American History 5th Grade – Curriculum Pacing Guide
2nd 9 Weeks
Over-arching Question
How did the Constitution make the new United States government more stable?
Essential/Guiding Questions
 What were some advantages the colonists had? Disadvantages?
Unrest in the Colonies
 What were some advantages the British had? Disadvantages?
 How were the American colonists “connected” to England?
 What do you think is the most significant reason the American
 Why did the English king expect the colonists to house soldiers
colonists won the war? Explain why you think so.
and pay taxes?
 What does art and music from a time period tell us about the
 Why did the men in the Sons of Liberty organize that group? What
events that took place? (Ex. Yankee Doodle, and artwork in
did they do?
American Rev TEASE video)
 How did colonial women contribute to the boycotts?
 How did boycotts and the Boston Tea Party affect England?
The New Republic/U.S. Constitution
 Do you think the colonists had the right to rebel against the king?
 Why do we refer to Washington, Franklin and Madison as
Explain.
“Founding Fathers”?
 What are grievances?
 Why do you think George Washington was selected as the first
 What were some of the “grievances” the colonists had against
president?
England?
 What qualities do we value in our leaders?
 If everyone has to pay taxes to support the government, why were
 What was wrong with the Articles of Confederation?
the colonists so angry about paying taxes?
 Why is our government divided into three branches?
 Who is more powerful, the President or Congress? Explain why
American Revolution
you think so.
 How did the French and Indian War contribute to the American

Is it really necessary to have a Bill of Rights? Explain.
Revolution?

What does it mean to say “the Constitution creates the structure of
 What does it mean to be a patriot?
the U.S. government”?
 Did the colonists want to go to war with England? Explain your

Which branch of government makes laws? Enforces laws?
answer.
Interprets laws?
 Which do you think was a more “influential” cause of the American
 Why do we consider voting a “civic duty”?
Revolution, boycotts or sending King George the Declaration of
 What is the main difference between the federal and state
Independence? Explain.
government?
 Who started the war? Explain why you think so. Does it matter?
Assessments
Quizzes (Reading and Vocabulary)
Map Test(s)/Unit test(s)
Formative Assessment
 Ticket out
 Journal/quick write as focus activity
Writing assignment
Revised July 2014
Unrest in the Colonies
2-3 Weeks
TEKS/Standards
5.2.A identify and analyze the causes and effects of
events prior to and during the American Revolution,
including the French and Indian War and the Boston
Tea Party*
5.2.B identify the Founding Fathers and Patriot heroes,
including John Adams, Samuel Adams, Benjamin
Franklin, Nathan Hale, Thomas Jefferson, the Sons of
Liberty, and George Washington, and their motivations
and contributions during the revolutionary period
5.2.C summarize the results of the American
Revolution, including the establishment of the United
States and the development of the U.S. military
5.15.A identify the key elements and the purposes and
explain the importance of the Declaration of
Independence*
5.21.A identify significant examples of art, music, and
literature from various periods in U.S. history such as
the painting American Progress, "Yankee Doodle," and
"Paul Revere's Ride"
5.21.B explain how examples of art, music, and
literature reflect the times during which they were
created*
5.22.A identify the similarities and differences within
and among various racial, ethnic, and religious groups in
the United States;
5.22.B describe customs and traditions of various racial,
ethnic, and religious groups in the United States
Key Concepts
Colonists
 Identity: British, Separatists, or something else?
 Reasons for migrating to America: self-government,
freedom of religion, economic opportunities, etc.
 Points of view: Colonists about England, England
about colonists
Self-government
 History (England): King as a result of birth-right,
does what he wants.
 Legacy of early colonists: Mayflower Compact and
Virginia House of Burgesses
French and Indian War
 War created debt: soldiers, food, uniforms, shelter
and weapons
 Mercantilism
 More rules, increased control, inflexibility by
England
 Game changer: England now dependent on
colonies; Proclamation of 1763
Suggested Activities/Links
Vocabulary:
 Knowledge
rating/definitions
 Word wall “bricks”
 Concept Cards
Schoolhouse Rock: No More
Kings - colonial desire for
independence/ unrest in the
colonies
http://www.youtube.com/watc
h?v=WvOZs3g3qIo
Academic Vocabulary
Analyze
Cause and effect
Motivations
Founding Fathers
Patriot
Significant
Rights
Self-government
Grievances
Unrest in the Colonies
 Taxation: pay war debt, new laws, representation?
 Colonial reactions: communication among colonies,
boycotts, women’s roles, Boston Tea Party
 Colonial grievances and the Declaration of
Independence
Control of colonies
 England’s view
 Colonial view
5.22.C summarize the contributions of people of various
racial, ethnic, and religious groups to our national
identity*
ELPS/CCRS
ELPS:
2.H. demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests,
collaborating with peers, and taking notes commensurate with content and grade-level needs
CCRS:
I.B.2. Interrelated Disciplines and Skills. Periodization and chronological reasoning. Identify and evaluate sources and patterns of change and continuity across time and place
Revised July 2014
American Revolution
1.5 Weeks
TEKS/Standards
5.2.A identify and analyze the causes and
effects of events prior to and during the
American Revolution, including the French
and Indian War and the Boston Tea Party*
5.2.B identify the Founding Fathers and Patriot
heroes, including John Adams, Samuel Adams,
Benjamin Franklin, Nathan Hale, Thomas
Jefferson, the Sons of Liberty, and George
Washington, and their motivations and
contributions during the revolutionary period
5.2.C summarize the results of the American
Revolution, including the establishment of the
United States and the development of the
U.S. military
5.15.A identify the key elements and the
purposes and explain the importance of the
Declaration of Independence*
5.21.A identify significant examples of art,
music, and literature from various periods in
U.S. history such as the painting American
Progress, "Yankee Doodle," and "Paul Revere's
Ride"
Key Concepts
Activities/Links
Causes of the American Revolution
 Reasons for rebellion/increasing
interference by England: French
and Indian War debt,
Proclamation of 1763, taxation
acts/policies, colonial
grievances,
 Issues causing revolution,
impact of Declaration of
Independence, motivation of
colonists
 Major events, key people/roles,
art/literature illustrates issues of
the times
 Military: events, people,
contributions, strategy
 Treaty of Paris 1783
Video clip, put to music, designed to evoke an
emotional response in regards to why someone
would have volunteered to fight in the American
Revolution, in spite of fear, danger, and
consequences.
After the Revolution
 Who governs?
 What powers does the
government have?
 What IS the government?
Academic Vocabulary
Revolution
\\flash\video\TISD SMART Content\Content Reading Social
Studies\American Revolution TEASE_0001.wmv
Schoolhouse Rock: Shot Heard Round the World
– beginnings of the American Revolution
http://www.youtube.com/watch?v=Y6ikO6LMxF
4
Schoolhouse Rock: Fireworks – Declaration of
Independence
http://www.youtube.com/watch?v=ZTY0V8Gae
FI
Activity on Declaration of Independence with
ELA connections! This assignment can be
duplicated using Articles of Confederation, and
Constitution. Live links in the pdf document
work!
http://www.stlucie.k12.fl.us/Curriculum/resourc
es/ss/files/ss5c14_1.pdf
5.21.B explain how examples of art, music, and
literature reflect the times during which they
were created*
ELPS/CCRS
ELPS:
3.E. share information in cooperative learning interactions
4.D. use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text
CCRS:
I.B.3. Interrelated Disciplines and Skills. Periodization and chronological reasoning. Analyze causes and effects of major political, economic, and social changes in U.S. and world history
I.C.1. Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Evaluate different governmental systems and functions
Revised July 2014
The New Republic/U.S. Constitution
4-5 Weeks
TEKS/Standards
5.3.A identify the issues that led to the creation of
the U.S. Constitution, including the weaknesses of
the Articles of Confederation*
5.3.B identify the contributions of individuals,
including James Madison, and others such as George
Mason, Charles Pinckney, and Roger Sherman who
helped create the U.S. Constitution
5.15.A identify the key elements and the purposes and
explain the importance of the Declaration of
Independence*
5.15.B explain the purposes of the U.S. Constitution
as identified in the Preamble*
5.15.C explain the reasons for the creation of the Bill
of Rights and its importance*
5.16.A identify and explain the basic functions of the
three branches of government
5.16.B identify the reasons for and describe the system
of checks and balances outlined in the U.S.
Constitution*
5.16.C distinguish between national and state
governments and compare their responsibilities in the
U.S. federal system
5.18.A explain the duty individuals have to participate
in civic affairs at the local, state, and national levels
5.19.A explain the contributions of the Founding
Fathers to the development of the national
government
5.19.B identify past and present leaders in the national
Revised July 2014
Key Concepts
Activities/Links
After the Revolution
 Problems/issues new republic was
having due to weakness of Articles
of Confederation
 Needs: Central government, power
to tax and coin money, protect
rights of people, equal
representation, military
 Important people: J. Madison, G.
Mason, C. Pinckney, R. Sherman
 Constitution: purpose
Schoolhouse Rock: Preamble to the
Constitution – purposes of the
Constitution
http://www.youtube.com/watch?v=p
IKhRERqPS4
Constitution
 Structure of government created
by document: three branches of
government, who does what
 Checks and balances/Separation of
powers: function and difference
between the two concepts
 Leadership: president, qualities of,
power
 Central government (national) vs
State governments: rights and
responsibilities
 Bill of Rights: purpose,
protections/freedoms, address of
grievances in Declaration of
Independence
Schoolhouse Rock: Three Ring Circus
– three branches of
government/checks and balances
http://www.youtube.com/watch?v=t
EPd98CbbMk
**See Declaration/grievances activity
in previous unit. Can be modified to
fit Articles of Confederation and/or
Constitution
Constitution strip activity:
\\flash\video\TISD SMART Content\Content Reading
Social Studies\5th Grade\Constitution strip
This activity breaks down
parts of the Constitution into small
pieces, specifically those parts dealing
with the creation of the structure
(three branches) of government.
activity.docx
Document Based Question: How
Revolutionary was the American
Revolution? \\flash\video\TISD SMART
Content\Content Reading Social Studies\5th
Grade\American Revolution DBQ
resources.
for
Academic Vocabulary
Establish
Develop
Issues
Weakness
Checks and balances
Federal system
Three branches of
government
Interpret
Civic duty
Amendment
Press
Assemble
Petition
Arms
Jury
Attorney
government, including the president and various
members of Congress, and their political parties*
5.19.C identify and compare leadership qualities of
national leaders, past and present*
5.20.A describe the fundamental rights guaranteed
by each amendment in the Bill of Rights, including
freedom of religion, speech, and press; the right to
assemble and petition the government; the right to
keep and bear arms; the right to trial by jury; and the
right to an attorney*
5.20.B describe various amendments to the U.S.
Constitution such as those that extended voting rights
of U.S. citizens
ELPS/CCRS
ELPS:
4.G. demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs
4.I. demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text
and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
CCRS:
I.C.2. Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Evaluate changes in the functions and structures of
government across time
I.C.3. Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Explain and analyze the importance of civic engagement
Revised July 2014