Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Social Studies Course: American History – 5th Grade Unit: Industrial Revolution/ Civil War TEKS Guiding Questions & Specificity Assessment Designated Instructional Unit: Fifth Grading Period Days to teach: 7 weeks Vocabulary Instructional Resources Strategies Industrial Revolution Unit 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. 5.7 Geography. The student understands the concept of regions in the United States. 5.9 Geography. The student understands how people adapt to and modify their environment. 5.11. Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. 5.12 Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system 5.13 Economics. The student understands patterns of work and economic activities in the United States. 5.23 Science, Technology, and Society. Understands the impact of Science and Technology on society in the United States. 4 (B) identify and explain Industrial Revolution How did the Industrial Sectionalism Cause/Effect flowchart for Leveled Readers: how changes resulting from led to industrial North Revolution led to Industrial cotton gin/interchangeable Industrial Revolution the Industrial Revolution led and agricultural South. conflict between the Revolution parts/steel-tipped A Changing World to conflict among sections of North and South? Mechanization plow/steamboat/canal Industrial Revolution the United States; Whitney – Cotton Gin/ Agriculture system. 4 (F) explain how industry Interchangeable Parts What effects did the Industry and the mechanization of Fulton- steamboat cotton gin/steel-tipped Immigrant Photo Analysis of images Google Drive Industrial agriculture changed the Deere – Steel-tipped plow/interchangeable Interchangeable before and after the cotton Revolution Unit American way of life; plow parts/steamboat have Parts gin/interchangeable 4(G) identify the challenges, on the American way parts/etc. and have students opportunities, and Canal system of life? compare the two pictures contributions of people from and write a summary various American Indian and What opportunities did statement about the effect immigrant groups. the Industrial of the Revolution give to invention/innovation. immigrants? What challenges? 7 (C) locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest Revised May 2016 Southwest Region Identify the Southwest region, what states are located there and their capitals. Students create map of the region with states and capitals. Harcourt Chapter 1 * aligns with STAAR assessed curriculum Social Studies Course: American History – 5th Grade Unit: Industrial Revolution/ Civil War TEKS Guiding Questions & Specificity 9 (A) describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; 9(B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present. 11(B) describe how the free enterprise system works in the United States. 11 (C) give examples of the benefits of the free enterprise system in the United States. 12 (A) explain how supply and demand affects consumers in the United States; 12(B) evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States. 13(A)* compare how people in different parts of the United States earn a living, past and present 13(B) identify and explain Revised May 2016 Migration to areas where necessary resources were available. Creation of farmland from prairieland. The transcontinental railroad and the displacement of Native Americans. The abuse of natural resources such as the buffalo population. Owning a business, private property ownership, competition, lower prices for consumers. Effect of supply and demand on price of goods and on consumers. Impact of Industrial Revolution on the social classes and economic growth of country. Assessment What were some positive consequences (benefits) of the creation of the Transcontinental Railroad? Designated Instructional Unit: Fifth Grading Period Days to teach: 7 weeks Vocabulary Instructional Resources Strategies Consequences Modification What were some negative consequences of the creation of the Transcontinental Railroad? Photo Analysis of images before and after the Transcontinental Railroad, have students compare the two pictures and write a summary statement about the positive/negative consequences to the environment. Leveled Readers: Industrial Revolution A Changing World Industrial Revolution Google Drive Industrial Revolution Unit Table with benefits of the free enterprise system, have students complete the table with a few missing benefits Have students analyze supply/demand graph and answer questions about what effect this has on the price of goods at certain points in the graph. Free Enterprise AVID – 1 Pager for Free Enterprise System Supply and Demand Plantation System Have students create a supply/demand graph for certain goods, such as cash crops, manufactured goods, etc. 13(D) What impact did the assembly line, factories, interchangeable parts have on the economic Geographic factors Mass production, Specialization Assembly line Review of 13A/B from 2nd Grading Period. Assembly Line Simulation 13D have students complete an assembly line Assembly Line Simulation #2 * aligns with STAAR assessed curriculum Social Studies Course: American History – 5th Grade Unit: Industrial Revolution/ Civil War TEKS Guiding Questions & Specificity how geographic factors have influenced the location of economic activities in the United States 13(D)* describe the impact of mass production, specialization, and division of labor on the economic growth of the United States. 23 (A) identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong 23(B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program Assessment Designated Instructional Unit: Fifth Grading Period Days to teach: 7 weeks Vocabulary Instructional Resources Strategies growth of the country? Whitney – Cotton Gin/ Interchangeable Parts Fulton- steamboat Deere – Steel-tipped plow Morse – telegraph/ Morse Code Students identify quotes that describe the accomplishments of Whitney/Deere/Fulton, etc. Canal system What effects did the cotton gin/steel-tipped plow/interchangeable parts/steamboat/Trans continental Railroad have on the economic development of the country? Transcontinental Railroad simulation and debrief questions over the impact it would have had on division of labor and economic growth of the country. Transcontinental Railroad Innovations Field of Communication Field of Transportation Students create salesman brochures for the different innovations. Leveled Readers: Push to the West Industrial Revolution Students use the My Research document to do research over Whitney/Deere/Fulton/Mor se Google Drive Industrial Revolution Transcontinental Railroad PPT My Research Document Newspaper Template Transcontinental Reading How did the telegraph and the invention of the railroad benefit individuals and society? 23(C) explain how scientific Revised May 2016 * aligns with STAAR assessed curriculum Social Studies Course: American History – 5th Grade Unit: Industrial Revolution/ Civil War TEKS Guiding Questions & Specificity Assessment Designated Instructional Unit: Fifth Grading Period Days to teach: 7 weeks Vocabulary Instructional Resources Strategies discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States Civil War Unit 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. 5.7 Geography. The student understands the concept of regions in the United States. 5.13 Economics. The student understands patterns of work and economic activities in the United States. 5.19 Citizenship The student understands the importance of effective leadership in a constitutional republic. 5.22 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. 4 (E) *identify the causes of Sectionalism- putting Explain how Sectionalism Have students create a the Civil War, including the interests of your sectionalism/slavery/st States’ Rights conversation between a sectionalism, states' rights, region above that of the ates’ rights was a Northerner and a and slavery, and the effects of nation. cause of the Civil War. Southerner addressing the the Civil War, including issues that causes the Civil Reconstruction and the 13th, War – sectionalism 14th, and 15th amendments /slavery/states’ rights to the U.S. Constitution; I have Who had Causes of Civil War Cards- can use teacher created ones or students can create their own. 7 (C) locate on a map important political features such as the ten largest urban Revised May 2016 Union and Confederacy regions on a map with their capitals Identify which region is the Union/Confederacy Union Confederate States of America Students can complete the Civil War Picture Matching Activity Causes Activity in the Civil War Bundle Students create map of the \two regions with states and capitals. Leveled Readers War Between the States Destination Freedom Civil War Jetty’s Journey to Freedom Journeys of Courage on the Underground Railroad New Technology in the Civil War Google Drive Civil War Unit Harcourt 468-469 * aligns with STAAR assessed curriculum Social Studies Course: American History – 5th Grade Unit: Industrial Revolution/ Civil War TEKS Guiding Questions & Specificity areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest 13(A)* compare how people in different parts of the United States earn a living, past and present 13(B) identify and explain how geographic factors have influenced the location of economic activities in the United States 19 (B) *identify past and present leaders in the national government, including the president and various members of Congress, and their political parties 22 (C) *summarize the contributions of people of various racial, ethnic, and religious groups to our national identity Revised May 2016 Assessment Designated Instructional Unit: Fifth Grading Period Days to teach: 7 weeks Vocabulary Instructional Resources Strategies and Identify the capitals of both regions Northern economy(small farms/cottage industries/shipping/fishi ng) vs. Southern economy(plantation economy/cash crops) Northern soil/climate Southern soil/climate Abraham Lincoln – Republican Party, Pres of the North/Union Jefferson Davis – President of the Confederacy Ulysses S. Grant – General of the Union at the end of the War Robert E. Lee – General of the Confederacy Contributions of slaves – food/hymns Harriet Tubman – Underground Railroad 13 (A) How did people in the South, North, West earn a living? 13(B) What and how did geographic factors influence the South and North to have different economies? What political party did Abraham Lincoln belong to? Geographic factors Google Drive Civil War Unit Geography Activities in Civil War Bundle Union/North Confederacy/Sout h What roles did have during the Civil War? List of contributions of African slaves and have students identify the group that best represents the list. Review of 13A/B from 2nd Grading Period. Comparison/Contrast activity over Lincoln/Davis and Grant/Lee Google Drive Civil War Unit Leaders activity in the Civil War Bundle Abolition Have students complete the Slavery and Abolition activities in the Civil War Bundle. Google Drive Civil War Unit * aligns with STAAR assessed curriculum