Curriculum Map Quarter 2 Social StudiesGrade 5

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

Shelby County Schools2016-171 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By

Shelby County Schools2016-172 of 27

KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Map Quarter 2 Social StudiesGrade 5

referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Shelby County Schools2016-173 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Shelby County Schools2016-174 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA ”Can Do” Name charts may be located here: http://shelbycountyesl.weebly.com/wida.html (password: SCS-ESL)

Shelby County Schools2016-175 of 27

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Curriculum Map Quarter 2 Social StudiesGrade 5

Grade 5 Pacing Guide

Suggested Time 1st Quarter Suggested Time 3rd Quarter

Weeks 1-3 U.S. Prior to Civil War Compare and contrast the differences between the North

and South prior to the Civil War

Weeks 1-3 World War I and Women’s Suffrage Analyze the involvement of the US during World War I. Evaluate the role of Tennessee and specific people in women's fight

for equal rights.

Weeks 4-6 U.S. Prior to Civil War Weeks 4-6 The Roaring Twenties and The Great Depression

Shelby County Schools2016-176 of 27

Example: Reading 3-5 “Historical events, figures, and leaders”Entering:Match examples of historical events with illustrations and labels

Beginning:Identify features, people, or events depicted in illustrations and phrases

Developing:Identify features, people, or events depicted in illustrations and phrases

Expanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and text

Bridging:Detect trends based on historical events or people's actions using grade-level text

Example: Reading 3-5 “Immigration/Migration”Entering:Trace immigration/migration routes on globes or maps with a partner

Beginning:Match immigration/ migration routes on globes or maps to text (e.g., Asia is far from the U.S.) and share with a partner

Developing:Organize information on immigration/migration patterns through investigation using graphic or visual support with a partner

Expanding:Compare information on immigration/migration based on investigation(e.g., in Web sites, newspapers or libraries) using graphic or visual support with a partner

Bridging:Identify reasons or explanations for immigration/migration based on investigation using grade level multicultural texts

Curriculum Map Quarter 2 Social StudiesGrade 5

Evaluate the election of 1860 and states decisions to secede from the Union

Summarize the growth of popular culture and the economy in the 1920s.

Analyze the events that caused the Great Depressions and examine how the country recovered

Weeks 7-9 The Civil War Understands the causes, courses, and consequences of the

Civil War.

Weeks 7-9 World War II Research and analyze the cultural, economic, and political

developments that contributed to the causes and courses of WWII. Testing BLITZ (Review)

Suggested Time 2nd Quarter Suggested Time 4th Quarter

Weeks 1-3 Reconstruction Understand the successes and failures of Reconstruction.

Weeks 1-2 History and Culture Testing BLITZ (continues) Analyze key events of the Civil Rights Movement Summarize contributions of innovators and musicians of 20th century

Weeks 4-6 Industrial America & Westward Expansion Explains the various causes and consequences of Second

Industrial Revolution and events in TN, and describe the nation’s growing role in world affairs.

Weeks 3-6 History Examine the history of the United States since the conclusion of

WWII.

Weeks 7-9 Progressive Era & Jim Crow Laws Research major topics on Westward Expansion,

Spanish American War; Progressive Era, Jim Crow Laws

Weeks 7-9 Culture – Geography – History – Economics Recognize Global and Environmental Issues Africa in April and Memphis in May Locate AA and MM country on a map/globe. Compare and contrast culture, holidays, and national symbols.

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

ReconstructionWeeks 1-3

Suggested Readings:Roll of Thunder Hear My Cry (920) by Mildred Taylor novel or excerpts http://www.gulllakecs.org/cms/lib7/MI01001276/Centricity/Domain/221/Roll%20of%20Thunder%20book.pdf The Americana: Reconstruction to Present http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-the-presentJournal of Delegates 1870 New TN Constitution- Nashville (N/P) https://archive.org/stream/journalproceedi04convgoog#page/n0/mode/2up13th, 14th Amendment, and 15th Amendments to the U.S. Constitution (N/P)

Shelby County Schools2016-177 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

Overview of Reconstruction (990) http://www.digitalhistory.uh.edu/disp_textbook_print.cfm?smtid=1&psid=2915 Co. Aytch, Sam Watkins excerpt Battle of Chickamauga (N/P) He That Hath No Sword- A Tennessee History for Kids Publication for Fifth GradePlace of Peace (960) He That Hath No Sword- A Tennessee History for Kids Publication for Fifth GradeDeath on Home Ground (1050) He That Hath No Sword- A Tennessee History for Kids Publication for Fifth GradeThe Tailor and the Parson (980) He That Hath No Sword- A Tennessee History for Kids Publication for Fifth GradeYellow Fever… the Plague of Memphis (1230) http://historic-memphis.com/memphis-historic/yellow-fever/yellow-fever.htmlThe Great Fever (1878 Epidemic) (1100) http://www.pbs.org/wgbh/amex/fever/peopleevents/e_1878.htmlBluff City (1080) He That Hath No Sword- A Tennessee History for Kids Publication for Fifth Grade

5.20 Analyze the goals and accomplishments of the 13th, 14th, and 15th Amendments, Freedmen’s Bureau, and Fisk University to help former slaves begin a new life. (C, H, P, TN)

5.20 How were the events and perspectives of society influential in the development of the 13th, 14th, and 15th Amendments?Why were institutions created for newly freed slaves?

I can describe the rights and freedoms that were outlined in the 13th, 14th, and 15th amendments.

I can explain the reasons for the establishment of the Freedmen’s Bureau and Fisk University.

I can analyze the primary source documents and describe the effects of sharecropping on the African Americans in the South.

5.20 To gain an overview, students may watch the video Failures of the Reconstruction using the link http://www.history.com/topics/black-history/freedmens-bureau. Students will then discuss the main idea/central focus of the video and the teacher will ask text/media specific question. Literacy RI.5.1, RI.5.2, RI.5.3

5.20 After reading the Overview of Reconstruction via the link http://www.digitalhistory.uh.edu/disp_textbook_print.cfm?smtid=1&psid=2915 and reading and listening to the 13th, 14th and 15th Amendments http://storiesofusa.com/13th-14th-15th-amendments-1865-1870/, students will write individual paragraph summaries of the goals and accomplishments of the 13th, 14th, and 15th Amendments . Students will cite the text in their writing. Literacy W.5.2, RI.5.1, RI.5.3

5.20 After reading the 13th Amendment via http://www.socialstudiesforkids.com/articles/ushistory/thirteenthamendment.htm, the 14th Amendment via http://www.socialstudiesforkids.com/articles/government/14thamendment.htm, and the 15th Amendment via http://www.government-and-constitution.org/amendments/15th-amendment.htm, students will design a foldable with each amendment summarizing the key ideas. Literacy RI.5.2

5.20- 5.23 “Healing Wounds, Mending Fences” Lesson Plan and Student Materials http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-

Shelby County Schools2016-178 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

fourteenth-amendment-part-i/ Literacy.RI.5.1

5.20 After reading the 13th Amendment via http://www.socialstudiesforkids.com/articles/ushistory/thirteenthamendment.htm, the 14th Amendment via http://www.socialstudiesforkids.com/articles/government/14thamendment.htm, and the 15th Amendment via http://www.government-and-constitution.org/amendments/15th-amendment.htm, students will design a foldable with each amendment summarizing the key ideas. Literacy RI.5.2, W.5.2

5.20 Students will read about Fish University using the link http://blackamericaweb.com/2013/12/26/little-known-black-history-fact-fisk-university/. Students will write a summary of the role of Fisk University during the Reconstruction Era. Literacy RI.5.2, W.5.2

5.20 Using the Freedmen’s Bureau lesson plan link http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Freedmen's_Bureau.pdf, students will analyze and compare a number of primary sources to investigate how the Freedmen’s Bureau accomplished its goals. Students discuss both the immediate effects and the ultimate goals of emancipation and how the Freedmen’s Bureau contributed to the transition from slavery to freedom. Literacy W.5.2, RI.5.1, RI.5.3

5.20 The students will create a brochure or foldable that advertises the services of the Freedmen’s Bureau. The information should include the reasons for the creation of each of the services offered and the need the service met. Cite evidence from the texts provided to support your justifications. Literacy W.5.2, RI.5.1, RI.5.3

5.20 Using the following Internet websites, have students research and discuss the number of slaves in TN at the time the 13th amendment was ratified. Require them to use key details to explain the significance of the number of slaves to the ratification of the 13th Amendment. Literacy RI.5.1,

Shelby County Schools2016-179 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.21 Compare and contrast the different Reconstruction plans of Lincoln, Johnson, and Congress. (H, P)

5.21 How did the different Reconstruction plans differ?

I can compare and contrast the different Reconstruction plans of Lincoln, Johnson, and Congress.

I can write an explanatory paragraph about the differences in the three Reconstruction plans.

RI.5.6Lesson Plan- Freedmen’s Bureauhttp://betterlesson.com/community/lesson/19586/lesson-2-freemen-s-bureau14 th amendment media 14 th amendment media part 2 – radical republican Freedmen’s Bureau Video:http://www.schooltube.com/video/75888ce022b24d968ac1/Freedman%27s%20Bureau

Writing Prompt with Civics Focus: 5.20 Having read texts and analyzed data about the 13th, 14th, and 15th amendments, write an explanatory essay about the rights and freedoms that were put in place for African Americans. Also include how life would be different for Africans Americans if these amendments did not exist. Cite evidence from the text to demonstrate how the amendments impacted African Americans’ lives. Literacy RI.5.2, W.5.25.20 After the teacher selects and assigns reading excerpts from Roll of Thunder Hear My Cry using the link http://www.gulllakecs.org/cms/lib7/MI01001276/Centricity/Domain/221/Roll%20of%20Thunder%20book.pdf, students will write a 5-7 sentence paragraph that describes sharecropping and how it impacted the lives of African Americans in the South. Students should include the social and economic issues the African Americans faced. Literacy W.5.3, RL 5.1, Rl.5.4

5.21 After reviewing/ reading the chart on the different plans for Reconstruction using the link http://www.greenup.kyschools.us/Downloads/reconstruction_plans_chart.pdf, the students will create a three-tab flip chart booklet labeled with each plan. The booklet will include the key details that demonstrate the similarities and differences in each plan and the outcomes. Literacy RI.5.1, RI.5.2

Shelby County Schools2016-17

10 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.22 Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. (H, P, TN)

5.23 Analyze why the Radical Republicans

5.22 Why did the impeachment of Andrew Johnson fail?

I can explain how Andrew Johnson’s presidential decisions affected the nation.

I can sequence the events that led to Congress’s attempt to impeach Andrew Johnson.

5.23 How did Reconstruction result in the rise of the Ku Klux Klan, black codes, and vigilante justice?

5.21 The students will read text to evaluate Congress’ action during Reconstruction. They will write an explanatory piece to summarize the information. Literacy RI.5.1, RI, 5.6, W.5.3Reconstruction Erahttps://en.wikipedia.org/wiki/Reconstruction_Era

Writing Prompt:5.21 You have evaluated three different Reconstruction plans. Based on the information provided, write an essay about the plan that was most effective in rebuilding the nation. Cite evidence from the text to support your reasoning. Literacy RI.5.1, RI.5.6, W.5.1

5.22 The students will read informational text about Andrew Johnson using the link http://www.ducksters.com/biography/uspresidents/andrewjohnson.php . After selecting a side for (agree or disagree with) impeaching President Johnson, they will write a persuasive letter to Congress supporting their stance. Cite evidence from text to support their stance. Literacy RI.5.1, RI.5.3, RI.5.6, W.5.1, W.5.7

5.22 The students will create a timeline of events that occurred during Andrew Johnson’s presidency while viewing The Road to Impeachment http://civclients.com/nehint/impeach/ and Andrew Johnson 160-Second Presidents http://tn.pbslearningmedia.org/resource/3340f0ba-8fce-4990-9ab7-350c915414d1/andrew-johnson-60-second-presidents/ 1:15 video.Literacy RI.5.1, RI.5.2, RI.5.3, W.5.8

5.23 After reading http://www.ushistory.org/us/35.asp,students will discuss and summarize the positive and negative impact of Reconstruction on the

Shelby County Schools2016-17

11 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

turned to military Reconstruction and the backlash resulting in the rise of the Ku Klux Klan, black codes, and vigilante justice. (H, P, TN)

5.24 Explain the impact of the Tennessee Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education. (E, P, TN)

I can explain the connection between the use of the military Reconstruction and the rise of the Ku Klux Klan.

I can describe how the white southerners responded to the 13th, 14th, and 15th amendments.

5.24 How did the Tennessee Constitutional Convention of 1870 impact poll taxes, segregation, and funds for public education?

I can define and provide examples for poll taxes and segregation.

I can explain the affect the Tennessee Constitution had on African Americans in the South.

African Americans. Literacy RI.5.1, W.5.2

5.23 The students will research the rise of the Ku Klux Klan, black codes, and vigilante justice. Literacy.RI.5.1

5.23 The students will create a 3 door foldable labeled with each form of backlash. The flaps will include the key details for each of the responses to military Reconstruction. “Healing Wounds, Mending Fences”- Lesson Plan and Materialshttp://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1385/5_HealingWounds.pdfInstructions for Foldablehttp://www.teachingushistory.org/pdfs/Flip-FlapBooklet.pdfReconstruction Brings White Resistance: The Rise and Fall of Jim Crow (Video)http://www.pbslearningmedia.org/resource/bf09.socst.us.const.backlash/reconstruction-brings-white-resistance/Jim Crow Laws Activity Link Who Was Jim Crow?http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ 1.20 min.After reading the excerpts and watching the videos, the students will use the details from the text and video to write about the Jim Crow South. Literacy RI. 5.2, RI. 5.3

5.24 The teacher will create a gallery walk of documents showing TN poll taxes, segregation laws, and funding for public education with open ended questions. The students will participate in a gallery walk and answer text dependent/ open ended questions based on the documents. Literacy RI. 5. 2, RI. 5.3

5.24 The students will create a flip chart with descriptions for polling taxes,

Shelby County Schools2016-17

12 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.25 Explain the compromise that ended Reconstruction with the election of Rutherford B. Hayes. (P)

5.26 Describe the impact of yellow fever during the 1870s; why it was particularly deadly in West Tennessee and the election of African Americans to the General Assembly. (G, H, TN)

5.25 Why did the election of Rutherford B. Hayes end Reconstruction?

I can explain why the election of Rutherford B. Hayes ended Reconstruction.

I can explain why the end of Reconstruction caused problems for African Americans that lived in the South.

5.26 How did the yellow fever impact Memphis in the 1870s?

I can compare and contrast four yellow fever epidemics that occurred in Memphis, Tennessee during the 1800s.

I can explain the effect that yellow fever had on Memphis, Tennessee in 1878.

Content Vocabulary (Tier 3):Reconstruction, assassination, Freedmen’s Bureau, impeach, sharecropping, Jim Crow, segregation,

segregation, and funds for public education. The Americans: Reconstruction to Presenthttp://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-the-presentTN Constitution of 1870 Journal of Delegates 1870 New TN Constitution Nashville

Writing Prompt: The students will write a piece (paragraph or essay) to respond to the following prompt:The Tennessee Constitutional Convention of 1870 adversely affected the lives of southern African Americans. Write a paragraph that describes how the Tennessee Constitution, developed during this meeting, impacted the southern African Americans. Cite evidence from the text that supports your reasoning. Literacy.W.5.2, RI.5.1, RI.5.2

5.25 The students will analyze and answer document based questions to develop an understanding of the process of reconstruction, its end, and the election of Rutherford B. Hayes. Literacy.RI.5.2 The Battle Over Reconstruction: The Aftermath of Reconstruction- Lesson Activities/preparation instructions http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-reconstruction#sect-introduction

5.26 The students will research the yellow fever epidemic in West Tennessee and create a mock newspaper from the epidemic that occurred in 1878. The articles will be written from the perspective of a person living during the time of the epidemic and include facts about the event (evidence from the text). The main article will explain the deadly effect Yellow Fever had on West Tennessee and the election of African Americans to the General Assembly. Literacy RI.5.1, RI.5.2, W.5.2, W.5.7, W.5.9Yellow Fever…the Plague of Memphishttp://historic-memphis.com/memphis-historic/yellow-fever/yellow-fever.html

Shelby County Schools2016-17

13 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

yellow fever

Academic Vocabulary (Tier 2): Analyze, compare, contrast, integrate, explain, describe

Vocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

The Great Fever (1878 Epidemic)http://www.pbs.org/wgbh/amex/fever/peopleevents/e_1878.html

Industrial America and Westward ExpansionWeeks 4-6

Suggested Texts:Chattanooga Coca Cola History (N/P) http://www.chattanoogacocacola.com/history.aspCoca Cola United Information (N/P) http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGA-COCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdfHenry Grady and the “New South” (1280) http://www.learnnc.org/lp/editions/nchist-newsouth/5489 Mining: Advanced Geography (980) http://www.tnhistoryforkids.org/geography/a_6 Cowan Railroad Museum (800) http://www.tnhistoryforkids.org/places/cowan_rr_museum Chinese-American Contribution to Railroad (N/P) http://cprr.org/Museum/Chinese.html The Transcontinental Railroad in Images and Poetry (N/P) https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinental-railroad-images-and-poetry

Shelby County Schools2016-17

14 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

The Plains Indians (1070L) http://packs.eb.com/resourcepacks/article/353637/print The Battle of the Little Bighorn, 1876 (1330) http://www.eyewitnesstohistory.com/custer.htm.1804-1890 Westward Expansion (960) http://www.scholastic.com/teachdearamerica/westward.htmThe Diary of Hattie Campbell: The Oregon Trail 1847 (N/P)Behind the Masks: The Diary of Angeline Reddy, Bodie, California, 1880 (N/P)

5.27 Explain the need for the South and Tennessee to move toward industry and mechanization after the Civil War and identify examples of the effort, including Coca Cola bottling in Chattanooga, mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads. (G, E, H, TN)

5.28 Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and interpret narratives and excerpts from informational text describing the role that Chinese and Irish laborers played in the development of the Transcontinental Railroad. (C, E, G, H)

5.27 How was rapid industrial development an advantage/disadvantage for Americans?

I can explain the need for the South and Tennessee to move toward industry and mechanization after the Civil War.

I can describe examples of the effort to move toward industry and mechanization, including Coca Cola bottling in Chattanooga, TN , mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads.

5.28 How did the laborers on the Transcontinental Railroad impact the development of the West?

I can create a map for the sources of new immigration from Southern and Eastern Europe, China, and Japan.

I can interpret narratives and excerpts and cite evidence to support my interpretation.

I can describe the roles that Chinese and Irish laborers played in the development of

5.27 Based on information gathered from the following sites, the students will create a TN map that provides facts and illustrations reflecting the advantages and disadvantages of the following efforts to move toward industrialization in Tennessee: Coca Cola Bottling in Chattanooga, mining in the Cumberland Plateau, coal and iron processing, the growth of urban areas and the increase in the railroads. Literacy RI.5.1, RI.5.7Chattanooga Coca Cola Historyhttp://www.chattanoogacocacola.com/history.asp Coca Cola United Information http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGA-COCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdf Homepage- Chattanooga Coca Colahttp://cocacolaunited.com/locations/chattanooga/Henry Grady and the “New South”http://www.learnnc.org/lp/editions/nchist-newsouth/5489 Mining: Advanced Geographyhttp://www.tnhistoryforkids.org/geography/a_6 Cowan Railroad Museum http://www.tnhistoryforkids.org/places/cowan_rr_museum

5.28 – 5.33 The teacher will model determining a photographer’s intent for an image and establishing the experience/event depicted by the image. The students will analyze primary documents to determine the experiences settlers in the late 1800s encountered. They will also use various images produced during this time period to analyze the point of view of the artist. Literacy RI.5.3, RI.5.5 Railroads of the West Curriculum Unit http://www.eiteljorg.org/docs/learn-doc/railroads_of_the_west_curriculum.pdf?sfvrsn=2

Shelby County Schools2016-17

15 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

the Transcontinental railroad. I can analyze and describe the points of

view of immigrants pertaining to the Transcontinental Railroad.

I can explain the need for a link between the East and West coasts of the United States.

Content Vocabulary (Tier 3):Transcontinental, sodbuster, prejudice, railhead, reservation, homestead, habitat, supply and demand, International Date Line, urban, ,industry, mechanization

Academic Vocabulary (Tier 2): Explain, describe, integrate, discuss, analyze, interpret

Vocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

5.28 The students will create a map/ timeline of the Transcontinental Railroad. They will read and react to various points of view from the Transcontinental Railroad in oral and written responses. Literacy RI.5.3, RI.5.5 Transcontinental Railroad Recruits Chinese Laborershttp://www.pbslearningmedia.org/resource/akh10.socst.ush.now.trchinese/transcontinental-railroad-recruits-chinese-laborers/ video Chinese-American Contribution to Railroad http://cprr.org/Museum/Chinese.htmlWestward Expansion, 1860-1890http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.westexpans/westward-expansion-18601890/ videoHomesteading Railroad Land Grantshttp://tn.pbslearningmedia.org/resource/e9c31779-948d-4a12-8dc8-5c6a9f5fc9a5/homesteading-railroad-land-grants/ video 1:35The Civil War and the Transcontinental Railroadhttp://tn.pbslearningmedia.org/resource/79feef6b-984c-4029-b322-585c79080d81/the-civil-war-and-the-transcontinental-railroad/ video 2:19The Transcontinental Railroad in Images and Poetryhttps://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinental-railroad-images-and-poetry

5.28 The students will write a letter to Congress to explain why there is a need for a railroad that links east United States to west United States. The letter will include the ways the people were changed and/or affected by the new surroundings. Use textual evidence to support your claims. Literacy RL.5.1, W.5.3, W.5.8 All Aboard: Making Connections With the transcontinental Railroad- New Perspectives on the Westhttps://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboard-making-connections-with-transcontinental-railro

Shelby County Schools2016-17

16 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.29 Summarize why the United States was viewed as the land of opportunity by immigrants versus a growing sense of protectionism and nativism by American citizens. (C, P)

5.30 Write an argumentative piece from the viewpoint of American Indians and the

5.29 How has immigration influenced America’s success?

I can describe the factors that made the immigrants view the United States as the land of opportunity.

I can differentiate and explain the growing sense of protectionism and nativism by American citizens.

5.30 Why did the American Indians and the American settlers have differing views about rights to the land west of the Mississippi River?

I can compare and contrast the American Indian and American settler viewpoints

Lesson Plan Informationhttp://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm

5.29 The students will create a Shutter Fold booklet to compare the immigrant viewpoints versus American citizens’ viewpoints. Compare to how current viewpoints are similar or different. Write an essay summarizing information discussed. Use textual evidence to support your summary. Literacy W.5.2, RI.5.1, RI.5.2, RI.5.3Ellis Islandhttp://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island 4 min http://www.history.com/topics/ellis-island/videos/ellis-island-in-pictures?m=528e394da93ae&s=undefined&f=1&free=false 3 min 20th Century Italian Immigration: America the Melting Pot… or Not?http://tn.pbslearningmedia.org/resource/fyr14.socst.us.colicchio/20th-century-italian-immigration-america-the-melting-pot-or-not/ 4:46 A Very Sad Period in Irish Historyhttp://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.verysadper/a-very-sad-period-in-irish-history/ 1:30,Tenant Farmers http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.tenantfarm/tenant-farmers/ 1:35Birds of Passagehttp://tn.pbslearningmedia.org/resource/f9f21149-5f5a-415d-b00f-33da0157f512/birds-of-passage/ 9:30 Pioneers of the American West http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.pionwest/pioneers-of-the-american-west/ 1:30

5.30 – 5.33 The teacher will create a Socratic Circle discussion posing Shelby County Schools

2016-1717 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

viewpoint of American settlers about their rights to the land west of the Mississippi River.

5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the

about the land rights to the region west of the Mississippi River.

I can evaluate songs for their expression of values/beliefs.

5.31 Why were settlers and immigrants interested in the Great Plains?

I can describe the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians.

I can analyze images to describe what the photographer captured about the

questions for each side of the argument for rights to the land west of the Mississippi River. Allow the students to work out their ideas using accountable-talk stems. The students will write an argumentative piece to defend each position using discussion points from the Socratic circle. Literacy W.5.1, RI.5.8

5.30-5.33 Writing Prompt- The American Indians were forced to leave land they had inhabited for centuries. Write an informative paragraph to explain the effects of the government policies and white American settlers had on the American Indians. Cite textual evidence to support your explanation. Literacy W.5.1, RI.5.1, RI.5.2 The Plains Indianshttp://packs.eb.com/resourcepacks/article/353637/print The Battle of the Little Bighorn, 1876http://www.eyewitnesstohistory.com/custer.htm.Native American Culture:http://www.pbs.org/circleofstories/educators/lesson2.html

5.30 The teacher and students will compare and contrast the songs “It’s a Small World” and “Circle of Life” in a Venn Diagram. Add a third loop to the diagram demonstrating how Native American culture values the same beliefs. The teacher will challenge the students to think further into how Americans slowly destroyed what Native Americans held as religious beliefs. Explore this idea through research or discussion using prior knowledge. Pose a question for response in a journal entry. Literacy.RI.5.5, RI.5.6Donyall Dickey Informational Text Resources: Standard 4.9 – Montana Territory

5.31 The students will create a comic book showing settlers living on the Great Plains. Have students create dialogs and captions to reveal the interests in the migration to the Great Plains. Literacy RI.5.1, RI.5.2, W.5.2Interactive Lesson Great Plains Moving West. Images of the West

Shelby County Schools2016-17

18 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

absence of American Indians. (G, H)

5.32 Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan. (H, TN)

5.33 Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group. (C, G, H)

conditions of the period.

5.32 Why was the role of the Buffalo Soldier influential in settling the west?

I can describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan.

I can select the appropriate evidence that supports the changes in opportunity for African Americans in the United States.

5.33 How were immigrant/migrant groups on the Great Plains challenged during the late 1800s?

I can use concrete words, phrases, and sensory details to describe the life of a person from an immigrant group on the Great Plains.

I can compare and contrast the weather conditions in each season on the Great Plains to the weather in the southern and eastern regions of the United States.

Content Vocabulary (Tier 3):Great Plains, immigrant, migrant group, Buffalo Soldiers, homesteading.

Academic Vocabulary (Tier 2): Explain, describe, integrate, discuss, analyze, interpret

Vocabulary Strategies:

http://www.pbs.org/weta/thewest/lesson_plans/lesson05.htm

5.32 The students will read Buffalo Soldiers by Vale Fitzpatrickhttp://education.texashistory.unt.edu/lessons/psa/Buffalo_Soldiers/to complete a graphic organizer (who, what when, where) for key people who settled the West. Buffalo Soldiers 9:30George JordanAs the students read, they will cite evidence from the text that supports the theme of changes in opportunity for African Americans in the United States. Students will conclude the lesson with a summary of their reading and graphic organizing. Literacy RI.5.1, W.5.2.

5.33 The students will read informational text and narratives from researched immigrant groups – student choice from unit of study. Students will write a 3-entry journal piece to describe life as a person from that immigrant group. Literacy RI.5.1, W.5.3http://www.loc.gov/teachers/classroommaterials/connections/prairie-settlement/history6.html

5.33 The teacher will review the extreme weather conditions in each season on the Great Plains with the students. The students will interact with current weather maps as a guide. The students will write a descriptive journal entry of a day on the Great Plains, including clues about the season in the descriptions but not state it out right. Literacy.W.5.3.b

Shelby County Schools2016-17

19 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

Westward Expansion – Spanish American War – Progressive Era – Jim Crowe LawsWeeks 7-9

Suggested Texts:Jim Crow and the Great Migration by Jonathan Holloway http://www.gilderlehrman.org/history-by-era/jim-crow-and-great-migration/essays/jim-crow-and-great-migration not sure if you want to keep this one- it requires an account????????The Progressive Era(1270L) http://www.scholastic.com/browse/subarticle.jsp?id=1672Before Jackie: How Strikeout King Satchel Paige Struck Down Jim Crow by Larry Tye (1130) http://www.readworks.org/passages/jackie-how-strikeout-king-satchel-paige-struck-down-jim-crow Women Who Fought for the Vote (1370) http://www.readworks.org/passages/women-who-fought-voteJacob Riis Media Link (N/P)Twenty Years at Hull-House excerpt (1590) by Jane AddamsHow the Other Half Lives excerpt (720) by Jacob RiisThe Jungle excerpt (N/P) by Upton SinclairA History of Child Labor (910) http://www.scholastic.com/teachers/article/history-child-labor5.34 Engage in a collaborative discussion to explore the ideas and events of the Gilded Age and determine the significance, including: (C, E, H, P)

5.34 Why was the Gilded Age significant? • I can describe political machines and explain

their importance.• I can explain the major scandals that occurred • I can evaluate the economic disparity • I can identify the industrial capitalists and

5.34 The students will research and illustrate trading cards of famous political machines, major scandals, economic disparities and industrial capitalists from the Gilded Age. Each card should include pictures, graphics, and at least 3 key facts. Literacy W.5.7, RI.5.1Tennessee Suffrage Leadershttp://www.tn4me.org/sapage.cfm/sa_id/96/era_id/6/major_id/20/minor_id/

Shelby County Schools2016-17

20 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.35 Describe child labor and working conditions in factories. (C, E, H)

explain their importance.

5.35 How did work affect the American child within a rapidly growing industrial society?

I can compare the lives of factory workers to the lives of sharecroppers.

I can discuss the challenges children faced while working in factories.

56/a_id/135Gilded Age by Mr. Pattyhttp://www.teachertube.com/video/gilded-age-152834 9:30 https://www.gilderlehrman.org/history-by-era/rise-industrial-america-1877-1900/gilded-age/teaching-resources (create a free account)

5.34 The teacher will display the political cartoons from the website below and determine the main idea or author’s intent for the images. Students will also analyze and compose written interpretation interpret famous quotes and political cartoons about Congress. Literacy RI.5.7, W.5.1Lesson Plan Materialshttp://sharepoint.mvla.net/teachers/AlisaB/ushistory/Documents/Unit%2011.2%20Industrialization/11.2%20Pol.%20Machine%20DBQ.pdfMark Twain – "There is no distinctly native American criminal class except Congress." "We have the best congress money can buy." "Reader, suppose you were an idiot. And suppose you were a member of Congress. But I repeat myself."

5.34 The students will compare the political cartoons and Mark Twain quotes to the political scandals during the late 1800s and early 1900s. The teacher and students will discuss the implications that this popular opinion could have on the economy. Literacy RL.5.6, RI.5.7, RI.5.8

5.35 The students will read excerpts from The Jungle and discuss child labor laws. Students will write a descriptive essay detailing the conditions of factory workers. Extend the lesson: Compare factory workers lives to the lives of sharecroppers. Literacy RI.5.3, RI.5.5, W.5.2

Triangle Shirtwaist Factory pbs media 6:01 Triangle Fire PBS.org 53:11 Johnson-Women and Children in the Workforce Video

Shelby County Schools2016-17

21 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.36 Analyze the role of Samuel Gompers and the American Federation of Labor in changing standards for working conditions. (E, H, P)

5.36 How did Samuel Gompers and the American Federation of Labor impact the “changing” standard working conditions?

I can analyze the role of Samuel Gompers and the American Federation of Labor in changing the standard of working conditions.

5.37 Why were key business leaders, inventors, and

http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnson-women-children-in-the-workforce-segment-1/ 2:00

5.35 Students will view photos of children working at various jobs in the early 1900s.

A History of Child Labor http://www.scholastic.com/teacher/article/history-child-labor

The History and Place: Child Labor in America 1908-1912 Photographs of Lewis W. Hinehttp://www.historyplace.com/unitedstates/childlabor/

After viewing/analyzing the photographs, record the emotion seen in the pictures. Dig deep into what the life of a child worker in the early 1900s would be like using all of the information and captions in the photographs. Write from the point of view of the parents of children working in factories or the factory owners. Be sure to include the motivations behind sending a child to work or putting a child to work. Literacy W.5.3, RI.5.7

5.36 The students will research the “what, where, when, why” of the American Federation of Labor, AFL. Students will create a 4 square information cube as a prewriting strategy to a written summary of the AFL. Literacy RI.5.1, W.5.2Fruits of Thy Labor- Videohttp://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-of-thy-labor/ 11:36

5.36 The students will write to respond to the following prompt: The working conditions were drastically changed due to the efforts of Samuel Gompers and the American Federation of Labor. Write an email from a worker’s point of view about the impact Samuel Gompers and the AFL had on working conditions. Cite key details to back up the worker’s point of view. Literacy RI.5.1, W.5.3, W.5.8

5.37 The teacher will have students to use graphic organizers while researching biographies of the key business leaders, inventors and

Shelby County Schools2016-17

22 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.37 Use a graphic organizer to provide information about important business leaders, inventors, and entrepreneurs and the impact they had on American society, including: (C, E, H) Thomas Edison Alexander Graham Bell Henry Ford George Eastman George Washington Carver Henry Bessemer Swift and Armour Cornelius Vanderbilt

5.38 Use multiple media elements to create a presentation describing the 1897 Centennial Exposition, including its purpose, sights, exhibits, and impact on the state. (TN)

5.39 Analyze the causes, course, and consequences of the Spanish American War, including: (C, E, G, H, TN)

entrepreneurs influential in the American society during the second Industrial era?I can organize key information in graphic organizers.I can summarize information about business leaders, inventors, and entrepreneurs, including their impacts on the American society.

5.38 Why was the Centennial Exposition of 1897 in Tennessee the significant and influential?

I can research the purpose, sights, exhibits, and impact of the 1897 Centennial Exposition.

I can utilize a presentation mode to demonstrate my understanding of the significance and composition of the 1897 Centennial Exposition.

5.39 How did the events of the Spanish American War affect the nation? (include the causes, course, and consequences of the war)

I can sequence the events of the Spanish American War.

entrepreneurs influence on the early 1900s. The students will use the information from the organizers to complete a Facebook profile page link. Include key vocabulary terms used correctly within context. Literacy W.5.7, RI.5.1

5.37 After creating Facebook profiles for historical figures, the students will create a Facebook page, biography hanger, and /or create a layer book that includes the impact of business leaders, inventors, and entrepreneurs on American society. Literacy W.5.2, W.5.6, W.5.7, RI.5.1, Have Fun With History- streaming movieshttp://www.havefunwithhistory.com/index.htmlThe Industrial Revolution- need an accounthttps://www.flocabulary.com/industrial-revolution/

5.38 The students will select one of the following presentation modes: power point, bit strips, iMovie, etc. to demonstrate an understanding of the 1897 Centennial Exposition. Literacy.SL.5.5Tennessee Centennial Expositionhttp://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial

5.39 The students will create a facts and figures brochure with a four panel accordion fold with causes, course, consequences and analysis label.Literacy RI.5.1Fact Pages: Social Studies for Kidshttp://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm

Shelby County Schools2016-17

23 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

5.40 Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking racial discrimination, child labor, big business, conservation, and alcohol use: (C, E, P) Anti-Trust laws

16th, 17th, 18th and 19th Amendments immigration reform

5.41 Describe the effects of Jim Crow Laws on the nation and Tennessee and the efforts of Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation. (C, H, P, TN)

I can explain the consequences of the Spanish American War.

5.40 How were the American society and politics impacted by the Progressive Era?

I can analyze the major goals, struggles, and achievements of the Progressive Era.

I can analyze and evaluate primary source documents.

I can summarize informational text and use academic vocabulary to describe the major goals, and struggles, and achievements of the Progressive Era.

I can explain immigration reform.

5.41 How did the Jim Crow Laws affect the nation and Tennessee?How did Ida B. Wells and Randolph Miller draw attention to the inequalities of segregation?

I can discuss the significance of the inequalities of segregation.

I can evaluate the impact the Jim Crow Laws had on the nation and Tennessee.

I can create a timeline of the efforts of Ida

Spanish-American Warhttp://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanish-american-war/ 4:21

5.39 The students will write a cause and effect essay to explain the relationship of the sequence of the events of the Spanish American War. Use textual evidence to develop and support the cause effect relationships.Literacy RI.5.1, RI.5.2, W.5.25.40 The teacher will discuss the format of a newspaper and the content of the articles included in a newspaper. The students will create a mock newspaper with each student choosing a topic to research and write an article. Literacy RI.5.1, RI.5.2, W.5.2The Progressive Erahttp://www.owlteacher.com/the-progressive-era.htmlThe students will create a layer book with the 16th – 19th amendments labeled. 16th-amendment, 17th-amendment, 18th-amendment, 19th-amendment

5.40 The goal of the Progressive Era was in favor of America making progress toward better conditions in government and society. Write an essay to explain 3 of the most important achievements of the Progressive Era, include evidence from videos, photographs, and texts to support your selections. Literacy RI.5.1, RI.5.2, W.5.2

5.41 The teacher will model inserting entries into a T-chart that demonstrate a cause and effect relationship based on events involving segregation. The students will complete cause and effect charts for the Jim Crow Laws. The teacher and students will analyze Jim Crow Law propaganda using a Graphic Notes Organizer chart. The students will create a shutter fold foldable to record notes on Ida B. Wells and Randolph Miller. Students will then use their foldable to write a summary of their readings. Literacy RI.5.1, RI.5.2, W.5.2

Shelby County Schools2016-17

24 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

B. Wells and Randolph Miller to bring attention to the inequalities of segregation.

Content Vocabulary (Tier 3):yellow journalism, Imperialism, USS Maine, Rough Riders, settlement house, slum, tenement, Hull House, industrialization, Muckraker, progressives, labor laws, rapid transit, urbanization

Academic Vocabulary (Tier 2):Discuss, describe, explain, analyze, interpret

Vocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculumhttps://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

The Rise and Fall of Jim Crow Ida B. Wells: A Lifetime of Activismhttp://www.pbslearningmedia.org/resource/bf09.socst.us.const.antilynch/ida-b-wells-a-lifetime-of-activism/ 5:41The Rise and Fall of Jim Crow: Who Was Jim Crow?http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ 1:20

Ida B. Wells- Barnett and Her Passion for Justicehttp://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html

Additional ResourcesSocratic Seminarshttp://www.scholastic.com/teachers/top-teaching/2010/11/higher-order-comprehension-power-socratic-seminar Fishbowl Discussionshttps://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/fishbowl

Shelby County Schools2016-17

25 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

Time for Kidswww.timeforkids.comTennessee History for Kidshttp://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelineshttp://www.ushistoryatlas.com/site/members_homepage.htmlGeography: Photos, maps, graphshttp://juniorgeographer.com/site/homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documentshttp://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/Britannica Digital Learning (username: shelby / password: county)http://school.eb.com/levelsRead Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesText Book Resources (Must Be Purchased)http://store.gibbssmitheducation.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/Britannica: Resource Packs Username: Shelby Password: Countyhttp://packs.eb.com/resourcepacks#/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Responsehttp://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.htmlCK-12: 3rd Grade Resources

Shelby County Schools2016-17

26 of 27

Curriculum Map Quarter 2 Social StudiesGrade 5

TN Social Studies State Standards Guiding Questions/”I Can” Statements Vocabulary Tier 2 & 3 Suggested Instructional Activities & Resources

http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/CK12: 4th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/CK-12: 5th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-5th-Grade-Social-Studies-American-History-1850-to-Present/section/1.0/

Shelby County Schools2016-17

27 of 27