Download District Collaborative Curriculum Map 2008

District Collaborative Curriculum Map 2008-2009
Grayslake Community Consolidated School Dist 46
Barkley, Lynn; Beye, Michele; Blumenberg, Michelle; DeMeis, Karen; Detweiler , Eric; Dinsmore, David;
Ellison, Katherine; Keer, Craig; Lagudem, Lisa; Murray, Vince; Porten, Raymond; Santelle, Cathy / (D)
Social Studies 5* / Grade 5 (District Curr. Intermediate)
What Students
What Students
Curriculum
Should Know
Should Be Able To Essential Questions Assessments
Resources
(Content)
Do (Skills)
Geography
•Human/environment •Analyze
•What are the 5 themes •Quiz
•2009
interactions
informational text of geography?
•Projects
Harcourt
Review
(Week 1, 3 Weeks)
•Types of maps
•Define essential
•How have the 5
Social
•Place: physical and geographical
themes of geography
Studies
human
vocabulary terms changed in relation to
Text, "The
characteristics
(continents, equator, your region during
United
•Movement:
hemispheres, prime your lifetime?
States"
exchange of products meridian,landforms)
and ideas
•Apply map skills
•Region: physical
(reading maps,
and human features finding locations)
within an area
•Location: where
•States and Regions:
How are the 50 states
alike and how are the
different?
•The Land: How the
nation's geography
differs as you travel
across the country
•Bodies of Water:
The different bodies
of water in the
United States and
how they drive the
development of the
land
•Climate and
Vegetation: How
they differ across the
United States and the
factors affect climate
and vegetation
•People and the
Environment:
Human settlement
affects the
environment, and the
environment affects
human settlement
Explorer
Geography
(Week 4, 3 Weeks)
•Human/environment •Analyzing
interactions
informational text
•Types of maps
•Define essential
•Place: physical and geographical
•2009
Harcourt
Social
Studies
What Students
What Students
Curriculum
Should Know
Should Be Able To Essential Questions Assessments
Resources
(Content)
Do (Skills)
human
vocabulary terms
Text, "The
characteristics
•Apply map skills
United
•Movement:
States"
exchange of products
and ideas
•Region: physical
and human features
within an area
•Location: where
Explorers
(Week 4, 3 Weeks)
Colonies
Geography
(Week 7, 7 Weeks)
Colonies
(Week 7, 7 Weeks)
•Reasons for
•Identify major
•What motivated
•Quiz
exploration
reasons for
people to explore the •Projects
•Major explorers
exploration
Unknown World?
(where they came
•Identify important •How did the points of
from, where they
explorers and their view of the explorers
went, and why)
expeditions
and the Native
•Technological
•Understand the
Americans differ? How
advances allowed for points of view of
were they the same?
this period in history the explorers and
•Explorers that led to the Native
the colonization and Americans
expansion of the
•Identify the
United States
explorers that led to
the colonization and
expansion of the
United States
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•Human/environment •Analyze
interactions
informational text
•Types of maps
•Define essential
•Place: physical and geographical
human
vocabulary terms
characteristics
•Apply map skills
•Movement:
•Identify locations
exchange of products of different colonies
and ideas
on a map (Spanish,
•Region: physical
English, French,
and human features and Dutch)
within an area
•Identify how
•Location: where
topography effected
the formation of
colonies
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•Differences between •Differentiate
daily lives during
between the three
colonial times and groups of colonies
modern times
•Compare and
•Geographical
contrast colonial
differences of the
life with today
colonies
•Understand
•Geographical
geographical
effects on the
influences on
•Who was there?
•Quiz
•Why were they there? •Projects
•Why were economies
different in different
colonies?
•2009
Harcourt
Social
Studies
Text, "The
United
States"
What Students
Should Know
(Content)
economy
•Governmental
differences between
colonies such as self
government,
absentee
government,
monarchy,
dictatorship,
republic, and
democracy.
•The difference
between a colony
and a state
•The explorers that
led to the
colonization and
expansion of the
United States
Causes of the
Revolutionary
War and War
Geography
(Week 14, 10 Weeks)
Causes of the
Revolutionary
War
(Week 14, 7 Weeks)
What Students
Curriculum
Should Be Able To Essential Questions Assessments
Resources
Do (Skills)
societies
•Conduct research
•Identify the
explorers that led to
the colonization and
expansion of the
United States
•Identify the effects
different countries
had on the
colonization of the
Americas
•Identify the
relationships
between the
different European
Colonies (Spanish,
Dutch, French, and
English) and the
Native Americans
•Explain reasons for
the formation of
different colonies
•Human/environment •Analyze
interactions
informational text
•Types of maps
•Define essential
•Place: physical and geographical
human
vocabulary terms
characteristics
•Apply map skills
•Movement:
exchange of products
and ideas
•Region: physical
and human features
within an area
•Location: where
•Causes of the
Revolutionary War
•Purpose of the
Declaration of
Independence and its
general contents
•Colonial
government
•British government
•How the ideas and
events leading to the
Revolutionary War
lead to the idea of
•What effect did
winning the war have
on the expansion of the
United States?
•How did climate and
geography affect the
way soldiers fought in
the war?
•Identify causes and •What is
•Quiz
events leading to
freedom/independence? •Projects
the war
•What were the causes
•Understand the
of the Revolutionary
different points of War?
view of individual •Which Patriots and
groups(Loyalist,
British were key
Patriots, Quakers, players in the events
Native Americans, leading to the
Slaves, French, and Revolutionary War?
British)
•What ways did
•Explain roles of
colonists protest British
various men,
imperial policies?
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•2009
Harcourt
Social
Studies
Text, "The
United
States"
Revolutionary
War
(Week 21, 3 Weeks)
What Students
Should Know
(Content)
Democracy?
•Major battles and
events of the war
•The Treaty of Paris
•Outcomes of the
Revolutionary War
What Students
Curriculum
Should Be Able To Essential Questions Assessments
Resources
Do (Skills)
women, and places
that led to the
American
Revolution
•Compare the
Colonial
Government to the
British Government
•Explain how the
outcome of the
Revolutionary war
effected civil
liberties
•Major battles and
events of the war
•The Treaty of Paris
•Outcome of the
Revolutionary War
•Steps to becoming
an American Nation
•Determine cause •How did the ideas and •Quiz
and effect of events events formed during
of the war
the Revolutionary War
•Compare and
help lead to the idea of
contrast the British Democracy in the
Army and the
United States?
Continental Army •Which Patriots and
and their strategies British were key
•Describe the
players in outcome the
different points of Revolutionary War?
view of various
•What effect did other
groups during the countries, Native
war and how they Americans, women,
might have changed and slaves have on the
throughout the war outcome of the war?
•Describe how the •How did economy
outcome of the
play a role in the war?
Revolutionary war •How did the colonists
affected civil
win the war?
liberties
•Identify the steps
the country needed
to take to become
an American Nation
following the war
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•Analyze how the •Why are there three •Quiz
checks and balances branches of
•Project
system shaped the government?
U.S. government
•How does the
•Classify the
Constitution affect my
governmental
life?
powers into the
•What is the Bill of
three branches
Rights?
•Compare and
•Why is the
contrast the Articles Constitution a working
of Confederation
document?
and the Constitution
•2009
Harcourt
Social
Studies
Text, "The
United
States"
Constitution/New •The events leading
Government
up to the writing and
(Week 24, 4 Weeks) adopting of the U.S.
Constitution (Magna
Carta, Mayflower
Compact, Articles of
Confederation, State
Constitutions, 3/5
Compromise, and
Great Compromise)
•How the
Constitution united
What Students
Should Know
(Content)
the colonies
•The importance of
the flexibility of the
Constitution
•Two houses of
Congress and how
they work
•The three branches
of government
(Checks and
Balances)
Westward
Expansion
Geography
(Week 28, 2 Weeks)
Westward
Expansion
(Week 28, 2 Weeks)
Civil War
Geography
(Week 30, 7 Weeks)
What Students
Curriculum
Should Be Able To Essential Questions Assessments
Resources
Do (Skills)
•Evaluate the
effects of the Bill of
Rights on our daily
lives
•Compare and
contrast the points
of view of the
Federalists and the
Anti federalists
•Human/environment •Analyze
interactions
informational text
•Types of maps
•Define essential
•Place: physical and geographical
human
vocabulary terms
characteristics
•Apply map skills
•Movement:
exchange of products
and ideas
•Region: physical
and human features
within an area
•Location: where
•The Louisiana
Purchase and Lewis
and Clark
•The Trail of Tears
•The California Gold
Rush
•Western Trails
(Oregon Trail, Santa
Fe Trail and the
Mormon Trail)
•Development and
formation of the
United States
•What explorers lead
to the colonization
and expansion of the
United States
•What events drove
westward expansion?
•What were the results
of westward
expansion?
•Compare and
•What makes people •Quiz
contrast the reasons want to move to a new •Project
Americans moved place?
West
•How did Manifest
•Compare and
Destiny lead to
contrast the routes expansion to the
and modes of
Pacific?
transportation used •What effect did the
to move West
Industrial Revolution
•Identify what
have on the United
explorers lead to the State?
colonization and
expansion of the
United States
•Identify how
expansion affected
the Native
Americans,
Spanish, Chinese,
Americans,
Immigrants, and
Slaves
•Human/environment •Analyze
interactions
informational text
•Types of maps
•Define essential
•What effect did the
•Quiz
climate and geography
play on the causes and
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•2009
Harcourt
Social
What Students
What Students
Curriculum
Should Know
Should Be Able To Essential Questions Assessments
Resources
(Content)
Do (Skills)
•Place: physical and geographical
the outcome of the
Studies
human
vocabulary terms Civil War?
Text, "The
characteristics
•Apply map skills
United
•Movement:
States"
exchange of products
and ideas
•Region: physical
and human features
within an area
•Location: where
Civil War
(Week 30, 7 Weeks)
Reconstruction
(Week 37, 2 Weeks)
•Northern and
Southern beliefs
•Northern and
Southern strengths
and weaknesses
•Causes of the Civil
War
•Purpose and content
of the Emancipation
Proclamation
•Major battles and
events of the war
•The difference
between industrial
and plantation
lifestyles
•Compare and
•What were the causes •Quiz
contrast the
of the Civil War?
•Projects
economy, beliefs, •What were the effects
strengths, and
of the Civil War on the
weaknesses of the United States both then
North and the South and now?
•Define the causes
and events of the
war
•Compare and
contrast the points
of view between
different groups in
the North and the
South
•Compare and
contrast the armies
involved in the war
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•Ideas that came
about during
reconstruction
•Effects of
Reconstruction on
different groups of
people
•To compare and
contrast the
reactions of both
Northerners and
Southerners to the
reconstruction
efforts
•To describe how
the United States
planned on
reconstructing itself
after the Civil War
•2009
Harcourt
Social
Studies
Text, "The
United
States"
•What was
•Quiz
Reconstruction?
•Projects
•What effect does
Reconstruction have on
us today?
•Was Reconstruction
successful?
•What was the effect of
Reconstruction on
African Americans?
Atlas Curriculum Mapping, Version 6.9.2
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