ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
5TH GRADE:
Unit Title:
Exploration
Cumulative Progress Indicator Number(s):
6.1.8.A.1.a Compare and contrast forms of governance, belief
systems, and family structures among African, European, and
Native American groups.
6.1.8.B.1.b Analyze the world in spatial terms, using historical
maps to determine what led to the exploration of new water and
land routes.,
6.1.8.C.1.a Evaluate the impact of science, religion, and
technology innovations on European exploration.
6.1.8.C.1.b Explain why individuals and societies trade, how trade
functions, and the role of trade during this period.
6.1.8.D.1.a Compare and contrast gender roles, religion, values,
cultural practices, and political systems of Native American
groups.
6.1.8.D.1.b Explain how interactions among African, European,
and Native American groups began a cultural transformation.
Time Frame:
September-October
21st Century Theme
Global Awareness
Finance
Enduring Understandings:
Understand the reasons the Spanish, Portuguese, French, and
English explored.
Know how European explorers impacted the settlement of Native
American groups of the Western Hemisphere
Essential Questions:
How did European exploration influence the formation of ideals in
American Society?
What motivates people to leave their homeland and settle in a new
place?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
DRAFT MAY 2011
Page 1
Using historical maps determine what led to the exploration of
new water and land routes.
Evaluate the impact of science, religion, and technology
innovations on European exploration.
Explain why individuals and societies trade, how trade functions,
and the role of trade during this period.
Compare and contrast religion, values, cultural practices, and
political systems
Compare and contrast forms of governance, belief systems, and
family structures
Explain how interactions among African, European, and Native
American groups began a cultural transformation.
Resource Materials/Related Literature
National Geographic: Reading Expedition Vikings
National Geographic: Reading Expedition Voyage to the Indies
Houghton Mifflin: We The People
Technology Integration
Microsoft Office: (Word, PowerPoint, Publisher) United Streaming,
DRAFT MAY 2011
See Fifth Grade Resource Binder
Explorer Stations
List of Explorers
Explorer’s Notebook
Explorer Project Choices
Complete Explorer’s Graphic Organizer
Explorer’s PowerPoint
If I Could Be Captain of a Ship
What Spice is it Anyway?
Make a Pop-up Biography
Explorer Flyer- use Publisher
Map Skills
USA Geographical Features Map
World Explorer Map
Assessments
Teacher created
Vocabulary
Expedition, Northwest Passage, conquistador
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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
5TH GRADE:
Unit Title:
Colonization
Cumulative Progress Indicator Number(s):
6.1.8.A.2.a Determine the roles of religious freedom and
participatory government in various North American colonies.
6.1.8.A.2.b Explain how and why early government structures
developed, and determine the impact of these early structures on
the evolution of American politics and institutions.
6.1.8.A.2.c Explain how race, gender, and status affected social,
economic, and political opportunities during Colonial times.
6.1.8.B.2.a Determine factors that impacted emigration,
settlement patterns, and regional identities of the colonies.
6.1.8.B.2.b Compare and contrast how the search for natural
resources resulted in conflict and cooperation among European
colonists and Native American groups in the New World.
6.1.8.C.2.a Relate slavery and indentured servitude to Colonial
labor systems.
6.1.8.C.2.b Explain the system of mercantilism and its impact on
the economies of the colonies and European countries.
6.1.8.C.2.c Analyze the impact of triangular trade on multiple
nations and groups.
6.1.8.D.2.a Analyze the power struggle among European
countries, and determine its impact on people living in Europe
and the Americas.
6.1.8.C.2.b Compare and contrast the voluntary and involuntary
migratory experiences of different groups of people, and explain
why their experiences differed.
Time Frame:
November-February
21st Century Theme
Civics Literacy
Global Awareness
Finance
Enduring Understandings:
Understand cultural differences from Europe and their impact on
early settlements in North America
Essential Questions:
How did early settlements and colonization impact the formation of
belief in American society?
DRAFT MAY 2011
Page 3
Understand the political, social, and cultural differences among
the colonial regions.
Know how enslavement affected the social culture of Africans
and colonists in North America
Unit Learning Targets:
The student will be able to….
Determine the roles of religious freedom and government in
various North American colonies.
Explain how race, gender, and status affected social, economic,
and political opportunities during Colonial times and explain why
their experiences differed.
Determine factors that impacted emigration, settlement patterns,
and regional identities of the colonies.
Compare and contrast how the search for natural resources
resulted in conflict and cooperation among European colonists
and Native American groups in the New World.
Analyze the impact of slavery and triangular trade.
Explain the system of merchants/trade and its impact on the
economies of the colonies and European countries.
What rights and responsibilities did different groups of people have
during the Colonial period?
Suggested Activities:
Including Differentiated Strategies (DI)
See Fifth Grade Resource Binder
Colonial Stations
Pilgrims Arrive in America
Super Settlers
Early Settlers Mini Poster
Compare/Contrast Early Settlers
Three Choice Projects
Create a timeline using Inspiration
Create a puppet show
Complete graphic organizer
Perspective Newspaper
Map Skills
Thirteen Colonies Map
Analyze the power struggle among European countries, and
determine its impact on people living in Europe and the
Americas.
Resource Materials/Related Literature
Houghton Mifflin: We The People
Assessments
Teacher Made
Technology Integration
Microsoft Office: (Word, PowerPoint, Publisher) United Streaming,
Inspiration,
Vocabulary
Puritan, charter, common, specialize, town meeting, public offices, expel,
consent, industry, export, import, triangular trade route, naval stores
DRAFT MAY 2011
Page 4
Unit Title:
Revolution and the New Nation
Cumulative Progress Indicator Number(s):
6.1.8.A.3.a Examine the ideals found in the Declaration of
Independence, and assess the extent to which they were fulfilled
for women, African Americans, and Native Americans during this
time period.
6.1.8.B.3.a Assess how conflicts and alliances among European
countries and Native American groups impacted the expansion of
the American colonies.
6.1.8.B.3.c Use maps and other geographic tools to evaluate the
impact of geography on the execution and outcome of the
American Revolutionary War.
6.1.8.B.3.d Explain why New Jersey’s location played an integral
role in the American Revolution.
6.1.8.C.3.a Explain how taxes and government regulation can
affect economic opportunities, and assess the impact of these on
relations between Britain and its North American colonies.
6.1.8.C.3.b Summarize the effect of inflation and debt on the
American people and the response of state and national
governments during this time.
6.1.8.D.3.a Explain how the consequences of the Seven Years
War, changes in British policies toward American colonies, and
responses by various groups and individuals in the North
American colonies led to the American Revolution.
6.1.8.D.3.b Explain why the Declaration of Independence was
written and how its key principles evolved to become unifying
ideas of American democracy.
6.1.8.D.3.c Analyze the impact of George Washington as general
of the American revolutionary forces and as the first president of
the United States.
6.1.8.D.3.d Analyze how prominent individuals and other nations
contributed to the causes, execution, and outcomes of the
American Revolution.
6.1.8.D.3.e Examine the roles and perspectives of various
socioeconomic groups (e.g., rural farmers, urban craftsmen,
DRAFT MAY 2011
Time Frame:
February-April
21st Century Theme
Finance
Civic Literacy
Global Awareness
Page 5
northern merchants, and southern planters), African Americans,
Native Americans, and women during the American Revolution,
and determine how these groups were impacted by the war.
6.1.8.D.3.f Analyze from multiple perspectives how the terms of
the Treaty of Paris affected United States relations with Native
Americans and with European powers that had territories in
North America.
Enduring Understandings:
Understand the political and economic causes of the
Revolutionary War.
Understand the political and economic consequences of the
Revolutionary War.
Unit Learning Targets:
The student will be able to….
Explain how the consequences of the French and Indian War led
to changes in British policies toward American colonies.
Describe how the responses by various groups and individuals to
British policy (ex. Tea Act) changes in North America led colonies
to the American Revolution.
Explain why the Declaration of Independence was written and
how its key principles evolved to become unifying ideas of
American democracy.
Use maps and other geographic tools to evaluate the impact of
geography on the execution and outcome of the American
Revolutionary War.
Analyze how prominent individuals, like George Washington, and
other nations contributed to the causes, execution, and outcomes
of the American Revolution.
Examine the roles of African Americans, Native Americans, and
women during the American Revolution, and determine how
these groups were impacted by the war.
Analyze how the Treaty of Paris affects the relationship between
the United States, Native Americans, and Europe.
Resource Materials/Related Literature
Houghton Mifflin: We The People
DRAFT MAY 2011
Essential Questions:
How did the events leading to the Revolutionary War create an
environment that helped develop a free society?
How did the events and people of the Revolutionary War generate a
free society?
Suggested Activities:
Including Differentiated Strategies (DI)
Create a Pocket Watch
The King’s M&M’s
Poster People
The Boston Massacre: A Play
See You in the Funnies!
Radio America
Mini-Book of Revolutionary Heroes
Reader’s Theater: The Boston Tea Party
Circle book of Important Events
Stamp Act: Political Cartoon
The Bloody Massacre: Paul Revere
The Artists
French and Indian War Comic Strip
Event Research Organizer
Assessments
Teacher Made
Page 6
Liberty Kids series
Kids Discover: Colonial America
Kids Discover: 1776
Kids Discover: American Revolution
Technology Integration
Microsoft Office: (Word, PowerPoint, Publisher) United Streaming,
Inspiration,
DRAFT MAY 2011
Vocabulary
Monopoly, quarter, intolerable, independence, resolution, preamble,
grievance, patriot, loyalist
Page 7
Unit Title:
Constitution and Government
Cumulative Progress Indicator Number(s):
6.1.8.A.3.b Evaluate the effectiveness of the fundamental
principles of the Constitution (i.e., consent of the governed, rule
of law, federalism, limited government, separation of powers,
checks and balances, and individual rights) in establishing a
federal government that allows for growth and change over time.
6.1.8.A.3.c Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights.
6.1.8.A.3.d Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decisionmaking powers of national government.
6.1.8.A.3.f Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and
power of federal government.
6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of
Rights on current day issues.
Enduring Understandings:
Know the purposes, organization, and functions of the three
branches of government.
Understand the purpose and function of political parties and
democratic systems.
Unit Learning Targets:
The student will be able to….
Evaluate the effectiveness of the fundamental principles of the
Constitution in establishing a federal government that allows for
growth and change over time.
Determine the role that compromise played in the creation and
adoption of the Constitution and Bill of Rights.
Compare and contrast the Articles of Confederation and the
UNITED STATES Constitution in terms of the decision-making
powers of national government.
Explain how political parties were formed and continue to be
shaped by differing perspectives regarding the role and power of
DRAFT MAY 2011
Time Frame:
April - June
21st Century Theme
Civic Literacy
Essential Questions:
How did the creation and implementation of the Constitution relate to
the values and principles of American democracy?
How is the Constitution a living document?
Suggested Activities:
Including Differentiated Strategies (DI)
Hanger Mobile – Branches of Government
Guilty? Innocent?
Political Campaign
Research Organizer
Three Branches of Government Web Quest
Government PowerPoint
Government Graphic Organizer
Page 8
federal government.
Evaluate the impact of the Constitution and Bill of Rights on
current day issues.
Resource Materials/Related Literature
Houghton Mifflin: We the People
Liberty Kids: The Series
Technology Integration
Microsoft Office: (Word, PowerPoint, Publisher) United Streaming,
Inspiration,
DRAFT MAY 2011
Assessments
Teacher Made
Vocabulary
Branches, preamble, constitution, congress, Legislative, Executive,
Judicial
Page 9
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADES: 4 & 5
Unit Title:
Acknowledge State Mandate for Holocaust
Cumulative Progress Indicator Number(s):
6.1.12.D.11.d Compare the varying perspectives of victims, survivors,
bystanders, rescuers, and perpetrators during the Holocaust.
Time Frame:
November
st
21 Century Theme
Global Awareness
Enduring Understandings:
Genocide is capable of happening to any group and at any time, and can be
stopped by understanding and compassion.
Essential Questions:
How are decisions made of who belongs and who does not?
How are genocide and other acts of violence humanly possible?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Analyze how events are related over time.
Describe major conflicts that have arisen from diversity (e.g., land and suffrage
for Native Americans, civil rights, women’s rights) and discuss how the conflicts
have been addressed.
Analyze how prejudice and discrimination may lead to genocide as well as other
acts of hatred and violent for the purposes of subjugation and exploitation.
Discuss causes of World War II.
Students will research what some of the survivors of the Holocaust did with the
rest of their lives.
Students will research some of the people who tried to come to the aid of the
Jews and create a museum exhibit focusing on the danger of doing so.
Research other genocides (i.e. Rwanda, Darfur) and write a letter to the President
explaining why identifying genocides is important and create a plan of action to
take if one should be identified. (Bystanders, Bullies)
Resource Materials/Related Literature
The Sneetches by Dr. Seuss
The Little Riders by MargarethaShemin
Assessments
Letter to the President
Museum Artifacts
Technology Integration
U.S. Holocaust Museum – http://www.ushmm.org
Vocabulary
Adolf Hitler
Anne Frank
Oskar Schnidler
Voices of Rescue from the Holocausthttp://www.ushmm.org/remembrance/dor/years/2012/voicesofrescue/
DRAFT MAY 2011
Scapegoat
Holocaust
Genocide
Kristallnacht
Nazi
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