monroe county school district elementary pacing guide grade social studies.pdf · occurred between...

Monroe County School District Elementary Pacing Guide

2011

Date

Taught: Fifth Grade

Unit 1: Geography Timeline:

CMA:

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

Learning Targets:

• I can label the parts of a map (title, compass rose, legend, scale, insert map). K

• I can differentiate the different types of maps (physical, political, road, product, and

historical). R

• I can give examples of renewable and none-renewable resources. R

• I can identify and describe different major land forms and bodies of water. K This means I

know what the land forms look like and can use details to tell what they are.

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

Learning Targets:

• I can distinguish between absolute and relative location. R This means I can tell the

difference between absolute and relative location.

• I can use longitude and latitude to find a spot on a map. S

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

Learning Targets:

• I can describe how different factors (rivers, mountains) influence where human activities

were located in the United States. K

SS-05-4.1.4

Students explain how factors in one location can impact other locations (e.g., natural disasters,

building dams).

Learning Targets:

• I can explain how factors in one location can impact other locations. (natural disasters,

building dams) K

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


2011

Learning Targets:

• I can describe how advances in technology (examples: dams, reservoirs, roads, irrigation) a

allowed people to settle in places previously inaccessible. R This means I can use details to

tell how new technology let people move to places they couldn’t before.

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

Learning Targets:

• I can explain patterns of human settlement in the early development of the United States and

how they were influenced by physical characteristics. R This means I can tell why people

moved to certain areas.

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). DOK 2

Learning Targets:

• I can describe how the physical environment (mountains/river as barriers or protections)

promoted human activities during early settlements of the US. R This means I can use details

to tell why mountains/rivers made people want to move.

• I can describe how the physical environment (mountains/river as barriers or protections)

restricted human activities during early settlements of the US. R This means I can use details

to tell why mountains/rivers were in people’s way when they moved.

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).

Learning Targets:

• I can describe how individuals/groups may have different perspectives on the use of land. K

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

Learning Targets:

• I can explain how people adapted/modified the physical environment (natural resources,

physical geography, and natural disasters) to meet their needs and analyze the impact on

their environment. R This means I can tell how people changed the land to meet their. I can

also give details on how this changed the land.


2011

Date

Taught: Fifth Grade

Unit 2: Native Americans Timeline:

CMA:

SS-05-2.1.1

Students will identify early cultures in the United States and analyze their similarities and

differences. DOK 2

Learning Targets:

• I can identify early cultures (Native Americans) in the United States. K This means I can

know how Native Americans dressed, the food they ate, celebrations, art, etc. in the United

States.

• I can analyze similarities and differences within the Native American cultures. R This means

I can tell how Native American cultures were alike and different.

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.

Learning Targets:

• I can describe social institutions (tribes, laws, family, traditions, bartering) of Native

Americans in the United States. K This means I can use details to tell about Native

Americans laws, traditions, family structure, and the way the traded items within the tribes.

• I can use details to support how the Native American had a role in the growth and

development of a nation. R This means I can tell how Native American played a role in the

growth and way the nation was formed.

SS-05-2.3.1

Students will describe various forms of interactions (compromise, cooperation, conflict) that

occurred between diverse groups (e.g., Native Americans) in the history of the United States.

DOK 2

Learning Targets:

• I can describe different forms of interactions (compromise, cooperation, conflict) between

diverse Native American groups. R This means I can use details to tell about the way Native

American groups compromised (gave up something to get something else), cooperated

(worked together), and faced conflicts (fighting) between different groups.

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).

Learning Targets:

• I can give examples of conflicts between Native American groups. R This means I can give

examples of fights between Native American groups.

• I can describe appropriate conflict resolution strategies (compromise, cooperation,


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communication) for Native American conflicts. R This means I can use details to tell about

the way Native American solved their problems.

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

Learning Targets:

• I can describe scarcity and how it impacted Native American culture. R This means I can use

details to tell about how Native Americans learned to survive without things they needed.

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

Learning Targets:

• I can give examples of Native American markets while explaining similarities and

differences. R This means I can give examples of Native American got what they needed

from other people.

SS-05-5.1.1

Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps,

timelines) to describe significant events in the history of the U.S. and interpret different

perspectives. DOK 3

Learning Targets:

• I can use a variety of primary and secondary sources to describe events from different

perspectives in Native American history. R This means I can use many different types of

first hand and second hand information to tell about events in Native American history.


2011

Date

Taught: Fifth Grade

Unit 3: Exploration Timeline:

CMA:

SS-05-2.2.1



Learning Targets:

• I can give examples of how the Explorers had a role in the growth and development of a

nation. R This means I can tell how explorers were found new land to help begin different

nations.

SS-05-2.3.1


occurred between diverse groups (e.g., Native Americans, European Explorers, English

colonists, British Parliament) in the history of the United States. DOK 2

Learning Targets:


diverse groups. R This means I can use details to tell how groups lived together peacefully

and solved problems.

SS-05-2.3.2



(Columbus, Magellan, Cortés).

Learning Targets:

• I can give examples of conflicts between groups. R This means I can give examples of what

caused problems between groups.


communication) for conflicts. R This means I can use details to tell how people can

peacefully solve a problem.

SS-05-5.1.1



perspectives. DOK 3

Learning Targets:

• I can use a variety of primary and secondary sources to describe and interpret different

perspectives from events in history. R This means I can use first and second hand

information to tell about different opinions from events in history.


2011

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

Learning Targets:

• I can describe significant historical events during Exploration. K This means I can use

details to tell about important events during Exploration.

• I can explain the cause and effect relationships of events that happened during Exploration.

R


2011

Date

Taught: Fifth Grade

Unit 4: Colonization Timeline:

CMA:

Students will identify early cultures (e.g., English, Spanish, French, and West African) in the

United States and analyze their similarities and differences. DOK 2

Learning Targets:

• I can identify early cultures in the United States. K This means I can recognize early cultures

in the United States (English, Spanish, French, and West African).

• I can analyze similarities and differences within cultures. R This means I can investigate

what is different or alike within cultures (English, Spanish, French, and West African).

• I can research the contributions of diverse groups to the culture of the US today. R This

means I can find out how these cultures are still present today.

SS-05-2.2.1



Learning Targets:

• I can describe how the Colonist helped the nation grow and develop. R This means I can use

details to help how Colonists helped the nation become what it is today.

SS-05-2.3.1




Learning Targets:


diverse groups. RThis means I can use details to tell how groups lived together peacefully

and solved problems.

SS-05-2.3.2



Learning Targets:

• I can give examples of conflicts between groups. R This means I can give examples of what



communication) for conflicts. R This means I can describe how people can peacefully solve

a problem.


2011

SS-05-3.3.1


Expansion, Industrialization, and Twentieth Century to Present) and explain similarities and

differences. DOK 2

Learning Targets:

• I can give examples of diverse markets while explaining similarities and differences. R This

means I can give an example of different markets and explain what is alike and different

about them (Trade with Indians and British).

SS-05-5.1.1



perspectives. DOK 3

Learning Targets:


perspectives from events in history. R This means I can different types of first and second

hand information to describe different opinions from events in history.

SS-05-5.2.1

Students will identify historical documents, selected readings and speeches (e.g., Mayflower

Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream)

and explain their historical significance. DOK 3

Learning Targets:

• I can explain the historical significance of early documents. R This means I know about the

importance of early documents such as the Mayflower Compact.

• I can identify and explain the historical significance of symbols and songs. R This means I

can recognize and tell about symbols and songs from this time.

SS-05-3.1.1




2

Learning Targets:

• I can describe how scarcity required early colonist to make economic choices (use of

productive resources –natural, human, capital) and incur opportunity costs. R This means I

can use details to tell how scarcity (limited quantity) caused early colonist to make choices

about what they needed the most.

• I can investigate different kinds of resources used during this time. S This means I can find

out what types of things they used to survive.


2011

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.

Learning Targets:

• I can explain how profits motivated colonist to take risk in producing goods and services. R

This means I can tell how profits gave colonists a reason to take risk in producing goods and

services.

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.

Learning Targets:

• I can explain how competition among buyer and sellers influences the prices of goods and

services in our state, nation, and world. R

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

Learning Targets:

• I can describe production, distribution, and consumption of goods and services during

colonization. R

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).

Learning Targets:

• I can describe how new knowledge, technology/tools, and specialization increased

productivity during colonization. R This means I can use details to tell how new knowledge,

technology/tools (machines) and specialized information made production rise during

colonization.

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.

Learning Targets:

• I can give examples of how people in our communities, states, nation, and world depend on

each other for goods and services. R This means I can give examples of how people depend

on each other for things that they need.


2011

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

Learning Targets:

• I can explain patterns of human settlement in the early development in the United States and

how they were influenced by physical characteristics. R This means I can tell how why

people settled in certain areas.

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

Learning Targets:

• I can explain reasons (freedoms, opportunities, and fleeing negative situations) immigrants

came to America compared to today. R This means I can tell reasons why different

groups of people came to American and how it is different today.

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

Learning Targets:

• I can compare change over time in communication, technology, transportation, and

education during colonization. R This means I can tell how changes over time from Native

America to Colonial time are alike and different.

SS-05-5.2.4





Learning Targets:

• I can describe significant historical events during colonization and explain cause and effect

relationships. R This means I can use details to tell about important events that happened

during Colonial times and tell why they happened and the effects they had.


2011

Date

Taught: Fifth Grade

Unit 5: Revolutionary War Timeline:

CMA:

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. DOK 3

Learning Targets:

• I can identify and describe basic principles of democracy in historical documents. R This

means I can use details to tell about basic freedoms that are found in early documents.

SS-05-2.3.1


occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists,

British Parliament) in the history of the United States. DOK 2

Learning Targets:


diverse groups (British Parliament and English colonist). R This means I can use details to

tell how groups lived together peacefully and solved problems.

SS-05-2.3.2



Learning Targets:

• I can give examples of conflicts between the British Parliament and English colonist (ex.

Boston Tea Party, Boston Massacre, Stamp Act). R This means I can give examples of what


• I can describe appropriate conflict resolution strategies between the British Parliament and

English colonist. R This means I can use details to tell how people can peacefully solve a

problem.

SS-05-5.1.1



perspectives. DOK 3

Learning Targets:


perspectives from the Revolutionary War. R This means I can use different types of sources

to tell about different view points during the Revolutionary War.


2011

SS-05-5.2.1




Learning Targets:

• I can explain the historical significance of documents from the Revolutionary War. R This

means that I know about the importance of documents from the Revolutionary War.

SS-05-5.2.3

Students will compare change over time (Colonization, Industrialization, and Twentieth

Century to Present) in communication, technology, transportation and education. DOK 3

Learning Targets:

• I can compare change over time in communication, technology, transportation, and

education during the Revolutionary War. R This means that I can look at the differences that

were made with communication, technology, transportation, and education during the

Revolutionary War.

SS-05-5.2.4




cause and effect relationships.

DOK 3

Learning Targets:

• I can describe significant historical events as they relate to the Revolutionary War and

explain cause and effect relationships. R This means I can use the details to tell about

important events that happened during Colonial times. I can tell why they happened and the

effects they had.


2011

Date

Taught: Fifth Grade

Unit 6: Economics Timeline:

CMA:

SS-05-3.1.1




2

Learning Targets:

• I can explain how scarcity required people in the US to make economic choices and incur

opportunity cost. R This means I can explain why not having enough to go around caused

people in the United States to make choices about what they wanted the most.

• I can investigate different kinds of resources (human, natural, capital). R

SS-05-3.2.1



Learning Targets:

• I can explain how profits motivated individuals/business in the US to take risk in producing

goods and services. R This means I can tell how profits gave individuals/businesses a reason

to take risk in producing goods and services.

SS-05-3.3.1



differences. DOK 2

Learning Targets:

• I can give examples of different markets in the US and explain their similarities and

differences. R This means I can give examples of markets that are alike and different.

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.

Learning Targets:

• I can explain how competition among buyers and sellers influence the price of goods and

services in our state, nation, and world. (supply and demand) R This means I can explain

how buyers and sellers with the same products (competition) affect the price of goods and

services in our state, nation, and world.


2011

SS-05-3.4.1



Learning Targets:

• I can describe production, distribution, and consumption of goods and services in the US. K

This means I can use details to tell how products are made, sold, and used. I also understand

how goods and services are used in the U.S.

SS-05-3.4.2



Century to Present). DOK 3

Learning Targets:

• I can describe how new knowledge, technology/tools, and specialization increase

productivity in the US. R This means I can use details to tell how new knowledge,

technology/tools (machines) and specialized information make production rise in the U.S.

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.

Learning Targets:

• I can give examples of how people in our communities, states, nation, and world depend on

each other for goods and services. This means I can give examples of how people depend on

each other for things that they need.


2011

Date

Taught: Fifth Grade

Unit 7: Government Timeline:

CMA:

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. DOK 3

Learning Targets:

• I can describe the basic purpose of the U. S. Government as defined in the Preamble to the

U. S. Constitution. R This means I can explain the purpose of the Preamble to the U.S.

Constitution.

• I can 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. R

This means I can give examples of what is provided by the U.S. Government for the people

of the United States. I can also explain why these services are important to citizens of the

United States.

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

Learning Targets:

• I can explain how democratic governments function (by making, enacting, and enforcing

laws) to promote the “common good”. R This means I can explain how a government voted

on by the people works together to encourage what is best for all people.

• I can explain how democratic governments work to promote the common good. R This

means I can tell how the government works to make things fair for everyone.

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.

Learning Targets:

• I can identify the three branches of government. (Legislative, judicial, and executive). K

• I can identify the important leaders/officers in each branch of government (Legislative,

judicial, and executive). K

• I can explain the basic duties of each branch of government. (Legislative, judicial, and

executive).


2011

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

Learning Targets:

• I can explain why the framers of the Constitution felt it was important to establish a

government where powers are shared across different level and branches. (checks and

balances) R

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

Learning Targets:

• I can identify the basic principles of Democracy in historical documents. K

• I can explain the basic principles of democracy found in significant historical documents

from U. S. history. R

• I can analyze why significant historical documents are important to citizens today. R

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

Learning Target:

• I can describe the specific rights and responsibilities individuals have as citizens of the

United States.


2011

Date

Taught: Fifth Grade

Unit 8: Civil War Timeline:

CMA:

SS-05-2.3.1




Learning Targets:

• I can describe various forms of interactions that occurred between the North and the South

during the Civil War. R This means I can use details to tell about how the people in the

North and the South dealt with each other.

SS-05-2.3.2



DOK 2

Learning Targets:

• I can give examples of conflicts between the North and the South during the Civil War. R

This means I can give examples of why people from these places were fighting (slavery,

industry).

• I can describe appropriate conflict resolution strategies for the North and the South during

the Civil War. R This means I can use details to tell how the North and the South solved

their problems.

SS-05-3.4.2




Learning Targets:

• I can describe how new knowledge, technology/tools, and specialization increased

productivity in the U.S. during Civil War times. R This means I can use details to tell how

people used new tools to increase production during the Civil War.

SS-05-5.1.1

Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, and


perspectives. DOK 3

Learning Targets:

• I can use a variety of primary and secondary resources to describe significant events during

the Civil War. R This means I can use different forms of information to tell about things that

happened during the Civil War.

• I can use a variety of primary and secondary resources to interpret different perspectives


2011

during the Civil War. R This means I can use different forms of information to make

guesses about things that will happen during and after the Civil War.

SS-05-5.2.1




Learning Targets:

• I can identify historical documents, selected readings and speeches (Emancipation

Proclamation) and explain their historical significance. R This means I can use documents

from history and tell you why they are important.

SS-05-5.2.4





Learning Targets:

• I can describe significant historical events during the Civil. R This means I can use details to

tell about events that happened during the Civil War.

• I can explain the cause an effect relationships of events that happened during the Civil War.

R This means I can tell what caused events to happen during the Civil War and the outcomes

of these events.

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

Learning Targets:

• I can identify the early cultures of the North and the South during the Civil War and analyze

the similarities and difference. K This means I can tell about the differences in the way the

North and the South lived during the Civil War.


2011

Date

Taught: Fifth Grade

Unit 9: Industrialization Timeline:

CMA:

SS-05-2.3.1




Learning Targets:

• I can describe various forms of interactions (compromise, cooperation, conflicts) that

occurred between diverse groups during Industrialization. R This means I can use details to

tell about how diverse groups dealt with each other during Industrialization.

SS-05-2.3.2



DOK 2

Learning Targets:

• I can give example of conflicts between individuals/groups during Industrialization. R This

means I can give examples of why people from these places were fighting.

• I can describe appropriate conflict resolution strategies between individuals/groups during

Industrialization. R This means I can use details to tell how people from this time solved

their problems.

SS-05-3.1.1




2

Learning Targets:

• I can describe scarcity during Industrialization. R This means I can tell what scarcity is and

what it was during this time.

• I can explain how scarcity required people to make economic choices and incur opportunity

cost during Industrialization. R This means I can tell how a lack of resources made people

have to decide what they needed most to live.

SS-05-3.2.1



Learning Targets:

• I can explain how profits motivated individuals/businesses to take risk in producing goods

and services during Industrialization. R This means I can tell why people took chances when

they were trying to sell things.


2011

SS-05-3.3.1



differences. DOK 2

Learning Targets:

• I can give examples of markets during Industrialization. R This means I can tell you what

types of markets were present during Industrialization.

SS-05-3.4.1



Learning Targets:

• I can describe production, distribution, and consumption of goods and services during

Industrialization. R This means I can tell how goods were made, how they got to other

people, and what they did with them.

SS-05-3.4.2




Learning Targets:

• I can describe how new knowledge, technology/tools and specialization, increased

productivity during Industrialization. R This means I can tell how new tools helped produce

goods during Industrialization (cotton gin, steam).

SS-05-4.4.1




environment. DOK 3

Learning Targets:

• I can explain and give examples of how people adapted to/modified the physical

environment during Industrialization. R This means I can tell how people changed their

surroundings.

• I can analyze the impact of adaptations/modifications on the environment during

Industrialization. R This means I can tell how these changes effected the environment.

SS-05-4.4.2



during the early settlement of the U.S. (Colonization, Expansion).

Learning Targets:


2011

• I can describe the physical environment promoted human activities during Industrialization.

R This means I can tell why people wanted to live near places like water or factories.

• I can describe the physical environment restricted human activities during Industrialization.

R This means I can tell why people didn’t want to live near certain areas.

SS-05-5.2.2





Learning Targets:

• I can explain reason why immigrant came to American during Industrialization. R This

means I can tell why people wanted to come to America (potato famine, lack of jobs).

SS-05-5.2.3

Students will compare change over time (Colonization, Industrialization, and Twentieth

Century to Present) in communication, technology, transportation, and education. DOK 3

Learning Targets:

• I can compare change over time during Industrialization in communication, technology,

transportation, and education. R

SS-05-5.2.4





Learning Targets:

• I can describe significant historical events during Industrialization. R This means I can use

details to tell you about important events that happened during this time.

• I can explain the cause and reflect relationship of events during Industrialization. R

This means I can tell you why events happened and the outcomes of them during

Industrialization.


2011

Date

Taught: Fifth Grade

Unit 10: The Twentieth Century Timeline:

CMA:

SS-05-2.3.1




Learning Targets:

• I can describe various forms of interactions (compromise, cooperation, conflicts) that

occurred between diverse groups during the 20th

Century. R This means I can use details to

tell about how diverse groups dealt with each other during the 20th

Century.

SS-05-2.3.2



DOK 2

Learning Targets:

• I can give example of conflicts between individuals/groups during the 20th

Century. R This

means I can give examples of why people from these places were fighting.

• I can describe appropriate conflict resolution strategies between individuals/groups during

The 20th Century. R This means I can use details to tell how people from this time solved

their problems.

SS-05-3.1.1




2

Learning Targets:

• I can describe scarcity during The 20th Century. R This means I can tell what scarcity is and

what it was during this time.

• I can explain how scarcity required people to make economic choices and incur opportunity

cost during The 20th Century. R This means I can tell how a lack of resources made people

have to decide what they needed most to live.


2011

SS-05-3.2.1



Learning Targets:

• I can explain how profits motivated individuals/businesses to take risk in producing goods

and services during The 20th Century. R This means I can tell why people took chances

when they were trying to sell things.

SS-05-3.3.1



differences. DOK 2

Learning Targets:

• I can give examples of markets during The 20th Century. R This means I can tell you what

types of markets were present during the 20th

Century.

SS-05-3.4.1



Learning Targets:

• I can describe production, distribution, and consumption of goods and services during The

20th Century. R This means I can tell how goods were made, how they got to other people,

and what they did with them.

SS-05-3.4.2




Learning Targets:

• I can describe how new knowledge, technology/tools and specialization, increased

productivity during The 20th Century. R This means I can tell how new tools helped produce

goods during the 20th

Century.

SS-05-4.4.1




environment. DOK 3

Learning Targets:

• I can explain and give examples of how people adapted to/modified the physical

environment during The 20th Century. R This means I can tell how people changed their

surroundings.


2011

• I can analyze the impact of adaptations/modifications on the environment during The 20th

Century. R This means I can tell how these changes effected the environment.

SS-05-4.4.2



during the early settlement of the U.S. (Colonization, Expansion).

Learning Targets:

• I can describe the physical environment promoted human activities during The 20th Century.

R This means I can tell why people wanted to live near certain places.

• I can describe the physical environment restricted human activities during The 20th Century.

R This means I can tell why people didn’t want to live near certain areas.

SS-05-5.2.2





Learning Targets:

• I can explain reason why immigrant came to American during The 20th Century. R This

means I can tell why people wanted to come to America.

• I can compare why immigrants came to America in the past to why they come today. R This

means I can tell how an immigrant coming to America in the past is similar to coming to

America today.

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

Learning Targets:

• I can compare change over time during The 20th Century in communication, technology,

transportation, and education.

SS-05-5.2.4





Learning Targets:

• I can describe significant historical events during The 20th Century. R This means I can use

details to tell you about important events that happened during this time.

• I can explain the cause and reflect relationship of events during The 20th Century. R This

means I can tell you why events happened and the outcomes of them during the 20th

Century.


2011

SS-05-5.2.1




Learning Targets:

• I can explain the historical significance of documents the 20th

century. (I have a dream

speech, ect). R This means I can tell you why the documents in the 20th

century are

important.

monroe county school district elementary pacing guide grade social studies.pdf · occurred between...

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