5th social studies

Warren County Public Schools 5th Grade Social Studies

June 2009 1

Unit & Time Frame

Program of Studies Core Content 4.1 Student Learning Targets (I Can…)

Critical Vocabulary

Resources

Geography *** Weeks

1-2

SS-5-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues. SS-5-G-S-1 Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

a) locate, in absolute or relative terms, major landforms and bodies of water in the United States

b) locate and explain patterns on Earth’s surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located)

SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. DOK 3 SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. DOK 2 SS-05-4.1.3 Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States

I can use geographic tools to identify natural and physical characteristics. I can use geographic tools to identify absolute location. I can tell why people chose to settle in different areas.

Geographic tools, natural resources, physical characteristics, Absolute location, equator, prime meridian, longitude, latitude, relative location Human activities

Ø History Alive Chapter 1

Ø http://www.kentuckylearns.com/link_library.html

Ø Adventures in Time and Place

Ø United Streaming Videos-Geography Basics: Globes, Maps, and Graphs, KET: Kentucky Geoquest: Natural Gifts, American Geography Close-ups: Maps, Regions, Resources, and Climate

Ø Flipcharts-GLOBAL KNOWLEDGE-WHERE IN THE WORLD AM I?,

Ø


June 2009 2

SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).

I can explain how changes in the environment can affect a location.

Natural disasters

Ø Introduction to Maps, Maps and Globes, Maps-Globe Skills=

Ø Ø Picture books

Task Rotations Native

American Studies

*** Weeks 3-5

SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes. SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully.

SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2 SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2

I can describe why different Native American groups had interactions with each other. I can give examples of conflicts between cultural groups. I can give examples of conflict resolution strategies used by the Native Americans.

Interactions, compromise, cooperation, conflict, diverse groups, culture Conflict resolution

Ø Ø History Alive

Chapters 2-3 Ø Adventures in

Time & Place Ø United

Streaming Videos

Ø PowerPoint’s Ø Picture books Ø Task Rotations

Ø Flipchart-from Promethean Planet-Native Americans and the Last Battle

Ø Brainpop


June 2009 3

Native American Studies,

continued *** Weeks

3-5

SS-5-G-U-2 Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): a) explain how places and regions in the

U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

b) locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States.

SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2

I can explain why Native Americans migrated and settled in different regions of the U.S.

Human settlement


June 2009 4

Native American Studies,

continued *** Weeks

3-5

SS-5-G-U-4 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

c) investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States.

SS-5-G-S-3 Students will investigate how humans modify the physical environment:

a) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

b) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

c) explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States.

SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2

I can describe how the Native Americans modified the environment to meet their needs.

Technology


June 2009 5

Exploration *** Weeks

6-8

SS-5-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society’s culture, individuals learn the relationships, structures, patterns and processes to be members of the society. SS-5-CS-S-1 Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups: investigate factors that promoted cultural diversity in the history of the United States. SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes.

SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. DOK 2 SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the Unites States. DOK2

I can identify early cultures that explored the U.S. I can analyze similarities and differences of early cultures. I can explain the three main reasons for exploration. I can give examples of interactions between Native Am. and early explorers. I can give examples of conflict resolution strategies used between the Native Am. and early explorers.

Age of Exploration, cultural elements Social institutions ** Review previously taught vocabulary Interactions, compromise, cooperation, conflict, diverse groups, culture

Ø History Alive Chapters 4-5

Ø Adventures in Time & Place

Ø United Streaming Videos

Ø Powerpoints Ø Picture books Ø Task Rotations Ø Promethean

Planet Flipchart-Celebrate Cultures

Ø Brainpop


June 2009 6

Exploration, continued *** Weeks

6-8

SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully.

SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2

I can give examples of interactions between Native Am. and early explorers. I can give examples of conflict resolution strategies used between the Native Am. and early explorers.

** Review previously taught vocabulary: Conflict resolution

Colonization and

Settlement *** Weeks

9-12

SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.

SS-05-5.2.2 Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. DOK 2

I can explain why colonists came to America.

Freedom, opportunities,





Planet Flipchart-Jamestown Review, Native Americans-Eastern Woodland Indians, Savings & Investing, Unlimited Resources, Natural Resources Review


June 2009 7

Colonization

and Settlement , continued *** Weeks

9-12

SS-5-G-U-2 Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. SS-5-G-U-4 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

d) investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States

SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2 SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2 SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK 3

I can explain how physical characteristics influenced where colonists settled. I can describe how the Colonists modified the environment to meet their needs. I can explain why the colonists modified the physical environment to meet their needs.

Physical environment ** Review previously taught vocabulary: Technology Adapt, modify

Ø Brainpop Ø Schoolhouse Rock


June 2009 8

Colonization

and Settlement, continued *** Weeks

9-12

SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-5-G-S-3 Students will investigate how humans modify the physical environment:

c) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

d) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States

SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2 SS-05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). DOK2

I can give examples of interactions between Native Americans and Colonist. I can describe how the physical environment helped and hurt human activities during Colonization.

Cooperation, conflict resolution


June 2009 9

Colonization

and Settlement, continued *** Weeks

9-12

SS-5-G-U-3 Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water) SS-5-E-U-5 Students will understand that production, distribution and consumption of goods and services have changed over time in the United States. SS-5-E-S-4 Students will use a variety of sources:

a) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States

SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational). SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3

I can describe how Native Americans and Colonists had different views about the use of the land. I can identify an example of a good and service during Colonization. I can describe production and distribution of goods and services.

Perspective Production, distributions, consumption, good and services


June 2009 10

Colonization and

Settlement continued *** Weeks

9-12

SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): c) explain how places and regions in the

U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States SS-5-E-U-1 Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:

SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. DOK 2

I can describe how specialization promotes productivity. I can explain the problems scarcity caused during Colonization.

Specialization, Productivity Scarcity, economic choices, opportunity cost, resources: human, natural, limited, capital


June 2009 11

Colonization and


9-12

a) investigate different kinds of resources (e.g., natural, human, capital) b) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-5-E-S-2 Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts) SS-5-CS-U-2 Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs. SS-5-CS-S-2 Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions

SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.

I can describe the role of social institutions during Colonization.

Social institutions, Colonization


June 2009 12

Colonization and


9-12

SS-5-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. SS-5-E-S-3 Students will demonstrate an understanding of markets: a. explain how goods and services are/were exchanged investigate and give examples of markets; explain how markets have changed over time during the history of the United States SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.

SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2 SS-05-5.2.2 Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. DOK 2

I can compare a market in colonization to today’s market. I can compare immigration today to reasons for colonization.

Markets Immigrant, immigration


June 2009 13

Colonization

and Settlement continued *** Weeks

9-12

SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes. SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully.

SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2

I can give examples of interactions between Native Am. and Colonists. I can give examples of conflict resolution strategies used between the Native Am. and Colonists.

** Review vocabulary: conflict resolution


June 2009 14

Colonization and


9-12

SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

a) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

b) explain and draw inferences about the importance of major events in United States history

c) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events.

SS-5-HP-S-2 Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) examine factual and fictional accounts of significant historical events and people in United States history

b) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

d) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present)

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. DOK 3

I can describe important events that occurred during Colonization. I can explain the causes of Colonization and Settlement. I can explain the effects Colonization and Settlement had on the U.S.

Era and periods (historical), events, cause/effect, relationships


June 2009 15

Revolution and a New

Nation *** Weeks

13-15

SS-5-CS-U-2 Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs. SS-5-CS-S-2 Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes

SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2

I can describe the role of social institutions during the Revolution. I can give examples of interactions between Colonists and British Parliament.

** Review previously taught vocabulary: Social institutions ** Review previously taught vocabulary: Interactions, compromise, cooperation, conflict, diverse groups, culture




Ø Powerpoints Ø Picture books Ø Task Rotations


June 2009 16


Nation continued *** Weeks

13-15

SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present. SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

d) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

e) explain and draw inferences about the

SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2 SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. DOK 3

I can give examples of conflicts between Colonists and British Parliament. I can give examples of conflict resolution strategies used between Colonists and British Parliament. I can describe important events that occurred during the Revolution. I can explain the causes of the Revolution. I can explain the effects the Revolution had on the U.S.

** Review previously taught vocabulary: Conflict resolution ** Review previously taught vocabulary: Era and periods (historical), events, cause/effect, relationships


June 2009 17


Nation continued *** Weeks

13-15

importance of major events in United States history

f) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events


c) examine factual and fictional accounts of significant historical events and people in United States history

d) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

e) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present).


June 2009 18

Economics ** Weeks

16-18

SS-5-E-U-1 Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made. SS-5-E-U-2 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity: c. investigate different kinds of resources (e.g., natural, human, capital) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses.

SS-05-3.1.1 Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. DOK 2

I can describe the cause and effect of scarcity. I can explain and give examples of opportunity costs.

Supply and demand, production, consumption, distribution, scarcity, opportunity cost


June 2009 19

Economics, continued ** Weeks

16-18

SS-5-E-S-2 Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts). SS-5-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. SS-5-E-S-3 Students will demonstrate an understanding of markets:

a. explain how goods and services are/were exchanged investigate and give examples of markets; explain how markets have changed over time during the history of the United States

SS-5-E-U-5 Students will understand that production, distribution and consumption of goods and services have changed over time in the United States.

SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2 SS-05-3.3.2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. SS SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3

I can give examples of markets. I can explain how competition influences the price of goods and services. I can describe production distribution and consumption of goods and services.

** Review previously taught vocabulary: markets Competition ** Review previously taught vocabulary: production, distribution, consumption


June 2009 20

Economics, continued ** Weeks

16-18

SS-5-E-S-4 Students will use a variety of sources:

b. investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States. SS-5-E-U-6 Students will understand that individuals, groups and businesses in the United States demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity: explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

I can describe ways to increase productivity in the United States. I can define interdependence. I can give examples of how people depend on each other.

** Review previously taught vocabulary: Specialization, Productivity interdependence


June 2009 21

Government & Civics

*** Weeks 18-20

SS-5-GC-U-1 Students will understand that people who envisioned an independent country and new purposes for the government developed the government of the United States from a colonial base of representative democracy. SS-5-GC-U-2 Students will understand that the United States Government was formed to establish order, provide security and accomplish common goals.

SS-05-1.1.1 Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. DOK3

I can describe what the Preamble means … * to establish justice * to ensure domestic tranquility * to provide for the common defense * to promote the general welfare * to secure the blessings of liberty. I can give examples of services the government provides. I can analyze the importance of services to citizens.

Preamble, U.S. Constitution, domestic tranquility, common defense, general welfare, blessings of liberty, U.S. government services, armed forces, citizens, interstate highways, national parks





Planet Flipchart-Laws, Branches of Government, Understanding Government (activates), Government Vocabulary, Challenges Faced by a New Nation, U.S. Constitution Review

Ø Schoolhouse Rock

Ø Center for Civic Education (2003) We The People,


June 2009 22

Government & Civics,

continued *** Weeks

18-20

SS-5-GC-S-1 Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a.) investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

explain how democratic governments work to promote the “common good” (e.g., making, enacting, enforcing laws that protect rights and property of all citizens) SS-5-GC-U-3 Students will understand that the fundamental values and principles (e.g., liberty, justice, individual human dignity) of American democracy are expressed in historical documents (e.g., the Declaration of Independence, the Constitution of the United States, including the Preamble and the Bill of Rights). SS-5-GC-S-3 Students will analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to describe fundamental values and principles of American democracy (e.g., liberty, justice) found in the Declaration of Independence and the U.S. Constitution; explain their significance today.

SS-05-1.1.2 Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements). DOK 3 SS-05-1.3.1 Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. DOK 3

I can give examples of how a democratic government works. I can explain the importance of … * the Declaration of Independence * the U.S. Constitution * the Bill of Rights I can analyze why these documents are important to citizens today.

Democratic government, function, making, enacting, and enforcing laws, common good Principles of democracy, justice, equality, responsibility, freedom, historical documents, Declaration of Independence, U.S. Constitution, Bill of Rights


June 2009 23


continued *** Weeks

18-20

SS-5-GC-U-4 Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. SS-5-GC-S-2 Students will describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal).

SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. DOK 2 SS-05-1.2.2 Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). DOK 2

I can identify the 3 branches of government. I can explain the duties of the … * executive * legislative * judicial branches I can identify important members of the… * executive * legislative * judicial branches I can explain why the construction has shared powers across … * local * state * federal

Executive, enforce, Legislative, Judicial, interpret, national, federal, President, Vice-President, congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, Judges Framers of the Constitution, government powers, levels of government- Local, state, federal,


June 2009 24


continued *** Weeks

18-20

SS-5-GC-U-5 Students will understand that as members of a democratic society, all citizens of the United States have certain rights and responsibilities, including civic participation. SS-5-GC-S-4 Students will investigate the rights and responsibilities of U.S. citizens:

o describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of press) and explain why they are important today

describe some of the responsibilities U.S. citizens have in order for democratic governments to function effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current events/news (e.g., television, radio, articles, Internet)

SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. DOK 3

I can explain why the constitution has shared powers across the 3 branches of government. I can explain why civil participation is important to a democracy.

Rights, responsibilities, citizens, civic engagement, democratic society

Westward Expansion ***Weeks

21-24

SS-5-E-U-1 Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made. SS-5-E-S-2 Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts).


I can explain the problems scarcity caused during the Westward Expansion.

** Review previously taught vocabulary: Supply and demand, production, consumption, distribution, scarcity, opportunity cost





Planet Flipchart-Urban Growth and Westward Expansion, 1959-2000 U. S.


June 2009 25

Westward Expansion, continued ***Weeks

21-24

SS-5-E-U-3 Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals. SS-5-G-U-2 Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

SS-05-3.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2 05-4.4.2 Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). DOK 2

I can explain how profits motivate individuals/businesses. I can explain why people migrated and settled in different regions of the U.S. I can explain how physical characteristics effected where people settled. I can describe how the physical environment helped and hurt human activities during the Westward Expansion.

Profits, expansion, producing, risks, entrepreneur ** Review previously taught vocabulary: Human settlement ** Review previously taught vocabulary: Physical environment

History, Post War America, Landforms, Forces-Land, Cause and Effect with U.S. History


June 2009 26


21-24

SS-5-G-U-4 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States. SS-5-G-S-3 Students will investigate how humans modify the physical environment:

e.) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States f.) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States. SS-5-G-U-3 Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2 SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK 3 SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

I can describe how technology allowed people to settle where they couldn’t before. I can explain why people during the Westward Expansion modified the physical environment to meet their needs. I can analyze how people changed their environment. I can describe how Native Americans and pioneers had different views about the use of the land.

** Review previously taught vocabulary: technology ** Review previously taught vocabulary: Adapt, modify ** Review previously taught vocabulary: Perspective


June 2009 27


21-24

Westward

SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water) SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present. SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

g.) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing) h) explain and draw inferences about the importance of major events in United States history i.) examine cause and effect relationships in the history of the United States; identify

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New nation, Expansion and Conflict, Industrialization and Immigration, twentieth Century to Present) and explain cause and effect relationships. DOK 3

I can describe important events that occurred during the Westward Expansion. I can explain the causes of the Expansion. I can explain the effects the Westward Expansion had on the U.S.

** Review previously taught vocabulary: Era and periods (historical), events, cause/effect, relationships


June 2009 28

Expansion, continued ***Weeks

21-24

examples of multiple causes of major historical events


e.) examine factual and fictional accounts of significant historical events and people in United States history f.) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States g.) investigate the events surrounding

patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present)


June 2009 29

Civil War *** Weeks

25-26

SS-5-CS-U-3 Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-5-CS-S-3 Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes. SS-5-CS-U-5 Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today. SS-5-CS-S-4 Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully.

SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2

SS-05-2.3.2

Students will give examples of conflicts between individuals or groups today and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication) to use. DOK 2

I can give examples of conflict between the Union and the Confederacy. I can give examples of conflict resolution strategies between the Union and Confederacy.

** Review previously taught vocabulary: Interactions, compromise, cooperation, conflict, diverse groups, culture ** Review previously taught vocabulary: Conflict resolution





Planet Flipchart-Urban Growth and Westward Expansion, 1959-2000 U. S. History, Post War America, Landforms, Forces-Land, Cause and Effect with U.S. History


June 2009 30

Industriali-zation &

Immigration *** Weeks

27-29

SS-5-E-U-2 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:

a.) investigate different kinds of resources (e.g., natural, human, capital)

explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses. SS-5-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. SS-5-E-S-3 Students will demonstrate an understanding of markets:

a.) explain how goods and services are/were exchanged investigate and give examples of markets; explain how markets have changed over time during the history of the United States.

SS-05-3.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2

I can explain how profits motivated individuals/businesses during the Industrial period. I can compare a market in the North to a market in the South.

** Review previously taught vocabulary: Profits, expansion, producing, risks, entrepreneur and new vocabulary: Industrialization ** Review previously taught vocabulary: markets

Ø History Alive Chapter 20



Ø Powerpoints Ø Picture books Ø Task

Rotations Ø Promethean

Planet Flipchart-Industrialization, Immigration, Industrial Revolution & Immigration


June 2009 31


Immigration continued *** Weeks

27-29

SS-5-E-U-5 Students will understand that production, distribution and consumption of goods and services have changed over time in the United States. SS-5-E-S-4 Students will use a variety of sources:

c.) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States. SS-5-G-U-3 Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews,

SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

I can identify an example of an important good and service during the Industrialization period. I can describe how specialization promotes productivity during the Industrialization period. I can compare/contrast advantages/disadvantages of farming to industrialization.

** Review previously taught vocabulary: production, distribution, consumption and new vocabulary: assembly line ** Review previously taught vocabulary: Specialization, Productivity ** Review previously taught vocabulary: Specialization, Productivity


June 2009 32



27-29

digital and environmental): explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

j.) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing) k.) explain and draw inferences about the importance of major events in United States history l.) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events

SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK 3

I can compare changes in transportation between Colonization and Industrialization periods.

Review previously taught vocabulary: Colonization, Industrialization


June 2009 33



27-29


a.) examine factual and fictional accounts of significant historical events and people in United States history

b.) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States. SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present).


I can describe important events that occurred during the Industrialization period. I can explain the causes of the Industrialization period. I can explain the effects the Industrialization period had on the U.S.


Kentucky History

** Weeks 30 - 31

Revisit Core Content Bullets from Kentucky History 4th grade.

Revisit I Can statements from Kentucky History 4th grade

(see 4th Core Content)

20th Century to

Present **Weeks

32-35

SS-5-E-U-2 Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:


I can explain the problems scarcity caused during the 20th Century. I can apply what I have learned about scarcity and opportunity to the different periods in U.S. history.

** Review previously taught vocabulary: Supply and demand, production, consumption, distribution, scarcity, opportunity cost

Promethean Planet Flipchart-Conflict & Prosperity


June 2009 34

20th Century to Present,

continued **Weeks

32-35

a.) investigate different kinds of resources (e.g., natural, human, capital)

explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses. SS-5-E-U-4 Students will understand that markets enable buyers and sellers to exchange goods and services. SS-5-E-S-3 Students will demonstrate an understanding of markets:

a. ) explain how goods and services are/were exchanged investigate and give examples of markets; explain how markets have changed over time during the history of the United States.

SS-05-3.3.1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2 SS-05-3.3.2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

I can explain similarities and differences of markets over time. I can explain competition among buyers and sellers.

** Review previously taught vocabulary: markets ** Review previously taught vocabulary: Competition


June 2009 35


continued *** Weeks

31-35

SS-5-E-U-5 Students will understand that production, distribution and consumption of goods and services have changed over time in the United States. SS-5-E-S-4 Students will use a variety of sources:

b.) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States. SS-5-E-U-6 Students will understand that individuals, groups and businesses in the United States demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. SS-5-E-S-1 Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational

SS-05-3.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 SS-05-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

I can describe production, distribution and consumption of goods over time. I can describe how technology/tools increased productivity over time. I can define interdependence.

Competition, buyers, sellers, state, nation, world ** Review previously taught vocabulary: Specialization, Productivity ** Review previously taught vocabulary: Specialization, Productivity and new vocabulary: interdependence


June 2009 36


continued ** Weeks

31-35

passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity: explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses. SS-5-G-U-4 Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

f) investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States

SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2

I can describe how technology allowed people to settle in different areas over time.

** Review previously taught vocabulary: technology


June 2009 37


continued ** Weeks

31-35

SS-5-G-S-3 Students will investigate how humans modify the physical environment:

e) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

f) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States. SS-5-G-U-3 Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. SS-5-G-S-2 Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of

SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

I can describe how individuals/groups have different views about the use of land, over time.

** Review previously taught vocabulary: Specialization, Productivity


June 2009 38


continued ** Weeks

31-35

water). SS-5-HP-U-2 Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present. SS-5-HP-S-1 Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

g) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

h) explain and draw inferences about the importance of major events in United States history

i) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events

SS-05-5.2.2 Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. DOK 2 SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK 3

I can explain reasons immigrants came to America from Colonization to the 20th Century. I can compare change in communication, transportation and education over time.

** Review previously taught vocabulary: Colonization ** Review previously taught vocabulary: Colonization


June 2009 39


continued ** Weeks

31-35


e) examine factual and fictional accounts of significant historical events and people in United States history

f) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

f) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3 Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present).


I can describe significant historical events from Colonization to the 20th Century.


5th social studies

Documents