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Frank B Willis Intermediate School 5th Social Studies Teacher: Trina Thrush, Laura Waltz, Nora McCaslin, Amber Bauer Month August Content/Essential Questions ECONOMICS 1. What are different allocation methods for scare goods and services, such as prices command, first-come-first-served, sharing equally, rationing, and lottery? 2. What are the three fundamental economic questions and what do they mean? (a. What to produce, b. how to produce, c. for whom to produce) Skills Activities/Resources 4.A.2. Power Indicator: Explain that individuals in all economies must answer the fundamental economic questions of what to produce, how to produce, and for whom to produce Resources -Newspapers -TV news clips -LMC books and videos -Books from literacy coaches . 4.C.4. Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available. Activities Hot Shot Business computer game StudyIsland Assessment -Create a business plan -Quiz 4.A.1. Compare different allocation methods for scarce goods and services such as prices, command, first-come-first served, sharing equally, rationing and lottery. 4.C.5. Explain the general relationship between supply, demand, and price in a competitive market. 4.C.6. Power Indicator: Explain why competition among producers/sellers results in lower costs and prices, higher product quality, and better customer service. 4.C.7. Explain why competition among consumers/buyers results in higher product prices. 4.B.3. Explain how education, specialization, capital goods, and the division of labor affect productive capacity. www.curriculummapper.com 1 of 8 5th Social Studies Thrush Month September Content/Essential Questions GEOGRAPHY AND MAP SKILLS 1. What determines a region in the United States? 2. How do the characteristics of different physical environments affect human activities in North America? Frank B Willis Intermediate School Skills Activities/Resources Assessment 3.A.1 Power Indicator: Use coordinates of latitude and longitude to determine the absolute location of points in North America. -KWL chart -maps of North America -globes -maps of the United States -World Maps -pictures from different regions -TV clips of the weather across the US - Longitude and Latitude Man "story" -Region Project -design a game, travel guide book, or share a traditional report about one of the five regions -activity centers -region notes on overhead -read aloud picture book, Scrambled States of America by Laurie Keller -Scrambled States group activity -class set of Kids Discover magazines: Maps -"Hurricane Hunt" partner activity -regions videos: "Pacific States" -States/capitals foldables -Inspector Gadget Field Trip video series -Study Island -read and discuss Dr. Seuss The Sneetches -History Alive Lesson One Formal Assessment -create a board game, report, or travel guide book about a region of states (region project) -states and capitals test -locate major regions and landforms on a map (quiz) -U.S. States test -History Alive Lesson One Assessment 3.A.2 Power Indicator: Use maps to identify the location of: a. the three largest countries of North America. c. the Rocky and Appalachian Mountain systems. 7.B.5 Compare points of agreement and disagreement among sources. 7.C.8 Communicate research findings using line graphs and tables. 3.A.2 b, d, e Power Indicator: Use maps to identify the location of: b. the 50 states of the United States. d. the Mississippi, Rio Grande, and St. Lawrence Rivers. e. the Great Lakes. Informal Assessments -observation of students during activity centers -class discussions 3.B.3 Power Indicator: Describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America. 3.B.4 a-c Explain how climate is influenced by: a. earth-sun relationships b. landforms c. vegetation 3.B.5 Explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define www.curriculummapper.com 2 of 8 5th Social Studies Thrush Month Content/Essential Questions Frank B Willis Intermediate School Skills Activities/Resources Assessment regions in North America. 3.B.6 a-e Use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including: a. forests b. fertile soil c. oil d. coal e. running water 3.B.7 a-b Power Indicator: Analyze reasons for conflict and cooperation among regions of North America including: a. trade b. environmental issues 3.C.8 Explain how the characteristics of different physical environments affect human activities in North America. 7.A.2. Locate information in a variety of sources using key words, related articles and cross-references. 7.B.7. Power Indicator: Organize key ideas by taking notes that paraphrase or summarize. 3.C.8. Explain how the characteristics of different physical environments affect human activities in North America. 3.C.9. a-e Analyze the positive and negative consequences of human changes to the physical environment including: a. Great Lakes navigation b. Highway systems www.curriculummapper.com 3 of 8 5th Social Studies Thrush Month Content/Essential Questions Frank B Willis Intermediate School Skills Activities/Resources Assessment c. Irrigation d. Mining e. Introduction of new species. October/ November NATIVE AMERICANS 1. How did the environment impact their settlement patterns, culture, and traditions? NATIVE AMERICANS 1.B.2. Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways. 2.B.2. Power Indicator: Compare life on Indian reservations today with the cultural traditions of American Indians before the reservation system. 2.A.1. a-f Compare the cultural practices and products of diverse groups in North America including: a. artistic expressions b. religion c. language d. food e. clothing f. shelter EXPLORERS 1. Why did European countries explore and colonize in North America? EXPLORERS 1.B.3. Power Indicator: Explain why European countries explored and colonized North America. 3.D.10. Use or construct maps of colonization and exploration to explain European influence in North America. NATIVE AMERICANS -create 2-dimensional artwork depicting the traditional homes built by Native Americans in different regions. -read aloud several Native American legends from different tribes. -discuss how the environment directly effected the everyday lives of Native Americans -textbook and corresponding CD -LMC books -History Alive Lesson 2 -History Alive Lesson 3 NATIVE AMERICANS Formal Assessment -presentation of 2-dimensional Native American shelter -History Alive Lesson 2 and 3 Assessments EXPLORERS -Cactus pear intro activity -Early Explorers Video -resources/books from the LMC for research-globes and maps of the world -copy of the Explorer "trading card" / "fast facts" - read aloud play about Columbus' 1st Voyage, "Indian Summer" -History Alive Lesson 4 -History Alive Lesson 5 EXPLORERS Formal Assessment -timelines -plot voyages on a map (trading card project) -research and report on a specific explorer -quiz on vocabulary and specific explorers -take home project -History Alive Lesson 4 and 5 Assessments Informal Assessment -observation of students -discussion Informal Assessments -map of explorers' routes -sunken treasure activity -class discussions www.curriculummapper.com 4 of 8 5th Social Studies Thrush November /December EARLY AMERICAN COLONIES (colonies and colonial life) 3.D.10. Use or construct maps of colonization and exploration to explain European influence in North America. 1. What was the major reason for developing early colonies in North America and who developed them? 2. How did the relationships between Europeans and Native Americans change as more colonists arrived? Frank B Willis Intermediate School -maps of the early American colonies -"Roanoke: The Lost Colony" story book -"Fact or Fiction" Feast to clear misconceptions about the "first thanksgiving" -History Alive Lesson 6 -"Dear America: A Journey to the New World" video Formal Assessment -develop/set up own colony -chapter reading skills handouts -quiz on vocabulary and content -timelines -write a theory about "what happened at Roanoke" -History Alive Lesson 6 Assessment Informal Assessment -whole class and small group discussion -observation of students December/ January COLONIZATION IN NORTH AMERICA (French, English, Spanish colonization in the New World) 1. What were the lasting effects of Spanish, French, and English colonization in North America, including cultural patterns evident today (such as language, food, traditions, and architecture)? 2.How were Africans affected by the development of the Triangle Trade, cash crops, and plantations. 3.D.10. Use or construct maps of colonization and exploration to explain European influence in North America. 1.A.1. Create time lines and identify possible relationships between events. 1.B.4 Describe the lasting effects of Spanish, French, and English colonization in North America including cultural patterns evident today such as language, food, traditions, and architecture. 2.B.3 Power Indicator: Describe the experiences of African-Americans under the institution of slavery. February INDEPENDENCE (The Revolutionary War, the Preamble, and the Declaration of Independence) 1. How did the Continental Congress and the Committees of Correspondence help unify the colonies? 2. How did the United States become independent from Great Britain? 3. How does the Declaration of 1.A.1. Create time lines and identify possible relationships between events. 1.B.5 Power Indicator: Explain how the United States became independent from Great Britain. 5.B.3 Explain the significance of the Declaration of Independence and the United States Constitution. -textbook -maps of the 13 colonies -maps of North America -notes on the overhead -videos from the LMC -research materials from the LMC - diagram the Triangle Trade route -activity centers about daily life in the colonies (clothing, food, shelter, jobs) -colonial occupation project -research and demonstrate a colonial trade -reading packet on colonial health and medicine -History Alive Lesson 7 -History Alive Lesson 8 -History Alive Lesson 9 Formal Assessments -Billboard Competition (History Alive Lesson 7 Activity) -13 Colonies Test -History Alive Lesson 7, 8, 9 Assessments -Johnny Tremain video -The Crossing-video -textbook -copies of the Preamble and the Declaration of Independence -Boston Massacre - play -Boston Tea Party - play -Patriots and Loyalists - play -Crossing the Delaware - play -PowerPoint presentation of famous Formal Assessments -write a newspaper article describing an event or battle during the Revolutionary War -plot events on a timeline -1st person narrative report/presentation on a famous person from the Revolutionary era. -writing prompts -quizzes and tests Informal Assessments -observations during activity centers and History Alive activities -class discussions www.curriculummapper.com 5 of 8 5th Social Studies Thrush Independence express the minds of Americans? March CREATING A GOVERNMENT (the Democratic Process and writing the Constitution) 1. What is the purpose, the process, the significance, and the content of the Constitution of the United States 2. What is an amendment and why did the Constitutional Convention provide the opportunity for them? AMERICAN GOVERNMENT (branches and functions) 1. What are the major responsibilities of each of the three branches of the United States Government 2. What are the essential characteristics of American Democracy 5.A.2. a-e Power Indicator: Explain the essential characteristics of American democracy including: a. the people are the source of the government's authority b. all citizens have the right and responsibility to vote and influence the decisions of the government c. the government is run directly by the people or through elected representatives d. the powers of government are limited by law e. basic rights of individuals are guaranteed by the Constitution. Frank B Willis Intermediate School Revolutionary sites in Boston, MA -poem "The Midnight Ride of Paul Revere" (and an audio copy of it) -the Big Six research method in library -History Alive Lesson 10 -History Alive Lesson 11 -History Alive Lesson 12 -History Alive Lesson 13 -History Alive Lesson 10-12 Assessments -copies of the Constitution and the Bill of Rights -School House Rock "America Rock" video -textbook -class set of Kids Discover Magazine -History Alive Lesson 14 -History Alive Lesson 15 Formal Assessment -quiz/test -create an Amendment Book -History Alive Lesson 14, 15 Assessments Informal Assessments -class discussions -observations of students Informal Assessment -observations of students during activity centers and group work -notebook (with graphic organizers and notes from the overhead) 6.A.1. Explain how an individual acquires United States citizenship: a. birth b. naturalization. 5.A.1. a-c Power indicator: Explain major responsibilities of each of the three branches of the U.S. government: a. the legislative branch, headed by Congress, passes laws b. the executive branch, headed by the president, carries out and enforces the laws made by Congress c. the judicial branch, headed by the Supreme Court, interprets and applies the law www.curriculummapper.com 6 of 8 5th Social Studies Thrush Frank B Willis Intermediate School 5.B.3. Explain the significance of the Declaration of Independence and the U.S. Constitution. 6.B.2.a-d Explain the obligations of upholding the United States Constitution including: a. obeying laws b. paying taxes c. serving on juries d. registering for selective service April EXPANSION AND INDUSTRIAL REVOLUTION(Louisiana Purchase, Industrial Revolution, Lewis and Clark, Mexican American War) 1. How was the United States impacted by settlement, industrialization, and transportation during the expansion period? IMMIGRATION Describe the waves of immigration to North America and the areas from which these people came. What were the various reasons for immigrants to move to North America? Analyze reasons for conflict and cooperation among regions of North America including immigration. 6.B.3a-d Power Indicator: Explain the significance of the rights that are protected by the First Amendment including: a. freedom of religion b. freedom of speech c. freedom of the press d. right of petition and assembly EXPANSION & INDUSTRIAL REVOLUTION 1.C.6. Explain the impact of settlement, industrialization, and transportation on the expansion of the United States. IMMIGRATION 2.B.4. Describe the waves of immigration to North America and the areas from which people came in each wave. 2.B.5. Power Indicator: Compare reasons for immigration to North America with the reality immigrants experienced upon arrival. EXPANSION & INDUSTRIAL REVOLUTION -assembly line simulation activity -assembly line simulation materials -maps of the USA -Industrial Revolution video -textbook -activity centers about Lewis and Clark's expedition, their findings, and the implications of it -read-aloud the children's book, "The Bobbin Girl" -History Alive Lesson 16 -Houghton Mifflin Social Studies Book, Chapter 15 -Lyddie read aloud EXPANSION & INDUSTRIAL REVOLUTION Formal Assessments -quizzes and unit test -create a map of the early United States and it's growth -journal writing -History Alive Lesson 16 Assessment Informal Assessments -observations during group work and simulation activity -observations during class discussions 3.B.7.a-c Power Indicator: Analyze reasons for conflict and cooperation among regions of North America including: a. trade www.curriculummapper.com 7 of 8 5th Social Studies Thrush May WESTWARD EXPANSION (Pioneers and the Westward Movement) 1. What affect did the westward expansion have on the economy of the United States? 2. What are the purposes and patterns of movement in the mid-1800's b. environmental issues c. immigration 1.C.6. Explain the impact of settlement, industrialization, and transportation on the expansion of the United States. Frank B Willis Intermediate School -pictures/power point of sites along the Oregon Trail - maps of westward trails -copies of journals from pioneers -videos from the LMC -music (anthology tape/CD with textbook) -children's book "Lewis and Papa" -pioneer computer simulation game -create a journal describing life along one of the trails. -History Alive Lesson 17 Formal Assessment -Journal project (create a journal as if you were on one of the westward trails -map/pattern quiz -plan a trip, pack essential items -identify parts of a wagon -unit test -History Alive Lesson 17 Assessment Informal Assessments -observations during activity centers and group work -observations during class discussions www.curriculummapper.com 8 of 8