organizer/ http://www.unc.edu/depts/europe/teachingresources/workshops/1206persia-blank.pdf Secession: http://filebox.vt.edu/users/kbartell/Lesson%20Plan%20Civil%20War-Secession.pdf Literacy.RI.5.3 Shelby County Schools’ Social Studies Instructional Map 2015 10 Instructional Map TN State Social Studies Standards 5.9 Identify the Border States and the efforts of both sides to secure them to their cause. (G.H) 1st Nine Weeks Guiding Questions & Vocabulary 5.9 What strategies might you have used to secure the Border States for your cause? 5.9 Border States: Missouri Kentucky Maryland Delaware 5.10 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) 5.10 How did the Union’s Anaconda Plan defeat the Confederacy? How was the geography of the war an advantage for the South? Shelby County Schools’ Social Studies Instructional Map 2015 Social Studies Grade 5 Instructional Activities & Resources 5.9 Use a graphic organizer to display the ways the North and South tried to influence the border states. Include the reasons each state gave for their final decision. Border States: http://www.listenedition.com/wp-content/uploads/2014/01/Border-States-in-the-CivilWar-ELA.pdf http://www.nps.gov/resources/story.htm?id=205 http://www.ozarkscivilwar.org/regions/texas Literacy.RI.5.3 5.10 Create a diorama Produce a map that shows the terrain of the Eastern, Western, and Trans-Mississippi South. Overlay the movements in the Union’s Anaconda Plan. Explore how the terrain contributed to the successes/failures of this strategy. Union’s Anaconda Plan: http://www.civilwaracademy.com/anaconda-plan.html http://education-portal.com/academy/lesson/the-anaconda-plan-civil-war-strategy.html#lesson http://www.academickids.com/encyclopedia/index.php/Anaconda_Plan Literacy.RI.5.6 11 Literacy Lessons and Activities for Quarter 1, Weeks 4-6 Border States and Lincoln: Activity: Using POW TIDELL / RICE as a graphic organizer, respond to the following prompts. Writing Prompt: Using lesson 5.9: What events led up to Lincoln’s election? Why were the border states so important to Lincoln? Support your answer with evidence from the maps and comparison chart. Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Fiction Recommendations: The Storm Before Atlanta by Karen Schwabach; Mostly True Adventures of Homer P. Figg by Rodman Philbrick Tennessee for Me: Activity: Using the following link, project or print the chart of Area of State/ Slave Percentage of Population http://www.tn4me.org/minor_cat.cfm/minor_id/1/major_id /5/era_id/5 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-someDiscuss the how the percentage of slaves in each area is became-soldiers/2012/01/31/gIQA3cKzRR_story.html relevant to that part of Tennessee wanting to go with the Union or secede with the Confederate States. Have students cite evidence in text as they read about the importance of the role of drummer boy during the war. Using the information from the discussion, previous lessons, and information from the above link students Journeys Writer’s Handbook pages 60-64, TE p318-321 should respond to the following prompt using POW Literacy W.5.5 TIDELL/ RICE as a graphic organizer. Literacy.RI.5.8: Explain how an author uses reasons and Writing Prompt: evidence to support particular points in a text, identifying Why did Tennessee decide to go with the Confederate which reasons and evidence support which point(s). States? Cite evidence to support your work. Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Non-Fiction Recommendations: The Making of America by National Geographic Society Shelby County Schools’ Social Studies Instructional Map 2015 Website for Overall Referencing: http://www.radford.edu/~sbisset/civilwar.htm 12 Instructional Map TN State Social Studies Standards 1st Nine Weeks Guiding Questions & Vocabulary Social Studies Grade 5 Instructional Activities & Resources Topic: The Civil War Weeks: 7 - 9 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 5.11 What factors impacted the major battles wins/ losses impact the outcome of the war? 5.12 Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: (C, H, P) • Abraham Lincoln • Jefferson Davis • Ulysses S. Grant • Robert E. Lee • Frederick Douglas • Clara Barton 5.12 How did each of the people listed influence the results of the Civil War? Vocabulary causalities draft emancipation camp home front civilian telegraph Total War desert Shelby County Schools’ Social Studies Instructional Map 2015 5.11 Create a time line of the battles. Gallery walk of battles. http://www.civilwar.org/battlefields/, http://www.civilwar.org/maps/360/ http://civilwarkids.com/ http://mrnussbaum.com/civilwar/battles/ Read text and answer text dependent questions based on battles of the Civil war. Produce a map of the major battles wins and losses – Color-code the Union and Confederate sides with blue and gray. http://mrnussbaum.com/civil-war/interactive/, http://kids.britannica.com/elementary/art-87023/Most-of-the-major-battles-of-the-American-CivilWar, http://storymaps.esri.com/stories/civilwar/ http://www.civilwar.org/maps/ Create an accordion foldable with each battle showing Generals of battles, causes for wins/losses. http://blueandgraytrail.com/features/bestgenerals.html, http://www.businessinsider.com/generalsamerican-civil-war-2011-12 Use Samuel Morse Code to decode or write messages as used with telegraph. http://learningabe.info/Civilwartelegraphing.html Write a newspaper article about one battle in a group. http://brebru.com/webquests/civilwar/civilwarnewspaper/civilwarcrier.html Literacy.RI.5.5 5.12 Research biographies to complete a Facebook profile page, write a research report on selected individual, or write a headline/hash tag http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingR outines/Headlines/Headlines_Routine.html • Abraham Lincoln http://www.biography.com/people/abraham-lincoln-9382540#synopsis • Jefferson Davis http://www.biography.com/people/jefferson-davis-9267899 - return-to-military%281846–47%29 • Ulysses S. Grant http://www.biography.com/people/ulysses-s-grant-9318285 • Robert E. Lee http://www.biography.com/people/robert-e-lee-9377163 • Frederick Douglas http://www.biography.com/people/frederick-douglass-9278324 • Clara Barton http://www.biography.com/people/clara-barton-9200960 Journeys Writer’s Handbook p86, 98, TE p344; Literacy.RI.5.9, W.5.7 13 Instructional Map TN State Social Studies Standards 1st Nine Weeks Guiding Questions & Vocabulary Social Studies Grade 5 Instructional Activities & Resources 5.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. (H) 5.13 What significance did the Gettysburg Address have on the Civil War? 5.13 5.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C) 5.14 How would you explain war on the battlefield or home front during the Civil War? 5.14 Read letters of correspondence from soldiers during wartime. Write a journal entry as if student is a soldier or on home front. http://www.civilwararchive.com/LETTERS/letters.htm, http://spec.lib.vt.edu/cwlove/ 5.15 How did each person listed contribute to the Civil War? 5.15 Research the contributions (who, what, when, where) of Tennesseans during the war. Produce a 5 layer foldable with each person and their contributions. Nathan Bedford Forrest http://www.history.com/topics/american-civil-war/nathan-bedford-forrest , Sam Watkins http://historyworld.org/watkins.htm , Andrew Johnson http://www.history.com/topics/us-presidents/andrew-johnson, Matthew Fontaine Maury http://xroads.virginia.edu/~ug97/monument/maurybio.html, Sam Davis www.samdavishome.org Explore the question: Which Tennessean had the biggest impact on the outcome of the Civil War? How/why? Journeys Writer’s Handbook, 60-64, TE318-321; Literacy.RI.5.9, W.5.5 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 Read the Gettysburg Address. Use POWTIDELL to organize notes from text Write an essay citing evidence from the Gettysburg Address and past lessons to explain the importance of the speech. Reader’s Theater – read script for performance. http://www.scholastic.com/teachers/lessonplan/three-abraham-lincoln-readers-theater-scripts Literacy.RI.5.9 Books: The Boys' War: Confederate and Union Soldiers Talk About the Civil War by Jim Murphy Literacy.RI.5.1 Primary Documents and Supporting Texts to Read for 5.13-5.15: The Gettysburg Address, Abraham Lincoln; the Emancipation Proclamation; Second Inaugural Address, Abraham Lincoln; the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution; the Retrospective in Co. Aytch, Sam Watkins Shelby County Schools’ Social Studies Instructional Map 2015 14 Instructional Map TN State Social Studies Standards 5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P) 5.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. (H, P, TN) Social Studies Grade 5 1st Nine Weeks Guiding Questions & Vocabulary 5.16 What is the Emancipation Proclamation? How was it a changing point for southern plantation owners? 5.17 What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election? Instructional Activities & Resources 5.16 Conduct a fishbowl on: Did the Emancipation Proclamation accomplish Lincoln’s goals? http://memory.loc.gov/ammem/alhtml/almintr.html http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/ http://www.lib.udel.edu/ud/spec/exhibits/lincolnbicent/01_slave.html 5.17 Create a graphic organizer showing the attributes of Johnson as Lincoln’s running mate. http://www.senate.gov/artandhistory/history/common/generic/VP_Andrew_Johnson.htm http://mrlincolnswhitehouse.org/inside.asp?ID=91&subjectID=2 http://www.authentichistory.com/1865-1897/1-reconstruction/1-johnson/ http://edweb.tusd.k12.az.us/sandre/Presidents/AJohnson.htm 5.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. (E, G) 5.18 What physical, social, political, and economic impact did the Civil War have on the southern United States? 5.18 Construct a cause and effect graphic organizer that shows the physical, social, political, and economic impact of the Civil War on the South. Summarize conditions in the South before, name the major impact of changes in these areas, then summarize the conditions of the South at the end of the war to demonstrate an understanding of the before, after, and causes for change. Literacy.RI.5.3 http://edsitement.neh.gov/lesson-plan/factory-vs-plantation-north-and-south http://www.schenectady.k12.ny.us/users/title3/Future Grant Projects/Projects/Civil War/Final Project/Index.htm http://www.cs.unm.edu/~sergiy/amhistory/ch21.html http://www.pbs.org/wnet/historyofus/web07/segment1_p.html 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) 5.19 What events occurred on the night of Lincoln’s assassination and how did this assassination effect our nation? Shelby County Schools’ Social Studies Instructional Map 2015 http://docsouth.unc.edu/index.html 5.19 Research internet for information about the events surrounding Lincoln’s assassination. Complete a cause and effect chart to understand the impact of Lincoln’s assassination. Write a newspaper article to announce the death of the President. http://www.ducksters.com/history/abraham_lincoln_assassinated.php http://www.history.com/topics/us-presidents/abraham-lincoln/videos/the-other-side-of-lincoln-lincolns- 15 Instructional Map TN State Social Studies Standards Social Studies Grade 5 1st Nine Weeks Guiding Questions & Vocabulary Instructional Activities & Resources assassination http://www.fordstheatre.org/home/explore-lincoln Shelby County Schools’ Social Studies Instructional Map 2015 Literacy.RI.5.7 16 Literacy Lessons and Activities for Quarter 1, Weeks 7-9: The Civil War Letters Home: Read: From The Civil War Archive of Letters Home From The Civil War www.civilwararchive.com/LETTERS/letters.htm Pair students. Have students take the roles of soldier and person on the home front. Each student will write 2 correspondences with each other about the war. Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Journeys Writer’s Handbook p44-45, TE p302-303 Gettysburg Address: Read: The Gettysburg Address Readers Theater http://printables.scholastic.com/printables/detail/?id=389 38 http://www.npr.org/templates/story/story.php?storyId=15 12410 Students will demonstrate understanding of this speech by creating a written and visual presentation to guide their discussion. Students will write a summary of the Gettysburg Address in their own words. Lincoln vs. Davis: Socratic Seminar/Fishbowl Discussion End of Nine Weeks Research Project: Activity: Students prepare answers to each of the parts of the questions below and gather their evidence to use during the class discussion. Students work alone or in pairs/groups to research a topic from this quarter. They create a visual presentation that represents events leading to the Civil War or actions taken after the Civil War (including the U.S. home front during the war, and before and after the war.) Refer to Q1 SS map for topics and resources. Socratic Seminars: http://www.scholastic.com/teachers/topteaching/2010/11/higher-order-comprehension-powersocratic-seminar Fishbowl Discussions: https://www.facinghistory.org/for-educators/educatorresources/teaching-strategies/fishbowl Writing Prompt: Compare and contrast Abraham Lincoln and Jefferson Davis as wartime presidents. What challenges did they face and how did they overcome them? Who, in your opinion, was the better leader, and why? Cite evidence to support your opinion. Journeys Writer’s Handbook p26-27, TE p284-285 (from ELA curriculum map) Books: Inquire: A Student Handbook for 21st Century by Robert King, Christopher Erickson, and Jane Sebranek Tennessee Through Time (2009) Websites: http://www.newsela.com www.eduplace.com/sst http://www.edugoodies.com/scs/ http://mrnussbaum.com/civil-war/people/ http://www.hobart.k12.in.us/webquests/kuyaquest/civil.html Literacy.RI.5.7 Draw on information from multiple print or Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Literacy.SL.5.1 Engage effectively in a range of Literacy.RI.5.8: Explain how an author uses reasons collaborative discussions (one-on-one, in groups, and and evidence to support particular points in a text, teacher-led) with diverse partners on grade 5 topics and identifying which reasons and evidence support which texts, building on others' ideas and expressing their own point(s). clearly. Fiction Recommendations: Iron Thunder by Avi; Stonewall Hinkleman and the Battle of Non-Fiction Recommendations: Civil War: A Visual History by DK Publishing Bull Run by Sam Riddleburger; Across Five Aprils by Irene Hunt Shelby County Schools’ Social Studies Instructional Map 2015 17 Tool Box – 5th GRADE QUARTER 1 Shelby County Schools’ Social Studies Instructional Map 2015 18 SAM WATKINS Shelby County Schools’ Social Studies Instructional Map 2015 19 Shelby County Schools’ Social Studies Instructional Map 2015 20