Download Social Studies Overview (5th grade)

5th Grade Social Studies Overview (1st three weeks)
The overview consists of introducing four of the five big ideas early on. The first two big
ideas cultures and societies and government and civics may be integrated throughout the
first two weeks.
Government and Civics
Government overview and classroom expectations/rules
SS-05-1.1.1) Students will describe the basic purposes of the U.S. Government as defined in the Preamble to
the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense,
to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S.
Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of
these services to citizens today.
(SS-05-1.1.2) Students will explain and give examples of how democratic governments function (by making,
enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt
requirements).
(SS-05-1.2.1) Students will identify the three branches of the U.S. Government, explain the basic duties of
each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify
important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S.
Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.
(SS-05-1.3.1) Students will explain the basic principles of democracy (e.g., justice, equality, responsibility,
freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution,
Bill of Rights) and analyze why they are important to citizens today.
(SS-05-1.3.2) Students will describe specific rights and responsibilities 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.
Suggested Activities
 Participate in class meetings in order to set classroom expectations/goals/rules. Chart
together "Ways We Want Our Classroom to Be." From this activity, set classroom
expectations/rules/goals. Identify rights and responsibilities during discussion.
 Work in cooperative groups to list our rights and responsibilities in both the
classroom and our country. Make a comparison poster showing the similarities
between rights and responsibilities in a classroom setting and rights and
responsibilities as citizens of our country. Identify how our role as citizens of our
classroom parallels that of our role as citizens of the United States.
 Create a flipbook identifying 3 levels of government (local, state, and national).
Inside, illustrate (e.g., symbol, building, or a person at the level) and write a
description of each level
 Visit the "Ben's Guide to U.S. Government for Kids" website. Discuss the function
and structure of our government.
Cultures & Societies
Valuing diversity in America and our classrooms
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.
Suggested Activities
 Participate in building community activities, creating class rules and procedures, and
geography activities concurrently throughout the first two weeks.
 Create name tags and decorate in a way that tells something unique about themselves.
 Begin an interview process by brainstorming a list of appropriate questions for class
use. Work in pairs and interview one another. Students introduce their partner to the
class sharing the information they gathered in interview. Extension: Throughout week
children meet new friends through partner activity and share one thing they learned
about a new partner.
 Play Classroom Bingo. Prepare a Bingo Grid or list of information that applies to
students (e.g., has a brother, likes to swim, has a birthday in summer). Students must
find a different person to initial each item. Students try and match 1 student with each
item.
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-05-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human
activities were/are located in the United States.
Suggested Activities
 Review the Five Themes of Geography
1. Location
2. Place
3. Region
4. Movement
5. Human-Environmental Interaction
 Within each "theme", review key vocabulary and concepts related to the study of the
theme.
1. Location - maps, globes, absolute and relative location
2. Place - human and physical characteristics
3. Region - common physical or human characteristics, geographical, cultural,
and economic regions
4. Movement - technology, human settlement near natural resources, movement
of goods and people
5. Human-Environmental Interaction - how people depend on, adapt to, and
modify their environment, physical environment both promotes and limits
human activities, and different perspectives concerning the use of land
 Design a "personal" geography chart that depicts the five themes of geography as it
relates to your life
1. Location (1511 Bright Street)
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2. Place (School)
3. Region (Bluegrass)
4. Movement (going home from church)
5. Human-Environmental Interaction (being in a storm)
Work in cooperative groups to review regions of U.S. including climate, natural
resources, landforms, economics. Groups present to class through charts, posters,
illustrations,etc.
Review basic types of maps and parts of a map using activities in text or
commercial maps collected by teacher. Include review of latitude and longitude ,
equator, prime meridian, absolute and relative location.
Historical Perspective
(History Overview)
(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.
Suggested Activities
 Share examples of primary and secondary sources identifying the difference
between the two and their use in the study of history.
 Interview someone older in family or neighborhood about something that
happened before they were born. Think-pair-share (see Language Arts) "oral
history" stories in class the following day
 Use the Library of Congress: American Memory or other websites listed to find
more primary sources.
The First Americans
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 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.
(SS-05-4.3.1) Students will explain patterns of human settlement in the early development of the United
States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms,
bodies of water).
(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.
Suggested Activities
 Introduce the study of the early people of the Americas using a K-W-L chart.
Students complete K-W columns together as a class.
 Brainstorm a list of desirable characteristics of a place/location to settle. Use a
map of the Americas, predict where groups of people may have settled on these
continents and why. Students predict how the geography/environment would have
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impacted the life of the people. Display a map with student predictions posted on
index cards or sticky notes.
Work in cooperative groups of 3-4 to research an assigned group of First
Americans using text, Internet or other resources. Students identify location,
customs/traditions, food, dress, housing, and history of their group. Students
present information through a chart, poster, drama, poetry, art activities, dioramas,
or food to class. Students keep a chart/bulletin board/spreadsheet compiling each
group's main ideas (Group, Location, Food/Dress, Housing, History, Customs)
Teacher generates an open-response question that assesses students' knowledge of
First Americans.
Complete K-W-L chart and check student predictions on maps identifying causeeffect relationships of groups settling in particular locations.