social studies pacing guide grade 5 · 2016-05-31 · 6-early english settlements x r r 7-comparing...

Social Studies Pacing Guide Grade 5

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun

1-Geography of the United

States X X W W2-Native Americans and

Their Lands X I I

3-Native Americans Cultural Regions

(Constitution Day , civics /patriotism) X X N N4-Why Europeans Left for

the New World X X T T5-Routes of Exploration to the

New World (Leif Erickson Day) X X E E

6-Early English SettlementsX R R

7-Comparing the ColoniesX X B B

8-Facing Slavery (Holocaust

and Genocide) X X R R9-Life in Colonial

Williamsburg X X E E10-Growing Tensions Between

the Colonies and Britain A A X X11-To Declare Independence

or Not K K X12-The Declaration of

Independence (African American

History) W W X X

13-The Revolutionary WarI I X X

14-The Constitution (History

of Women) N N X X15-The Bill of Rights

(Irish Famine Study) T T X X16-Manifest Destiny and

Settling the West E E X X

17-The Diverse Peoples of the

West (Arbor and Bird Day) R R X X18-The Causes of the Civil

War (Illinois Law week) B B X

19-The Civil WarR R X X

20-Industrialization and

Modern America E E X X

GRADE 5 SOCIAL STUDIES CURRICULUM GUIDE

The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:

ILS Lesson Performance Descriptor/Essential Content Range Essential Questions Vocabulary Suggested

Formative

Assessments

Suggested

Summative

Assessments

Suggested

AccommodationsResources/Activities

16E,

17A,

17D

1-Geography of

the United

States

I 16E Illinois, United States, and world environmental

history including growth and development, pre-

colonial life, climate changes, early crop cultivation,

and technological advances and how they were used

between 1700 and 1818. Also the related map-reading

skills.

I 17A Use of the features of different types of maps

(e.g. colors, symbols, keys, and grids) to represent data

on population, climate, etc. Also, Illinois' major urban

centers' connections to the US (e.g. transportation,

communication, and recreation).

I 17D Historical influence of geography and physical

features on population distribution patterns, customs,

traditions, decision-making, etc.

5 - 10

days

What did pre-

colonial North

America look like?

What map skills are

essential for a pilot

to land in a specific

city?

What information

can you compile

that compares

physical features of

the United States

with the rest of the

world?

geography, globe,

latitude, longitude,

geographic terms,

physical features,

compass,

landforms

+++++++++++++

geography,

climate, globe,

latitude,

longitude,

geographic terms,

physical features,

compass,

landforms,

isthmus

ISN: Preview 1,

Geography

Challenge A-D,

Lesson 1

Assessment ,

Design your

own map using

vocabulary

terms from

chapter

LG Chap 1 pg

10

Interactive

Desk Map

utilizing

question

wheel: BG/ELL

White outer,

white inner

question, Black

outer white

inner, white

outer black

inner, GL/ELL

Black outer

black inner.

United Streaming-Maps:

Types, Symbols, and

Terms (18:07)

Goal 14 - Understand political systems, with an emphasis on the United States.

Goal 15 - Understand economic systems, with an emphasis on the United States.

Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.

Goal 18 - Understand social systems, with an emphasis on the United States.

Career Connections: geologist, chemist, environmental scientist, landscape architect, photographer, surveyor, urban planner, biologist, laboratory technician

Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner

ELL = English Language Learner



Copying this document is prohibited without written permission from Cicero School District 99. 1




Formative

Assessments

Suggested

Summative

Assessments

Suggested












16A,

16E,

17B,

17D,

2-Native

Americans and

Their Lands

2-American

Indians and

Their Land

I 16A Skills of research, historical analysis and

interpretation including comparing and contrasting a

region over time, describing trends, and locating and

using primary and secondary sources.

I 16E Illinois, United States, and world environmental

history including growth and development, pre-

colonial life, climate changes, early crop cultivation,

and technological advances and how they were used


skills.

I 17B Characteristics and interactions of Earth's

physical systems including the Earth/Sun relationship,

human and natural alteration of physical

environments, and plants and animal relationships.




5 days How can you apply

the skills of historical

analysis and

interpretation

through research

utilizing primary and

secondary sources?

How did Native

Americans utilize the

animals of the region

where they had

settled?

How did Native

Americans alter their

physical environment

in order to survive?

How would you use

the map in section 2.3

to show population

distributions along

the migration route?

origin stories,

migration routes,

environments,

adapt, goddesses,

migration,

migrants, big

game,

adaptations,

driftwood

+++++++++++++

origin stories,

migrated,

environments,

adapt, kiva,

migration,

natural resources,

adaptations,

pictograph

ISN: Preview 2,

Reading Notes 2,

Processing 2,

Perform act-it-out

2.7

Lesson 2

Assessment

LG Chpt2 pg 24

BG- Map skills-

Graphic

organizers and

visuals

ELL- Use

graphic

organizers,

brain pop, see

united

streaming

GL- RAFT

writing. AN

interview with

Native

Americans

from different

environments.

United Streaming-

California Up-Close:

Native Americans and

European Explorers.

Migration Into North

America (04:29)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












16A,

16E,

17B,

17C,

3-Native

Americans

Cultural Regions

3-American

Indian Cultural

Regions




using primary and secondary sources. I 16E Illinois,

United States, and world environmental history

including growth and development, pre-colonial life,

climate changes, early crop cultivation, and

technological advances and how they were used


skills.

I 17B Characteristics and interactions of Earth's

physical systems including the Earth/Sun relationship,

human and natural alteration of physical

environments, and plants and animal relationships.

I 17 C Factors that affect the relationship between

geographic factors and societies including natural

hazards, location of natural resources, etc.

10

days

What kinds of

research questions

can you formulate

about each Native

American cultural

region?

How did the

environment effect

the type of housing,

food, and clothing

utilized by Native

Americans?

Why did Native

Americans choose

the regions where

they settled?

cultures, nomadic,

cultural regions,

artifacts, mesas,

gorges

+++++++++++++

cultures, nomadic,

cultural regions,

artifacts, mesa,

gorge,

government

ISN: Preview 3*,

Reading Notes 3,

Processing 3

Lesson 3

Assessment ,

End of Unit

reports or

projects on

Native

Americans

LG Chap 3 pg

37

BG- Map skills-

Connect

differing Native

American

groups to

regions

GL-Power point

presentation of

Native

American

group of

choice.

United Streaming-Reading

Maps and Globes /Native

Peoples of the Regions

(02:49)

Career Connections: geologist, nature conservator, environmental scientist, landscape architect, sociologist, soil scientist, photographer, surveyor, urban planner, biologist, laboratory technician, weather

observer, travel agent , conservation and wildlife, ecologist, environmental health officer.





Formative

Assessments

Suggested

Summative

Assessments

Suggested












16D,

17A

4-Why

Europeans Left

for the New

World

4-How and Why

Europeans

Came to the

New World

I 16D Illinois, United States and world social history

including motives for settlement, organization of

colonies, westward movement, influence of significant

individuals, cultural exchanges and changes over time.

I 17A Use of the features of different types of maps

(e.g. colors, symbols, keys, and grids) to represent data

on population, climate, etc. Also, Illinois' major urban

centers connections to the US (i.e. transportation,

communication, and recreation).

10

days

What motives did

Europeans have for

exploring during

the Age of

Exploration?

New World, Age of

Exploration,

Explorers,

archaeologists,

ore, cash crop,

+++++++++++++

New World, Age

of Exploration,

explorers,

archaeologists,

astrolabe, the

Americas, cash

crop, nation-state

ISN: Preview 4*,

Reading Notes 4,

Processing 4

Lesson 4

Assessment

LG Chap 4 pg

50

BG

Highlight/illustr

ate vocab and

definitions

GL-Compare

and contrast

essay: Tobacco:

Saving Crop or

Stinking Weed.

United Streaming-Oceans

Alive: Islands Under the

Sea/ Sunken Ships: Islands

Under the Sea (03:41)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












15A,

15D,

16A,

16D

5-Routes of

Exploration to

the New World

I 15A Elements of the US economic system including

production, income, goods and services, and future job

skills.

I 15D Trade, division of labor, effects of not trading

with others, productivity, and interdependence.








individuals and cultural exchanges and changes over

time.

10

days

What impact did

different explorers

have on the culture

and peoples in the

lands that they

explored?

conquistadors,

Northwest

Passage,

contagious

diseases, East

Indies, colonies,

+++++++++++++

conquistadors,

Northwest

Passage,

contagious

diseases, East

Indies, colony

ISN: Preview 5,

Reading Notes 5,

Processing 5

Lesson 5

Assessment ,

Create explorer

review game,

report or

project on an

explorer

LG Chap 5 pg

63

BG- Venn

diagram

comparing

different

explorers

ELL/GL- Power

point

presentation

on explorer.

United Streaming-

Exploring the World: The

Age of Exploration Begins

(12:47)

Career Connections: pilot, ship captain, cartographer, writer, reporter, oceanographer, tourism manager, real estate agent, sailor, sea transport worker, armed forces, navigator, navigating officer.





Formative

Assessments

Suggested

Summative

Assessments

Suggested












15A,

16D,

17C,

18A,

18B

6-Early English

Settlements

I 15A Elements of the US economic system including


skills.




individuals, cultural exchanges and changes over time.

I 17C Factors that affect the relationship between

geographic factors and societies including natural

hazards, location of natural resources, etc. I 18A The

characteristics of culture as reflected in the sharing of

language, music, art, literature, artistic traditions,

social celebrations, holidays, and

differences/similarities with students from around the

country.

I 18B The roles and interactions of individuals and

groups in society including meeting needs of people,

impacting communities, addressing problems, and the

effect of national institutions on individuals.

5 days Why did colonists

choose the land

where they settled?

What are some

similarities and

differences among

the early English

settlements of

Roanoke,

Jamestown, and

Plymouth?

settlements,

Roanoke,

Jamestown,

Plymouth,

colonist, tobacco

+++++++++++++

settlements,

Roanoke,

Jamestown,

Plymouth, marsh,

colonist,

democratic, ally

ISN: Preview 6,

Reading Notes 6,

Processing

6,Perform act-it-

out 6.4

Lesson 6

Assessment ,

Project or

report on

famous person

from chapter

LG chap 6 pg 74

BG- Write

about an

adventure in

the new land

ELL/GL-

Compose a

poem about

early English

settlers.

United Streaming-

Exploring the World: The

English Come to America:

Jamestown and Plymouth

(20:13)

Career Connections: rancher, cowboy, steel mill worker, farmer, taxidermist, horticulturalist, game ranger, park ranger, surveyor, cartographer, tailor, veterinary sciences.





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14F,

15A,

15B,

15E,1

6C,18

A

7-Comparing

the Colonies

I 14F United States political ideas and traditions

including basic freedoms, national symbols, and

technological advancements in the political arena

along with the related inconsistencies and injustices. I

15A Elements of the US economic system including


skills. I 15B Supply and demand including

opportunity cost, consumer choices, and pricing and

how it affects consumers.

I 15E Impact of government policies and decisions on

production and consumption including goods and

services at all levels. Also types of taxes. I 16C

Economic systems in US history as influenced by world

economic history including slavery and past economic

choices. I 18A The characteristics of culture as

reflected in the sharing of language, music, art,

literature, artistic traditions, social celebrations,

holidays, and differences/similarities with students

from around the country.

10

days

What were the

reasons for

founding the

colonies at the

different locations?

(Some of the

reasons are related

to geography,

climate, jobs, and

government.)

British, colonial

regions, economy,

democratic,

diverse,

indentured

servants, assembly

+++++++++++++

economies,

plantation,

indentured

servant, industry,

West Indies,

grant, assembly,

apprentice

ISN: Preview 7,

Reading Notes 7,

Processing 7

Lesson 7

Assessment

LG Chap 7 pg

88

BG-Create a

table to

compare and

contrast the

three colonial

regions

ELL/GL- Create

a

survey/questio

nnaire finding

out why people

settled in one

of the three

colonial regions

United Streaming-The

American Revolution:

From Colonies to

Constitution: The

American Colonies

(15:00)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14F,

16C,

17D

8-Facing Slavery I 14F United States political ideas and traditions



along with the related inconsistencies and injustices.

I 16C Economic systems in US history as influenced by

world economic history including slavery and the

influence of past economic choices.




10

days

How would you

describe the three

dilemmas faced by

West Africans

during slave trade.

enslaved Africans,

dilemmas, middle

passage,

plantations,

Americas, slave

auctions, overseer

+++++++++++++

slave trade,

dilemma, Middle

Passage,

triangular trade,

slave auctions,

overseer, griot,

spiritual

ISN: Preview 8,

Reading Notes 8,

Processing 8

Lesson 8

Assessment ,

Respond via

journals and

illustrations to 3

dilemmas

LG chap 8 pg

101

BG- Design a

diorama to

demonstrate

one of the 3

dilemmas

GL- Write a

letter to a

figure involved

in the slave

trade (i.e. ship

captains,

auctioneer,

plantation

owner, slave

traders etc)

regarding their

involvement.

United Streaming-American

History: Abolishing Slavery

in America/The African Slave

Trade: People for Goods

(04:25)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14C,

15A,

15B,

15C,

15D,

18A,

18B

9-Life in

Colonial

Williamsburg

I 14C Citizen and community responsibilities including

minority rights, consequences of actions, community

problem solving, and voting requirements. I 15A Elements

of the US economic systems including production, income,

goods and services, and future job skills. I 15B Supply and

demand including opportunity cost, consumer choices, and

pricing and how it affects consumers.

I 15C Supply and demand including goods productions,

markets, and characteristics of entrepreneurs I 15D Trade,

division of labor, effects of not trading with others,

productivity, and interdependence. I 18A The


language, music, art, literature, artistic traditions, social

celebrations, holidays, and differences/similarities with

students from around the country.

I 18B The roles and interactions of individuals and groups in

society including meeting needs of people, impacting

communities, addressing problems, and the effect of

national institutions on individuals.

10

days

How would you

demonstrate an

understanding of

life in colonial

Williamsburg,

educationally,

economically,

politically, and

socially?

Williamsburg,

government,

culture, capitol,

capital,

+++++++++++++

Williamsburg,

capitol,

craftsman, trade,

politics, royal

colony, bill

ISN: Preview 9*,

Reading Notes 9

Lesson 9

Assessment ,

rubric of

stations

LG Chap 9 pg

118

BG-Design and

label a map of

colonial

Williamsburg

GL- Create your

own call and

response song


Colony of Virginia,

Founded in 1607 (05:48)

Career Connections: blacksmith, museum employee, farmer, librarian, police officer, reporter, teacher, advocate, social worker, leather worker, lecturer, archivist, bricklayer, construction manager.





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14D,

14E,

15B,

15E,

16B,

16C,

17D,

10-Growing

Tensions

Between the

Colonies and

Britain

10-Tensions

Grow Between

the Colonies

and Great

Britain

I 14D Roles and influences of individuals and interest

groups, minority vs. majority rights, student/parental

involvement, public opinion, and forms of political

persuasion I 14E Foreign policy as it relates to other

nations and international issues, conflict avoidance, treaty

signing, and specific issues. I 15B Supply and demand

including opportunity cost, consumer choices, and pricing

and how it affects consumers.

I 15E Impact of government policies and decisions on

production and consumption including goods and services at

all levels. Also types of taxes.

I 16B Significant political events in US history and how prior

world civilizations influenced them during the colonial

period, the American Revolution, and the Early National

Period. I 16C Economic systems in US history as influenced

by world economic history including slavery and past

economic choices. I 17D Historical influence of geography

and physical features on population distribution patterns,

customs, traditions, decision-making, etc.

10

days

What questions

would you ask in an

interview of a

colonists to better

understand the

growing tensions

between the

colonies and

Britain?

What is the

function of taxes

paid by individuals

and businesses?

debts, acts,

taxation without

representation,

protest,

Parliament,

repealed

+++++++++++++

acts, taxation

without

representation,

proclamation,

protest,

Parliament,

delegate, repeal,

import, massacre,

boycott, First

Continental

Congress

ISN: Preview 10*,

Reading Notes 10,

Processing 10

Lesson 10

Assessment ,

create your

stamp or

depiction of

chapter event

LG chap 10 pg

131

BG- Create

illustrated

flashcards with

vocab and key

terms

ELL/GL- Create

an illustrated

comic strip

depicting

growing

tensions

between the

colonies and

Britain.

United Streaming-Six

Revolutionary War

Figures (15:29)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14C,

14D,

15B,

16A,

16B,

18C

11-To Declare

Independence

or Not



problem solving, and voting requirements. I 14D

Roles and influences of individuals and interest groups,

minority vs. majority rights, student/parental


persuasion

I 16B Significant political events in US history and

how prior world civilizations influenced them during

the colonial period, the American Revolution, and the

Early National Period. I 18C Factors that affect the

formation and development of social systems including

beliefs, behavior of stakeholders, and effects of

historically significant people.

5 days What differences

exist between the

political viewpoints

of Patriots and

Loyalists?

Independence,

patriot, loyalist,

neutralist, traitor

+++++++++++++

Independence,

Patriot, Loyalist,

neutral, traitor,

tyrant, treason,

resolution

ISN: Preview 11,

Reading Notes 11,

Processing 11

Lesson 11

Assessment ,

Problem Solving

Group work-

Panel Debate

LG Chap 11 pg

142

BG- Research a

famous loyalist

or patriot

ELL/GL-Create

your own

constitutional

power card for

each branch of

government


Revolutionary War: The

War and a New

Nation/Personal Sacrifice

and Opinions of the War

(01:47)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14A,

14C,

14D,

16B,

18C

12-The

Declaration of

Independence

I 14A Characteristics of a Democracy, rights, laws, rules, civic

responsibilities, and key documents (Declaration of

Independence, Constitution, Bill of Rights, Constitutional

Amendments.)



problem solving, and voting requirements.




persuasion

I 16B Significant political events in US history and how prior

world civilizations influenced them during the colonial

period, the American Revolution, and the Early National

Period. I 18C Factors that affect the formation and

development of social systems including beliefs, behavior of

stakeholders, and effects of historically significant people.

10

days

What is the

significance of the

Declaration of

Independence to

the political

founding of the

United States?

What historical

events led to the

signing of the

Declaration of

Independence?

Declaration of

Independence,

Second

Continental

Congress,

Common Sense,

militia, treason

+++++++++++++

Declaration of

Independence,

Second

Continental

Congress,

Minuteman,

militia, equality

ISN: Preview 12*,

Reading Notes 12,

Processing 12

Lesson 12

Assessment ,

Social Studies

skill builder- skit

on Declaration

of

Independence,

Analyze Thomas

Jefferson's desk

LG Chap 12 pg

153

United Streaming-TLC

Elementary School: We the

People: A History/The

Declaration of

Independence (04:49)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14E,

16B

13-The

Revolutionary

War

13-The

American

Revolution

I 14E Foreign policy as it relates to other nations and

international issues, conflict avoidance, treaty signing,

and specific issues

I 16B Significant political events in US history and how

prior world civilizations influenced them including

turning points in US history during the colonial period,

the American Revolution, and the Early National

Period.

10

days

What events led to

the Treaty of Paris?

What strategical

differences were

there between the

Continental and

British armies?

What are the major

provisions of the

Treaty of Paris?

Revolutionary

War, strategy,

Continental Army,

ally, volunteers,

bayonet, tactics,

guerilla tactics

+++++++++++++

revolution,

strategies,

volunteer, enlist,

mercenary, tactic,

turning point,

treaty, home front

ISN: Preview 13*,

Reading Notes 13,

Processing 13

Lesson 13

Assessment,

end of unit

report or

project on

Revolutionary

War, make a

Revolutionary

War board

game.

Lg Chap 13 pg

166


Revolutionary War: The

War and a New Nation

/Comparing the

Continental Army and the

British Army (02:07)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14A,

14B,

14C,

14F,1

8B,

18C

14-The

Constitution

I 14A Characteristics of a Democracy, rights, laws, rules,

civic responsibilities, and key documents (Declaration of

Independence, Constitution, Bill of Rights, Constitutional

Amendments.)

I 14B Characteristics of State and Federal government

including 3 branches (executive, judicial, legislative) and the

checks and balances among them. Also characteristics of

criminal and civil trials. I 14C Citizen and community

responsibilities including minority rights, consequences of

actions, community problem solving, and voting

requirements.

I 14F United States political ideas and traditions including

basic freedoms, national symbols, and technological

advancements in the political arena along with the related

inconsistencies, and injustices. I 18B The roles and

interactions of individuals and groups in society including

meeting needs of people, impacting communities, addressing

problems, and the effect of national institutions on

individuals. I 18C Factors that affect the formation and



10

days

What is the

significance of the

Constitution to the

political founding of

the United States?

How does the

Constitution

prevent any one

branch of the

federal government

from becoming too

powerful?

Articles of

Confederation,

Constitutional

Convention,

Constitution,

branches, checks

and balances,

legislative branch,

executive branch,

judicial branch,

cabinet, treaty,

impeachment, veto,

unconstitutional

+++++++++++++

Constitutional

Convention,

constitution, checks

and balances,

legislative branch,

executive branch,

judicial branch,

compromise,

cabinet, impeach,

veto, monarchy, rule

of law, republic

ISN: Preview 14*,

Reading Notes 14,

Processing 14

Lesson 14

Assessment,

Illustrate and

label the 3 main

buildings for

each of the

branches,

design a tourist

pamphlet for

Washington

D.C.,

LG Chap 14 pg

178

United Streaming-

Understanding the

Constitution: Creating the

Federal Government

(22:00)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14A,

14C,

14F,

18B,

18C

15-The Bill of

Rights

I 14A Characteristics of a Democracy, rights, laws,

rules, civic responsibilities, and key documents

(Declaration of Independence, Constitution, Bill of

Rights, Constitutional Amendments.) D 14C Citizen

and community responsibilities including minority

rights, consequences of actions, community problem

solving, and voting requirements. I 14F United

States political ideas and traditions including basic

freedoms, national symbols, and technological

advancements in the political arena along with the

related inconsistencies and injustices. I 18B The

roles and interactions of individuals and groups in

society including meeting needs of people, impacting

communities, addressing problems, and the effect of

national institutions on individuals. I 18C Social

systems formation and development including belief

systems, ways stakeholders cooperate to solve issues,

affects of historically significant people.

10

days

Why did Americans

feel they needed to

protect their

rights?

How are the needs

of individuals,

groups, and society

met through the

Bill of Rights?

amendment,

liberties, Bill of

Rights, rights of

the accused, jury,

prejudice

+++++++++++++

amendments, Bill

of Rights, ratify,

due process,

prejudice, civil,

appeal

ISN: Preview 15*,

Reading Notes 15,

Processing 15,

Make a classroom

bill of rights

Lesson 15

Assessment ,

Experiential

exercise-

creating living

scenes for Bills

of Rights

LG Chap 15 pg

190

United Streaming-

Understanding the

Constitution: Creating the

Federal Government

(22:00)

Career Connections: lawyer, judge, state representative, senator, president, vice president, magistrate, mayor, journalist, lobbyist, television reporter, city treasurer, court reporter.





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14E,

16A,

16C,

16D

16-Manifest

Destiny and

Settling the

West


international issues, conflict avoidance, treaty signing,

and specific issues




using primary and secondary sources. I 16C

Economic systems in US history as influenced by world

economic history including slavery and past economic

choices. I 16D Illinois, United States and world social

history including motives for settlement, organization

of colonies, westward movement, influence of

significant individuals and cultural exchanges and

changes over time.

10

days

What changes did

Manifest Destiny

and settling the

West have on the

United States?

What territories

were acquired by

the US between

1803 and 1853 and

how were they

acquired?

territories,

Manifest Destiny,

annex,

reservations,

defenders,

boundary, cession

+++++++++++++

territories, annex,

acquisitions,

manifest destiny,

reservation,

expedition,

boundary, cede

ISN: Preview 16*,

Reading Notes 16,

Processing 16

Lesson 16

Assessment,

Create review

game

representing US

territorial

acquisitions

LG Chap 16 pg

204


Oregon Trail /Manifest

Destiny (01:12)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14D,

14F,

15B,

15C,

16A,

16D,

18A,

18C

17-The Diverse

Peoples of the

West




persuasion. D 14F United States political ideas and

traditions including basic freedoms, national symbols, and

technological advancements in the political arena along with

the related inconsistencies and injustices. I 15B Supply and

demand including opportunity cost, consumer choices, and

pricing and how it affects consumers. I 15C Supply and

demand including goods productions, markets, and

characteristics of entrepreneurs. D 16A Skills of research,

historical analysis and interpretation including comparing

and contrasting a region over time, describing trends, and

locating and using primary and secondary sources. D 16D

Illinois, United States and world social history including

motives for settlement, organization of colonies, westward

movement, influence of significant individuals, cultural

exchanges and changes over time. I 18A The


language, music, art, literature, artistic traditions, social

celebrations, holidays, and differences/similarities with

students from around the country. D 18C Factors that

affect the formation and development of social systems

including beliefs, behavior of stakeholders, and effects of

historically significant people.

10

days

Which groups were

helped as the US

expanded

westward and

which groups were

harmed?

pioneers,

Mormons, forty-

niners, Chinese

immigrants,

Mexicanos, Nez

Perce, ranchos,

claims,

transcontinental,

missionaries,

yokes,

+++++++++++++

pioneers,

Mexicanos, Nez

Perces, rancho,

forty-niner, claim,

immigrant,

transcontinental,

Mormon,

missionary, yoke

ISN: Preview 17,

Reading Notes 17,

Processing 17

Lesson 17

Assessment ,

interactive

Dramatizations

on Mexicanos,

Forty-niners,

Chinese

immigrants,

Mormons,

Oregon

pioneers, Nez

Perce

LG Chap 17 pg

216


Oregon Trail (16:00)

Bird Day website:

http://memory.loc.gov/a

mmem/today/may04.htm

l





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14D,

14F,

16A,

17D,

18-The Causes

of the Civil War

D 14D Roles and influences of individuals and interest



persuasion

D 14F United States political ideas and traditions



along with the related inconsistencies and injustices.

D 16A Skills of historical analysis and interpretation

including comparing and contrasting a region over

time, trends, and primary and secondary sources.

Also the research process encompassing questioning

and locating sources. D 17D Historical influence of

geography and physical features on population

distribution patterns, customs, traditions, decision-

making, etc.

5 days What were the

major events that

led to the Civil

War?

What attempts at

compromise were

made prior to the

Civil War to keep

the Union

together?

Why did the issue

of slavery divide

the country?

Civil War, North,

South, immigrants,

the Union,

compromise,

abolitionist,

seceded,

Confederates

+++++++++++++

Civil War, North,

South, Union,

slave state, free

state, abolitionist,

Underground

Railroad, secede,

Confederacy

ISN: Preview 18,

Reading Notes 18,

Processing 18

Lesson 18

Assessment ,

create a comic

strip/graphic

novel of one of

the causes of

the Civil War.

LG Chap 18 pg

227

United Streaming-Civil

War (15:00)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












16A 19-The Civil War D 16A Skills of research, historical analysis and




10

days

Compare and

contrast aspects of

the war from both

sides?

Union,

Confederacy,

Gettysburg, home

front,

Emancipation

Proclamation,

drafts

ISN: Preview 19*,

Reading Notes 3

Lesson 19

Assessment ,

rubric of

stations

LG Chap 19 pg

246

United Streaming-Civil

War (15:00)





Formative

Assessments

Suggested

Summative

Assessments

Suggested












14E,

14F,

15A,

15B,

15C,

15D,

15E,

16C,

18B,

18C

20-

Industrialization

and Modern

America


international issues, conflict avoidance, treaty signing, and

specific issues D 14F United States political ideas and

traditions including basic freedoms, national symbols, and

technological advancements in the political arena along with

the related inconsistencies and injustices. D 15A Elements

of the US economic system including production, income,

goods and services, and future job skills. D 15B Supply and

demand, opportunity cost, consumer choices, pricing and

the effects on consumers. I 15C Supply and demand

including goods productions, markets, and characteristics of

entrepreneurs I 15D Trade, division of labor, effects of not

trading with others, productivity, and interdependence. I

15E Impact of government policies and decisions on

production and consumption including goods and services at

all levels. Also types of taxes. D 16C Economic systems in

US history as influenced by world economic history including

slavery and past economic choices. D 18B The roles and

interactions of individuals and groups in society including

meeting needs of people, impacting communities, addressing

problems, and the effect of national institutions on

individuals. D 18C Factors that affect the formation and



10

days

What inferences

can you make

regarding the

relationships

among countries

during times of

war?

How did the major

events mentioned

in chapter 20 affect

economic choices

for producers and

consumers?

How was

international and

domestic trade

effected?

Industrial

Revolution, 20th

Century, Information

Age, World War I,

World War II, Cold

War, Great

depression, Civil

Rights Movement,

nuclear weapons,

segregation

+++++++++++++

industrialization,

World War I, Great

Depression,

drought, World War

II, Cold War, nuclear

weapons, civil rights

movement,

segregation,

Information Age,

refugee

ISN: Preview 20,

Reading Notes 20,

Processing 20

Lesson 20

Assessment ,

Create a

diorama

timeline of the

events in chap

20

LG Chap 20 pg

258


American Industrial

Revolution (27:22),

World War I and Its

Aftermath/World War I

(06:21)

American History: World

War II: Causes and

Consequences/World

War II (05:18) ;The Cold

Wa r (04:17) ; A Changing

America: Automobiles,

Suburbia, and Civil Rights

(04:06)

America in the 20th

Century: The Great

Depression (30:00)

Magnetism and the

Information Age (01:51)

Career Connections: automotive mechanic, architect, computer hardware engineer, computer software engineer, computer consultant, industrial engineer, interior designer, data base administrator,

traffic officer, technical illustrator, customer service agent, desktop publisher, electrical engineer.


social studies pacing guide grade 5 · 2016-05-31 · 6-early english settlements x r r 7-comparing...

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