Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
UI USHG ERA 1 - beginnings to 1620
Assessment
Teacher Assessments
U1.1 American Indian Life in the Americas
Describe the life of peoples living in North America before European
exploration.
5 - U1.1.1
5 - U1.1.2
Use maps to locate peoples in the Use--Application
desert Southwest, the Pacific
Locate -Northwest, the nomadic nations of Comprehension
the Great Plains, and the woodland
peoples east of the Mississippi
River (Eastern Woodland).
Compare how American Indians in
the desert Southwest and the
Pacific Northwest adapted to or
modified the environment.
map
geographic feature
nomadic
desert
southwest
Pacific Northwest
Great Plains
woodland
Mississippi River
eastern Woodland
S
CC
G1
Compare - analysis adapted
modified
environment
natural resources
Describe Eastern Woodland
Describe American Indian life with respect to knowledge
governmental and family structures,
trade, and views on property
ownership and land use.
government
family structure
property ownership
communal
land use
natural resources
History Alive ch. 2 and
3
geographic features
map of U.S.
Native American Indian
cultural regions map
united streaming
movies
Where did American Indians live before European
exploration?
We can locate where peoples in the desert Southwest, the
Pacific Northwest, the nomadic nations of the Great Plains,
and the Woodland peoples east of the Mississippi River lived
before European exploration using maps and other
geographic technologies.
1. I can describe how American Indians in the
History Alive, ch. 3
desert Southwest developed a culture/way of life united streaming
that adapted to the resources available in their
videos
environment.
2a. I can describe the culture of the peoples of
the Pacific Northwest, analyzing housing,
2. Compare the cultures of the peoples of
clothing, food, transportation methods, and
the Pacific Northwest and the peoples of
gender roles.
the desert Southwest, analyzing housing, 2b. I can describe the cultures of the peoples of
clothing, food, transportation methods, and the desert Southwest, analyzing housing,
gender roles.
clothing, food, transportation methods, and
gender roles.
2c. I can compare the cultures of the peoples of
3. Describe how American Indians in the
Pacific Northwest developed a culture/way the Pacific Northwest and the peoples of the
desert Southwest, analyzing housing, clothing,
of life that adapted to the resources
food, transportation methods, and gender roles.
available in their environment.
3. I can describe how American Indians in the
Pacific Northwest developed a culture/way of life
that adapted to the resources available in their
environment.
How did the American Indians of the desert Southwest
compare with the American Indians of the Pacific
Northwest? People modify (change) the environment by
actions such as cutting down trees, planting crops, building
roads, and using other natural resources to sustain life.
People adapt by adjusting to the conditions of their
environment such as climate and water accessibility. For
example, the American Indians in the Southwest used cave
dwellings for shelter and protection. The American Indians of
the Pacific Northwest used the forest and waterways for
shelter and transportation.
1. Describe family structure in the Eastern 1. I can describe family structure in the
Woodland people cultures.
Eastern Woodland people cultures.
How can we describe the cultural aspects of American Indian
life? We can use data and information about the Eastern Woodland
American Indian life to describe governmental and family structure,
trade, and views on property ownership and land use.
While the American Indian tribes varied in their systems of
government, they generally incorporated the input of many individuals
when making decisions. The Iroquois Confederacy is an example of
six tribes joining together to make group decisions about defense.
The roles of family members in the Eastern Woodland American
Indian tribes were well-defined by age and gender, with elders playing
a central role in decision making.
Eastern Woodlands Indians had established trade relationships
among and within tribes. For example, American Indians from the
Upper Peninsula of Michigan traded copper with other Indian people
in Michigan and throughout the Great Lakes Region.
American Indians believed land belonged to the group or tribe, not to
the individual. Each clan reserved land usage rights for its own
territory.
2. Describe how the Eastern Woodland
people cultures organized to make
community decisions (government
structure).
S
M
H1.2
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
1. I can identify major geographic features
of the continential United States on a map.
2a. I can identify the major cultural regions
of Native American peoples on a map.
2b. I can locate the major cultural regions
of Native American peoples on a map.
1. Describe how American Indians in the
desert Southwest developed a culture/way
of life that adapted to the resources
available in their environment.
S
Cc
G5
5 - U1.1.3
1. Use maps to identify major geographic
features of the continential United States.
2. Use a map to identify / locate the major
cultural regions of Native American
peoples.
2. I can describe how the Eastern
Woodland people cultures organized to
make community decisions (government
structure).
3. Describe how Eastern Woodland Indian 3. I can describe how Eastern Woodland
people viewed land ownership / property
Indian people viewed land ownership /
use.
property use.
Sign of the Beaver,
novel study
need materials on
Iroquois peoples. This
GLCE is a review from
grade 3.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
1
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
History Alive, chapters
4 and 5
U1.2 European Exploration
Identify the causes and consequences of European
exploration and colonization.
5 - U1.2.1
5 - U1.2.2
Explain the technological (e.g.,
Explain -invention of the astrolabe and
Comprehension
improved maps), and political
developments, (e.g., rise of nationstates), that made sea exploration
possible.
technology
magnetic compass
political developments
technological developments
explorer
nation-state
sea exploration
Use case studies of individual
Use--Application
explorers and stories of life in
Compare--Analysis
Europe to compare the goals,
obstacles, motivations, and
consequences for European
exploration and colonization of the
Americas (e.g., economic, political,
cultural, and religious).
case study
European explorer
technology
magnetic compass
glory
God
gold
astrolabe
Ocean
obstacle
motivation
consequences
settlement
Christopher Columbus
John Cabot
Juan Ponce De Leon
Vasco De Gama
Ferdinand Magellan
Robert De La Salle
Jacques Cartier
Francisco Vasquez de Coronado
Henry Hudson
Hernan Cortez
Samuel De Champlain
1. Identify a magnetic compass.
C
1. I can identify a magnetic compass.
2. I can identify a technological tool used
2. Identify a technological tool, such as an for navagation in the fifteenth century, such
astrolabe.
as an astrolabe.
3. I can explain how political developments
3. Explain how political developments led in Europe led to competition among
to competition among empires and sea
empires and increased sea exploration.
exploration.
(motivations - the
(3 Gs: glory, God, and gold)
What geographic tools and technologies do we use to
answer geographic questions? Sea exploration was made
possible by the use of technological and political
developments. The invention of the astrolabe is an example
of inventions that allowed sea exploration to expand and
improve maps.
1. Read and understand a case study of
an early European Explorer.
1. I can read and understand a case study primary sources
of an early European Explorer.
2. Identify an early European Explorer.
2. I can identify an early European
Explorer.
What are some roles that individuals play in creating
history? An individual can be famous or not famous,
European or Native American, and free or enslaved and play
a role in the European exploration and colonization of the
Americas. We can compare the goals – economic, political,
cultural, or religious; obstacles; motivation; and
consequences for exploration and colonization using
individual case studies.
3. Identify the goals, obstacles,
consequences, and motivations for
European exploration of the Americas.
S
CC
E3
4. Compare the goals, obstacles,
consequences, and motivations for
European exploration of the Americas.
3. I can identify the goals, obstacles,
consequences, and motivations for
European exploration of the Americas.
4. I can compare the goals, obstacles,
consequences, and motivations for
European exploration of the Americas.
U1.3 African Life Before the 16th Century
Describe the lives of peoples living in western Africa prior to
the 16th century.
5 - U1.3.1
Use maps to locate the major
regions of Africa (northern Africa,
western Africa, central Africa,
eastern Africa, southern Africa).
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Use--Application
Locate -Comprehension
Assessment
Teacher Assessments
regions
Africa
cardinal points (compass)
S
Cc
G1
1. Read and interpret a map.
2. Locate the continent of Africa.
3. Use a map to locate the major regions
of Africa.
1. I can read a map of Africa.
2. I can locate the continent of Africa.
3. I can read a map to locate the regions
of Africa.
map of Africa prior to
16th century
Where are the major regions in Africa located? We can
locate the major regions of Africa including northern Africa,
western Africa, central Africa, eastern Africa, and southern
Africa using maps.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
2
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U1.3.2
Describe the life and cultural
development of people living in
western Africa before the 16th
century with respect to economic
(the ways people made a living)
and family structures, and the
growth of states, towns, and trade.
Describe -Comprehension
Content Vocabulary
*Assess
16th century
family structures
economic structures
commerce
commercial centers
towns, cities, trade
cultural development
C
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Europeans
African Americans
Americas
property ownership
primary sources
secondary sources
Columbian Exchange
contagious disease
trade
European contact
exploration
astrolabe
Silk Road
Black Death
Age of Exploration
Magnetic Compass
point of view/perspective
Learning Targets: I can…
1. Describe what a culture is.
2. Describe what economic
structures/family structures are.
3. Describe how trade alters culture.
4. Describe how people in west Africa
lived/worked prior the 16 th century.
5. Use visual data like maps, drawings,
sketches, and internet sources to learn
about life in western Africa.
6. Use informational text, like textbooks,
trade books, diaries of visitors and traders
to discover even more about western
African life before the 16th century with
respect to economics, family structure, and
the growth of states, towns and trade.
7. Use this information to describe the life
and cultural development in a chart or
graphic organizer. For example, mining,
agriculture and trade in gold and salt were
ways people made a living.
1. I can describe what a culture is.
2. I can describe what economic
structures/family structures are.
3. I can describe how trade alters culture.
4. I can describe how people in west Africa
lived/worked prior the 16 th century.
5. I can use visual data like maps,
drawings, sketches, and internet sources to
learn about life in western Africa.
6. I can use informational text, like
textbooks, trade books, diaries of visitors
and traders to discover even more about
western African life before the 16th century
with respect to
economics, family structure, and the growth
of states, towns and trade.
7. I can use this information to describe
the life and cultural development in a chart
or graphic organizer. For example, mining,
agriculture and trade in gold and salt were
ways people made a living.
Resources
Assessment
How can we describe the cultural aspects of western
African life before the 16th century? We can use visual
data like maps, drawings, sketches, museum resources,
trade company reports, and internet sources to learn about
life in western Africa. Additionally, we can use informational
text, like textbooks, trade books, diaries of visitors and
traders to discover even more about western African life
before the 16th century with respect to economics, family
structure, and the growth of states, towns and trade. We can
use this information to describe the life and cultural
development in a chart or graphic organizer. For example,
mining, agriculture and trade in gold and salt were ways
people made a living.
HISTORY ALIVE, ch. 5
united streaming videos
U1.4 Three world Interactions
Describe the environmental, political, and cultural
consequences of the interactions among European, African,
and American Indian peoples in the late 15th through the 17th
century.
5
- U1.4.1
convergence
Describe the convergence of
Describe -Europeans, American Indians and Application
Africans in North America after
1492 from the perspective of these
three groups.
Skills Needed & Sequencing of Skills
Teacher Assessments
1. Describe a historical event from a
specific point of view.
2. Explain what happens when cultures
interact (Columbian Exchange, spread of
disease, etc.).
C
1. I can describe an historical event from a Michael Dorris
specific point of view.
historical novel,
MORNING GIRL
2a. I can explain what happens when
cultures interact (how each changes as a
result of the interaction).
2b. I can analyze the effect of interactions
between the Native American and early
European explorers. (Columbian
Exchange)
What three perspectives converged in North America
after 1492? The three perspectives that converged in North
America after 1492 were European, American Indian, and
African. We can use museum resources, trade company
reports, and internet sources to describe this convergence.
Additionally, we can use informational text, like textbooks,
trade books, letters, journals, diaries, oral traditions, and
folkways after 1492 to learn about the differing perspectives
and their interaction in North America. For example,
Europeans developed colonies for raw materials to send to
their home country while American Indians inhabited North
America and used raw materials for personal use only. Many
of the first Africans were indentured servants and explorers,
and worked with Europeans.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
3
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U1.4.2
5 - U1.4.3
Content Vocabulary
Use primary and secondary
Use -- Application
sources (e.g., letters, diaries, maps,
documents, narratives, pictures,
graphic data) to compare
Europeans and American Indians
who converged in the western
hemisphere after 1492 with respect
to governmental structure, and
views
primary sources
secondary sources
convergence
governmental structure
property ownership
land use
perspective
point of view
Western Hemisphere
Explain the impact of European
Explain --synthesis
contact on American Indian
Compare -cultures by comparing the different Analysis
approaches used by the British and
French in their interactions with
American Indians.
European contact
British
French
American Indian
impact
European contact
interactions
*Assess
Skills Needed & Sequencing of Skills
1. Compare two different points of
view/perspectives.
2. Interpret meaning/purpose of primary
source document.
Learning Targets: I can…
Resources
1. I can compare European and American primary sources
Indian perspectives on the Columbian
Exchange.
2. I can interpret/identify the meaning and
purpose of primary source documents.
S
Cc
H1.4
1. Identify the approach of the French with 1. I can identify the approach of the French
the Native Americans.
with the Native Americans.
S
M
H1.2
2. Identify the approach of the British with
the Native Americans.
2. I can identify the approach of the British
with the Native Americans.
3. Compare the French and British
approaches to dealing witht the Native
Americans.
3. I can compare the French and British
approaches to dealing with the Native
Americans.
4. Explain the impact of European contact 4. I can explain the impact of European
on American Indian cultures.
contact on American Indian cultures.
5 - U1.4.4
Describe the Columbian Exchange Describe -Columbian exchange
and its impact on Europeans,
Comprehension/An Tobacco
American Indians, and Africans.
alysis
trade
economic impact
S
CC
G4
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
1. Identify what the Columbian Exchange
is and why it happened.
1. I can identify what the Columbian
Exchange is and why it happened.
2. Describe the Columbian Exchange's
impact on Europeans, Americans and
Africans.
2. I can describe the Columbian
Exchange's impact on Europeans,
Americans and West Africans.
Assessment
What are the sources that historians use to understand
the western hemisphere after 1492? We can compare
Europeans and American Indians who converged in the
western hemisphere after 1492 with respect to governmental
structure, and views on property ownership and land use.
Information can be gathered from letters, diaries, maps,
documents, narratives, pictures, graphic data and other
sources.
For example, Europeans believed land could be purchased
and owned by individuals, but American Indians did not.
American Indians believed that people should only take from
nature what is needed, and should give back to nature in
thanks. Europeans generally believed that the land was theirs
to dominate. In Europe at that time, government structures
were monarchies, with the ultimate power and money
belonging to the king or queen. While the American Indian
tribes varied in their systems of government, they generally
incorporated the input of many individuals when making
decisions.
How can we explain the impact of European contact on
American Indian cultures? The French and British
interacted with American Indian tribes for different reasons.
The French came to North America for economic and
religious reasons while the British were mainly interested in
control of the land. The French learned and respected the
language and culture of the American Indian tribes they
encountered. The British were not interested in interactions
with the American Indians.
We can gather information about the different approaches
used by the British and the French in their interactions with
American Indians through primary and secondary sources.
We can organize this information in a chart to compare the
different approaches of the French and British.
How can we describe trade and its economic impact?
Products unknown in Europe were brought from the Americas
as a result of Columbus’s voyages, beginning the intercontinental exchanges. The exchange included the
introduction of goods such as tobacco, tomatoes, squash,
corn and potatoes to Europe, while Europeans introduced
horses, oranges and cotton to the Americas. The Columbian
exchange is a term used to describe the widespread
movement of plants, animals, food, people, and
communicable diseases between the eastern and western
hemispheres. Coffee, kola nut, and okra are a few examples
of products from Africa.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
4
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
Content Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
Assessment
u2 ushg era 2 - Colonization and Settlement
(1585 - 1763)
U2.1 European Struggle for Control of North America
Compare the regional settlement patterns and describe
significant developments in Southern, New England, and the
mid-Atlantic colonies.
5 - U2.1.1
Describe significant developments Describe -in the Southern colonies, including Comprehension
-patterns of settlement and control
including the impact of geography
(landforms and climate) on
settlement
-establishment of Jamestown
-development of one-crop
economies (plantation land use and
growing season for rice in Carolinas
and tobacco in Virginia)
-relationships with American
Indians (e.g., Powhatan)
-development of colonial
representative assemblies (House
of Burgesses)
-development of slavery
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Teacher Assessments
Southern Colonies
Jamestown
Roanoke
one-crop economy
plantation
tobacco
indigo
Powhatan
settlement
Colonial Representative
Assembly (House of Burgesses)
Slavery
starving time
export
indentured servant
cash crop
Virginia Company of London
The Lost Colony
Sir Walter Raleigh
John Smith
John White
John Rolfe
Pocahontas
King James I
S
M
G4
1. Locate Jamestown on a map.
2. Analyze why Jamestown was founded. (gold)
3. Locate Roanoke on a map.
4. Analyze why Roanoke was founded. (glory)
5. Identify the reasons for settlement within the
southern colonies. (Virginia)
6. Identify why some settlements succeeded
and why others failed. (compare Jamestown to
Roanoke)
7. Identify economic opportunities that were
available in the southern colonies.
8. Explain how the trade of enslaved people
from West Africa impacted the economic
development of the southern colonies.
(plantations, one-crop/cash crop economy)
9. Compare how the geography/available
resources influenced people's daily lives and
economic activities in the southern colonial
region.
10. Analyze the developments of colonial
governments. (House of Burgessesrepresentative assemblies)
11. Analyze the relationship between the
southern colonies and the Native Americans.
(Anglo-Powhatan Wars)
12. Explain the development of one-crop
economies.
1. I can locate Jamestown on a map.
HISTORY ALIVE, ch.
2. I can analyze why Jamestown was founded. 6, parts of ch. 7
(gold)
3. I can locate Roanoke on a map.
4. I can analyze why Roanoke was founded.
(glory)
5. I can identify the reasons for settlement
within the southern colonies. (Virginia)
6. I can identify why some settlements
succeeded and why others failed. (compare
Jamestown to Roanoke)
7. I can identify economic opportunities that
were available in the southern colonies.
8. I can explain how the trade of enslaved
people from West Africa impacted the economic
development of the southern colonies.
(plantations, one-crop/cash crop economy)
9. I can compare how the geography/available
resources influenced people's daily lives and
economic activities in the southern colonial
region.
10. I can analyze the developments of colonial
governments. (House of Burgessesrepresentative assemblies)
11. I can analyze the relationship between the
southern colonies and the Native Americans.
(Anglo-Powhatan Wars)
12. I can explain the development of one-crop
economies.
How can we describe the Southern colonial region? We
can describe regions by using thematic maps of physical and
human characteristics and asking geographic questions
about regions. We can ask a geographic question like where
are the Southern colonies, what is it like there, how is it
connected to other places, and what do people do there.
As we form and answer these questions, it will be important
to include questions regarding
• patterns of settlement (communities form around rivers and the
Atlantic coast)
• the impact of the landforms and climate (rivers are important for
transporting crops for export and long, wet growing seasons)
• the establishment of the Jamestown settlement (first permanent
English settlement in the United States; prospered because of
tobacco crop, help from American Indians, strong leadership)
• the importance of the one-crop economies (specialization in
tobacco in Virginia and rice in the Carolina because of long, wet
growing seasons; plantation land use focusing on crops for export)
• initial American Indian assistance in helping colonists survive
• development of colonial representative assemblies (House of
Burgesses)
• the development of the institution of slavery
in North America (promoted by need for labor on
plantations)
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
5
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U2.1.2
.5 - U2.1.3
Content Vocabulary
Describe significant developments Describe -in the New England colonies,
Comprehension
including
-patterns of settlement and control
including the impact of geography
(landforms and climate) on
settlement
-relations with American Indians
(e.g., Pequot/King Phillip's War)
-growth of agricultural (small farms)
and non-agricultural (shipping,
manufacturing) economies
-the development of government
including establishment of town
meetings, development of colonial
legislatures and growth of royal
government
-religious tensions in
Massachusetts that led to the
establishment of other colonies in
New England
New England colonies,
Plymouth Colony
Massachusetts Bay Colony
William Bradford
Massasoit
Squanto
Anne Hutchinson
Roger Williams Wampanoag
Royal Charter
The Virginia Company
Pequot/King Phillips War
town meetings
banish
dissenters
fundamental orders of
Connecticut
shipping
lumbering
fishing
whaling
settlement
Connecticut
Rhode Island
New Hampshire
Massachusetts
Describe significant developments Describe -in the Middle Colonies, including
Comprehension
• patterns of settlement and control
including the impact of geography
(landforms and climate) on
settlement
(National Geography Standard 12,
p. 167)
• the growth of Middle Colonies
economies (e.g., breadbasket)
(National Geography Standard 7, p.
156)
• The Dutch settlements in New
Netherlands, Quaker settlement in
Pennsylvania, and subsequent
English takeover of the Middle
Colonies
• immigration patterns leading to
ethnic diversity in the Middle
Colonies
(National Geography Standard 10,
p. 162, C, E)
Middle Colonies
New Netherlands
Quaker
diversified economy
proprietor
religious tolerance
apprentice
breadbasket
New York
New Jersey
Pennsylvania
Delaware
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
*Assess
S
M
G4
S
M
G4
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
Assessment
1. Locate Plymouth on a map.
2. Explain why Plymouth was founded. (God)
3. Identify the reasons for settlement within the
New England colonies.
4. Identify why some settlements succeeded
and why others failed.
5. Identify economic opportunities that were
available in the New England colonies.
6. Compare how the geography/available
resources influenced people's daily lives and
economic activities in the New England colonial
region.
7. Analyze the developments of colonial
governments. (Mayflower Compact, Connecticut
Fundamental Orders, Town Hall Meetings)
8. Analyze the relationship between the colonies
and the Native Americans. (Pequot/King Phillip's
War)
9. Explain the growth of agricultural (small
farms) and non-agricultural (shipping,
manufacturing) economies.
10. Describe how religious tensions in England
led to explosive population growth in New
England during the 1600s.
11. Describe how religious tensions led to the
establishments of other New England colonies.
1. I can locate Plymouth on a map.
2. I can explain why Plymouth was founded.
(God)
3. I can identify the reasons for settlement within
the New England colonies.
4. I can identify why some settlements
succeeded and why others failed.
5. I can identify economic opportunities that
were available in the New England colonies.
6. I can compare how the geography/available
resources influenced people's daily lives and
economic activities in the New England colonial
region.
7. I can analyze the developments of colonial
governments. (Mayflower Compact, Connecticut
Fundamental Orders, Town Hall Meetings)
8. I can analyze the relationship between the
colonies and the Native Americans. (Pequot/King
Phillip's War)
9. I can explain the growth of agricultural (small
farms) and non-agricultural (shipping,
manufacturing) economies.
10. I can describe how religious tensions in
England led to explosive population growth in
New England during the 1600s.
11. I can describe how religious tensions led to
the establishments of other New England
colonies.
HISTORY ALIVE,
ch. 6, parts of ch. 7
supplemental
readings: on
Plymouth,
Massachusetts Bay
Colony, Connecticut
primary source
readings
map of New England
visual aids on
colonization (gaphs,
maps, etc.)
How can we describe the colonial New England region?
We can describe regions by using thematic maps of physical
and human characteristics and asking geographic questions
about regions. We can ask a geographic question like where
are the New England colonies, what is it like there, how is it
connected to other places and what do people do there.
As we form and answer these questions, it will be important
to include questions regarding
• patterns of settlement (communities form around rivers and
the Atlantic coast)
• the impact of the landforms and climate (rivers are
important for transportation; poor soil and short growing
season did not encourage large-scale farming)
• initial American Indian assistance in helping the colonists
survive (Squanto)
• the growth of agriculture (small farms) and non-agricultural
(shipping, manufacturing) economies
• the development of government (town meetings and
colonial legislatures fostered self-government)
• religious tensions in Massachusetts that led to the
establishment of other colonies in New England
1. Identify the reasons for settlement within
the Middle colonies.
2. Identify why some settlements
succeeded and why others failed.
3. Identify economic opportunities that are
available in the Middle colonies.
(breadbasket of colonies, growing towns
like Philadelphia as centers of commerce)
4. Compare how the geography influenced
people's daily lives and economic activities
in the Middle colonial region.
5. Analyze the developments of colonial
governments. (Proprietorships and royal
government)
6. Analyze the relationship between the
colonies and the Native Americans in the
middle colonies. (Penn's treaty with the
Delaware Indians)
7. Describe the immigration patterns that
led to greater European ethnic diversity in
the Middle colonies.
8. Describe how religious tensions in
England led to the growth of the Middle
colonies.
1. I can identify the reasons for settlement
within the Middle colonies.
2. I can identify why some settlements
succeeded and why others failed.
3. I can identify economic opportunities
that are available in the Middle colonies.
(breadbasket of colonies, growing towns
like Philadelphia as centers of commerce)
4. I can compare how the geography
influenced people's daily lives and
economic activities in the Middle colonial
region.
5. I can analyze the developments of
colonial governments. (Proprietorships and
royal government)
6. I can analyze the relationship between
the colonies and the Native Americans in
the middle colonies. (Penn's treaty with the
Delaware Indians)
7. I can describe the immigration patterns
that led to greater European ethnic
diversity in the Middle colonies.
8. I can describe how religious tensions in
England led to the growth of the Middle
colonies.
How can we describe a Middle Colonies colonial region?
We can describe regions by using thematic maps of physical
and human characteristics and asking geographic questions
about regions. We can ask a geographic question like where
are the Middle colonies, what is it like there, how is it
connected to other places and what do people do there.
As we form and answer these questions, it will be important
to include questions regarding
• patterns of settlement (cities form around rivers and the Atlantic
coast)
• the impact of the landforms and climate (rivers are important for
transportation; fertile soil and adequate growing season encouraged
farming)
• the growth of Middle Colonies’ economies (grain farming, grist mills,
mining, rum production, artisans in cities)
• the Dutch settlements in New Netherlands, Quaker settlement in
Pennsylvania, and subsequent English takeover of the Middle
Colonies
• the ethnic diversity and religious tolerance in the Middle Colonies
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
6
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U2.1.4
Compare the regional settlement
patterns of the Southern colonies,
New England, and the Middle
Colonies.
Content Vocabulary
*Assess
Compare --Analysis See above…and…
settlement patterns
region
Glory, God, Gold
Skills Needed & Sequencing of Skills
1. Identify the regional settlement patterns
of the Southern colonies.
3. Identify the regional settlement patterns 3. I can identify the regional settlement
of the Middle colonies.
patterns of the Middle colonies.
4. Compare the regional settlement
patterns of the Southern colonies, New
England and the Middle colonies.
5 - U2.2.2
Describe the life of enslaved
Africans and free Africans in the
American colonies.
Describe -Comprehension
1. 1. I can identify the regional settlement
patterns of the Southern colonies.
2. Identify the regional settlement patterns 2. I can identify the regional settlement
of the New England colonies.
patterns of the New England colonies.
C
U2.2 European Slave Trade and Slavery in Colonial
America
Analyze the development of the slave system in the Americas
and its impact upon the life of Africans.
5 - U2.2.1
Describe -Describe Triangular Trade
Comprehension
including
• the trade routes
• the people and goods that
were traded
• the Middle Passage
its impact on life in Africa
(National Geography Standards
9, and 11; pp. 160 and 164 E)
Learning Targets: I can…
4. I can compare the regional settlement
patterns of the Southern colonies, New
England and the Middle colonies.
Describe how Africans living in
Describe -North America drew upon their
Application
African past (e.g., sense of family,
role of oral tradition) and adapted
elements of new cultures to
develop a distinct African-American
culture.
U2.3 Life in Colonial America
Distinguish among and explain the reasons
for regional differences in colonial America.
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Assessment
HISTORY ALIVE, ch.
7
supplemental
readings: on
Pennsylvania,
Maryland, New York
primary source
readings
map of the mid-Atlantic
region
visual aids on
colonization (gaphs,
maps, etc.)
How can we describe a region? We can use visual
materials like thematic maps and photographs, and data
sources like charts and tables to compare the regional
settlement patterns of the Southern colonies, Middle colonies,
and New England colonies.
Teacher Assessments
Triangular Trade
economy
mercantilism
Middle Passage
trade routes
enslaved
S
Cc
H1.2
enslaved
free
1. Describe the Colonial Era triangle trade
route.
2. Identify the people and goods that were
traded.
3. Describe the Middle Passage
4. Describe the impact of the Triangular
Trade on life in West Africa.
1. I can describe the Colonial Era triangle
trade route.
2. I can identify the people and goods that
were traded.
3. I can describe the Middle Passage
4. I can describe the impact of the
Triangular Trade on life in West Africa.
1. Describe the life of enslaved Africans
1. I can describe the life of enslaved
and free Africans in the American colonies. Africans and free Africans in the American
colonies.
C
5 - U2.2.3
Resources
Culture
1. Explain how Africans in North America
developed a culture that drew from their
African past.
S
M
G4
1. I can explain how Africans in North
America developed a culture that drew
from their African past.
History Alive, ch. 8 and
9
need supplemental
materials and graphic
aids
What was the triangular trade? A description of the
triangular trade would include the trade routes and the goods
and enslaved people who were traded.
A complete understanding of the institution of slavery should
include conditions of the Middle Passage (crowded and
unsanitary conditions, disease, deprivation, attempts to
revolt, duration) and its impact on life in Africa (depletion of
leadership and healthy individuals, and the disruption of
families).
HISTORY ALIVE, ch. 8 How do people adapt to their environment? We can use
informational text, like textbooks, trade books, journals, and
internet sources; visual data such as pictures and museum
resources to describe and compare the life of enslaved
Africans and free Africans in the American colonies.
How did Africans adapt to their new environment in
North America? A distinct African-American culture was
developed by enslaved people from Africa reflecting a strong
tradition of extended family ties and a vibrant, oral tradition.
Their diverse African heritage introduced words, food, and
music that were adopted in North America. They adapted and
incorporated elements of the North American and American
Indian cultures into their own.
Teacher Assessments
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
7
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U2.3.1
Locate the New England, Middle,
and Southern colonies on a map.
Locate -Comprehension
Content Vocabulary
*Assess
New England Colonies, Middle
Colonies, Southern Colonies,
coast
S
M
G1
5 - U2.3.2
Describe the daily life of people
living in the New England, Middle,
and Southern colonies.
Describe -Comprehension
Culture, economics, resources,
role, responsibility
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
colonial regions map
map of 13 colonies
1. Use a map or globe to locate places.
2. Use a map to locate the eastern coast
of North America.
3. Use a map to locate the Colonial
regions.
4. Use a map to locate the New England
colonies.
5. Use a map to locate the Middle
Colonies.
6. Use a map to locate the Southern
Colonies.
1. I can use a map or globe to locate
places.
2. I can use a map to locate the eastern
coast of North America.
3. I can use a map to locate the Colonial
regions.
4. I can use a map to locate the New
England colonies.
5. I can use a map to locate the Middle
Colonies.
6. I can use a map to locate the Southern
Colonies.
1. Identify the locations of the colonial
regions.
2. Identify the resources available in
the different colonial regions.
3. Identify jobs that are availbale in the
different colonial regions
4. Know the daily needs of the people
living in the colonies.
5. Describe the daily life of people
living in the colonial regions.
1. I can identify the locations of the
Primary sources!
colonial regions.
2. I can identify the resources available
in the different colonial regions.
3. I can identify jobs that are availbale
in the different colonial regions
4. I know the daily needs of the people
living in the colonies.
5. I can describe the daily life of people
living in the colonial regions.
How can we describe the cultural aspects of daily life? We can
use data and other information from trade books, journals, letters,
and historical fiction to describe the diversity within the colonies and
to understand the aspirations, strivings, accomplishments, and
failures of the colonists. Colonists in the Americas worked hard to be
successful and independent. Depending on where they lived and the
natural resources that surrounded them, early colonists worked hard
as farmers, trades people, merchants, laborers, land owners, and
skilled workers. Most colonists were free, but some were indentured
servants, and still others were enslaved people. There were enslaved
people in all regions. Initially, some colonists came without all of the
skills they needed to be successful. Despite hard work, many
colonists experienced failure because of lack of labor, climate issues,
disease, or inexperience. The triumphs of some encouraged others
with greater skills to follow. Farmers sold their surplus in the cities or
exported goods to Europe. In turn, colonists relied on Europe for
manufactured goods. Children and women worked in a
variety of ways to support the family. All children were
taught how to read at home. In the New England and
Middle colonies, boys were allowed to go to school to
further their education. In the Southern colonies, some
children were taught at home by tutors. In colonies that
were founded for religious freedom, daily life revolved
around religious activities and beliefs.
1. Explain what daily life is.
2. Explain different points of view of the
same event.
3. Describe daily life from the perspective
of: women, gentlemen, indentured
servants, enslaved African, Native
Americans, laborers, merchants, wealthy
land owners.
1. I can explain what daily life is.
2. I can explain different points of view of
the same event.
3. I can describe daily life from the
perspective of: women, gentlemen,
indentured servants, enslaved African,
Native Americans, laborers, merchants,
wealthy land owners.
What are three perspectives on colonial life in America?
The perspectives that we can use include; wealthy
landowners, farmers, merchants, indentured servants,
laborers and the poor, women, enslaved people, free
Africans, and American Indians. We can use museum
resources, trade company reports and internet sources.
Additionally, we can use informational text, like textbooks,
trade books, letters, journals, diaries, oral traditions, and
folkways.
S
CC
H1.4
5 - U2.3.3
Describe colonial life in America
Describe -from the perspectives of at least
Comprehension
three different groups of people
(e.g., wealthy landowners, farmers,
merchants, indentured servants,
laborers and the poor, women,
enslaved people, free Africans, and
American Indians).
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
daily life
perspective
wealthy landowners
farmer
plantation owner
laborer
indentured servant
merchant
C
Assessment
primary source
material
How can we locate places? We can use maps and globes
to locate places.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
8
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U2.3.4
Describe the development of the
Describe -emerging labor force in the colonies Comprehension
(e.g., cash crop farming, slavery,
indentured servants).
Content Vocabulary
*Assess
emerging
labor force
cash crop
indentured servant
S
CC
E1
5 - U2.3.5
Make generalizations about the
reasons for regional differences in
colonial America.
Make
generalizations-Comprehension
generalization
regional differences
economic development
S
M
H1.4
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
1. Describe cash crop farming.
2. Explain the relationship between
plantations and the need for slaves.
3. Describe the difference between an
indentured servant and a slave.
4. Explain why the number of indentured
servants declined as the number of slaves
increased in the south.
5. Explain why there were more indentured
servants in the New England colonies than
in the southern colonies.
1. I can describe cash crop farming.
2. I can explain the relationship between
plantations and the need for slaves.
3. I can describe the difference between
an indentured servant and a slave.
4. I can explain why the number of
indentured servants declined as the
number of slaves increased in the south.
5. I can explain why there were more
indentured servants in the New England
colonies than in the southern colonies.
1. Identify the three colonial regions.
2. Describe the geographic and climate
differences of the three regions.
3. Describe the relationship between
availbale resources and ecomomic
development.
4. Explain the reasons for regional
differences in colonial America.
1. I can identify the three colonial regions.
2. I can describe the geographic and
climate differences of the three regions.
3. I can describe the relationship between
availbale resources and ecomomic
development.
4. I can explain the reasons for regional
differences in colonial America.
1. Describe the events of the French and
Indian war.
2. Describe how the French and Indian
war impacted the economic relationship
between Great Britain and the colonies.
3. Explain why the colonists grew
dissatisfied with British policies after the
French and Indian War.
1. I can describe the events of the French
and Indian war.
2. I can describe how the French and
Indian war impacted the economic
relationship between Great Britain and the
colonies.
3. I can explain why the colonists grew
dissatisfied with British policies after the
French and Indian War.
ch.7
Assessment
How did the workforce in the colonies change over time?
Initially there was a scarcity of labor in the colonies which
brought about the need for indentured servants and enslaved
people. As the population of the colonies grew, people began
to specialize and provide services for the growing population,
which added artisans, craftsmen, hired laborers, and
merchants to the emerging labor force.
Some farmers were able to move from subsistence farming to
larger specialized farms, providing food for the colonies and
crops for exportation to England and other English colonies.
These larger farms needed more labor than the family alone
could provide. Farmers sought hired or enslaved laborers.
How can we describe a region?
We can use visual materials like thematic maps and
photographs, and data sources like charts and tables, to
make generalizations about the regional differences in
colonial America. For example, the New England colonies
had small farms, manufacturing and shipping; the Middle
colonies were tied to businesses in cities and exhibited
cultural diversity; and the Southern colonies were built on
enslaved labor with one-crop economy. The reasons for
regional differences in economic undertakings can be related
directly to the geographic characteristics of the region.
u3 ushg: Era 3 - revolution and
the new nation (1754-1800)
U3.1 Causes of the American
Revolution
Identify the major political, economic, and
ideological reasons for the American
Revolution.
5 - U3.1.1 Describe the role of the French and Describe -Indian War, how British policy
Comprehension/Ap
toward the colonies in America
plication
changed from 1763 to 1775, and
colonial dissatisfaction with the new
policy.
French & Indian War
Seven Years War
benign neglect
policy
perspective
mercantilism
economic reasons
Proclamation of 1763
Townshend Acts
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
S
M
H1.1
HISTORY ALIVE ch.
10
primary source
materials
united streaming
videos
What are the reasons for conflict between the British and
the colonists? Cause and effect relationships show us how
historical events are related to each other. We can use a
graphic organizer or timelines to describe the political
reasons for the American Revolution. For example, the
French and Indian War caused the British Parliament and
King to expect more tax money from the North American
colonists. The change in British policy toward the colonies
from 1763 to 1775 made many colonists express opinions
that described their desire for self government, and
dissatisfaction with British rule. These events led to the
beginning of the American Revolution.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
9
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U3.1.2
5 - U3.1.3
5 - U3.1.4
5 - U3.1.5
Describe the causes and effects of Describe --Analysis
events such as the Stamp Act,
Boston Tea Party, the Intolerable
Acts, and the Boston Massacre.
Content Vocabulary
Patriot/Loyalist
Quartering Act
Stamp Act
Boston Tea Party
Intolerable Acts
Boston Massacre
Committees of Correspondence
Using an event from the
Explain -Revolutionary era (e.g., Boston Tea Evaluation
Party, quartering of soldiers, writs
of assistance, closing of colonial
legislatures), explain how British
and colonial views on authority and
the use of power without authority
differed (views on representative
government).
Point of view
power
representative government
authority
case study
Describe the role of the First and
Describe -Second Continental Congress in
Comprehension
unifying the colonies (addressing
the Intolerable Acts, declaring
independence, drafting the Articles
of Confederation).
*First Continental Congress
*Second Continental Congress
*Intolerable Acts
*Declaration of Independence
Use the Declaration of
Use -- Application
Independence to explain why the
colonists wanted to separate from
Great Britain and why they believed
they had the right to do so.
Declaration of Independence
Thomas Jefferson
Ben Franklin
John Adams
Primary sources
*Assess
S
M
H1.2
S
M
C1
S
M
H1.4
S
M
H1.4
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
Assessment
1. Identify the cause and effect within a
given situation.
2. Analyze the causes and effects of the
following events that led up to the
Revolutionary War: Stamp Act, Boston
Tea Party, Intolerable Acts, Boston
Massacre
1. I can identify the cause and effect within
a given situation.
2. I can analyze the causes and effects of
the following events that led up to the
Revolutionary War: Stamp Act, Boston
Tea Party, Intolerable Acts, Boston
Massacre
HISTORY ALIVE ch.
10
primary source
materials
united streaming
videos
Liberty Kids Video
Series
What are the reasons for conflict between the British and
the colonists? Cause and effect relationships show us how
historical events are related to each other. We can use a
graphic organizer or an annotated timeline to describe the
economic reasons that led to the American Revolution. For
example, the Stamp Act, the Boston Massacre, the Boston
Tea Party, and the Intolerable Acts are historical events that
are related to each other and could be shown and described
on an annotated timeline.
1. Explain the British versus the colonists
view on authority, representative
government, and the nature of a
government's power.
2. Describe/analyze a major event from
the Revolutionary Era from both the British
(Tory) and colonial (Patriot) point of view.
1. I can explain the British versus the
colonists view on authority, representative
government, and the nature of a
government's power.
2. I can describe/analyze a major event
from the Revolutionary Era from both the
British (Tory) and colonial (Patriot) point of
view.
HISTORY ALIVE ch.
10
primary source
materials
united streaming
videos
What is the difference between using power with and
without authority? British and colonial views on authority
and the use of power differed. For example, the British
viewed the quartering of soldiers as using their power with the
authority of the King, who ultimately controlled the colonies;
the colonists viewed the quartering of soldiers as using power
without authority. The Boston Tea Party is a good example of
the colonists using power without authority.
1. Identify the purpose of the First
Continental Congress.
2. Identify the purpose of the Second
Continental Congress.
3. Explain the role the Continental
Congresses played in unifying the colonies.
1. I can identify the purpose of the First
Continental Congress.
2. I can identify the purpose of the Second
Continental Congress.
3. I can explain the role the Continental
Congresses played in unifying the colonies.
HISTORY ALIVE ch.
10
primary source
materials
united streaming
videos
Why do we have government? The First and Second
Continental Congress fulfilled the purpose of government by
unifying the colonies through addressing the Intolerable Acts,
declaring independence, and drafting the Articles of
Confederation. These are examples of fulfilling a
government’s need to maintain order, provide for the
common good, and protect the individual’s inalienable rights.
1. Simplify the language of the Declaration
of Independence.
2. Identify the key arguments the colonists
state in the Declaration of Independence.
3. Use the Declaration of Independence to
describe the role this document played in
expressing the colonists view of
government and their reasons for
separating from Great Britain.
1. I can simplify the language of the
Declaration of Independence.
2. I can identify the key arguments the
colonists state in the Declaration of
Independence.
3. I can use the Declaration of
Independence to describe the role this
document played in expressing the
colonists view of government and their
reasons for separating from Great Britain.
Primary Sources!
Too Late To Apologize:
A Declaration (music
video)
Why did the colonists want to separate from Great Britain?
We can explore the Declaration of Independence to explain
why the colonists wanted to separate from Great Britain, and
why they thought they had the right to do so.
The colonists were guided by the understanding that
sometimes one group of people decides to split from another
group and to become an independent country as the laws of
nature and God say that they can. When this happens, if they
want other people to respect them, they should explain why
they are separating.
The colonists believed in certain obvious truths
• that all men are created equal
• that all men have some rights given to them by God
• that among these rights are life, liberty, and the pursuit of
happiness
They believed that when the government is getting in the
way of these rights, people have the right to change or get rid
of the government, and make a new government.
In their explanation for declaring independence, the
colonists included the following accusations against the King
of England:
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
10
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
Content Vocabulary
S
M
*Assess
H1.4
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
Assessment
• won’t allow self-government – passing of laws for the
common good
• calls men together to make laws at inconvenient times and
places so they won’t be able to go
• won’t allow new settlers to come to America
• won’t allow settlers to take over the land from the Native
Americans
• won’t allow colonists to choose own judges and prohibits
juries
• forces colonists to pay for excessive numbers of
government officials
• sends unnecessary English soldiers to be housed by
colonists
• soldiers are not bound by colonial law
• restricts colonists’ ability to buy and sell goods to England
only
• taxes colonists without representation
(Adapted from Declaration of Independence – History for
Kids)
5 - U3.1.6
Identify the role that key individuals Identify --Analysis
played in leading the colonists to
revolution, including George
Washington, Thomas Jefferson,
Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and
Thomas Paine.
George Washington
Thomas Jefferson
Benjamin Franklin Patrick Henry
Samuel Adams John Adams
Thomas Paine
Common Sense
1. Identify the role that key colonists
played in leading the colonists to a
revolution.
2. Explain how key colonists justified the
right to rebel against Great Britain.
S
CC
H1.4
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
1. I can identify the role that key colonists Primary Sources!
played in leading the colonists to a
revolution.
2. I can explain how key colonists justified
the right to rebel against Great Britain.
S CC
H1.4 What are some roles that individuals play in creating
history? Key individuals leading the colonists to revolution
included leaders, innovators, and writers. We can use
information from textbooks, informational texts, historical
fiction, the internet, and other electronic resources to identify
the roles of famous people during the revolutionary era.
Founders of our nation:
• George Washington commanded the Continental Army
• Thomas Jefferson wrote the Declaration of Independence
• Benjamin Franklin persuaded the French to aid the
American revolutionaries
• Patrick Henry motivated colonists to revolt by his passionate
speeches
• Samuel Adams was a master of propaganda who organized
protests
• John Adams united colonies through Committees of
Correspondence; ambassador from the colonies to Europe
• Thomas Paine wrote Common Sense
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
11
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U3.1.7
.5 - U3.1.8
Content Vocabulary
Describe how colonial experiences Describe -with self-government (e.g.,
Application
Mayflower Compact, House of
Burgesses and town meetings) and
ideas about government (e.g.,
purposes of government such as
protecting individual rights and
promoting the common good,
natural rights, limited government,
representative government)
influenced the decision to declare
independence.
Self-government
royal government
Mayflower Compact
House of Burgesses
Town meetings
individual rights common good
natural rights limited government
representative government
Identify a problem confronting
people in the colonies, identify
alternative choices for addressing
the problem with possible
consequences, and describe the
course of action taken.
problem
alternative
choices
consequences
course of action
perspective
Identify --Analysis
Describe-Comprehension
*Assess
C
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
1. Identify and describe different forms of
colonial governments. (e.g., Mayflower
Compact, House of Burgesses and town
meetings)
2. Identify the colonists purpose for having
a government.
3. Describe how the colonists' belief in
their ability to govern themselves led to the
Continental Congresses and the
Declaration of Independence.
1. I can identify and describe different
forms of colonial governments. (e.g.,
Mayflower Compact, House of Burgesses
and town meetings)
2. I can identify the colonists purpose for
having a government.
3. I can describe how the colonists' belief
in their ability to govern themselves led to
the Continental Congresses and the
Declaration of Independence.
What are some roles that individuals play in creating history?
Key individuals leading the colonists to revolution included leaders,
innovators, and writers. We can use information from textbooks,
informational texts, historical fiction, the internet, and other electronic
resources to identify the roles of famous people during the
revolutionary era.
Founders of our nation:
• George Washington commanded the Continental Army
• Thomas Jefferson wrote the Declaration of Independence
• Benjamin Franklin persuaded the French to aid the American
revolutionaries
• Patrick Henry motivated colonists to revolt by his passionate
speeches
• Samuel Adams was a master of propaganda who organized
protests
• John Adams united colonies through Committees of
Correspondence; ambassador from the colonies to Europe
• Thomas Paine wrote Common Sense
1. Explain a key event confronting the
colonies from two opposing perspectives.
1. I can explain a key event confronting the
colonies from two opposing perspectives.
How can governments solve problems? Some problems
confronting people in the colonies were protecting the lives of
citizens, maintaining order, serving the common good, and
protecting the rights of individuals. Many options were
available to deal with these problems. The two most
common were the election of colonial representative
assemblies and the reliance on the British government. Every
option had a consequence. We can use a specific problem
and analyze the option used to resolve it, describing the
course of action taken.
C
History Alive text, ch. 11
U3.2 The American Revolution and Its Consequences
Explain the multi-faceted nature of the American Revolution
and its consequences.
5 - U3.2.1
Describe the advantages and
Describe --Analysis
disadvantages of each side during
the American Revolution with
respect to military leadership,
geography, types of resources, and
incentives.
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
Assessment
Teacher Assessments
advantage
disadvantage
leadership
geography
resources
incentives
Continental Army
British Army
S
M
H1.2
1. Identify the advantages of the British
army.
2. Identify the advantages of the
Continental army.
3. Identify the disadvantages of the British
army.
3. Identify the disadvantages of the
Continental army.
4. Compare the advantages and
disadvantages of the two sides.
5. Analyze the advantages and
disadvantages of the two sides.
1. I can identify the advantages of the
British army.
2. I can identify the advantages of the
Continental army.
3. I can identify the disadvantages of the
British army.
4. I can identify the disadvantages of the
Continental army.
5. I can compare the advantages and
disadvantages of the two sides.
6. I can analyze the advantages and
disadvantages of the two sides.
What were the strengths and weaknesses of the British
and the Continental Army? Using a graphic organizer like a
T-Chart, we can list advantages and disadvantages for the
British and the colonists during the American Revolution with
respect to military leadership, geography, types of resources,
and incentives.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
12
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U3.2.2
Describe the importance of Valley Describe -Forge, Battle of Saratoga, and
Comprehension
Battle of Yorktown in the American
Revolution.
Content Vocabulary
*Assess
See above…and…
Valley Forge
Battle of Saratoga
Battle of Yorktown
Skills Needed & Sequencing of Skills
Learning Targets: I can…
Resources
1. Explain the importance of the major
1. I can explain the importance of the
battles of the American Revolution….Valley major battles of the American
Forge, Saratoga, Yorktown
Revolution….Valley Forge, Saratoga,
Yorktown
S
M
H1.5
5 - U3.2.3
Compare the role of women,
African Americans, American
Indians, and France in helping
shape the outcome of the war.
Compare --Analysis France
C
5 - U3.2.4
Describe the significance of the
Treaty of Paris (establishment of
the United States and its
boundaries).
Describe -Comprehension
Treaty of Paris
S
M
H1.1
1. I can identify the role of women in helping
shape the outcome of the war.
2. I can identify the role of African Americans in
helping shape the outcome of the war.
3. I can identify the role of American Indians in
helping shape the outcome of the war.
4. I can identify the role of France in helping
shape the outcome of the war.
5. I can compare the role of women, African
Americans, American Indians, and France in
helping shape the outcome of the war.
What are some of the roles individuals play in creating
history? In shaping the outcome of the American Revolution
an individual could have been famous or not famous, a
woman, an African-American, an American Indian, or French
and play many roles in early United States history. For
example, Phyllis Wheatley, Chief Pontiac, Crispus Attucks,
Marquis de Lafayette, and the country of France, all helped
shape the outcome of the war.
1. Use chronology to describe how the US
was established by the Treaty of Paris.
2. Describe the significance of the Treaty
of Paris.
1. I can use chronology to describe how
the US was established by the Treaty of
Paris.
2. I can describe the significance of the
Treaty of Paris.
What was the significance of the Treaty of Paris? We can
use sequence, chronology, and treaties to describe how the
United States became a nation. For example, the Treaty of
Paris provided for the establishment of the United States and
its boundaries.
Teacher Assessments
Describe the powers of the national Describe -government and state governments Comprehension
under the Articles of Confederation.
S
M
C3
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
primary sources
What is the importance of specific battles in the
Dear American diaries American Revolution? Historians ask what happened, when
it happened, who was involved, and why did it happen to
learn about the past. When analyzing an event in a war, we
can ask “Was this a turning point?” Saratoga, Valley Forge,
and Yorktown are turning points in the American Revolution.
Saratoga’s success convinced the French to join the
American cause. Perseverance and training at Valley Forge
resulted in a renewed military readiness. The surrender of the
British at Yorktown signaled defeat and the end of the war.
We can use informational texts, historical fiction, paintings,
the internet, and other electronic resources to describe the
importance of these three turning point events.
1. Identify the role of women in helping
shape the outcome of the war.
2. Identify the role of African Americans in
helping shape the outcome of the war.
3. Identify the role of American Indians in
helping shape the outcome of the war.
4. Identify the role of France in helping
shape the outcome of the war.
5. Compare the role of women, African
Americans, American Indians, and France
in helping shape the outcome of the war.
U3.3. Creating New Government(s) and a New
Constitution
Explain some of the challenges faced by the new nation under
the Articles of Confederation, and analyze the development of
the Constitution as a new plan for governing.
5 - U3.3.1
Assessment
1. Explain how the national and state
governments was structured under the
Articles of Confederation.
2. Give examples of the problems the
country faced under the Articles of
Confederation.
1. I can explain how the national and state
governments was structured under the
Articles of Confederation.
2. I can give examples of the problems the
country faced under the Articles of
Confederation.
How did government work under the Articles of
Confederation? Under the Articles of Confederation, powers
of government were divided between states and federal
government.
States were awarded the majority of the power, with the
federal government given limited power.
We can use primary and secondary sources to identify and
describe the differences in powers. Recording our findings on
a chart will make the information easy to use.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
13
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U3.3.2
5 - U3.3.3
5 - U3.3.4
5 - U3.3.5
5 - U3.3.6
5 - U3.3.7
Give examples of problems the
Give examples-country faced under the Articles of Comprehension
Confederation (e.g., lack of national
army, competing currencies,
reliance on state governments for
money).
Explain why the Constitutional
Explain -Convention was convened and why Comprehension
the Constitution was written.
Describe the issues over
Describe -representation and slavery the
Comprehension
Framers faced at the Constitutional
Convention and how they were
addressed in the Constitution
(Great Compromise, Three- Fifths
Compromise).
Give reasons why the Framers
wanted to limit the power of
government (e.g., fear of a strong
executive, representative
government, importance of
individual rights).
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
*Assess
S
Cc
H1.5
S
M
H1.5
S
M
H1.5
Give reasons -Comprehension
Skills Needed & Sequencing of Skills
Learning Targets: I can…
1. Identify five problems faced by the
country under the Articles of Confderation.
2. Explain the cause/effects of these
problems under the Articles.
1. I can identify five problems faced by the
country under the Articles of Confderation.
2. I can explain the cause/effects of these
problems under the Articles.
How did the federal government work under the Articles
of Confederation? The country faced problems under the
Articles of Confederation. For example, lack of a national
army, competing currencies, and reliance on state
governments for money caused conflict between the states.
1. Explain why the Constitutional
Convention was called.
2. Explain why the Constitution was written
to answer the weaknesses of our federal
government under the Articles of
Confederation.
1. I can explain why the Constitutional
Convention was called.
2. I can explain why the Constitution was
written to answer the weaknesses of our
federal government under the Articles of
Confederation.
Why was the Constitution written? The Constitutional
Convention was convened to correct the problems of the
Articles of Confederation. The Convention quickly decided
that a new document was needed. The new Constitution was
written to strengthen the federal government and limit the
sovereignty of the states.
1. Explain why the Constitutional
Convention was called.
2. Explain why the Constitution was written
to answer the weaknesses of our federal
government under the Articles of
Confederation.
1. I can explain why the Constitutional
Convention was called.
2. I can explain why the Constitution was
written to answer the weaknesses of our
federal government under the Articles of
Confederation.
What issues about representation did the Framers face?
The Framers of the Constitution had to make compromises
because of opposing viewpoints on how states would be
represented in Congress. For example, the Great
Compromise and the Three-Fifths Compromise settled the
issue of representation in Congress.
Resources
S
M
C3
Describe -Evaluation
S
CC
C2
Assessment
1. List why the Framers of the Constitution 1. I can list why the Framers of the
wanted to limit the power of the federal
Constitution wanted to limit the power of
government.
the federal government.
Why did the Framers want to limit the power of
government? The Constitution of the United States and the
Bill of Rights are a reflection of our core democratic values
and constitutional principles and serve to limit the powers of
the federal government. For example, the Framers feared a
strong executive, favored representative government, and
believed in the importance of individual rights. Framers
wanted to limit government because of their experiences with
rule under Great Britain. Many colonists believed that the
government of Great Britain extended too much power and
control over the people.
1. I can identify the priniples of federalism. 1. I can identify the priniples of federalism.
2. I can list the separation of powers.
2. I can list the separation of powers.
How does the Constitution divide power between the
federal and state governments? Power of government is
divided between states and federal government. Federal
powers are known as expressed or enumerated powers, and
all powers not given to the federal government are reserved
for the states.
1. Identify the major concerns some
people had about individual rights under
the new Constitution.
2. Explain why the Bill of Rights was
included with the Constitution.
Why did people favor including a Bill of Rights in the
Constitution? The Constitution of the United States and the
Bill of Rights are a reflection of our core democratic values
and constitutional principles and serve to limit the powers of
the federal government. Many colonists believed that a
written constitution that did not express the rights of
individuals was incomplete and there would not be enough
states to vote in favor of ratification.
S
Cc
C2
Describe the principle of federalism Describe -and how it is expressed through the Comprehension
sharing and distribution of power as
stated in the Constitution (e.g.,
enumerated and reserved powers).
Describe the concern that some
people had about individual rights
and why the inclusion of a Bill of
Rights was needed for ratification.
Content Vocabulary
1. I can identify the major concerns some
people had about individual rights under
the new Constitution.
2. I can explain why the Bill of Rights was
included with the Constitution.
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
14
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - U3.3.8
Describe the rights found in the
First, Second, Third, and Fourth
Amendments to the United States
Constitution.
Content Vocabulary
*Assess
Describe -Comprehension
Skills Needed & Sequencing of Skills
1. Clearly describe the rights guaranteed
in the: first, second, third and fourth
amendments.
Learning Targets: I can…
Resources
1. Clearly describe the rights guaranteed
in the: first, second, third and fourth
amendments.
S
Cc
C2
Assessment
Where are some of our core democratic values and
constitutional principles found in the Constitution?
Rights of citizenship guaranteed by the First Amendment
include freedom of speech, religion and the press and the
right to assemble. The Second Amendment deals with the
right to bear arms. The Third Amendment bars Congress
from forcing citizens to keep troops in their homes as Britain
had done. The Fourth Amendment protects citizens from
unreasonable searches of their homes or seizure of their
property.
Public Discourse, Decision Making, and Citizen
Involvement
P3.1 Identifying and Analyzing Public Issues
Clearly state a problem as public policy issue, analyze various
perspectives, and generate and evaluate possible alternative
resolutions.
5 - P3.1.1
Teacher Assessments
Identify contemporary public issues Identify -- Analysis
related to the United States
Constitution and their related
factual, definitional, and ethical
questions.
1. Identify a contemporary public issue that
is related to the U.S. Constitution.
2. Compare contemporary and historical
perspectives on the event.
1. I can identify a contemporary public
issue that is related to the U.S.
Constitution.
2. I can compare contemporary and
historical perspectives on the event.
What are the public issues that influence the daily lives
of United States citizens? Public issues that affect the lives
of citizens in the United States may include environmental
concerns, jobs, working conditions, civil rights, safety, and
education. Questions that political scientists ask include:
What does government do? What are the basic values and
principles of American democracy? What is the relationship
of the United States to other nations? What are the roles of
citizens in American democracy?
1. Use graphic aids and primary sources to
analyze information about a public policy
issue.
2. Relate a contemporary public policy
issue to its historical roots in the
Constitution.
3. Evaluate alternative resolutions to public
policy issues.
1. can use graphic aids and primary
sources to analyze information about a
public policy issue.
2. I can relate a contemporary public policy
issue to its historical roots in the
Constitution.
3. I can evaluate alternative resolutions to
public policy issues.
How do you analyze information about a public policy issue?
How do you evaluate alternative resolutions to a public policy issue?
We can analyze public policy issues by
• using graphic data, charts, and visual data to inform decision
making
• considering different points of view
• evaluating each proposed resolution based on core democratic
values
For example, the issue of whether or not a picture taken on a cell
phone in a public school is in the private or public domain should first
be analyzed by
• checking information/data about the issue
• considering different points of view, such as those held by students,
administrators, teachers, parents and community members
• evaluating each proposed resolution; resolutions will differ
depending on an individual's interpretation of core democratic values
C
5 - P3.1.2
Use graphic data and other sources
to analyze information about a
contemporary public issue related
to the United States Constitution
and evaluate alternative
resolutions.
Use -- Application
Analyze -- Analysis
Evaluate -Evaluation
S
Cc
C6
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
15
Social Studies - 5th Grade
Verbs/Bloom's
Taxonomy Level
5 - P3.1.3
Give examples of how conflicts over Give examples-core democratic values lead people Comprehension
to differ on contemporary
constitutional issues in the United
States.
Content Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets: I can…
1. Identify examples of conflicts over core
democratic values leading to differences in
opinion on contemporary Constitutional
issues.
1. I can identify examples of conflicts over
core democratic values leading to
differences in opinion on contemporary
Constitutional issues.
Resources
S
Cc
C5
P3.3 Persuasive Communication About a Public Issue
Communicate a reasoned position on a public issue.
5 - P3.3.1
Compose a short essay expressing Compose -a position on a contemporary public Synthesis
policy issue related to the
Justify -- Evaluation
Constitution and justify the position
with a reasoned argument.
5 - P4.2.2
C
1. Draft a short essay expressing an
opinion on a contemporary public policy
issue, relating my key argument to the
Constitution and using evidence from a
historical perspective of the Constitution to
support the thesis.
1. I can draft a short essay expressing an
opinion on a contemporary public policy
issue, relating my key argument to the
Constitution and using evidence from a
historical perspective of the Constitution to
support the thesis.
How do you let others know what you think about a
public policy issue and why? One way to let others know
what you think about a contemporary public policy issue
related to the Constitution is to compose a short essay
expressing your position justified with a reasoned argument.
Teacher Assessments
Develop and implement an action
plan and know how, when, and
where to address or inform others
about a public issue.
Develop -Synthesis
Implement -Application
Participate in projects to help or
inform others.
Participate -Application
1. Develop and implement an action plan
addressing a current public policy issue.
1. I can develop and implement an action
plan addressing a current public policy
issue.
How do you let others know what you think about a
public policy issue and why? One way to act constructively
to further the public good is to develop a plan to inform others
about the problem and know how, when, and where to
address a public issue. For example, send or email it to the
newspaper, a blog, an elected representative, or to others.
1. Participate in projects to help or inform
others.
1. I can participate in projects to help or
inform others.
How do you let others know what you think about a
public policy issue and why? One way to act constructively
to further the public good is to participate in projects that help
or inform others.
C
C
*State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed matrixed every 2-3 yrs. (M)
How do conflicts over core democratic values lead
people to differ on the resolution of a public policy
issue? One way core democratic values conflict with one
another is when the right to privacy clashes with freedom of
speech.
An example of this conflict would be when a picture of a
teacher is taken on a cell phone while in a public school and
is sent electronically to others throughout the school district.
The student who took the picture believes he/she is
exercising his/her right to freedom of speech. However, the
teacher who was the subject of the picture feels it is a
violation of his/her right to privacy.
Teacher Assessments
P4.2 Citizen Involvement
Act constructively to further the public good.
5 - P4.2.1
Assessment
O:\Elementary Curriculum\Working\Social Studies\Fifth Grade\5th S.S. Learning Targets.FINAL. 4.18.11.xls 5th Gr.
16