Download 5th Grade Course Title: Social Studies

5th Grade
Course Title: Social Studies
Duration: Sept. & early October
Big Ideas/Enduring Understandings
 When people do not like the conditions they live in, many opt for change even if it involves great risk.
Essential Questions
 What motivated people to explore and settle new lands?
Standards
5.2.5.B:
Identify behaviors that promote cooperation among individuals.
5.3.5.F:
Examine different ways conflicts can be resolved.
5.3.5.G:
Describe how groups try to influence others.
6.1.5.A:
Explain how limited resources and unlimited wants cause scarcity.
6.1.5.B:
Explain ways in which people meet their basic needs and wants.
6.1.5.C:
Explain how people’s choices have different economic consequences.
6.1.5.D:
Demonstrate how availability of resources affects choices.
6.5.5.D:
Explain how positive and negative incentives affect individual choices.
7.1.5.B:
Describe and locate places and regions as defined by physical and human features.
7.2.5.A:
Describe the characteristics of places and regions.
7.4.5.A:
Describe and explain the effects of the physical systems on people within regions.
8.1.5.B:
Classify and analyze fact and opinion from multiple points of view, and secondary sources as
related to historical events.
8.4.5.A:
Compare and contrast common characteristics of the social, political, cultural, and economic
groups in world history.
Content
Difficulty of land
route to China led
to exploration.
Columbus begins
the rush to colonize
the Americas.
The Spanish were
dominant in the
field of early
exploration.
The English,
French and Spanish
explored North
America for
various reasons.
Reasons for
exploring:
 God
 Gold
 Glory
Search for the
Northwest Passage
was a major reason
for exploration of
North America.
Skills/Competency
1) Explain the
motivation for
exploring new
lands.
2) Explain how
technology led
to the age of
exploration.
3) Explain how
economics led
to the age of
exploration.
4) Explain how
religion led to
the age of
exploration.
5) Analyze why
each immigrant
group had
different
reasons for
migrating to the
American
colonies.
Assessment
Quizzes and tests
may include:
 multiple choice
 true/false
 definitions
 matching
 fill-in the blank
 open ended
questions
Homework
Monitor and assess
class work
May include
presentations,
group work.
5th Grade
Course Title: Social Studies
Big Ideas/Enduring Understandings
 When people do not like the conditions they live in, many opt for change even if it involves great risks.
Essential Questions
 Why do people move?
 How do the movement of people and their ideas affect the environment of their destination?
 What is the lure of the New World?
Standards
5.1.5.A:
Understand the rule of law in protecting property rights,
individual rights and the common good.
5.2.5.B:
Identify behaviors that promote cooperation among
individuals.
5.2.5.C:
Explain why individuals become involved in leadership
and public service.
5.3.5.C:
Describe the role of local and state government
officials.
5.3.5.E:
Identify the requirements to vote in local, state, and
national elections.
5.3.5.F:
Examine different ways conflicts can be resolved.
6.1.5.A:
Explain how limited resources and unlimited wants
cause scarcity.
6.1.5.B:
Explain ways in which people meet their basic needs
and wants.
Demonstrate the use of human and capital resources in
the production of a specific good.
6.1.5.C:
Explain how people’s choices have different economic
consequences.
Content
People came to North America for various
reasons:
 Religious
 Political
 Economic
 Cultural
Roanoke Settlement of 1587 (Lost Colony)
was the first English settlement.
It was unsuccessful
Jamestown Settlement of 1607
Risks and Hardships – Few if any were
prepared for the hard work and dangers
awaiting them in the colony. The ship journey
was unexpectedly difficult. While their
decision to locate the colony up the James
River was based on sound European thoughts
on the value of rivers, they lacked specific
knowledge of the Virginia geography. This led
to tremendous hardships. Their lack of
cooperative behavior among themselves and
the native tribes endangered all members of
the new community and the settlement itself.
English Settlement of Plymouth (1620) –
Duration: Oct., Nov. & Dec.
Skills/Competency
Describe the conditions in
Europe that led people to migrate
to North America.
Describe the motivations of the
first English settlers who
migrated to the British colonies
and justify their reasons for
moving.
Assessment
Quizzes and tests may
include:
 multiple choice
 true/false
 definitions
 matching
 fill-in the blank
 open ended
questions.
Explain the risk factors the
English faced in their migration.
Homework
Students will define:
 Immigrant/emigrant
 Monarchy
 Nobility
 Religious persecution
 Politics
 Economics
 Social Station
 Profit
 Investor
 Protestant Reformation
Social Studies Skills
(Introduction of skills for further
development)
 Notebook organization
Monitor and assess
class work
May include
presentations, group
work.
6.1.5.D:
Demonstrate how availability of resources affects
choices.
6.4.5.A:
Explain why people specialize in the production of
goods and services and divide labor.
6.5.5.A:
Describe how the availability of goods and services is
made possible by the work of members of the society.
6.5.5.D:
Explain how positive and negative incentives affect
individual choices.
7.1.5.B:
Describe and locate places and regions as defined by
physical and human features.
7.2.5.A:
Describe the characteristics of places and regions.
7.2.5.B:
Identify the basic physical processes that affect the
physical characteristics of places and regions.
7.3.5.A:
Identify the human characteristics of places and regions
using the following criteria:
 Population
 Culture
 Settlement
 Economic activities
 Political activities
7.4.5.A:
Describe and explain the effects of the physical systems
on people within regions.
8.3.5.B:
Illustrate concepts and knowledge of historical
documents, artifacts, and places critical to United
States history.
Due to the religious persecution of any group
who did not practice their faith according to
the Church of England, the Separatists
(Pilgrims) were forced to leave England in
order to practice their religion. Their first
migration was to Holland where they found a
sense of religious freedom; however life
among the Dutch did not satisfy their need to
raise their children in a rich English cultural
tradition. They decided to venture to the New
World to meet both their religious and cultural
needs.
Risks and Hardships – The journey presented
difficulties because they were blown off
course and landed in the northeast region of
America instead of their intended destination
of Jamestown. Due to sickness, they chose to
start their new life at Plymouth without the
support of an established colony. They were
alone in the wilderness and confronted with a
harsh climate, poor soil, and a short growing
season. Even though their early relationship
with the Indians helped save the colony, their
differing views of nature and religion led to
future conflict with the native population.





Comparing and
contrasting
Informational Reading
for Main Ideas
Writing to Learn –
Statements with
supporting details
Design charts and
graphs/graphic
organizers
Utilization of timeline
5th Grade
January
Course Title: Social Studies
Duration:
Big Ideas/Enduring Understandings
 People use their environment to shape their destiny.
Essential Questions
 How did history contribute to the growth and development of regional colonial identities?
 How did geography contribute to the growth and development of regional colonial identities?
Standards
5.1.5.A:
Understand the rule of law in protecting property rights,
individual rights and the common good.
5.2.5.B:
Identify behaviors that promote cooperation among
individuals.
5.2.5.C:
Explain why individuals become involved in leadership and
public service.
5.3.5.B:
Describe how the elected representative bodies function in
making local, state, and national laws.
5.3.5.C:
Describe the role of local and state government officials.
5.3.5.D:
Describe the primary duties of elected local, state, and
national positions.
5.3.5.E:
Identify the requirements to vote in local, state, and national
elections.
5.3.5.F:
Examine different ways conflicts can be resolved.
5.3.5.G:
Describe how groups try to influence others.
6.1.5.A:
Explain how limited resources and unlimited wants cause
scarcity.
Content
THE NEW ENGLAND COLONIESLocation:
The absolute location of the New England
colonies is between is between 41 and 45
degrees N. in the Western Hemisphere.
The relative location can be described as
follows: The New England colonies are
located along the northeastern coast of the
present day USA. The northern boundary
of the colonies was south of present day
Canada and east of the boundary of
present day New York. The colonies are
Massachusetts, Connecticut, Rhode Island,
and New Hampshire. Massachusetts Bay
Colony included all of present day
Massachusetts and Maine.
Place:
Natural Characteristics – Rugged land
with thin rocky soil and steep valleys
produced poor farm land. Short, rapidly
moving rivers made it difficult to create
irrigation systems. Those same rivers,
however, helped provide water power for
mills and other light industry, but were not
good for long distance transportation to
the interior. Therefore, major seaports
became the chief source of trade and
Skills/Competency
Identify and locate the New
England colonies and describe the
geographic elements that helped
define the area as a region
Describe the background
experiences of those colonists who
came to the New England region
of colonial America.
Assessment
Quizzes and tests
may include:
 multiple choice
 true/false
 definitions
 matching
 fill-in the blank
 open ended
questions.
Describe the economic factors that
affected the growth and
development of the New England
colonies.
Homework
Define:
(by end of March)
 Navigable
 Climate
 Fertile
 Absolute Location
 Relative Location
 Place
 Irrigation
 Cash Crop
 Export/import
 Surplus
 Hemisphere
 Latitude/Longitude
May include
presentations, group
work.
Monitor and assess
class work
6.1.5.B:
Explain ways in which people meet their basic needs and
wants.
Demonstrate the use of human and capital resources in the
production of a specific good.
6.1.5.C:
Explain how people’s choices have different economic
consequences.
6.1.5.D:
Demonstrate how availability of resources affects choices.
6.2.5.A:
Describe how goods and services are distributed.
6.4.5.A:
Explain why people specialize in the production of goods
and services and divide labor.
6.5.5.A:
Describe how the availability of goods and services is made
possible by the work of members of the society.
6.5.5.D:
Explain how positive and negative incentives affect
individual choices.
7.1.5.B:
Describe and locate places and regions as defined by
physical and human features.
7.2.5.A:
Describe the characteristics of places and regions.
7.2.5.B:
Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.5.A:
Identify the human characteristics of places and regions
using the following criteria:
 Population
 Culture
 Settlement
 Economic activities
 Political activities
7.4.5.A:
commerce in this region. Severe winters
and short summers provided a short
growing seasons. Hardwood forests filled
with wildlife helped to foster the timber
and fur industry. Proximity to the ocean,
rivers and streams permitted the
development of fishing as a major
industry.
English settlements in New England:
Two major groups came to the New
England region: The separatists and the
Puritans. Each group wanted to “purify”
the church of England. They each
believed the English church was too
Catholic. They believed that the
ceremonies of the Church were not
important while the sermons and scripture
readings were the most important element
of worship. This led them into conflict
with the king and government who headed
the Church of England.
Separatists left England and went to
Holland. There they “separated
themselves” from both England and the
Dutch people. They shortly found their
children were influenced by Dutch culture.
Also, they could not farm as they did back
home in England. After 12 years they left
Holland for the American colonies.
Because of their religious journey or
traveling they became known as Pilgrims.
Originally, they set sail for Jamestown, but
were blown off course and their ship, the
Mayflower, traveled north along the
American coast. After a long and difficult
sea journey, the group of 102 Pilgrims
arrived at Plymouth Colony in 1620. Over
the course of time the Separatists lost the



Trade
Coastal Plain
Rivers – Source/
Mouth/Upstream/Downstr
eam
 Valley
 Seaport/harbor
 Interior
Social Studies Skills:
 Themes of Geography
(Location and Place)
 Map Reading
 Develop Compare and
Contrast skills
 Creation of Charts for
comparison
Continue the development of
organization skills
Provided with a blank map of
North America, students will
locate and label the following:
(by end of March)
 Mississippi River
 Ohio River
 Delaware River
 James River
 Hudson River
 Atlantic Ocean
 Gulf of Mexico
 The Great Lakes
(Michigan, Huron, Erie,
Ontario, and Superior)
Design a matrix comparing the
three colonial regions by focusing
on reason for founding, geography
and climate, jobs and government.
Describe and explain the effects of the physical systems on
people within regions.
7.4.5.B:
Identify the effect of people on the physical systems within
a community.
8.3.5.C:
Differentiate how continuity and change in U.S. history are
formed and operate.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organizations
name and are generally called Puritans.
As time passed, the Puritans in England
became more and more persecuted by
King Charles I for their radical beliefs.
This tied to economic hard times was the
impetus for more Puritans to leave
England for America. The new colony
provided a place where Puritans could
worship God the way they wanted.
Economic Conditions in the New
England Colonies:
Farming was difficult in New England due
to the cold climate. The Indians taught the
settlers how to grow corn and other native
crops.
The New England colonists were involved
in the Triangular Trade both as
shipbuilders and as merchants.
Shipbuilding became the largest industry.
The Triangular Trade included shipping
agricultural to England for furniture and
finished goods as well as the transporting
of slaves from Africa to the New World.
Fishing and whaling were also important
industries.
(by end of March)
5th
Grade
Big Ideas/Enduring Understandings
 People use their environment to shape their destiny.
Course Title: Social Studies
Duration: February
Essential Questions
 How did history contribute to the growth and development of regional colonial identities?
 How did geography contribute to the growth and development of regional colonial identities?
Standards
5.1.5.A:
Understand the rule of law in protecting property rights, individual
rights and the common good.
5.2.5.B:
Identify behaviors that promote cooperation among individuals.
5.2.5.C:
Explain why individuals become involved in leadership and public
service.
5.3.5.B:
Describe how the elected representative bodies function in making
local, state, and national laws.
5.3.5.C:
Describe the role of local and state government officials.
5.3.5.D:
Describe the primary duties of elected local, state, and national
positions.
5.3.5.E:
Identify the requirements to vote in local, state, and national
elections.
5.3.5.F:
Examine different ways conflicts can be resolved.
5.3.5.G:
Describe how groups try to influence others.
6.1.5.A:
Explain how limited resources and unlimited wants cause scarcity.
6.1.5.B:
Explain ways in which people meet their basic needs and wants.
Demonstrate the use of human and capital resources in the
production of a specific good.
6.1.5.C:
Content
MIDDLE COLONIES
Location:
The absolute location of the
Middle Colonies is between 39
degrees N and 45 degrees N in the
Western Hemisphere. The relative
location can be described as
follows: The Middle Colonies are
located along the eastern coast of
North America. The northern
boundary of the colonies were
south of the Great Lakes (Ontario
and Erie), east of the Appalachian
Mountains, and north of the
northern boundary of present day
Maryland. The colonies are:
Pennsylvania, Delaware, New
Jersey, and New York.
Place:
Natural Characteristics – Fertile
soil, suitable for small but very
productive farms. Warm, rainy
summers and cold to moderate
winters. This created a long
growing season which created
multiple cash crops. The volume
of these crops supported a large
surplus which could be sold and
traded. The rivers were deep and
navigable for 100 miles upstream.
Skills/Competency
Identify and locate the Middle
colonies and describe the
geographic elements that helped
define the area as a region
Describe the background
experiences of those colonists who
came to the Middle region of
colonial America.
Assessment
Quizzes and tests may
include:
 multiple choice
 true/false
 definitions
 matching
 fill-in the blank
 open ended
questions.
Describe the economic factors that
affected the growth and
development of the Middle
colonies.
Homework
Define (by end of March):
 Navigable
 Climate
 Fertile
 Absolute Location
 Relative Location
 Place
 Irrigation
 Cash Crop
 Export/import
 Surplus
 Hemisphere
 Latitude/Longitude
 Trade
 Coastal Plain
 Rivers – Source/
Mouth/Upstream/Downstr
eam
May include
presentations, group
work.
Monitor and assess
class work
Explain how people’s choices have different economic
consequences.
6.1.5.D:
Demonstrate how availability of resources affects choices.
6.2.5.A:
Describe how goods and services are distributed.
6.4.5.A:
Explain why people specialize in the production of goods and
services and divide labor.
6.5.5.A:
Describe how the availability of goods and services is made
possible by the work of members of the society.
6.5.5.D:
Explain how positive and negative incentives affect individual
choices.
7.1.5.B:
Describe and locate places and regions as defined by physical and
human features.
7.2.5.A:
Describe the characteristics of places and regions.
7.2.5.B:
Identify the basic physical processes that affect the physical
characteristics of places and regions.
7.3.5.A:
Identify the human characteristics of places and regions using the
following criteria:
 Population
 Culture
 Settlement
 Economic activities
 Political activities
7.4.5.A:
Describe and explain the effects of the physical systems on people
within regions.
7.4.5.B:
Identify the effect of people on the physical systems within a
community.
This permitted a vast network of
trade, transportation, and
communication.
English settlements:
New York, New Jersey, and
Pennsylvania offered religious
toleration or freedom of religion as
an incentive to settle in these
colonies.
William Penn advertised all over
Europe. Settlers were attracted to
the description of rich farmland
and the promise of religious
toleration. The middle colonies
had a diverse population
Economic conditions:
The Middle Colonies were the
Breadbasket colonies. They were
rich in farmland.
In the back country areas, people
practiced subsistence farming.
Philadelphia and New York
became centers of Commerce
because of their location and
harbors.
Merchants and artisans settled near
the cities



Valley
Seaport/harbor
Interior
Social Studies Skills:
 Themes of Geography
(Location and Place)
 Map Reading
 Develop Compare and
Contrast skills
 Creation of Charts for
comparison
Continue the development of
organization skills
Provided with a blank map of
North America, students will
locate and label the following:
(by end of March)








Mississippi River
Ohio River
Delaware River
James River
Hudson River
Atlantic Ocean
Gulf of Mexico
The Great Lakes
(Michigan, Huron, Erie,
Ontario, and Superior)
Design a matrix comparing the
three colonial regions by focusing
on reason for founding, geography
and climate, jobs and government.
(by end of March)
8.3.5.C:
Differentiate how continuity and change in U.S. history are formed
and operate.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organizations
5th Grade
Course Title: Social Studies
Big Ideas/Enduring Understandings
 People use their environment to shape their destiny.
Duration: March and early April
Essential Questions
 How did history contribute to the growth and development of regional colonial identities?
 How did geography contribute to the growth and development of regional colonial identities?
Standards
5.1.5.A:
Understand the rule of law in protecting property
rights, individual rights and the common good.
5.2.5.B:
Identify behaviors that promote cooperation among
individuals.
5.2.5.C:
Explain why individuals become involved in
leadership and public service.
5.3.5.B:
Describe how the elected representative bodies
function in making local, state, and national laws.
5.3.5.C:
Describe the role of local and state government
officials.
5.3.5.D:
Describe the primary duties of elected local, state, and
national positions.
5.3.5.E:
Identify the requirements to vote in local, state, and
national elections.
5.3.5.F:
Examine different ways conflicts can be resolved.
5.3.5.G:
Describe how groups try to influence others.
6.1.5.A:
Explain how limited resources and unlimited wants
cause scarcity.
6.1.5.B:
Explain ways in which people meet their basic needs
Content
SOUTHERN COLONIES
Location:
The absolute location of the Southern colonies is
between 31 degrees N and 39 degrees N in the
Western Hemisphere. The relative location can be
described as follows: The Southern Colonies are
located on the east coast of North America
between the southern boundary of the present day
Pennsylvania and the northern boundary of present
day Florida. The colonies of Maryland, Virginia,
North and South Carolina, and Georgia make up
the Southern colonies.
Place:
Natural Characteristics – Flat land, good for
farming, bounded on the west by the Appalachians
and the Atlantic Ocean on the east. Long, slow
moving rivers excellent for irrigation and
transportation. This area is called a coastal plain.
The climate consists of warm to hot summers and
ample rainfall providing a long growing season.
This allowed for a series of cash crops making the
region a valuable exporting area. When the
geographic conditions of a coastal plain, slow
moving rivers and large amounts of rainfall are
combined, swampy areas are produced. These
conditions create an ideal environment for disease
bearing insects.
English settlements in the Southern Colonies
Skills/Competency
Identify and locate the Southern
colonies and describe the
geographic elements that helped
define the area as a region
Describe the background
experiences of those colonists who
came to the Southern region of
colonial America.
Describe the economic factors that
affected the growth and
development of the Southern
colonies.
Explain how the political
development of the Southern
colonies led to the development of
representative government in the
English Colonies.
Define:
(by end of March)
 Navigable
 Climate
 Fertile
 Absolute Location
 Relative Location
 Place
 Irrigation
 Cash Crop
 Export/import
Assessment
Quizzes and tests
may include:
 multiple
choice
 true/false
 definitions
 matching
 fill-in the
blank
 open ended
questions.
Homework
Monitor and
assess class work
May include
presentations,
group work.
and wants.
Demonstrate the use of human and capital resources
in the production of a specific good.
6.1.5.C:
Explain how people’s choices have different economic
consequences.
6.1.5.D:
Demonstrate how availability of resources affects
choices.
6.2.5.A:
Describe how goods and services are distributed.
6.4.5.A:
Explain why people specialize in the production of
goods and services and divide labor.
6.5.5.A:
Describe how the availability of goods and services is
made possible by the work of members of the society.
6.5.5.D:
Explain how positive and negative incentives affect
individual choices.
7.1.5.B:
Describe and locate places and regions as defined by
physical and human features.
7.2.5.A:
Describe the characteristics of places and regions.
7.3.5.A:
Identify the human characteristics of places and
regions using the following criteria:
 Population
 Culture
 Settlement
 Economic activities
 Political activities
7.4.5.A:
Describe and explain the effects of the physical
systems on people within regions.
7.4.5.B:
Identify the effect of people on the physical systems
(Jamestown, 1607):
If someone was not a first born son, he would
suffer economically because he would not receive
the family estate. Therefore, he had to make his
own way in the world. Most of the “gentlemen”
who joined the Virginia Company were in this
situation. They needed to become wealthy on
their own. They invested in or volunteered to be
part of the colonization scheme developed by the
Virginia Company. They were searching for gold
and silver and established the first permanent
English colony in the New World. They hoped to
replicate the ventures of the Spanish in Central
and South America. When these gentlemen were
unsuccessful in finding gold, hard work and
agricultural demands made them ill suited to make
the colony grow and prosper. The Virginia
Company investors begin to advertise for settlers.
Indentured servants and slaves were imported into
the colony to help make the settlement successful.
They did the hard work.
Economic Conditions:
Initially the colony was a failure until the cash
crop of tobacco was cultivated.
By 1619 the indentured service system began to
decrease. Southern plantation owners rejected the
idea that black indentured servants were able to
live in the colony and purchase land when their
service was completed. Laws were passed that
forbade black indentured servants from ever being
set free. This series of laws created the American
slave system.
A plantation system of agriculture developed
based on slave labor. Rice, tobacco, indigo, and
cotton became the major cash crops.
There were few major seaports in the region,
therefore, a dependency developed between the
plantation system of the south and the shipping
industries of the northern colonies.
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Surplus
Hemisphere
Latitude/Longitude
Trade
Coastal Plain
Rivers – Source/
Mouth/Upstream/Downstr
eam
 Valley
 Seaport/harbor
 Interior
Social Studies Skills:
 Themes of Geography
(Location and Place)
 Map Reading
 Develop Compare and
Contrast skills
 Creation of Charts for
comparison
Continue the development of
organization skills
Provided with a blank map of
North America, students will
locate and label the following:
(by end of March)
 Mississippi River
 Ohio River
 Delaware River
 James River
 Hudson River
 Atlantic Ocean
 Gulf of Mexico
 The Great Lakes
(Michigan, Huron, Erie,
Ontario, and Superior)
Design a matrix comparing the
three colonial regions by focusing
within a community.
8.3.5.C:
Differentiate how continuity and change in U.S. history
are formed and operate.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organizations
Property ownership became the method of
determining those who could vote in colonial
assemblies. If a person owned land and paid
taxes, he was therefore considered a stakeholder in
the welfare of the community.
Political conditions:
House of Burgesses – The first representative
government in the Americas – The house of
Burgesses was an elected body that made all
political decisions for the Virginia colony.
Members of the community who owned property
could run for election and vote for their
representatives.
Introduction to Slavery:
Slaves were brought to North America from West
African societies and faced many dilemmas.
 West African slave trade
o West African Culture
o Tribal tensions
 Middle Passage
o Conditions on slave ship
o How slaves survived
 Slavery in colonies
o Mainly Southern
o Economic reasons
o Life as a slave
on reason for founding, geography
and climate, jobs and government.
(by end of March)
5th Grade
Course Title: Social Studies
Big Ideas/Enduring Understandings
 Colonies exist for the benefit of the Mother Country.
Duration: late April, May & June
Essential Questions
 Why did many colonists became disenchanted with Great Britain?
Standards
5.1.5.A:
Understand the rule of law in protecting property rights,
individual rights and the common good.
5.1.5.C:
Describe the principles and ideals shaping local state, and
national government.
 Liberty / Freedom
 Democracy
 Justice
5.2.5.B:
Identify behaviors that promote cooperation among individuals.
5.2.5.C:
Explain why individuals become involved in leadership and
public service.
5.3.5.F:
Examine different ways conflicts can be resolved.
5.3.5.G:
Describe how groups try to influence others.
5.3.5.H:
Identify various sources of mass media.
6.1.5.C:
Explain how people’s choices have different economic
consequences.
6.1.5.D:
Demonstrate how availability of resources affects choices.
6.2.5.A:
Describe how goods and services are distributed.
6.2.5.B:
Identify how pricing influences sellers and consumers.
6.2.5.C:
Explain how advertising causes people to change their behavior in
predictable ways.
6.3.5.B:
Describe factors that influence government’s economic decision
Content
Prior to the 7 Years War the colonies were
loyal to Great Britain
 The colonies were not united.
 The 7 Years War / French and
Indian War was a turning point in
the relations between the colonies
and Great Britain
 There were advantages and
disadvantages to being part of the
empire
Results of the 7 Years War
 British defeated the French
 Large land gains in North America
 British debt
Causes of conflict with Britain and
cooperation among colonies
 Proclamation of 1763
 Colonists develop a sense of selfreliance
 The Quartering Act
 The Stamp Act/Stamp Act
Congress
 Townshend Acts
 The Boston Massacre
 The Tea Act
 The Boston Tea Party
 Britain passed the Intolerable Acts
 The other colonies came to the aid
Skills/Competency
Explain why the colonies did not join
immediately in the fight against Great
Britain.
Describe the growing tensions
between the colonies and Britain.
Explain why the colonies became
united.
Define:
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salutary neglect
assembly
veto /boycott
Propaganda
Protest
Repeal
Loyalist
Patriot
Militia
Delegate
Independence
Equality
Minutemen
Declaration
Treason
“Common Sense”
Compare strengths and weaknesses of
the Continental Army and British
Assessment
Quizzes and
tests may
include:
 multiple
choice
 true/false
 definitions
 matching
 fill-in the
blank
 open ended
questions.
Homework
Monitor and
assess class
work
May include
presentations,
group work.
Suggested
culminating
activity : Tug of
War
making.
6.3.5.C:
Explore ways in which tax revenue is collected.
6.5.5.D:
Explain how positive and negative incentives affect individual
choices.
8.1.5.A:
Identify and explain the influences of economic features on
continuity and change over time.
8.1.5.B:
Classify and analyze fact and opinion from multiple points of
view, and secondary sources as related to historical events.
8.3.5.A:
Compare and contrast common characteristics of the social,
political, cultural and economic groups in United States history.
8.3.5.B:
Illustrate concepts and knowledge of historical documents,
artifacts, and places critical to United States history.
8.3.5.C:
Differentiate how continuity and change in U.S. history are
formed and operate.
 Belief systems and religions
 Commerce and industry
 Technology
 Politics and government
 Physical and human geography
 Social organizations
8.3.5.D:
Examine patterns of conflict and cooperation among groups and
organizations that impacted the history and development of the
United States.
 Ethnicity and race
 Working conditions
 Immigration
 Military conflict
 Economic stability
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of Boston
The First Continental Congress
met
Shots were fired at Lexington and
Concord
The Second Continental Congress
met
o Conflicts among
delegates
o Compromise for
ratification
The Declaration of Independence
Tensions turned to war:
 Lexington/Concord
 Colonies unite
Army.