Download 5th Grading Period

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