Download Social Studies 3-5 - Owego Apalachin Central School District

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT
OWEGO, NY
June 12, 2008
3-5 SOCIAL STUDIES FULL CURRICULUM
PROPOSAL:
It is proposed that the Board of Education adopt the 3-5 Social Studies Curriculum for students in the Owego
Apalachin Central School District.
DISTRICT
COMMITMENT:
There are no additional monies required beyond those currently
budgeted for in the 2007 - 2008 school year.
RECOMMENDATION:
It is recommended that the Board of Education adopt the 3-5 Social Studies Curriculum for students in the Owego
Apalachin Central School District.
PREPARED BY:
Tracy Bliznik, Owego Elementary School
Carrie Luke, Owego Elementary School
Ann Elliker, Owego Elementary School
Tracy Olevano, Owego Elementary School (Consultant)
PROCESSED BY:
Bernard C. Dolan, Jr.
Associate Superintendent
RECOMMENDED BY:
Dr. William C. Russell
Superintendent of Schools
1
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: History
#/Placement of Unit: One
Duration:3-4 Weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the United States and New York.
1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity
and multicultural context, and the ways people are unified by many values, practices, and traditions.
New York State Learning Standard 2:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history and examine the broad sweep of history from a variety of perspectives.
2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas,
social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of
people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Understandings:
Students will understand that…
Cultures and civilizations differ around the world.
Essential Questions:
How do cultures around the world relate to one another?
Students will know…
x What is a culture?
x What is a civilization?
x People in world communities exchange elements of their
cultures: use legends, folk tales, biographies,
autobiographies, and historical narratives to transmit
values, ideas, beliefs, and traditions.
Students will be able to…
x Understand the terms: culture, civilization, community,
and diversity.
2
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could research a person from history and write
x student notebooks with definitions and other notes
a biography on the person.
x Unit tests and quizzes
x Students could write their own autobiographies.
x Students could read different folk tales and legends from
different communities and compare and contrast their
findings.
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles.
x Harcourt Horizons Grade Three Text Series: Chapter 1
3
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: Communities Around the World
#/Placement of Unit: Two
Duration: 2 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing
theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography
Standards, 1994: Geography for Life)
Understandings:
Students will understand …
x the differences between rural, urban and suburban
communities.
Students will know…
x What are the differences between rural, urban and
suburban communities?
x People of similar and different culture groups live
together in world communities.
x Families in world communities differ from place to place.
x Communities change over time.
Essential Questions:
x How do beliefs, traditions and customs affect communities
around the world?
Students will be able to…
x Understand the terms: beliefs, customs, traditions
x Identify how these terms affect rural, urban, and
suburban communities.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could create a poster with detailed pictures
x student notebooks with definitions and other notes
4
and captions of a rural, urban and suburban community.
x
x
completed worksheets and handouts
Unit tests and quizzes
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles.
x Harcourt Horizons Grade Three Text Series: Chapters 1 and 2
5
Owego Apalachin Central School District
Subject: 3rd Grade
Course Title: Social Studies
Unit: Communities and Economics
#/Placement of Unit: Three
Duration: 2 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 4:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and
other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision
making, and the interdependence of economies and economic systems throughout the world.
Understandings:
Essential Questions:
Students will understand …
x What effects do needs and wants have on goods and
services with in a community?
x How needs and wants affect goods and services in a
community.
Students will know…
Students will be able to…
x What are needs and wants of a community?
x Understand the terms: needs/wants, goods/services,
natural resources.
x What are goods and services?
x What are natural resources and how do they help or hurt
a community?
x Human needs and wants differ from place to place.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could create their own community within a
x student notebooks with definitions and other notes
classroom, assign each student a different role to show
x completed worksheets and handouts
how needs and want direct effect goods and services in
x Unit tests and quizzes
a community.
6
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles.
x Harcourt Horizons Grade Three Text Series: Chapter 1
7
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: Communities and Geography 1
#/Placement of Unit: Four
Duration: 1 week
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
Understandings:
Students will understand …
x The causes and effects of human migration in different
world communities.
Essential Questions:
x How does human migration affect different world
communities?
Students will know…
x Ways that people living in world communities depend on
and modify their physical environment.
x Lifestyles in world communities and development are
influenced by environment and geographical factors.
Students will be able to…
x Understand the terms: human migration.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Investigate how people depend on and modify the physical
x student notebooks with definitions and other notes
environment
x completed worksheets and handouts
x Draw maps and diagrams that serve as representations of
x Unit tests and quizzes
places, physical features, and objects
8
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles
x Harcourt Horizons Grade Three Text Series: Chapter 5
9
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: Communities and Geography 2
#/Placement of Unit: Five
Duration: 2-3 Weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
Understandings:
Students will understand …
x How to read a map
Essential Questions:
x How can reading a map help you in your community?
Students will know…
x The differences between a population, agricultural and
physical map.
x Differences between a compass and compass rose and
other map symbols
Students will be able to…
x Read a population, agricultural and physical map.
x Use cardinal directions to navigate from place to place on a
map.
x Use a map key and symbols to find information on a map.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could create their own maps (ex. of their
x student notebooks with definitions and other notes
bedrooms) with all of the map elements. Other students
x completed worksheets and handouts
10
could use their maps to find out information.
x
x
Reading different maps
Unit tests and quizzes
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles
x Harcourt Horizons Grade Three Text Series: Chapters 2, 5, 6, 8, 10, 11
11
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: Communities and Geography 3
#/Placement of Unit: Six
Duration: 3-4 Weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
Understandings:
Students will understand …
x How to locate different world communities on a world map.
Essential Questions:
x How can reading a map help you learn more about world
communities?
Students will know…
Students will be able to…
x The location of the 7 continents and 4 oceans, equator and
x Know the location of the 7 continents and 4 oceans,
prime meridian.
equator and prime meridian.
x Different animals and environments that exist on the
x Recognize different animals and where they live around the
different continents.
world.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could complete an additional map project which
x student notebooks with definitions and other notes
has students create and label a world map. They must
x completed worksheets and handouts
include the 7 continents, 4 oceans, equator and prime
x Reading and locating points of interest on different maps
meridian.
x Unit tests and quizzes
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles.
x Harcourt Horizons Grade Three Text Series: Chapters 2, 3, 5, 11
12
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Third Grade
Unit: Civics
#/Placement of Unit: Seven
Duration: 2 Weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 5
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the
governmental system of the United States and other nations; the United States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic
life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted
from The National Standards for Civics and Government, 1994)
Understandings:
Students will understand …
x How symbols are used in communities around the
world.
Essential Questions:
x Why are symbols important in a community?
Students will know…
x Different symbols found around the world and in the
local community.
x People in world communities celebrate holidays,
festivals and use different monuments and memorials to
represent symbols of their nations.
Students will be able to…
x Recognize different symbols found around the world.
x Recognize different American symbols
x Tell facts about different American symbols and symbols
around the world.
Stage 2 – Assessment Evidence
Performance Tasks: can include but is not limited to…
Other Evidence: can include but is not limited to…
x Students could complete a book that has different
x student notebooks with definitions and other notes
symbols around the world. On each page they could
x completed worksheets and handouts
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include a detailed picture of the symbol and write facts
about the symbols to go with the picture.
x
Unit tests and quizzes
Stage 3 – Learning Plan
Learning Activities: can include but is not limited to…
x Various reading assignments from text books and articles
x Harcourt Horizons Grade Three Text Series: Chapters 3 and 4
14
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fourth Grade
Unit: Geography
#/Placement of Unit: One
Duration: 2-3 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards,1994: Geography for Life)
Understandings:
Students will understand that…
x New York has a wide variety of landforms and geographic
features that have affected where people live and what
natural resources are available to us.
Essential Questions:
x How does geography help us learn about New York?
x What factors affect where people choose to live?
x How does geography affect natural resources?
Students will know…
x The major landforms in New York.
x The major rivers, lakes, and cities in New York.
x The states neighboring New York.
x The natural resources available in New York.
Students will be able to…
x Identify key geographic features of New York.
x Identify rural, urban and suburban communities in New
York.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Create a map of New York State identifying the key
x Observation of classroom participation and activities
geographic features of New York. (as noted in students will
x Classroom homework, quizzes and tests
know section)
15
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 1 of Harcourt Horizons: New York
x Studying and discussing physical maps of New York State
x Create a landform map of New York State
x Use a population map to identify rural, suburban and urban areas in New York. Use the activity to lead a discussion about what
geographic features are near these areas and why people settled there.
16
Owego Apalachin Central School District
Subject: Social Studies
Course Title: 4th Grade
Unit: Native Americans
#/Placement of Unit: Two
Duration: 3-4 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the United States and New York.
1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history
involves learning about the important roles and contributions of individuals and groups.
Understandings:
Essential Questions:
Students will understand…
x How do the lives of the Native Americans help us learn
x that Native American Indians were the first inhabitants of
more about New York’s past?
our local region and state.
x how Native American Indians used the environment to meet
their basic needs.
Students will know…
x The early people to New York State were nomads that
traveled across a land bridge to get to North America.
x The two major Native American Indian groups in New York
State were the Algonquins and the Iroquois.
x The five nations of the Iroquois were the Senecas,
Cayugas, Onondagas, Oneidas, and Mohawks.
x The sixth nation that later joined the Iroquois was the
Tuscaroras.
x The three sisters were corn, beans, and squash.
x Iroquois clans were named for animals and birds.
x The roles and responsibilities in Iroquois life were distinctly
different for men and women.
Students will be able to…
x Describe the daily life of the Iroquois regarding food,
shelter, clothing, recreation, festivals, and education.
x Compare and contrast the roles and responsibilities of men
and women in Iroquois society.
x Compare the roles and responsibilities of men and women
in Iroquois society with those in our present day community.
17
x
x
x
x
The Iroquois men were responsible for hunting, fishing,
clearing land, building houses, and making tools and
weapons.
The Iroquois women were responsible for cooking, planting,
caring for children, washing clothing, weaving baskets, and
electing the sachem.
Iroquois children worked along aside adults to learn their
roles and jobs.
The purpose of the formation of the Iroquois League of
Nations [Iroquois Confederacy] was to help the nations
work out their differences peacefully.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Have students write diary entries as an Iroquois child of the
x Observation of classroom participation and activities
1600s and entries as a modern-day child of Iroquoian
x Classroom homework, quizzes and tests
descent.
x Document Based Question that relates to content studied
x Create an Iroquois or Algonquian village scene that
includes food, shelter, clothing and daily culture.
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 2 of Harcourt Horizons: New York
x Read Indian Captive by Lois Lenski to the students (an excerpt may be sufficient). Have students listen for examples that
describe the life of the Iroquois.
x Have students construct Venn diagrams to compare the Iroquois and Algonquians.
o How did the Iroquois and Algonquians meet their basic needs and wants?
o How did the environment and geography influence the Native American Indian settlements?
x Describe and compare the contributions of the Native American Indians of New York State?
x Have students label the six nations of the Iroquois Confederacy and the Algonquians on an outline map of New York State.
o Who were the first inhabitants of New York State?
x Work with students to prepare a Native American Indian feast featuring authentic foods (three sisters: corn, beans, and squash),
crafts (beadwork), games (lacrosse or snow snake), music, and dances. During the feast, have student’s role-play different
figures (e.g., storytellers sharing their favorite legends, bead workers making decorations).
18
Owego Apalachin Central School District
Subject: Social Studies
Course Title: 4th Grade
Unit: European Explorers/Encounter and Colonization
#/Placement of Unit: Three
Duration: 5 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 2:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history and examine the broad sweep of history from a variety of perspectives.
2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas,
social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of
people across time and space and the ways different people view the same event or issue from a variety of perspectives.
2.2: Establishing time frames, exploring different periodizations, examining themes across time and within cultures, and focusing on
important turning points in world history help organize the study of world cultures and civilizations.
2.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles
and contributions of individuals and groups.
Understandings:
Essential Questions:
Students will understand that…
x What was life like in early settlements?
x The Dutch, English, and French who explored and settled
x Why did people explore and colonize the New World?
the area have influenced New York State and its
x How were Native American Indians affected by European
development.
exploration and settlement of NYS?
x Daily life varied for cultural groups by studying
social/cultural, political, economic, religious, and
environmental factors.
Students will know…
Students will be able to…
x The Europeans were looking for an all-water route to the
x Using a map, locate the areas in New York State where
Indies via the Northwest Passage (which didn’t really exist).
each major explorer traveled:
x The major explorers of New York State and where they
x Jacques Cartier, Samuel de Champlain, Henry Hudson,
traveled were:
Giovanni Verrazano
x Jacques Cartier, Samuel de Champlain, Henry Hudson,
x Identify areas where the English, Dutch and French settled.
Giovanni Verrazano
x Describe the key features of life in the Dutch and English
x The three European countries that claimed land in New
colonies regarding their jobs, roles and ways of life.
York State were England, France, and the Netherlands.
19
x
The first settlers came to the New World seeking freedom
of their religion or for better economic freedom.
x The first Dutch colony in the New World was New
Netherlands and the two major settlements were New
Amsterdam and Fort Orange.
x Peter Stuyvesant was a tyrant and the first governor of New
Netherlands.
x England took New Netherlands from the Dutch peacefully
and renamed it New York.
x The two countries who fought in the French and Indian War
were England and France.
x France lost its land to England as a result of the French and
Indian War.
x After the French and Indian War, all of New York was an
English colony.
x New York harbor and the Hudson River helped New York to
become a center for trade and shipping.
x The outcome of the French and Indian War was a
contributing factor leading up to the Revolutionary War.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Have students prepare a mock interview of the explorers of
x Observation of classroom participation and activities
New York State. Questions about country of origin, area of
x Classroom homework, quizzes and tests
exploration, and dates and significance of the journey
x Document based question that relates to content studied
should be included. Help students make a class chart of
information gathered.
x A class project could include studying a part of Dutch
culture and creating a presentation and have a Dutch
culture festival.
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 3 and Chapter 4 of Harcourt Horizons: New York.
x Assign a project such as creating murals depicting ships that were used by explorers and the lands they explored. Have students
include flags from the explorers' countries of origin.
x Have students prepare a mock interview of the explorers of New York State. Questions about country of origin, area of
exploration, and dates and significance of the journey should be included. Help students make a class chart of information
20
x
x
x
x
x
gathered.
Ask students to map places or structures in New York State that are named for explorers (e.g., Hudson River, Verrazano
Narrows Bridge, Lake Champlain).
Have students make a graphic organizer to show where colonists in New York came from and what their reasons were for
coming.
o What were the social, cultural, economic, religious, and political characteristics of Dutch and English colonies?
Have students label and color maps of land claims in New York during the colonial period.
Where were the Dutch, English, and French land claims in New York?
Have students study the contributions of the Dutch. As a supplementary activity, they might cook some Dutch foods (waffles,
coleslaw, and cookies) and play Dutch games such as skittles.
21
Owego Apalachin Central School District
Subject: Social Studies
Course Title: 4th Grade
Unit: American Revolution
#/Placement of Unit: Four
Duration: 4-5 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the United States and New York.
1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity
and multicultural context, and the ways people are unified by many values, practices, and traditions.
1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the
connections and interactions of people and events across time and from a variety of perspectives.
1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history
involves learning about the important roles and contributions of individuals and groups.
Understandings:
Essential Questions:
Students will understand that…
x What was the cause(s) of the Revolutionary War?
x Students should understand the events leading up to the
x Would you have participated in the war? If so, which side
Revolutionary War and New York’s role in it.
would you have supported?
x How did colonists’ reactions to British actions affect the
War?
Students will know…
Students will be able to…
x The colonists objected to paying taxes to Great Britain
x Explain the meaning and significance of taxation without
because they did not have any representation in Parliament
representation.
- no taxation without representation.
x Identify the acts (laws) that the British imposed on the
colonists and the colonial reaction.
x Britain felt it was necessary to tax the colonies in order to
pay its debts from the French and Indian War.
x Locate the major battles of the American Revolution in New
x Two acts that the colonists used a boycott tactic to protest
York State on a map.
were the Townshend Acts and the Stamp Act.
x Describe the meaning of the Declaration of Independence.
x Colonists demonstrated their dislike of these acts through
various forms of protest.
22
x
x
x
x
The Sons of Liberty was an organization that worked to
fight unfair British rule in the colonies.
The first two battles of the Revolutionary War took place at
Lexington and Concord.
Thomas Jefferson wrote the Declaration of Independence.
The Declaration of Independence was written so that the
colonists could tell the world why they were breaking away
from Great Britain.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Have students write biographical sketches of important
x Observation of classroom participation and activities
people in the American Revolution. Ask them to write
x Classroom homework, quizzes and tests
interview questions as if they were a reporter.
x Document based question relating to content studied
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 5 of Harcourt Horizons: New York
x Have the students create posters protesting the Acts imposed on New York’s colony during the pre-Revolutionary period.
x Have students define the phrase taxation without representation. Allow them to create a graphic representation, orally or in
writing, as a supplement to their definition, if they wish.
o What were the causes of the American Revolution?
x Have students label a map of New York to show important places and events of the American Revolution. Suggest that they
label Burgoyne's three-point plan on a map. Have them show the major battles and color-code the map by victory.
o What battles were fought in New York?
o What events should be included on a Revolutionary War map?
x Have students make a Revolutionary War timeline.
o What were the effects of the American Revolution?
o What was important about New York's role in the American Revolution?
23
Owego Apalachin Central School District
Subject: Social Studies
Course Title: 4th Grade
Unit: Government
#/Placement of Unit: Five
Duration: 3 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 5:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the
governmental system of the United States and other nations; the United States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic
life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted
from The National Standards for Civics and Government, 1994)
5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic
civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for
self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The
National Standards for Civics and Government, 1994)
Understandings:
Essential Questions:
Students will understand that…
x How are decisions made in out society?
x Students should understand the structure and function of
x What does our government value?
the three branches of government at the local, state and
x How do the responsibilities of citizens help run our
federal levels.
government?
x
Students will know…
Students will be able to…
x The basic purpose of government is to make, carry out, and
x Identify the three branches of government, the positions
enforce laws and to manage disputes about them.
held in that branch and the main functions of each branch.
x Rules and laws are created to protect the people in a
x Identify the different type of local government and the
community.
positions held at those levels.
x The three branches of state and federal government are the
executive, legislative, and judicial.
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x
The positions that make up each branch of the federal
government are:
o executive - president and vice president
o legislative – Congress [made up of Senate and
House of Representatives]
o judicial - Supreme Court
x The positions that make up each branch of the state
government are:
o executive - governor and lieutenant governor
o legislative - State Senate and Assembly
o judicial - State Court of Appeals
x Different services are provided by local, state, and federal
governments.
x The process for how a bill becomes a law at the state level
includes:
o a member of the NYS Assembly or NYS Senate
sponsors the bill and introduces it to the full house
o the bill is referred to a committee for review and
action
o if approved, the bill is sent to the full house for action
o if approved, the bill is sent to the other house for
action
o if approved, the bill is forwarded to the governor
o the Governor can sign the bill, making it law, or veto
the bill
o
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Observation of classroom participation and activities
x Have students create a chart showing the structure and
x Classroom homework, quizzes and tests
functions of the branches of New York State and local
x Document Based Question related to content studied
governments.
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 6 of Harcourt Horizons: New York
x Help students make a chart listing the reasons why people create governments and why all groups and societies create rules
25
x
x
x
and laws. Have students explore the purposes of rules (to maintain order, promote health and safety, protect individual rights,
provide services). Suggest that students could make a poster, booklet, or chart about rules that help people get along together in
school.
Help students set up a classroom government and have students elect leaders by using a secret ballot. Allow students to hold
elections frequently so that many students have the chance to hold office and make decisions.
Simulate or role-play an activity dealing with the functions of the branches of government.
Use School House Rock: America Rock to learn about the preamble and functions of the three branches of government.
26
Owego Apalachin Central School District
Subject: Social Studies
Course Title: 4th Grade
Unit: Industrial Growth and Expansion
#/Placement of Unit: Six
Duration: 4-5 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the United
States and New York.
1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history
involves learning about the important roles and contributions of individuals and groups
New York State Learning Standard 4:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United
States and other national economies, and how an economy solves the scarcity problem through market and
Non-market mechanisms.
4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision
making, and the interdependence of economies and economic systems throughout the world.
Understandings:
Students will understand that…
x Students should understand how the growth and
development of New York State was affected by the Erie
Canal.
Essential Questions:
x How did the Erie Canal affect the growth and development
of New York’s communities and economy?
x How did the Erie Canal inspire new ways of travel and
communication in New York State?
Students will know…
x In the late 1700s and early 1800s people shipped goods
using dirt roads. It was expensive to ship using this
method.
x The Erie Canal was built in part to meet the needs of
farmers in the west who needed a cheaper and faster
Students will be able to…
x Locate the Erie Canal’s path on a map.
x Locate the two cities and two bodies of water connected by
the canal: Buffalo and Albany, Lake Erie and the Hudson
River.
x Identify contributions of immigrants to New York State
27
means of transportation to get their products to the east.
x Explain how the Erie Canal created economic and
population growth throughout New York State.
x The Erie Canal was built to make transportation in New
York state faster, cheaper, and easier.
x Identify major immigrant groups that helped to develop New
York’s communities and economy.
x Building the Erie Canal was a very difficult and dangerous
endeavor.
x Two problems faced by workers building the Erie Canal
were swamps and mosquitoes.
x Building the Erie Canal allowed workers to create a stump
puller machine.
x The elevation of the land differed across the canal path so
locks were developed to assist travel.
x As a result of the Erie Canal, NYS experienced improved
trade and economics, better transportation methods, and
increases in population, especially as a result of
immigration.
x The invention of the steam engine caused the Erie Canal to
decrease in importance.
x Immigration was a key part to industrial growth in factories
and helping to create new paths for travel.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Have students make posters to advertise travel on
x Observation of classroom participation and activities
steamboats, railroads, and the Erie Canal. Compare these
x Classroom homework, quizzes and tests
different modes of transportation. Have students make
x Document Based question relating to the content studied
diagrams that explain how the steam engine works, and ask
them to add captions.
o How did advances in transportation, communication,
and technology in the 19th century change the United
States?
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x Assigned readings from Chapter 7 of Harcourt Horizons: New York
x Have students draw a mural or series of pictures depicting the Erie Canal in the mid-1800s. Include packet boats, line boats,
goods shipped, canal-side stores, and bridges.
x Have students create a poster advertising the opening of the Erie Canal in either Albany or Buffalo. Have them include the date,
time, location and a drawing.
x Have the students study and research their heritage to learn more about how the people they share ethnic heritage with came to
28
x
the United States. Guide them to focus on if they played a part in the Industrial Revolution.
Have students draw and label the Erie Canal and cities along its route on a New York State outline map. Then have them draw
and label railroad lines of the 1800s and the cities they connected on another outline map.
o How did changes in transportation affect industrialization and expansion?
29
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: North American Geography
#/Placement of Unit: One
Duration: 6 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 3:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and
environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings
(including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National
Geography Standards, 1994: Geography for Life)
3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing
theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography
Standards, 1994: Geography for Life)
Understandings:
Essential Questions:
Students will understand…
x How does the geographical location of a people determine, in part,
their way of life?
x Maps and other geographic representations, tools, and
technologies such as aerial and other photographs,
x How do people live, work, and use natural resources in different
satellite-produced images, and computer models can be
regions?
used to gather, process, and report information about the
x How are borders for countries and states decided?
United States, Canada, and Latin America today.
x How are names for locations decided?
x Different geological processes shaped the physical
x What impact does geography have on history?
environments of the United States, Canada, and Latin
x What is the relationship between people and their environment?
America.
x What reasons can you think of to explain why people migrate from
x The nations and regions of the Western Hemisphere can
place to place?
be analyzed in terms of spatial organization, places,
regions, physical settings (including natural resources),
human systems, and environment and society.
x A region is an area that is tied together for some
identifiable reason, such as physical, political, economic,
or cultural features.
30
Students will be able to…
Students will know…
x Locate and label each of the 50 states in the United States using a
x There are 50 states in the United States.
resource.
x The location of each of the 50 states in the country,
x Locate and label the providences and territories of Canada and
using a resource.
countries of Latin America, using a resource.
x The location of Canada’s 10 providences and 3
territories, using a resource.
x Locate places on a map grid.
x The location of the countries of Latin America, using a x Locate and label the major rivers of the United States on a map.
resource.
x Locate and label the major bodies of water in the United States on a
map.
x A map grid (such as latitude and longitude) can be used
to answer questions about location and place.
x Locate and label the major mountain ranges in the United States on a
map.
x Students will know how to read different types of maps,
including political, cultural, elevation, resource, time x Given two locations in the United States predict which would have a
zone, and physical maps.
warmer climate based on proximity to the equator and elevation.
x The major rivers in the North America are the St. x Use a variety of types of maps to gather information on different
Lawrence River, Mississippi River, the Missouri River,
regions and cultures of North America.
the Rio Grande, and the Ohio River.
x The major bodies of water in the United States are the
Great Lakes (Lake Superior, Lake Huron, Lake Erie,
Lake Ontario, and Lake Michigan), Gulf of Mexico,
Pacific Ocean, Atlantic Ocean and Arctic Ocean.
x The major mountain ranges in North America are the
Rocky Mountains and the Appalachian Mountains.
x Places located closer to the equator have a warmer
climate than those further away.
x Coastal areas are affected by oceans.
x Places with a higher evaluation have a colder climate
than those with a lower evaluation.
x Geographical location will determine how people live,
work, and utilize natural resources.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but is not limited to…
Other Evidence: can include, but is not limited to…
x Students can produce a geography project on a US
x The creation of different types of maps, including physical and
state, including information on the physical, cultural,
political maps
historical, environmental, economic, and political
x Quizzes and tests
aspects of this area.
x Discussions
31
x
x
Homework
Essays
Stage 3 – Learning Plan
Learning Activities: can include, but is not limited to…
x study about how people live, work, and utilize natural resources
x draw maps and diagrams that serve as representations of places, physical features, and objects
x locate places within the local community, state, and nation; locate the Earth’s continents in relation to each other and to principal
parallels and meridians (Adapted from National Geography Standards, 1994)
x identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National
Geography Standards, 1994)
x investigate how people depend on and modify the physical environment
x map information about people, places, and environments
x understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced
images, and models (Taken from National Geography Standards, 1994)
x investigate why people and places are located where they are located and what patterns can be perceived in these locations
x describe the relationships between people and environments and the connections between people and places
x Assigned reading from Harcourt Horizons textbook series
32
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: Governments of North America
#/Placement of Unit: Two
Duration: 6 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 5:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the
governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy;
and the roles, rights, and responsibilities of citizenship, including avenues of participation.
5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic
life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted
from The National Standards for Civics and Government, 1994)
5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic
civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for
self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The
National Standards for Civics and Government, 1994)
5.3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the
scope of a citizen’s rights and responsibilities.
5.4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a
skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine
participatory skills.
Understandings:
Students will understand…
• The key terms and concepts related to government, including
democracy, power, citizenship, and justice.
• The probable consequences of the absence of government and
rules.
• The basic purposes of government and the importance of civic
life.
• Social and political systems are based upon people’s beliefs.
• The world is divided into nations and what kinds of governments
Essential Questions:
• What are the basic purposes of government?
• Why do nations have governments?
• What is the function of each branch of government?
• Why does a nation have a constitution?
• What is democracy?
• What assumptions have different groups made regarding power,
authority, governance, and law across time and place?
• How is citizenship defined and how do the different countries of
North America view the rights and responsibilities of citizenship?
33
other nations have.
• The Constitutions of New York State and the United States and
the Bill of Rights are the basis for democratic values in the
United States.
• The basic civil values are the foundation of American
constitutional democracy.
• What the United States Constitution is and why it is important.
(Adapted from The National Standards for Civics and
Government, 1994)
• The United States Constitution and the Constitution of the State
of New York are written plans for organizing the functions of
government
• The structure of New York State and local governments,
including executive, legislative, and judicial branches
• identify their legislative and executive representatives at the
local, state, and national governments. (Adapted from The
National Standards for Civics and Government, 1994)
• understand that citizenship includes an awareness of the
holidays, celebrations, and symbols of our nation
• examine what it means to be a good citizen in the classroom,
school, home, and community
• The rules and responsibilities students have at home, in the
classroom, and at school
• The basic principles of the Declaration of Independence and the
Constitutions of the United States and New York State
• Effective, informed citizenship is a duty of each citizen,
demonstrated by jury service, voting, and community service
• Basic rights that students have and those that they will acquire
as they age.
• A willingness to consider other points of view before drawing
conclusions or making judgments
• Participation in activities that focus on a classroom, school, or
community issue or problem
• Suggestions for alternative solutions or courses of action to
hypothetical or historic problems
• The consequences for each alternative solution or course of
action
• How to prioritize the solutions based on established criteria
• How does the value of justice values differ across time and
place?
• How are decisions made under different political systems?
• Where did the ideas stated in the constitution come from?
• Why is The Bill of Rights important and what did it say about the
values of the time period when it was written?
• How is the government of the US similar and different from the
governments of Canada and Mexico?
34
• Proposals for an action plan to address the issue of how to solve
the problem.
Students will know…
• The United States federal government is made up of three
branches – legislative, executive, and judicial.
• The legislative branch includes the House of Representatives
and the Senate and is responsible for making the laws.
• The executive branch includes the President, Vice-President and
the Cabinet and is responsible for enforcing the laws.
• The judicial branch includes the United States Supreme Court
and the federal courts and is responsible for interpreting the
laws.
• The three branches of the federal government use a system of
checks and balances to balance power in the government.
• State and local governments are also made up of three
branches, each with the same responsibilities as the federal
branches.
Students will be able to…
• Identify each branch of the United States federal government
and describe its responsibility.
• Read information in a flowchart and create their own flowcharts.
• Highlight key ideas in a reading.
• Categorize information.
• Read and interpret a timeline.
• Compare and contrast state, local, and federal governments.
• Identify the similarities and differences between a democracy, a
dictatorship, and monarchy.
• Identify the symbols that represent the United States including
the flag, national holidays, and monuments.
• The process of how a bill becomes a law at the federal level
includes:
a member of Congress sponsors the bill and introduces it to
the House of Representatives or the U.S. Senate.
the bill is referred to a committee for review and action.
if approved, the bill is sent to the full House of Representatives
of U.S. Senate.
in the House or Senate, the bill is debated and voted on.
if approved, the bill is forwarded to the other house for debate
and voting.
if approved, the bill is sent to the President.
the President can sign the bill, making it law, or he/she can
veto the bill.
• The state government is made up of a governor [executive
branch], the NYS Senate and Assembly [legislative branch], and
the NYS courts [judicial branch].
35
• The local government is made up of a mayor, town supervisor,
and/or county executive [executive branch], the city council, town
board, and/or county legislature [legislative branch], and the
town and city courts [judicial branch].
• The purpose and significance of the following historic documents:
x Mayflower Compact (1620) -The first governing document of
Plymouth Colony; established a government for the settlers.
x Declaration of Independence (1776) -Document in which
the Thirteen Colonies of North America declared their
independence from Great Britain.
x Articles of Confederation (1781) -The first governing
document of the United States; combined colonies into a
loose confederation.
x United States Constitution (1787) -Supreme law of the
United States; oldest federal constitution currently in use.
x Bill of Rights (1791) -The first ten amendments to the United
States Constitution; protects individual rights to freedom of
speech, press, assembly, religious worship, and bearing
arms; guarantees due process, trial by jury, and protects the
rights of the accused.
• A democracy is a form of government in which the people make
the laws and run the government.
• Citizens in a democracy have the right to vote and participate in
government.
• A dictatorship is a form of government in which a single leader or
small group has complete control over the government.
• A monarchy is a form of government which is controlled by a king
or queen.
• Canada is a democracy.
•The Canadian government has three branches - legislative,
executive, and judicial.
• Parliament is the legislative branch of Government, composed of
the Sovereign (represented by the Governor General), the
Senate, and the House of Commons.
Members of Parliament are elected by the people.
•The executive branch is led by the Prime Minister.
36
•The Prime Minister is elected by Parliament.
The Chief of State in Canada is the British king or queen.
The head of government in Canada is the Prime Minister.
• The US President is both head of state and head of government,
while the Prime Minister of Canada is merely head of
government, but not head of state, who is the Canadian
monarch.
• Mexico is a democracy.
• The Mexican government has three branches - legislative,
executive, and judicial.
• The legislative branch is called Congress and is made up of the
Senate and the Chamber of Deputies.
• The executive branch is led by a President, who is elected by the
people and serves one six-year term.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but not limited to…
Other Evidence: can include, but not limited to…
x Debates
x Hold a mock Legislative session where students try to pass a bill
x Tests and quizzes
into a law.
x Homework
x Booklets
x Discussions
x Essays
x DBQs
x
Stage 3 – Learning Plan
Learning Activities: can include, but not limited to…
x create a chart on newsprint listing the reasons for creating governments and the reasons why all groups and societies create rules
and laws
x role-play a day without rules or laws
x collect and discuss newspaper cartoons dealing with rules and laws
x compile a list of different nations of the world and identify the type of government each nation has
x compare governmental structures of the United States and Canada, and selected nations of Latin America
x create a list of basic civic values and discuss how these can best be modeled on the personal and classroom level
x create a chart comparing the organization of local, state, and federal governments
x given a list of local, county, state, and national leaders, determine which are elected and which are appointed
x identify those branches of government responsible for making, enforcing, and interpreting local, state, and national laws
37
x compare and contrast New York State government with the federal government by creating charts of each level
x simulate or role-play an activity dealing with the functions of the branches of government
x create a timeline that charts events leading up to the writing of the Declaration of Independence and the United States Constitution
x interview or survey adults in the community to identify some ways they participate in political action, voluntary activities, or
community service
x draft a classroom charter, a constitution, or a set of laws that defines a code of conduct
x discuss and agree on a classroom charter and compare it to the United Nations Convention on the Rights of the Child
x understand the significance of and recite the Pledge of Allegiance
x discuss the colors of the American flag and make personal flags as symbols of themselves
x examine the flags of other nations
x undertake a mock trial based on themes from classroom books, including witnesses, attorneys, jurors and a judge
x brainstorm a list of alternative solutions for a real classroom or school problem
x write letters to the local paper suggesting preferred alternatives in a local issue
x develop a historic walking tour of the neighborhood or community
x role-play the main characters involved in an actual community controversy, attempting to generate alternatives in their roles
x Assigned reading from Harcourt Horizons textbook series
38
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: US History
#/Placement of Unit: Three
Duration: 14-16 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standards for Social Studies 1: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in US history and examine the broad sweep of history
from a variety of perspectives.
1.1: The study of US history requires an understanding of US cultures and civilizations, including an analysis of important ideas, social
and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of
people across time and space and the ways different people view the same event or issue from a variety of perspectives.
1.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on
important turning points in US history help organize the study of US cultures and civilizations.
1.3: Study of the major social, political, cultural, and religious developments in US history involves learning about the important roles
and contributions of individuals and groups.
1.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history,
hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of
change and continuity over time.
Understandings:
Essential Questions:
Students will understand…
x How do historians research the past?
x Culture, history, and experiences influence people’s perceptions
x What are primary and secondary sources?
of places and regions in the US today.
x Why is the US population so diverse?
x The characteristics, distribution, and complexity of cultures found x What factors contributed to US development
in the USA.
x What resources have contributed to the US economy?
x The physical geography and climate of the US impacts its
x How did the North American world perspective differ from that of
economy and population distribution.
the Europeans at the time of first encounters?
x The key turning points in US history.
x How can misconceptions lead to stereotyping?
39
x Political boundaries change over time and place.
x Primary sources give us a unique understanding of history.
x People from different cultures view the events of history from
differing perspectives.
x Changes in European culture encouraged exploration and
settlement of the New World.
x Encounters between the Old World and the New World caused
many changes for both.
x The concept of independent government changed the social and
political systems of the English colonies.
x The idea of Manifest Destiny encouraged settlers to move west.
x The different economies and lifestyles in the North and the South
brought about the conflict that escalated into the Civil War.
x The Industrial Revolution changed the US economy and way of
life.
x Many immigrants came to America looking for opportunity.
x Many people worked for reforms in the 1900s.
x The US became increasingly involved in world politics in the 20th
and 21st centuries.
Students will know…
x Many different native people lived in the Americas before arrival
of the first Europeans.
x Explorers from Europe found the New World while looking for
another trade route to Asia.
x Settlers from Europe set up colonies in the Americas.
x What were the major causes and effects of European
exploration?
x What impact did the introduction of European technology,
animals, and diseases have on the Americas?
x What role did geography play in settlement patterns?
x How did settlers adapt to these new environments? (Teachers
may emphasize differences between New England, Middle,
and Southern colonies.)
x What are the economic, political, and social causes of the
American Revolution?
x How were the major documents of the independence movement
produced?
x How did the Revolution change people’s lives?
x What were the reasons for and effects of the expansion
westward?
x What were the conflicting perspectives of slavery?
x What were the causes, the course, and the ramifications of the
Civil War?
x What happened to the South after the Civil War?
x How did life change as the US moved from agrarian to industrial
society?
x How did massive immigration lead to new social patterns and
conflicts?
x Why was the US a magnet to so many people?
x How did the role of the US in foreign affairs change at the turn
of the century?
x How can an individual help bring about change in a society?
x What will be the role of the US in the 21st century?
Students will be able to…
x Examine Native American folklore, stories, and oral histories
x Find examples of stereotyping in history and current events
x Map the routes of European Explorers
x Using a chart, compare and contrast the colonies of New
40
x These new colonies wanted self government.
x The triangular trade route was a shipping route that linked
England, the English Colonies in North America, and the West
Coast of Africa.
x Many people contributed to the American Revolution, such as
George Washington, Thomas Jefferson, and Benjamin
Franklin.
x The Declaration of Independence is the document that declared
that the United States was an independent nation, and was
approved on July 4, 1776.
x The Constitution, signed in 1787, was the written plan for the US
government, and outlines the three branches of government
and the system of checks and balances.
x The Bill of Rights is the first ten amendments to the Constitution,
and became a part of the Constitution in 1791.
x Manifest Destiny was the belief, shared by many Americans, that
one day the United States would stretch from the Atlantic
Ocean to the Pacific Ocean.
x Canals, railroads, and steamships were widely used in the 1800s
to carry goods and passengers.
x The Trail of Tears was the forced removal of the Cherokee from
their land in 1838. They were moved to Indian Territory, 800
miles away. More than 4000 Cherokee died along the way.
x The Underground Railroad was a way of helping slaves to
escape from the south into free states or Canada.
x Slavery was at the heart of most major issues dividing the North
and the South.
x The Civil War started in 1861, after the southern states began to
secede from the Union.
x 600,000 Americans died in the Civil War, more than any other
US war before or since.
x The Confederate defeat led to the end of slavery throughout the
US and restored the Union, although much of the South was
destroyed.
England, New France, and New Spain in political, social, and
economic aspects of life.
x Map the geography of each type of colony. Use the geography
to explain the differences in the types of settlements in each
region.
x Compare English colonial governments and the Iroquois
Confederacy.
x Recreate colonial communities on paper or in play form to show
how people lived in colonial times.
x Map the triangular trade route. Use a key.
x Research the lives of people who made a difference in the
American Revolution.
x Make a timeline of events in the move toward independence.
x Make a graphic organizer to show the effects of the Revolution.
x Write a Bill of Rights in your own words.
x Map the geographic expansion westward.
x Write a journal as a Cherokee boy or girl traveling the Trail of
Tears.
x Study the abolition movement and map the major stations on
the Underground Railroad.
x Use primary sources to define the Northern and Southern
perspectives on the issues of the Civil War.
x Make maps showing those parts of the country being farmed in
1850 as compared to 1900. Graph the agricultural population
and compare it to the total population. Identify a trend.
x Using census data from 1850 to 1900, graph the growth of
population in the US. Use maps to show the shifts in population
centers.
x Compare child labor in the 1800s to that which occurs today.
Present findings as a photo collage, skit, news reports, or
video.
x Write a letter as a new immigrant back to your homeland. How
has America met your expectations?
x In 1880, 72% of Americans lived on farms. By 1970, 25% of
Americans lived on farms.
x Do a case study of a particular immigrant group. Determine the
effect this group had on American society and culture.
x Create a timeline that shows US involvement in foreign affairs
41
x Because of industrialization, immigration, and African American
migration, more and more people moved to northern cities.
x About 28 million immigrants came to the US between 1830 and
1910.
x The US became involved in WWI in 1917.
x The US did not join the League of Nations after WWI.
x The US became involved in WWII at the end of 1941, after the
Japanese bombed Pearl Harbor.
x After WWII, the conflict between the communist countries and
the free world was called the Cold War.
x In 1950, the US became involved in the Korean War to battle
communist forces.
x In the 1960s, the US became involved in the Vietnam War to
help South Vietnam battle communist forces.
x More recently, the US has become involved in the Middle East
conflicts.
x Civil Rights movements placed focus on equality for African
Americans, women, Native Americans, and others.
from 1900 to the present.
x Select one reform movement, identify leaders, and create a
broadside inviting people to one of their meetings.
x Research an enduring problem or issue from different points of
view.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but not limited to…
Other Evidence: can include, but not limited to…
x Debates
Students can make a PowerPoint presentation on any event or
x Tests and quizzes
time period in US History. These can be put in chronological order
x Homework
for oral presentations. Students can then list the events on a
x Booklets
timeline.
x Discussions
x DBQs
Stage 3 – Learning Plan
Learning Activities: can include, but not limited to…
x read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their
motivations, hopes, fears, strengths, and weaknesses
x explore narrative accounts of important events from US history to learn about different accounts of the past to begin to
understand how interpretations and perspectives develop
x interpret and analyze documents and artifacts related to significant developments and events in US
x develop timelines by placing important events and developments in US history in their correct chronological order
42
x
x
x
x
x
x
study about major turning points in US history by investigating the causes and other factors that brought about change and the
results of these changes
investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices
throughout US history
consider different interpretations of key events and developments in US history and understand the differences in these accounts
explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people in the US
view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts
Assigned reading from Harcourt Horizons textbook series
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: Canada
#/Placement of Unit: Four
Duration: 4 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
1.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas,
social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of
people across time and space and the ways different people view the same event or issue from a variety of perspectives.
1.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on
important turning points in world history help organize the study of world cultures and civilizations.
1.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles
and contributions of individuals and groups.
1.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history,
hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of
change and continuity over time.
Understandings:
Essential Questions:
Students will understand…
x The physical and human characteristics of places in Canada
x What is Canada’s environment like?
43
today.
x Culture and experiences influence people’s perceptions of
places and regions in Canada today.
x The characteristics, distribution, and complexity of cultures found
in Canada.
x Human actions modify the physical environments of Canada.
x The physical geography and climate of Canada and how
Canada’s geography impacts its economy and population
distribution.
x The structure and function of Canada’s federal government.
x The key turning points in the history of Canada.
Students will know…
Geography of Canada:
x There are 10 provinces and 3 territories in Canada.
x Provinces: Alberta, British Columbia, Manitoba, New Brunswick,
Newfoundland, Nova Scotia, Ontario, Prince Edward Island,
Quebec Saskatchewan
x Territories: Northwest Territories, Yukon Territory, Nunavut
x The most populated areas of Canada are in the South - mostly
within 200 miles of the United States border.
Government of Canada:
x Canada is a democracy.
x The Canadian government has three branches - legislative,
executive, and judicial.
x The legislative body is called Parliament.
x Members of Parliament are elected by the people.
x The executive branch is led by the Prime Minister.
x The Prime Minister is elected by Parliament.
x The Chief of State in Canada is the British monarch.
x The head of government in Canada is the Prime Minister.
x The capital of Canada is Ottawa, Ontario.
x The British North America Act (1867) united all of the provinces
of Canada and allowed Canadians to control their own
government.
x Why is Canada’s population diverse?
x What factors contributed to Canada’s development?
x How is the Canadian government similar and different from the
US government?
x What resources have contributed to Canada’s economy?
Students will be able to…
Geography of Canada;
x Locate and label the 10 provinces and three territories on a
political map.
x Locate and label the major bodies of water in Canada –
• Great Lakes
• St. Lawrence River
• Hudson Bay
• MacKenzie River
x Locate and label the physical features of Canada –
• Canadian Rockies
• Interior Plains
• Canadian Shield.
x Use latitude and longitude to locate places on a map or globe.
x Compare the physical features of Canada with those of the
United States and Latin America.
Government of Canada:
x Compare the government of Canada to the government of the
United States, and Mexico.
x Identify the official languages of Canada – English and French.
x Identify the Canadian flag.
x Historical Overview of Canada
x Create a time line outlining the major historical events of
Canadian history.
44
x The Constitution of 1982 made Canada a bilingual country with
French and English as the two official languages and gave
Canada complete independence from Great Britain.
x The symbols of Canada include its flag, Canada Day, the maple
leaf, and the Royal Mounties.
x Canada’s population is very diverse.
Historical Overview of Canada:
x The Inuit people were among the first settlers in Canada.
x The following people played a role in exploring Canada: John
Cabot, Jacques Cartier, Samuel de Champlain and Henry
Hudson.
x The British defeated the French in the French and Indian War.
x France gave up all of its land claims in North America as a result
of the French and Indian War.
x The Quebec Act was passed in 1774 to deal with the concerns of
the French settlers in Canada.
x The Quebec Act guaranteed the French in Quebec the right to
maintain their culture.
x The War of 1812 united Canadians of all backgrounds against
the U.S.
x Important aspects of Canadian history after 1867 including
immigration, westward expansion and the role of the railroad.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but not limited to…
Other Evidence:
x Debates
x Students will create a travel brochure for a location in
x Tests and quizzes
Canada, including the geography, cultural information, and
x Homework
history of the area.
x Booklets
x Discussions
x Essays
x Maps
Stage 3 – Learning Plan
Learning Activities: can include, but not limited to…
x read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their
45
x
x
x
x
x
x
x
x
x
x
motivations, hopes, fears, strengths, and weaknesses
explore narrative accounts of important events from Canadian history to learn about different accounts of the past to begin to
understand how interpretations and perspectives develop
investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices
in Canadian history
interpret and analyze documents and artifacts related to significant developments and events in Canada
develop timelines by placing important events and developments in Canadian history in their correct chronological order
investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices
throughout Canadian history
interpret and analyze documents and artifacts related to significant developments and events in Canadian history
consider different interpretations of key events and developments in Canadian history and understand the differences in these
accounts
explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of Canadian people
view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts
Assigned reading from Harcourt Horizons textbook series
46
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: Latin America
#/Placement of Unit: Five
Duration: 4 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
1.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas,
social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of
people across time and space and the ways different people view the same event or issue from a variety of perspectives.
1.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on
important turning points in world history help organize the study of world cultures and civilizations.
1.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles
and contributions of individuals and groups.
1.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history,
hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of
change and continuity over time.
Understandings:
Essential Questions:
Students will understand…
x What are the different environmental regions in Latin America
47
x The physical and human characteristics of places in Latin
America today.
x Culture and experiences influence people’s perceptions of
places and regions in Latin America today.
x The characteristics, distribution, and complexity of cultures found
in Latin America.
x Human actions modify the physical environments of Latin
America.
x The physical geography and climate of Latin America and how
Latin America’s geography impacts its economy and population
distribution.
x The structure and function of Mexico’s federal government.
x The key turning points in the history of Latin America.
Students will know…
Geography of Latin America
x There are three regions in Latin America - Mexico and Central
America, the Caribbean, and South America.
x The countries of Central America are Belize, Costa Rica, El
Salvador, Guatemala, Honduras, Nicaragua and Panama.
x The countries of South America are Argentina, Bolivia,
Columbia, Ecuador, Chile, Brazil, Paraguay, Uruguay, Peru,
Venezuela, Guyana, Suriname and French Guiana.
x The major bodies of water in Latin America are:
Amazon River
Rio Grande River
Lake Titicaca
Panama Canal
Gulf of Mexico
Caribbean Sea
x The physical features of Latin America are:
Andes Mountains
Sierra Madres
Pampas
Atacama Desert
Amazon Rainforest
x The climate in Latin America is primarily tropical and
subtropical.
like?
x Why is Latin America’s population diverse?
x What factors contributed to Latin America’s development?
x How is the Latin America government similar and different from
the US government?
x What resources have contributed to Latin America’s economy?
Students will be able to…
Geography of Latin America
x Locate and label the three regions of Latin America on a
political map.
x Locate and label the countries of each region of Latin America
on a political map, using a resource.
x Locate and label the major bodies of water in Latin America:
Amazon River
Rio Grande River
Lake Titicaca
Panama Canal
Gulf of Mexico
Caribbean Sea
x Locate and label the physical features of Latin America:
Andes Mountains
Sierra Madres
Pampas
Atacama Desert
Amazon Rainforest
x Compare the physical features of Latin America with those of
North America.
Early Indian Civilizations
x Locate the Mayan Empire on a political map
48
Early Indian Civilizations
x The Mayan Empire existed in what is now southern Mexico and
Central America from 500 A.D. to 900 A.D.
x The main cities of the Mayan Empire were Copan and Tikal.
x Accomplishments of Mayan culture included:
they developed hieroglyphics and a number system
they built pyramids
they designed an accurate calendar
x The Mayan social classes, in order of importance were: priests
and nobles; crafts workers and traders; peasant farmers and
slaves
x Religion was very important to Mayan life and they believed in
many gods and goddesses.
x For reasons that are not known, the Mayan cities were
abandoned around 900 AD.
x The Aztecs lived in Central Mexico from approximately 1100 to
1500 AD.
x The main city of the Aztec Empire was Tenochtitlan.
x Accomplishments of Aztec culture included:
they developed hieroglyphics and medicines
they built floating gardens
they developed schools
x The Aztecs expanded their power by conquering neighboring
people.
x The Aztecs worshipped many gods with the sun god being the
most important.
x The Aztec social classes, in order of importance, were: emperor;
priests and nobles; warriors; merchants and artisans; farmers;
slaves
x The Aztecs were conquered by Hernando Cortes and the
conquistadors in 1520.
x The Incan Empire stretched along the western coast of South
America.
x The main cities of the Incan Empire were Cuzco (the capital) and
Macchu Picchu.
x The main god of the Incas was Inti, the sun god.
x Discuss two achievements of the Mayan civilization, including
hieroglyphics, the number system, pyramids and the calendar.
x Locate the Aztec Empire on a political map.
x Discuss two achievements of the Aztec civilization.
x Locate the Incan Empire on a political map.
x Discuss two achievements of the Incan civilization.
Government of Mexico
x Identify the similarities and differences of the governments of
the United States, Canada, and Mexico.
x Locate and label Mexico City on a map.
History of Mexico
x Compare the historical development of Mexico to that of
Canada and the United States.
x Locate San Antonio, Texas on the map of the United States.
x Identify the land acquired by the United States in the MexicanAmerican War.
49
x Accomplishments of the Incas included:
terrace farming and irrigation
highly advanced building techniques
a complex messenger system
x The Incas were conquered by Francisco Pizarro in the 1530s.
Government of Mexico
x Mexico is a democracy.
x The Mexican government has three branches - legislative,
executive, and judicial.
x The legislative branch is called Congress and is made up of the
Senate and the Chamber of Deputies.
x The executive branch is led by a President, who is elected by the
people and serves one six-year term.
x There are 31 states in Mexico.
x The capital of Mexico is Mexico City.
History of Mexico
x The War for Independence from Spain began in 1810 when a
priest named Miguel Hidalgo gave a speech known as the “Cry
of Delores.”
x Mexico won its independence from Spain in 1821 after the Plan
of Iguala was signed.
x The Plan of Iguala promised equal rights to all Mexicans.
x Mexico became a republic in 1824.
x Texas began to fight for independence from Mexico in 1835.
x The Battle of the Alamo was fought between Mexico and rebel
forces in San Antonio, Texas in 1836.
x The Mexican-American War from 1846-1848 was a defeat for
Mexico and the United States acquired almost half of Mexico’s
land.
x The conclusion of the war resulted in the creation of the Republic
of Texas.
x Santa Anna was an important military and political leader in
Mexico over a forty-year period in the early 1800s.
x A civil war in Mexico was led by Benito Juarez and his followers,
the reformers.
50
x The reformers won the war in 1861 and Juarez became the first
Indian elected president of Mexico.
x A revolution broke out in Mexico in 1910 against the rule of
Porfirio Diaz, a dictator.
x The Constitution of 1917 ended the Mexican Revolution and set
up a democratic government for Mexico.
Stage 2 – Assessment Evidence
Performance Tasks: can include, but not limited to…
Other Evidence: can include, but not limited to…
x Students can organize projects for a Latin America Fest.
x Debates
x Tests and quizzes
x Homework
x Booklets
x Discussions
x Essays
x DBQs
x Maps
Stage 3 – Learning Plan
Learning Activities: can include, but not limited to…
x read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their
motivations, hopes, fears, strengths, and weaknesses
x explore narrative accounts of important events from Latin American to learn about different accounts of the past to begin to
understand how interpretations and perspectives develop
x interpret and analyze documents and artifacts related to significant developments and events in Latin America
x develop timelines by placing important events and developments in Latin America in their correct chronological order
x investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices
throughout world history
x interpret and analyze documents and artifacts related to significant developments and events in Latin American history
x consider different interpretations of key events and developments in world history and understand the differences in these
accounts
x explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people in Latin America
x view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts
x Assigned reading from Harcourt Horizons textbook series
51
Owego Apalachin Central School District
Subject: Social Studies
Course Title: Fifth Grade
Unit: Economics
#/Placement of Unit: 6
Duration: 4 weeks
Stage 1 – Desired Results
Established Goals:
New York State Learning Standard 4:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and
other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision
making, and the interdependence of economies and economic systems throughout the world.
4.2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions
in daily and national life.
Understandings:
Essential Questions:
Students will understand…
• What goods and services shall be produced and in what
• Concepts such as scarcity, supply and demand, markets, and
quantities?
economic growth can be used to study the economic systems of
• How shall goods and services be produced?
the United States, Canada, and Latin America.
• For whom shall goods and services be produced?
• Individuals and groups in the United States, Canada, and Latin
• How shall goods and services be distributed?
America attempt to satisfy their basic needs and wants by utilizing
scarce capital, and natural and human resources.
• Types and availability of resources are important to economic
development in the United States, Canada, and Latin America
today.
52
• The nations of North, Central, and South America depend on one
another for various resources and products they need.
• Science and technology have influenced the standard of living in
nations in North, Central, and South America.
• Exchanges of technologies, plants, animals, and diseases
between and among nations of the Americas and Europe and subSaharan Africa have changed life in these regions.
Students will know…
Students will be able to…
• Two types of economic systems are a planned economy and a
free market economy.
x Compare and contrast the elements of a planned economy
• Countries of the world can be interdependent.
and a free market economy.
• Natural resources are used to create products.
x Describe why scarcity exists.
• Natural resources can be renewable or non-renewable.
x Pick a product and chart how a natural resource becomes
• Supply is the amount of a good or service that is available.
this product.
• Demand is the amount of a good or service that people will buy.
x Chart how goods get to a market.
• Supply and demand of goods or services is used to determine
x Create a product map of goods imported from and exported
price.
to other countries in the Western Hemisphere.
• Competition allows capitalism (free market economy) to flourish.
• A tariff is a tax on imported goods.
• Products can be classified as agricultural or manufactured.
• People can earn a living performing a service or producing a
good.
•Scarcity means that there is a limited amount of resources to
meet the demand.
Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence can include:
x Tests and quizzes
x Create an imaginary country. Be sure to focus on its
x Homework
economics system. Include information on natural
x Charts
resources, products, imports, and exports.
x Discussions
x Essays
x Maps
Stage 3 – Learning Plan
Learning Activities: can include, but not limited to…
x explain how people’s wants exceed their limited resources and that this condition defines scarcity
x study about how the availability and distribution of resources is important to a nation’s economic growth investigate how people
53
x
x
x
x
x
in the United States and throughout the world answer three fundamental economic questions:
o What goods and services shall be produced and in what quantities?
o How shall goods and services be produced?
o For whom shall goods and services be produced?
explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, and natural and
human resources define basic economic concepts such as scarcity, supply and demand, markets, and economic growth
explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, and natural and
human resources define basic economic concepts such as scarcity, supply and demand, markets, and economic growth
understand how scarcity requires people and nations to make choices which involve costs and future considerations
understand how people in the United States and throughout the world are both producers and consumers of goods and services
Assigned reading from Harcourt Horizons textbook series
54