Download ELA Curriculum At-A-Glance

American History 5th Grade – Curriculum Pacing Guide
4th 9 Weeks
Over-arching Question
Explain some of the ways technology has changed life in America. Give one positive and one negative example of technology or innovation.
Essential/Guiding Questions
Sectionalism
 What does it mean to “section” off something?
 What does sectionalism mean, in terms of the United States?
 Describe the section of the U.S. that was “the North”. Include geography,
resources, economic activities, and belief about slavery.
 Describe the section of the U.S. that was “the South”. Include
geography, resources, economic activities, and belief about slavery.
 Describe the section of the U.S. that was “the West”. Include geography,
resources, economic activities, and belief about slavery.
 Which area of the U.S. generated the most wealth? Explain why you
think so.
 Does being against slavery mean you think all people should be treated
as equals? Explain your answer.
Civil War and Reconstruction
 What did Abraham Lincoln think about slavery? Why do you think so?
 How did Lincoln feel about going to war? Explain why you think so.
 Why do some people say the Civil War divided families?
 Do you think the Civil War could have been avoided? What would have
had to have happened to avoid war?
 Some former slaves stayed on the plantation where they were enslaved
after the war ended. Why do you think this happened?
 Were African-Americans completely free after the Civil war ended?
Explain your answer.
 What impact did the war have on the South?
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 Why are the 13 , 14 and 15 amendments sometimes called the
“Reconstruction amendments”?
Assessments
Quizzes (Reading and Vocabulary)
Map Test(s)/Unit test(s)
Formative Assessment
 Ticket out
 Journal/quick write as focus activity
Writing assignment
Revised July 2014
Modern America
 What does the term “modern” refer to?
 What is industry? Give some examples of industries that we currently
have in the US.
 How does technology influence industry?
 How can transportation influence industry?
 How did the growth of industry influence cities?
 Why do we always mention railroads when we talk about westward
expansion? What is the connection between these two things?
 What was the Great Depression? Why do you think it was named so?
 What did you find most interesting, sad, happy or unusual about the
Great Depression?
 Why do you think we study World War II?
 Why do you think World War II did not move to the contiguous United
States, on the North American continent?
 How did technology influence World war II?
 What are civil rights? Give some examples of specific rights that would
be classified as “civil rights”.
 What do we mean by the term equality?
 How did the Reconstruction amendments change Civil Rights?
 Why do we celebrate/acknowledge people such as George Washington
Carver and Martin Luther King, Jr.?
 What are some unique issues that exist today, because of technology,
which did not exist 50 years ago?
 What are positive influences technology has had on society?
 What are some negative influences technology has had on society?
 Describe ways that commercial airlines have changed transportation,
communication and the technology industry.
Sectionalism
2 Weeks
TEKS/Standards
Key Concepts
5.4.E identify the causes of the Civil War,
including sectionalism, states' rights, and
slavery, and the effects of the Civil War,
including Reconstruction and the 13th, 14th,
and 15th amendments to the U.S.
Constitution*
Sectionalism
 Review; define
 Reasons for sectional
differences: slavery vs.
industry, geography
5.9.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*
North vs. South
 Economic: industry (paid
workers) vs. agriculture
(slaves); amount of money
generated, ability to pay
workers, tariffs
 Political: State’s rights vs.
federal government
authority
 Cultural: city vs farming
communities, slave holder
beliefs vs. abolitionists
 Social: rights, ability to have
a place in society
5.9.B analyze the positive and negative
consequences of human modification of the
environment in the United States, past and
present*
5.11.B describe how the free enterprise
system works in the United States*
5.11.C give examples of the benefits of the
free enterprise system in the United States
5.13.A compare how people in different
parts of the United States earn a living, past
and present*
Suggested Activities/Links
Development of sectionalism in economy: United
streaming video segment “The Market Revolution”
outlines how sectional differences developed
among North, South and Western areas of the U.S.
with the dawn of the Industrial Revolution. This clip
is 4 minutes long (last 30 seconds or so not
necessary), and would be a great pre-cursor to
show students prior to the activity on sectionalism
as a cause of conflict listed below.
Academic Vocabulary
Sectionalism
Economic
Cultural
Social
Political
Industry
Slavery
State’s rights
Abolition
Emancipation
Sectionalism as a cause for conflict:
for a
resource. This website breaks out each part of the
US, North, South, and West. It also has information
over the aspects of sectionalism that became
causes of the Civil War. I would recommend having
students take a blank map of the US (\\flash\video\TISD
SMART Content\ELEM\Social Studies\US blank outlined map.docx),
and divide it up as done in the “class reading” page
of this site. Then, have them color each section
differently, as done in the map shown. Afterwards,
they can put each section’s view point on the issues
of sectionalism on the map or in the margins of the
paper beside the corresponding section.
http://www.socialstudieshelp.com/Lesson_29_Notes.htm
**You can also tie this part of history to a comparison
to the districts in “The Hunger Games”.
5.13.B identify and explain how geographic
factors have influenced the location of
economic activities in the United States
ELPS/CCRS
ELPS:
3.D. speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
3.E. share information in cooperative learning interactions
CCRS:
I.A.6. Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze the relationship between geography and the
development of human communities
Revised July 2014
Civil War and Reconstruction
2.5-3 Weeks
TEKS/Standards
Key Concepts
5.4.E identify the causes of the
Civil War, including
sectionalism, states' rights, and
slavery, and the effects of the
Civil War, including
Reconstruction and the 13th,
14th, and 15th amendments to
the U.S.
Constitution*
Causes of the Civil War
 Sectionalism
 Election of Abraham Lincoln
 Impending end to slavery in the
United States
Civil War
 Union/North advantages in war
 South/Confederate advantages
in war
 Outcome: Union wins
 Impact of war on country
 Impact of war on South: land,
people, political and economic
structure will change
Reconstruction
 Define; review political and
economic
 Amendments and political
change
 Amendments and
social/economic change
 Impact on United States: is
sectionalism over?
Activities/Links
Sectionalism, Civil War, Reconstruction documents:
\\flash\video\TISD SMART Content\Content Reading Social Studies\5th
Grade\Sectionalism, Civil War, Reconstruction document activity.docx for primary
resources. Have students get into small groups and read/review the
resources. There are questions that go with each resource. After
completing in pairs, have student groups pair up into groups of 4, and
see if they have a consensus about the answers to the questions.
Afterward, pull class back as a whole and go through the questions.
The class should be able to come to a consensus, after questioning
and discussion, on answers to the questions. Writing assignment:
after reading, discussing, and thinking, would a civil war be worth
fighting?
Academic Vocabulary
Battle
War
Civil War
Cause
Effect
Reconstruction
Rights
Civil War: video clips, animated battle maps, etc. can be found at this
site…http://www.civilwar.org/maps/! Preview anything you are going to
show in class to students. The animated battle maps are interesting
to show the amount of time, planning and struggle that went into
battles in the war. One clip can be shown and then put to students
as…this went on for four years. The “In4” tab are 4 minute video clips
of various aspects of the Civil War. Please preview before showing in
class.
Reconstruction amendments: \\flash\video\TISD SMART Content\Content
Reading Social Studies\Categorize graphic organizer.docx for a graphic organizer.
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Have students title the activity “Reconstruction”, and put 13 , 14 ,
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and 15 amendments in each oval across the top. Afterward, they
can put specific impacts the amendment had in the boxes beneath.
They can then use a marker or highlighter (ex.) to put a check mark on
boxes that show a positive impact.
ELPS/CCRS
ELPS:
3.F. ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
CCRS:
I.A.2. Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze the interaction between human communities
and the environment
Revised July 2014
Modern America
5 Weeks
TEKS/Standards
Key Concepts
Activities/Links
5.5.A analyze various issues and events of the
20th century such as industrialization,
urbanization, increased use of oil and gas, the
Great Depression, the world wars, the civil rights
movement, and military actions*
Modern America
 Growth of industry
 Economic impact
 Rapid urbanization: reasons, social
impact
5.5.B analyze various issues and events of the
21st century such as the War on Terror and the
2008 presidential election*
Factories/Industrialization
 Positives:
-jobs plentiful
-steady income
-more products for sale
-economic growth
-new inventions and
technology developed
 Negatives:
-poor working conditions
-low wages
-child labor
-pollution
 Changes in production
-mass production
-specialization
-division of labor
 Economic growth in the United
States, which increased
development of technology and
innovations
The American Industrial Revolution: United
streaming video by the same title. This video has 11
segments, all of which are 2-3 minutes in length,
about oil, factories, mining, cattle, etc. These would
be great introductory or culminating videos to show
students as you move through these TEKS.
5.5.C identify the accomplishments of individuals
and groups such as Jane Addams, Susan B.
Anthony, Dwight Eisenhower, Martin Luther King
Jr., Rosa Parks, Cesar Chavez, Franklin D.
Roosevelt, Ronald Reagan, Colin Powell, the
Tuskegee Airmen, and the 442nd Regimental
Combat Team who have made contributions to
society in the areas of civil rights, women's rights,
military actions, and politics
5.9.B analyze the positive and negative
consequences of human modification of the
environment in the United States, past and
present*
5.11.B describe how the free enterprise system
works in the United States*
5.11.C give examples of the benefits of the free
enterprise system in the United States
5.13.C analyze the effects of immigration,
migration, and limited resources on the economic
development and growth of the United States*
5.13.D describe the impact of mass production,
specialization, and division of labor on the
economic growth of the United States*
5.13.E explain the impact of American ideas
Revised July 2014
Great Depression
 Long periods of prosperity usually
end in periods of recession
 Economy is like a roller coaster,
with ups and downs
 Government role: FDR felt it was
to help the people
 “Great Depression” describe the
economy and the mood of the
Assembly line vs. Cottage industry:
\\flash\video\TISD
SMART Content\Content Reading Social Studies\Assembly Line Job
for an assembly line activity. This is a handson activity that will allow students to discover the
change over from cottage industry to the Industrial
Revolution, understand the benefits of the assembly
line, mass production and division of labor.
Roles.docx
Industrialization/Urbanization document activity:
This activity has several documents to show students
the growth of industry and cities. There are thinking
questions that go along with each document to spark
conversation, and allow for a writing activity, if the
teacher chooses. \\flash\video\TISD SMART Content\Content
Reading Social Studies\Growth of industry and urbanization document
activity.docx
United streaming video: Social Studies Video Vocab
Primary 02 has segments on the Great Depression,
WWI and WWII. These are great short segments to
introduce or illustrate the events for students.
Great Depression:
for some
ideas for lessons about the Great Depression and its
impact on families and children.
http://www.proteacher.com/redirect.php?goto=1570
Academic Vocabulary
Contributions
Racial
Ethnic
National identity
Notable
Urbanization
Transcontinental
Free enterprise
Civil rights
Military
Equality
Progress
about progress and equality of opportunity on
the economic development and growth of the
United States
5.22.A identify the similarities and differences
within and among various racial, ethnic, and
religious groups in the United States;
5.22.B describe customs and traditions of various
racial, ethnic, and religious groups in the United
States
5.22.C summarize the contributions of people of
various racial, ethnic, and religious groups to our
national identity*
5.23.A identify the accomplishments of notable
individuals in the fields of science and
technology, including the Wright Brothers, and
Neil Armstrong
5.23. 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*
5.23.C explain how scientific discoveries and
technological innovations in the fields of
medicine, communication, and transportation
have benefited individuals and society in the
United States

people for 10 years
Legacy: National and state parks
built during depression by
government, and Social security to
take care of elderly and disabled
World War II
 Caused economic boom to prepare
US to go to war
 Technology changed weapons
 Significant individuals, women’s
roles in war effort at home,
military
Civil Rights
 Origins in Reconstruction
amendments, Freedmen’s Bureau
 Significant people, groups who
helped to promote movement
 Equality promotes progress
World War II: for an overview of different aspects of
the war, along with quizzes, activities, videos and
interactive games. This is a great site to take
students into a computer lab with, or to have
laptops. You can even pair students up for these
activities…especially to get them talking about the
information. Although it is somewhat “primary”, the
information and activities are good.
http://www.bbc.co.uk/schools/primaryhistory/world_war2/world_at_w
ar/.
Civil Rights movement: this website has great
activities that can be cross-curricular between ELA
and Social Studies.
http://www.pbs.org/teachers/thismonth/civilrights/index1.html.
st
21 Century

Military actions/current events
involving US and global
relationships

Significance of the election of 2008

Technology, issues of
contemporary American society:
dangers of operating cell
phone/driving, social media, etc.
5.23.D predict how future scientific discoveries
and technological innovations could affect society
in the United States
ELPS/CCRS
ELPS:
5.B. write using newly acquired basic vocabulary and content-based grade-level vocabulary
4.D. use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of
written text
CCRS:
I.A.4. Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Evaluate the causes and effects of human migration
patterns over time
Revised July 2014