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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.
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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
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5th Social Studies
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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
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5th Social Studies
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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
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5th Social Studies
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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
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5th Social Studies
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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
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5th Social Studies
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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
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5th Social Studies
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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
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