Download Fifth Grade - Delta RV Schools

Delta RV Fifth Grade Social Studies
Revised-2010
Social Studies: 5th Grade
Principles of Constitutional Democracy
Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
A
Assessment
Students will:
identify important principles
in the Constitution:
identify important
principles in Bill of
Principles of Rights, such as basic
constitutional rights and freedoms (for
democracy in rights listed, see
the United
Amendments 1-8; for
States
rights not listed, see
Amendment 9).
identify important
principles in the
Declaration of
Independence, such as
inalienable rights and
government by consent
of the governed.
R
Recall
1.6
1.10
1.10
G
RE
D
Students will work
individually to
identify meanings of
terms.
Students will work in small groups
to create a list of rights and
freedoms from the Bill of Rights.
Students will work
individually to state
examples of the rights
and freedoms from
the Bill of Rights.
Students will work in pairs to sort
and identify a given list of “rights”
and “responsibilities.”
Students will work in
groups to identify a
list of rights that can’t
be taken away without
government action
and tell how they can
be restored.
Recall
limited government
rule of law
majority rule
minority rights
separation of powers
checks and balances
Skill/Concept
a.
b.
c.
d.
e.
f.
Students will work in small groups
to identify meanings of limited
government, rules of law, majority
rule, minority rights, separation of
powers, checks and balances, and
due process
G
RE
1
Social Studies: 5th Grade
Principles and Processes of Governance Systems
Content Standard 2: Knowledge of principles and processes of governance systems
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Processes of
governmental
systems
Students will:
distinguish between
powers and functions
of local, state and
national government.
Students will work with partners to
create a chart listing the powers of
the three branches of government.
Assessment
Peer discussion about
chart
Rubric scoring guide
for charts
1.10
W
Skill/Concept
C
Instructional Strategies/Student
Activities/Resources
2
A
Understand the
migrations of
people from
many regions
to North
America
Students will:
summarize the viability
diversity of Native
American cultures before
Europeans came.
Assessment
Skill/Concept
Social Studies: 5th Grade
United States History
Content Standard 3a: Knowledge of continuity and change in the history of Missouri and the United States
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1.10
C
Strategic Thinking
Discovery,
Exploration
and Settlement
of the United
States
outline the discovery,
exploration and early
settlement of America.
1.8
Students will explain the ideas and
differences in Patriots and Loyalists.
Students will create a timeline
leading to the victory of the
Revolutionary War.
Rubric scoring guide
for timeline
In small groups, translate and
present the Preamble or the Bill of
Rights in your own words.
Rubric scoring guide
for group own words
Preamble or Bill of
Rights
Students will write
summaries of specific
events in the
Revolutionary War.
explain the American
Revolution, including the
Perspectives on perspectives of Patriots
the American and Loyalists and factors
Revolution
that explain why the
American colonists were
successful.
Strategic Thinking
D
3.6
3
Students will:
investigate the causes
and consequences of
Westward Expansion
including:
a.
1.6
Texas and the
Mexican War
Oregon Territory
Westward
expansion and
b.
settlement of
c. California Gold
Rush
the United
examine
cultural
States
interactions among
these groups from
colonial time to Civil
War:
Skill/Concept
F
Skill/Concept
Social Studies: 5th Grade
United States History
Content Standard 3a: Knowledge of continuity and change in the history of Missouri, the United States, and the world
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1.6
1.9
a.
b.
c.
Native Americans
Immigrants from
Europe
Africans brought to
America
Assessment
Students will show the growth of
the United States on blank outline
maps.
Rubric scoring guide
of maps
Students will create a timeline
sequencing the conflicts and
cooperative efforts among
European immigrants, Native
Americas, and Africans brought to
America. Students will label
conflicts above the line and the
cooperative efforts below the line.
Rubric scoring guide
of timelines
Students will create a cause/effect
graphic organizer listing the
political, economic, and social
events of the Civil War.
Rubric scoring guide
of cause/effect
graphic organizer of
the Civil War
identify political,
economic, and social
Understanding causes and
the causes and consequences of the
consequences Civil War and
Reconstruction.
of the Civil
War
1.6
R
3.1
RE
Skill/Concept
I
4
Social Studies: 5th Grade
Economic Concepts and Principles
Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Knowledge
of basic
economic
concepts,
being able to
explain and
use them to
interpret
historical and
current
events
Students will:
apply the following
economic concepts:
a. scarcity
b. b. supply and
demand
c. trade-offs
(opportunity cost).
1.10
Skill/Concept
A
5
Scarcity: Students will role play a
town council meeting to allocate a
budget of $10,000 to rebuild a
playground. The town wants to
purchase a new slide, jungle gym,
merry-go-round, and pea gravel to
surround the entire play area. The
council would also like to landscape
the area. The students will make
choices on how the council should
spend the town’s money, what tradeoffs should be made and why.
Students will then write a summary
of the town council meeting.
Rubric scoring guide
of summary of town
council meeting
E
The role of
technology in
changing the
United States
from an
agricultural
economy to an
industrial
economy
Students will:
identify the role of
technology in our
economy and how our
economy has changed
from an agricultural
economy to an industrial
economy.
1.6
Skill/Concept
Social Studies: 5th Grade
Economic Concepts and Principles
Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
T
interpret the past, explain
the present, and predict
Interpreting the future consequences of
economic decisions.
past,
explaining the
present and
predicting the
future of
economic
decisions
Strategic Thinking
F
3.8
6
Students will use computer lab to
research the advancements in
technology in our past economy.
Students will then create a
PowerPoint to show some
technological advancement from out
agricultural to industrial change in
our economy (example—mule
drawn plow to 1066 IH tractor).
Students will present their individual
PowerPoint to the class.
Rubric scoring guide
for teacher to assess
the PowerPoint
Rubric scoring guide
for peers to assess
classmate’s
PowerPoint
A
Reading and
constructing
maps
Students will:
use geographic research
sources to acquire
information, answer
questions.
1.4
construct maps.
1.8
Skill/Concept
Social Studies: 5th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, and regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
1.5
Using geographic research sites
displayed on the Smart Board, the
teacher will explain, model and
discuss methods of collecting
information to construct maps. The
teacher will give each student an
outlined shape of a map to label.
Rubric scoring guide
for map
1.10
locate cities of Missouri
and the United States, such
as New York, Chicago,
Detroit, Denver, San
Francisco, Los Angeles,
Seattle and Washington,
DC.
Understanding
the concept of
location to
make
locate states and major
predictions and topographic features of the
solve problems United States.
Skill/Concept
B
1.4
1.5
1.10
locate and describe real
places, using absolute and
relative locations.
7
The students will practice labeling a Teacher and peer
blank map of the United States.
rubric scoring guide
Students will research and write
for questions/answers
questions/answers about
topographical features of the specific
areas of the United States.
Social Studies: 5th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, and regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Understanding
the concept of
place
Students will:
identify physical
characteristics, such as
climate, landforms,
topography, relationship
to water, and ecosystems.
identify human
characteristics, such as
people’s education,
language, diversity,
economies, religions,
settlement patterns,
ethnic background, and
political system.
Recall
C
1.10
Using large poster paper, students
will draw a collage identifying the
physical characteristics of an area of
the United States. Students will
work in groups of three to five and
the teacher will assign each group a
specific area of the United States.
Each group will explain their collage
to the entire class.
Teacher and peer
rubric scoring guide
for the collage
Working in small groups, students
will create a poster showing the five
types of regions in the United States.
Students will label the regions and
the characteristics of each region.
Each group of students will present
their work to entire class.
Teacher and peer
rubric scoring guide
for the poster
F
Understanding
relationships
between and
among regions
Recall
identify different kinds of
regions in the United
States.
1.10
8
Social Studies: 5th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, and regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
identify major patterns of
population distribution,
demographics and
migrations in the United
States.
Human
systems
Skill/Concept
H
1.10
Using
geography to
interpret,
explain and
plan for the
future
use geography to
interpret the past, explain
the present and plan for
the future (example—
physical processes that
continue to reshape the
earth).
Strategic Thinking
J
1.6
3.2
9
Students will work with partners to
research and create a graphic
organizer showing population
distribution in the United States.
Students will present their graphic
organizer to the entire class.
Rubric scoring guide
for graphic organizer
for teacher and peers
E
Students will:
identify how a person
becomes a member of a
group or institution and
what factors influence
inclusion or exclusion
from a group.
1.9
Group
membership
Skill/Concept
Social Studies: 5th Grade
Relationships of Individual and Groups to Institutions and Traditions
Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
RE
G
Assessment
After the teacher leads a class
discussion about membership in a
certain group or institution, students
will establish what factors influence
inclusion or exclusion from a group.
Working in groups, the students will
establish group by-laws for
admission into a specific group.
Rubric scoring guide
for by-laws
After class discussion students work
in pairs to create a graphic organizer
showing how traditions and ideas
have changed through time.
Students are given a
Venn diagram.
Students will be able to
complete the diagram
with changes in ideas
and traditions that have
occurred over time.
I
Changing
ideas, concepts
and traditions
1.9
Skill/Concept
identify how ideas,
concepts and traditions.
R
10
Rubric scoring guide
for Venn diagram
Social Studies: 5th Grade
Tools of Social Science Inquiry
Content Standard 7: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
A
1.2
1.4
The class will read and discuss the
Preamble and Bill of Rights.
Students will work in
small groups. Each
group will be given a
small portion of the
Bill of Rights or the
Preamble. The groups
will interpret and
present in their own
words the section that
was assigned to them.
Using a large blank map, model
locating states and cities in the
United States including topographic
features. Use latitude and longitude
to locate these various places.
Using a blank map,
students will work
with a partner to locate
states and cities in the
United States using
latitudinal and
longitudinal lines as
well as topographical
features.
Extended Thinking
Students will:
select, investigate, and
present a topic using
primary and secondary
Identify, select, resources, such as oral
use, analyze
interviews, artifacts,
and create
journals, documents,
appropriate
photos and letters.
resources,
primary and
secondary, for
social science
inquiry
Assessment
R
2.1
Knowledge to
create and use
various social
studies
graphics and
maps
use maps, graphs,
statistical data, timelines,
charts and diagrams to
interpret, draw
conclusions and make
predictions.
Extended Thinking
B
1.4
1.6
1.8
R
2.1
3.5
11
Social Studies: 5th Grade
Tools of Social Science Inquiry
Content Standard 7:
Concepts
Measurable Learner
Objective
C
Process
Standards
Integrated
Skills
DOK
Students will:
D
G
12
Instructional Strategies/Student
Activities/Resources
Assessment
13