Download 2015 – 2016 social studies instructional maps grade 5 quarter 1

2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 5
QUARTER 1
Introduction
Our 2015-2016 Social Studies instructional 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.
 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & 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
 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
Shelby County Schools’ Social Studies Instructional Map 2015
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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
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
 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
2
Instructional Map
TN State Social Studies
Standards
1st Nine Weeks
Guiding Questions &
Vocabulary
Social Studies
Grade 5
Instructional Activities & Resources
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
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/blackhistory/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-twelve-
Shelby County Schools’ Social Studies Instructional Map 2015
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Instructional Map
TN State Social Studies
Standards
1st Nine Weeks
Guiding Questions &
Vocabulary
Social Studies
Grade 5
Instructional Activities & Resources
years-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
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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
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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
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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
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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
8
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
9
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
10
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/
 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
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
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
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
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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
Instructional Activities & Resources
5.16 What is the Emancipation
Proclamation? How was it a
changing point for southern
plantation owners?
5.16 Conduct a fishbowl on: Did the Emancipation Proclamation accomplish Lincoln’s goals?
http://memory.loc.gov/ammem/alhtml/almintr.html
5.17 What reasons did Lincoln
have for choosing Andrew Johnson
as his running mate for the 1864
election?
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://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
http://www.lib.udel.edu/ud/spec/exhibits/lincolnbicent/01_slave.html
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-lincolnsassassination
http://www.fordstheatre.org/home/explore-lincoln
Literacy.RI.5.7
12
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
13
Tool Box – 5th GRADE QUARTER 1
Shelby County Schools’ Social Studies Instructional Map 2015
14
SAM WATKINS
Shelby County Schools’ Social Studies Instructional Map 2015
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Shelby County Schools’ Social Studies Instructional Map 2015
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