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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 © Copyright 2009, Rubicon