Download SS 1st 9 weeks

2016.17 Fifth Grade, Social Studies, Quarter 1
On-Going Standards
On-Going I Can Statements
Increase historical vocabulary knowledge and use terms
correctly.
I can improve my literacy skills by using historical vocabulary correctly.
Analyze various historical sources effectively.
I can analyze historical primary sources, texts, political cartoons, maps, songs, movies and
recordings effectively.
Use technology effectively and appropriately to enhance
the learning and develop 21st century learners.
I can think in creative and innovative ways using technology to communicate and
collaborate, research and solve problems in an appropriate manner to learn history and
geography.
5.WCE.SS.1 Honor and recognize the significance of
Patriot Day, September 11th.
I can honor and recognize the significance of Patriot Day on September 11th
Honor the U.S. Constitution and recognize its significance
and purpose.
Constitution Day-September 17th
Federal Mandate 36 U.S. Code § 106
Tennessee State Standards
I can honor the U.S. Constitution and recognize its significance.
Student Friendly “I Can” Statements
Prior to Civil War Standards
Prior to Civil War
5.SS.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.
*correlates with music 5.MU.WCE.4 re: Spirituals.
I can compare and contrast the reality of slavery, urban immigration and railroad growth to
the popular beliefs held by the Antebellum South.
5.SS.2 Interpret the sectional differences between the
North and the South in economics, transportation, and
population.
I can interpret the differences between the North and South including economic factors,
transportation and population.
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5.SS.3 Use primary sources to analyze multiple samples
of abolition leaders’ writings and their stance on slavery,
including: Sojourner Truth, Frederick Douglass, the
Grimke sisters, and William Lloyd Garrison.
*correlate to ELA Writing Week Prompt 5CSojourner Truth.
I can examine and analyze the writings and opinions of numerous abolitionist leaders using
primary sources including:
 Sojourner Truth
 Frederick Douglass
 Grimke sisters
 William Lloyd Garrison
5.SS.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
I can use information from multiple print and/or digital resources to examine the many
events that made slavery a national issue 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
The Civil War and Reconstruction
Civil War and Reconstruction Standards
5.SS.5 Evaluate each candidate in the campaign of 1860
and analyze how that campaign reflected the sectional
turmoil of the country.
I can evaluate the Presidential election of 1860 by analyzing the campaign and explaining
how the election reflected the turmoil between the North and the South.
5.SS.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 pro-Union
and divided families. *correlate to ELA Writing Week
Prompt 5D- Ft. Sumter.
I can explain and demonstrate the reasons why Tennessee was divided on the issue of
secession.
5.SS.7 Determine the meaning of the terms of this period
with a visual representation, including: Union and
I can determine the meanings of Northern and Southern names and terminology including:
 Union and Confederate States
I can determine the reasoning that lead to Tennessee’s secession.
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Confederate States, Yankees and Rebels, Blue and Gray,
Johnny Reb and Billy Yank.
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Yankees and Rebels
Blue and Gray
Johnny Reb and Billy Yank
5.SS.8 Analyze the geographic, social, political, and
economic strengths and weakness of the North and
South.
I can analyze the geographic, social, political, and economic strengths and weakness of the
North and South.
5.SS.9 Identify the Border States and the efforts of both
sides to secure them to their cause.
I can identify the Border States and explain the efforts of the Union and the Confederacy
to secure them to their causes.
5.SS.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.
I can design a visual display that both explains the Union’s Anaconda Plan and
demonstrates how Southern geography formed the Eastern, Western and TransMississippi theaters of war.
5.SS.11 Explain the significance and outcome of the
major battles and identify their location on a map or
visual representation, including: Fort Sumter, First Battle
of Bull Run, Fort Henry and Donelson, Shiloh, Antietam,
Gettysburg, Vicksburg, Chickamauga, Franklin, Nashville,
and Appomattox Court House.
I can explain the significance and outcome of major Civil War battles and identify their
location on a map or visual source including:
 Fort Sumter
 First Battle of Bull Run
 Fort Henry and Donelson
 Shiloh
 Antietam
 Gettysburg
 Vicksburg
 Chickamauga
 Franklin
 Nashville
 Appomattox Court House
5.SS.12 Draw on informational text to explain the roles of
the military and civil leaders during the Civil War,
including: Abraham Lincoln, Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, Frederick Douglas, and Clara Barton.
I can use non-fiction text to explain the roles of military and civil leaders during the Civil
War including:
 Abraham Lincoln
 Jefferson Davis
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
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Ulysses S. Grant
Robert E. Lee
Frederick Douglas
Clara Barton
5.SS.13 Read and write an informative piece summarizing
the Gettysburg Address to determine its meaning and
significance.
I can write an informative piece that summarizes the meaning and significance of the
Gettysburg Address.
5.SS.14 Use concrete words, phrases, and sensory details
to describe the experience of the war on the battlefield
and home front.
I can use concrete words, phrases, and sensory details to describe the experience of the
war on the battlefield and home front.
5.SS.15 Explain the contributions of Tennesseans during
the war, including:
 Nathan Bedford Forrest
 Sam Watkins
 Andrew Johnson
 Matthew Fontaine Maury
 Sam Davis
I can explain Civil War contributions of Tennesseans including:
 Nathan Bedford Forrest
 Sam Watkins
 Andrew Johnson
 Matthew Fontaine Maury
 Sam Davis
5.SS.16 Evaluate and debate the rationales for the
Emancipation Proclamation.
I can evaluate and debate the rationales for the Emancipation Proclamation.
5.WCE.SS.2 Evaluate and defend one of the following
four additional reasons for the Emancipation
Proclamation: to keep France and Great Britain from
recognizing the Confederacy, to respond to pressure put
on President Lincoln by the Northern Black community,
to respond to pressure from White Northern
Abolitionists, and to hurt the Confederate Economy.
I can evaluate and defend one of the four additional reasons for the Emancipation
Proclamation:
 to keep France and Great Britain from recognizing the Confederacy
 to respond to pressure put on President Lincoln by the Northern Black community
 to respond to pressure from White Northern Abolitionists
 to hurt the Confederate Economy
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5.SS.17 Explain why Lincoln chose Andrew Johnson as his
running mate in the election of 1864.
I can explain why Lincoln chose Andrew Johnson as his running mate in the election of
1864.
5.SS.18 Describe the physical, social, political and
economic consequences of the Civil War on the southern
United States.
I can describe the physical, social, political and economic consequences of the Civil War on
the southern United States and analyze the Retrospective in Co. Aytch by Sam Watkins.
5.SS.19 Draw on information from multiple print or digital I can use information from multiple print and/or digital resources to describe the impact of
resources to describe the impact of the assassination of
Abraham Lincoln’s assassination on the United States.
Abraham Lincoln on the nation.
5.SS.20 Analyze the goals and accomplishments of the
13th, 14th, and 15th Amendments, Freedmen’s Bureau, and
Fisk University to help former slaves begin a new life.
5.SS.21 Compare and contrast the different
Reconstruction plans of Lincoln, Johnson, and Congress.
I can analyze how the goals and accomplishments of the 13th, 14thand 15th Amendments,
Freedmen’s Bureau and Fisk University helped former slaves begin a new life.
5.SS.22 Integrate information from several texts about
the intent and failure of the impeachment of Andrew
Johnson.
I can integrate information from several texts about Congress’ intent and failure to
impeach President Andrew Johnson.
5.SS.23 Analyze why the Radical Republicans turned to
military Reconstruction and the backlash resulting in the
rise of the Ku Klux Klan, black codes, and vigilante justice.
I can analyze why the Radical Republicans turned to military Reconstruction.
5.SS.25 Explain the compromise that ended
Reconstruction with the election of Rutherford B. Hayes.
I can explain the compromise that ended Reconstruction with the election of President
Rutherford B. Hayes.
I can compare and contrast the different Reconstruction plans of Lincoln, Johnson and
Congress.
I can explain how Radical Reconstruction created a backlash that resulted in the rise of the
Ku Klux Klan, black codes and vigilante justice.
[BizTown section below]
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BizTownAlso include these standards if students are attending JA BizTown this academic quarter.
Tennessee Standards
Student Friendly “I Can” Statements
5.WCE.BT.1 Differentiate between needs and wants.
I can differentiate between needs and wants on a personal and national level.
5.WCE.BT.2 Recognize the concept of buying on credit
and how Americans used credit or installment plans to
purchase consumer goods.
I can explain how Americans used credit/installment plans to purchase consumer
goods.
5.WCE.BT.3 Define and explain the Law of Supply and
Demand and the interaction of individuals, families,
communities, businesses, and the governments of
Tennessee and the United States in a market economy.
I can explain how supply and demand affects production and consumption in the
United States and role play different scenarios.
5.SS.48 Determine the meaning and use of economic
terms credit, interest, and debt and the role these played
in the economy of the 1920s.
I can determine the meaning and use of the following economic terms: credit,
interest and debt.
5.SS.50 Use specific textual evidence from primary and
secondary sources to summarize the Federal Deposit
Insurance Corporation [FDIC].
I can cite textual evidence from a source to create a short summary of the
purpose and continued activities of the FDIC.
I can create a fictional business or profession that would be viable in a free
enterprise system.
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