OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
SOCIAL STUDIES
Fifth Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies
CONTENTS
Mission Statement............................................................................................................................................................. 3
Suggestions for Implementing Curriculum Guides ........................................................................................................ 3
Florida Department of Education  Essential Website ............................................................................................. 3
OCSD Curriculum and Pacing Guide Overview ............................................................................................................ 4
Quarterly Benchmarks ...................................................................................................................................................... 5
Reading Standards for Informational Text K–5 ............................................................................................................. 8
Grade-level Curriculum Guide ......................................................................................................................................... 9
Quarter 1 ........................................................................................................................................................ 9
Quarter 2 ...................................................................................................................................................... 15
Quarter 3 ...................................................................................................................................................... 21
Quarter 4 ...................................................................................................................................................... 28
Reading Rainbow Selections  Elementary Social Studies .................................................................................... 36
Topic Requirements by Statute ..................................................................................................................................... 37
Social Studies K-5 Websites and Resources............................................................................................................... 38
Additional Resources That Encompass All Units ........................................................................................................ 39
Additional Literature ........................................................................................................................................................ 39
Additional Literature by Theme ...................................................................................................................................... 41
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Curriculum Guide for Social Studies
Mission Statement
Okaloosa County teachers are committed to the teaching of social studies in accordance with the highest state and national st andards. We endorse the
position of the Florida Council for the Social Studies, which states “Florida’s public schools have the responsibility for creating an informed and active
citizenry. This goal requires our students to receive a firm foundation in each of the four major areas repre sented in the Sunshine State Standards for social
studies-history, government/civics, economics, and geography.” We further recognize that our students must learn about our nation’s h eritage and possess
essential economic, civic, geographic, and historical knowledge to equip them for their future responsibilities as citizens of Florida and the United States of
America.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
 Teach students the Next Generation Standards as dictated by state law for their grade level.
 Provide learning-rich classroom activities that teach the benchmarks in depth.
 Enhance the curriculum by using resources and instructional technology.
 Differentiate instruction by varying methods of instruction and assessment.
 Regularly administer assessments to include higher-level questions and performance tasks.
In addition, teachers should:
 Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
 Consult with other grade-levels to define absolute skill goals for each grade level.
 Document questions and suggestions for improvement of the curriculum guide.
 Integrate Social Studies with the Reading curriculum.
 Consider applying for a grant to support project-based learning for their school.
Teachers may substitute a reading selection of their choice in lieu of one listed in the quarterly description if the selection aligns
to the same set of benchmarks.
Florida Department of Education  Essential Website
http://www.floridastandards.org/Standards/FLStandardSearch.aspx
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Curriculum Guide for Social Studies
OCSD Curriculum and Pacing Guide Overview
This document provides a Social Studies curriculum and pacing guide. It is designed to help teachers efficiently pace the delivery of quality
instruction for each nine-week period.
(
Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing
teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Social Studies Curriculum Guide specifies the social studies content to be covered within each nine-week instructional period. This
guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students
or school needs.
 Top Block – Strand, Standard, Essential Questions, Vocabulary, Primary Literature, Activities Related to Primary Literature
 Column One – Benchmark
Lists the specific Benchmark by number and states the Benchmark.
 Column Two – Text Alignment, Additional Resources/Activities
Cites the School Education Group (McGraw-Hill) textbook chapters or pages that correlate to the Benchmark.
Suggests instructional activities and materials to supplement the text and primary literature.
 Column Three – Supplemental Literature
Lists additional literature to extend learning.
 Column Four – Open: Specific to teacher, grade, subject, school
Serves as a placeholder for teachers to add information that is specific to their school’s or students’ needs.
Of note:
 Benchmarks drive instructional decisions; the text is a resource.
 Results of assessment are used to adjust and revise instruction.
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Curriculum Guide for Social Studies
Quarterly Benchmarks
Quarter 1
Quarter 2
*Required observance: Constitution Day – September 17th
SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.
SS.5.G.3.1 Describe the impact that past natural events have had on human and
physical environments in the United States through 1850.
SS.5.G.4.1 Use geographic knowledge and skills when discussing current events.
SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns,
mapping, graphing to find solutions for local, state, or national problems.
SS.5.G.1.2 Use latitude and longitude to locate places.
SS.5.G.1.3 Identify major United States physical features on a map of North America.
SS.5.A.1.1 Use primary and secondary sources to understand history.
SS.5.A.1.2 Utilize timelines to identify and discuss American history time periods.
SS.5.G.1.1 Interpret current and historical information using a variety of geographic
tools.
SS.5.A.2.1 Compare cultural aspects of ancient American civilizations (Navajo,
Pueblo, Cahokia, Anasazi, Inuits, Mayans, Tlingit, Kwakiutl, Creek,
Iroquios)
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among
Native Americans, European explorers, and colonists.
SS.5.E.1.1 Identify how trade promoted economic growth in North America from PreColombian times to 1850.
SS.5.A.2.2 Identify Native American tribes from different geographic regions on North
America (cliff dwellers and Pueblo people of the desert Southwest,
coastal tribes of the Pacific Northwest, nomadic nations of the Great
Plains, woodland tribes east of the Mississippi River).
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different
geographic regions of North America including but not limited to clothing,
shelter, food, major beliefs and practices, music, art, and interactions with
the environment.
SS.5.A.3.1 Describe technological developments that shaped European exploration.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of
travel accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French,
Dutch, and Spanish for control of North America.
SS.5.E.1.1 Identify how trade promoted economic growth in North America from PreColombian times to 1850.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among
Native Americans, European explorers, and colonists
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial
settlement.
SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.
SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North
America.
SS.5.A.4.3 Identify significant individuals responsible for the development of the New
England, Middle, and Southern colonies.
SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects
of daily colonial life in the thirteen colonies
SS.5.E.1.1 Identify how trade promoted economic growth in North America from PreColombian times to 1850.
SS.5.E.1.3 Trace the development of technology and the impact of major inventions
on business productivity during the early development of the United States.
SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and
early American economy exhibited these characteristics.
SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies,
British Colonies, and Europe.
SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.
Common Core Standards:
See page 7—Reading Standards for Informational Texts K-5
Common Core Standards:
See page 7—Reading Standards for Informational Texts K-5
Suggested Reading Selections:
The Scrambled States of America by Laurie Kellen
Greetings From the 50 States by Sheila Keenan and Selina Alko
Teacher choice of non-fiction reading selections on varying Native American tribes
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Suggested Reading Selections:
Around the World in 100 Years From Henry the Navigator to Magellan by Jean
Fritz
If You Lived in Colonial Times by Ann McGovern
Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Quarter 3
Quarter 3 (cont.)
SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.
SS.5.E.1.1 Identify how trade promoted economic growth in North America from PreColombian times to 1850.
SS.5.A.5.2 Identify significant individuals and groups who played a role in the American
Revolution.
SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists and “undecided’s” during the
American Revolution.
SS.5.C.2.2 Compare forms of political participation in the colonial period to today.
SS.5.A.5.3 Explain the significance of historical documents including key political concepts,
origins of these concepts, and their role in American independence.
SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during
the American Revolution.
SS.5.A.5.5 Examine and compare major battles and military campaigns of the American
Revolution.
SS.5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome of
the Revolution.
SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the
Revolutionary War.
SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American
Revolution.
SS.5.A.5.9 Discuss the impact and significance of land policies developed under the
Confederation Congress.
SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts,
origins of those concepts, and their role in American democracy.
SS.5.C.1.1 Explain how and why the United States government was created.*
SS.5.C.1.2 Define a constitution, and discuss its purposes.
SS.5.C.1.3 Explain the definition and origin of rights.*
SS.5.C.1.4 Identify the Declaration of Independence’s grievances and Articles of
Confederation’s weaknesses.
SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of
Rights in the U.S. Constitution.*
SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights.
SS.5.C.1.6 Compare Federalist and Anti-Federalist views on government.
SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches)
and powers of the federal government as defined in Articles I, II, III of the U.S.
Constitution.
SS.5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and
balances, federalism, and individual rights limit the power of the federal
government as expressed in the Constitution and Bill of Rights.
SS.5.C.3.3 Give examples of powers granted to the federal government and those
reserved for the states.
SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and
give examples.
SS.5.C.3.6 Examine the foundations of the United States legal system by recognizing the
role of the courts in interpreting law and settling conflicts.
SS.5.C.1.6 Compare Federalist and Anti-Federalist views on government.
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Common Core Standards:
See page 7—Reading Standards for Informational Texts K-5
Suggested Reading Selections:
Johnny Tremain by Esther Forbes
Shh! We’re Writing the Constitution by Jean Fritz
*Indicates a civics benchmark
Quarter 4
SS.5.G.2.1 Describe the push-pull factors (economy, natural hazards, tourism, climate,
physical features) that influenced boundary changes within the United States.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical
environments in the United States through 1850.
SS.5.A.6.1 Describe the causes and effects of the Louisiana Purchase.
SS.5.A.6.2 Identify roles and contributions of significant people during the period of
westward expansion.
SS.5.A.6.3 Examine 19 th century advancements (canals, roads, steamboats, flat boats,
overland wagons, Pony Express, railroads) in transportation and
communication.
SS.5.E.1.3 Trace the development of technology and the impact of major inventions on
business productivity during the early development of the United States.
SS.5.A.6.4 Explain the importance of the explorations west of the Mississippi River.
SS.5.A.6.5 Identify the causes and effects of the War of 1812.
SS.5.A.6.6 Explain how westward expansion affected Native Americans.
SS.5.A.6.7 Discuss the concept of Manifest Destiny.
SS.5.A.6.8 Describe the causes and effects of the Missouri Compromise.
SS.5.A.6.9 Describe the hardships of settlers along the overland trails to the west.
Common Core Standards:
See page 7—Reading Standards for Informational Texts K-5
Suggested Reading Selections:
If You Traveled in a Covered Wagon by Ellen Levine
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Curriculum Guide for Social Studies
Year-long Benchmarks
SS.5.A.1.1
SS.5.A.1.2
SS.G.5.1.1
SS.5.G.1.4
SS.5.G.2.1
SS.5.G.3.1
SS.5.G.4.1
SS.5.G.4.2
Use primary and secondary sources to understand history.
Utilize timelines to identify and discuss American history time periods.
Interpret current and historical information using a variety of geographic tools.
Construct maps, charts, and graphs to display geographic information.
Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States.
Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
Use geographic knowledge and skills when discussing current events.
Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.
Common Core Standards
See page 7
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Reading Standards for Informational Text K–5
Grade 5 Students
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
Key Ideas and Details
2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5
topic or subject area.
Craft and Structure
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of
view they represent.
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
Integration of Knowledge and
Ideas
8. Explain how an author uses reasons and evidence to support particular points in a text , identifying which reasons
and evidence support which point(s).
9. Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Range of Reading and Level
of Text Complexity
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10. By the end of the year, read and comprehend informational texts, inclu ding history/social studies, science, and
technical texts, in the grades 4-5 text complexity band independently and proficiently.
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Curriculum Guide for Social Studies
Grade-level Curriculum Guide
Quarter 1
Required observance of Constitution Day, September 17th
Reading Standards for Informational Text Emphasized in this Quarter:
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently.
STRAND: Geography
STANDARD: The World In Spatial Terms
Essential Questions:
 How is latitude and longitude used to locate places on Earth?
 What are the major physical features in North America?
 What are the names of the states and state capitals? Where are the states located?
Primary Literature: The Scrambled States of America by Laurie Keller
Activities:
 Have students select a state, research important information (e.g. geography, climate, history, state symbols, tourism/places to visit, government and how it
works, economy/manufacturing/natural resources, population, interesting facts). Students will then present the information; consider use of technology for
this purpose (e.g., power point).
 Create a brochure for a selected state that would promote tourism.
 Create a physical map of a state or region, highlighting important physical features ( e.g., mountain ranges, major rivers, deltas, peninsulas, plains,
plateaus, mesa, etc).
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Curriculum Guide for Social Studies
Benchm ark
Text Alignm ent
Additional Resources/Activities
SS.5.G.1.2
Use latitude and longitude to locate places.
Lesson #1: The World in Spatial Terms
Pgs. 10-15
SS.5.G.1.3
Identify major United States physical features on a
map of North America.
Essential Question: How do we show
location?
SS.5.G.1.6
Locate and identify states, capitals, and United
States territories on a map.
Supplem ental Literature

Greetings From the 50 States
by Shelia Keenan and Selina
Alko

Nystron Atlas of Our Country
Open: Specific to teacher, grade,
subject, school
Vocabulary: geographers, intersect, latitude,
longitude, relative location, absolute location
Lesson #2: Geography of the United States
Pgs. 16-27
Essential Question: How do we describe
location?
Vocabulary: influence, contiguous,
territorities, navigable, tributary, canyon
Technology Resources:
Standard 1: The World in Spatial Terms
Brainpop – Latitude and Longitude http://www.brainpop.com/socialstudies/geography/latitudeandlongitude/ SS.5.G.1.2
Brainpop – Map Skills http://www.brainpop.com/socialstudies/geography/mapskills/ SS.5.G.1.2
Video – Reading Maps and Globes Students review the compass rose and add intermediate directions to their understanding as they locate continents, oceans, and the equator
on a map. Mental maps and the grid map are also reviewed and expanded with simple parallels and meridians. Students will locate major countries and use scale to trace travel
routes, determine distance between locations, and introduce new visuals to their understanding of mental maps. By locating the regions of the United States and the Native
American tribes that called them home, the ideas behind cultural geography are simply introduced. Students locate lakes, rivers, and mountains on a new introduction, the
landform map. http://player.discoveryeducation.com/index.cfm?guidAssetId=7E2A0F8E-9A78-405A-B806-F804449156A4&blnFromSearch=1&productcode=US# SS.5.A.2.2,
SS.5.G.1.1, SS.5.G.1.2, SS.5.G.1.3
Standard 2: Places and Regions
Brainpop – Map Skills http://www.brainpop.com/socialstudies/geography/mapskills/ SS.5.G.2.1
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STRAND: American History
STANDARD: Pre-Colombian North America
Essential Questions:
 How are specific ancient civilizations, identified by the teacher, alike and different?
 Why do people trade, and what are the impacts of trade on certain groups of people?
 How did the environment influence where and how the Native Americans settled?
Primary Literature: Selection of non-fiction books on varying Native American tribes
Activities:
 Conduct research on a specific Native American region (Eastern woodlands, Southwest, Plains, and Pacific Northwest). Students can be grouped to create
models of the types of homes common to a specific region.
 Create a graphic organizer comparing and contrasting several Native American groups.
 Write a narrative from the perspective of an early Native American, describing what it was like to first see European explorers .
 Have students make or bring in items from home that they could trade with other students .
 Have students engage in a trading activity and reflect on the results (e.g., identify which items were more in demand and, from that, determine how demand
impacts trading practices).
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Curriculum Guide for Social Studies
Benchm ark
SS.5.A.2.1
Compare cultural aspects of ancient American
civilizations (Aztecs/ Mayans; Mound
Builders/Anasazi/Inuit).
SS.5.E.1.1
Identify how trade promoted economic growth in
North America from Pre-Colombian times to 1850.
Text Alignm ent
Additional Resources/Activities
Supplem ental Literature
Open: Specific to teacher,
grade, subject, school
McGraw-Hill
Unit #2
Lesson #1: Ancient Cultures
Pgs. 40-49
Essential Question: What makes a
civilization?
Vocabulary: culture, development,
civilization, slavery, empire, irrigation
SS.5.A.2.2
Identify Native American tribes from different
geographic regions on North America (cliff dwellers
and Pueblo people of the desert Southwest, coastal
tribes of the Pacific Northwest, nomadic nations of
the Great Plains, woodland tribes east of the
Mississippi River).
SS.5.A.2.3
Identify Native American tribes from different
geographic regions on North America (cliff dwellers
and Pueblo people of the desert Southwest, coastal
tribes of the Pacific Northwest, nomadic nations of
the Great Plains, woodland tribes east of the
Mississippi River).
SS.5.A.1.1
Use primary and secondary sources to understand
history.
S.5.A.2.2
Identify Native American tribes from different
geographic regions on North America (cliff dwellers
and Pueblo people of the desert Southwest, coastal
tribes of the Pacific Northwest, nomadic nations of
the Great Plains, woodland tribes east of the
Mississippi River).
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Lesson #2 Native Americans of the
Southwest, Pacific Northwest, Great Plains,
Eastern Woodlands
Pgs. 50-53, 54-57, 58-61, 62-67
Buffalo Hunt by Russell Freedman
Sign of the Beaver by Elizabeth George
Speare
Essential Question Lessons 2-5:
How does location affect the way people
live?
Vocabulary:
Lesson 2- kachina, migrate, Hogan,
translate
Lesson 3 – typically, totem pole, potlatch
Lesson 4 – prairies, characteristic, nomads,
teepee, lodge
Lesson 5- slash, conduct, aspect,
longhouse, wampum, confederacy
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Curriculum Guide for Social Studies
SS.5.A.2.3
Identify Native American tribes from different
geographic regions on North America (cliff dwellers
and Pueblo people of the desert Southwest, coastal
tribes of the Pacific Northwest, nomadic nations of
the Great Plains, woodland tribes east of the
Mississippi River).
SS.5.G.1.1
Interpret current and historical information
using a variety of geographic tools.
SS.5.G.1.6
Locate and identify states, capitals, and United
States territories on a map.
Technology Resources:
Standard 2: Pre-Columbian North America
Brainpop – American Indians - http://www.brainpop.com/socialstudies/ushistory/americanindians/ SS.5.A.2.1, SS.5.A.2.2, SS.5.A.2.3
Brainpop – Aztec Civilization - http://www.brainpop.com/socialstudies/worldhistory/azteccivilization/ SS.5.A.2.1
Brainpop – Maya Civilization - http://www.brainpop.com/socialstudies/worldhistory/mayacivilization/ SS.5.A.2.1
Brainpop – Inca Civilization - http://www.brainpop.com/socialstudies/worldhistory/incacivilization/ SS.5.A.2.1
Video – Ancient Americans: The Mayas and Aztecs The voyage of Christopher Columbus in 1492 united two worlds: one was the world of the European civilization and the
other was an entirely new world, unknown to the Europeans. In easily understood language, this program explores the ancient Americans, including the sophisticated Maya
civilization and the vibrant but bloody culture of the Aztecs. The first part traces the roots of human culture in the New World and explains the emergence of civilizations in Central
and South America. Students will learn about the mysterious Olmec culture and the brilliant civilization of the Mayas. Students then explore the ancient peoples of Central Mexico,
including the fabulous civilization at Teotihuaca, the Toltect Culture, and the Chichimec barbarians. http://player.discoveryeducation.com/index.cfm?guidAssetId=3E48B0182929-460D-946B-4A35FC44C2E2&blnFromSearch=1&productcode=US SS.5.A.2.1
Video – The Anasazi: Builders of America’s First Cities The Native-American culture known as the Anasazi lived in the American Southwest between 700 BC and 1600 AD. This
program explores their incredible cliff cities, constructed in the massive land forms of the desert, the first civilizations of their kind in America. Beginning as nomadic hunters-andgatherers, the Anasazi evolved into an agricultural community with extensive villages, or pueblos. Religion was also central to their lives. They became expert basket weavers
and potters; some of their exquisite craft survives today. As we follow the development of Anasazi civilization, we also expl ore concurrent European history, which adds a unique
perspective to this study of early Native-American life. http://player.discoveryeducation.com/index.cfm?guidAssetId=20C5EE49-99E3-4832-9C602DE6580344F9&blnFromSearch=1&productcode=US SS.5.A.2.1
Video - Native Americans: The First Peoples: Examine the life-styles of Native Americans who lived in the Eastern Woodlands, the Great Plains, the Southwest Desert, the
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Pacific Northwest, and the Arctic. Witness what happened when the white man arrived with his different cultural beliefs. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=97425877-CD16-45EC-AE6A-D45FBF80DFF3&blnFromSearch=1&productcode US SS.5.A.3.3, SS.5.A.2.2
Video - Elementary Video Series: Native Americans: When European settlers came to North America, it was inhabited by tribes of people with strong cultural traditions and ties
to the land. What happened to those people and their customs? Explore the history and cultures of the Cherokees, Venetie, and Nez Perce. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=E24391DA-B442-437E-BAD9-2F47B5B72A9B&blnFromSearch=1&productcode=US SS.5.A.3.3, SS.5.A.2.2
Video – Reading Maps and Globes Students review the compass rose and add intermediate directions to their understanding as they locate continents, oceans, and the equator
on a map. Mental maps and the grid map are also reviewed and expanded with simple parallels and meridians. Students will locate major countries and use scale to trace travel
routes, determine distance between locations, and introduce new visuals to their understanding of mental maps. By locating the regions of the United States and the Native
American tribes that called them home, the ideas behind cultural geography are simply introduced. Students locate lakes, rivers, and mountains on a new introduction, the
landform map. http://player.discoveryeducation.com/index.cfm?guidAssetId=7E2A0F8E-9A78-405A-B806-F804449156A4&blnFromSearch=1&productcode=US# SS.5.A.2.2,
SS.5.G.1.1, SS.5.G.1.2, SS.5.G.1.3
STANDARD 2:
Video - Native Americans: The First Peoples: Examine the life-styles of Native Americans who lived in the Eastern Woodlands, the Great Plains, the Southwest Desert, the
Pacific Northwest, and the Arctic. Witness what happened when the white man arrived with his different cultural beliefs. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=97425877-CD16-45EC-AE6A-D45FBF80DFF3&blnFromSearch=1&productcode US SS.5.A.3.3, SS.5.A.2.2
Video - Elementary Video Series: Native Americans: When European settlers came to North America, it was inhabited by tribes of people with strong cultural traditions and ties
to the land. What happened to those people and their customs? Explore the history and cultures of the Cherokees, Venetie, and Nez Perce. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=E24391DA-B442-437E-BAD9-2F47B5B72A9B&blnFromSearch=1&productcode=US SS.5.A.3.3, SS.5.A.2.2
Video - Native America: Culture Issues: When Europeans arrived in North America, they met thousands of Native American cultures with different ways of looking at the work...
United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=99CD85AF-E037-4774-A787-71F260EB7AF3&blnFromSearch=1&productcode=US
SS.5.A.3.3
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Curriculum Guide for Social Studies
Quarter 2
Reading Standards for Informational Text Emphasized in this Quarter:
 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
 Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, co ncepts, or information in two or
more texts.
 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
STRAND: American History
STANDARD: Exploration and Settlement of North America
Essential Questions:
 How has technology promoted exploration?
 How have geographic, economic, political, and cultural factors led to exploration?
 What were the effects of trade between Native Americans, explorers, and colonists?
Primary Literature: Around the World in 100 Years From Henry the Navigator to Magellan by Jean Fritz
Activities:
 Create a timeline of European exploration, using information from the book.
 Using a large world map, track the routes used by the explorers.
 As Christopher Columbus, write a letter to King Ferdinand and Queen Isabella of Span convincing them to fund your trip to Asia.
 You have just been appointed by the captain to create a list of supplies needed to cross the ocean. Describe the items needed for the trip and the items you
will need once you reach your destination. Keep in mind that you will be at sea for several months and will need to bring enough provisions f or all of the crew.
 Make a list of cause/effect situations that may have occurred on the trip to the new world.
 Narrative writing: Imagine that you are sailing with Ponce de Leon searching for the Fountain of Youth. Tell your reader about the difficulties you may have
faced along the way and what it was like once you reached land.
 Exploration journals: Students can write journal entries telling about their experiences from the time they left Europe to the time they landed in the new
world. Students can write about a variety of topics (e.g., supplies needed, initial excitement, hunger, disease, questioning their leadership, boredom,
doldrums, etc.).
 Choose an explorer and write a biography.
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Curriculum Guide for Social Studies
Benchm ark
SS.5.A.3.1
Describe technological developments that shaped
European exploration.
Text Alignm ent
Additional Resources/Activities
Lesson #1: A Changing World
pgs. 80-85
Supplem ental Literature
Open: Specific to teacher,
grade, subject, school
So You Want to be an Explorer
by Judith St. George
Essential Question: Why do people take risks?
Vocabulary: merchant, navigation, chart
SS.5.A.3.2
Investigate (nationality, sponsoring country,
motives, dates and routes of travel
accomplishments) the European explorers.
SS.5.A 3.3
Describe interactions among Native Americans,
Africans, English, French, Dutch, and Spanish for
control of North America
SS.5.A.3.2
Investigate (nationality, sponsoring country,
motives, dates and routes of travel
accomplishments) the European explorers.
SS.5.A 3.3
Describe interactions among Native Americans,
Africans, English, French, Dutch, and Spanish for
control of North America.
Lesson #2 Spanish Exploration and Conquest
Pgs. 86-91
Essential Question: What happens when different
cultures meet?
Vocabulary: enslaved, claim, missionary
Lesson #3 French and Dutch Exploration
Pgs. 92-97
Essential Question: What happens when different
cultures meet?
Vocabulary: intent, ally
SS.5.E.1.1
Identify how trade promoted economic growth in
North America from Pre-Colombian times to 1850.
SS.5.E.2.1
Recognize the positive and negative effects of
voluntary trade among Native Americans,
European explorers, and colonists.
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Technology Resources:
Standard 3: Exploration and Settlement of North America
Video - Early Explorers: The Age of Discovery: Join Diego as he learns about Christopher Columbus, Vasco da Gama, Amerigo Vespucci, John Cabot, Ferdinand Magellan and
other fearless people who helped solve the mysteries of the uncharted world. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=11C6D68FF3C1-4289-8078-252FDC0F80A2 SS.5.A.3.2
Video - The Explorers: The Dawning of the Era of Exploration: Discover the factors that influenced transoceanic exploration during the 15th century. The navigation and
shipbuilding advances made by the Spanish, Portuguese, and Chinese helped Europe find a trade route to Asia and the New World. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=D5397F5F-C279-4FF1-8DE0-FFA57A703761 SS.5.A.3.2
Video - French Explorers: The Beginnings of French Exploration and Settlement in North America (1490-1564): This program begins by presenting the historical background
that laid the foundation for French exploration in North America. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=6AD71BF2-275B-42F3-997C7FFB644C5E09 SS.5.A.3.2
Video - The Great Age of Exploration (1400-1550): This two-part program takes students through the history of the Great Age of Exploration, focusing on the period from 1400
to mid-1550s. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=4C8D132C-0EAE-49DC-A61D86E488ECA7F5&blnFromSearch=1&productcode=US SS.5.A.3.2
Video – Exploring the World: The Conquistadors and the Aztecs This program filmed in Spain and Mexico, takes a look at how Spanish civilization was brought to the New
World. It begins with a look at the tremendous differences that existed 500 years ago between the Aztec and Spanish cultures. Students
find out how and why the Spanish came to the New World and learn some of the details of the conquest of Mexico. The program concludes with an examination of the long term
consequences of the Spanish conquests in the New World. http://player.discoveryeducation.com/index.cfm?guidAssetId=E5AE688E-3F60-4114-B4B4B6C6BBDBB3E0&blnFromSearch=1&productcode=US SS.5.A.2.1
Video – Exploring the World: The Conquistadors and the Aztecs This program filmed in Spain and Mexico, takes a look at how Spanish civilization was brought to the New
World. It begins with a look at the tremendous differences that existed 500 years ago between the Aztec and Spanish cultures. Students
find out how and why the Spanish came to the New World and learn some of the details of the conquest of Mexico. The program concludes with an examination of the long term
consequences of the Spanish conquests in the New World. http://player.discoveryeducation.com/index.cfm?guidAssetId=E5AE688E-3F60-4114-B4B4B6C6BBDBB3E0&blnFromSearch=1&productcode=US SS.5.A.2.1
Video - Exploring the World: Spanish Explorers of North America: This program takes a look at the accomplishments of the first Europeans to explore lands that are today in the
United States of America. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=E5E00CEC-206E-4AC2-838CEAA10A214EBE&blnFromSearch=1&productcode=US SS.5.A.3.2
Video – United States Expansionism Students witness the expansion of America from the early colonies through the acceptance of Hawaii as our fiftieth state. Includes a look at
the formation of the first 13 colonies, the French and Indian War, The Revolutionary War, The Louisiana Purchase, Florida and the Seminole Indians, The Westward Movement,
The Mexican-American War, The California Gold Rush, Manifest Destiny, Oregon Territory, Alaska Purchase, and Hawaii.
http://player.discoveryeducation.com/index.cfm?guidAssetId=F64D270D-D716-4075-9A2A-DB4B1F50D2C1&blnFromSearch=1&productcode=US SS.5.A.3.3, SS.5.A.4.1,
SS.5.A.4.3, SS.5.A.6.1, SS,5.A.6.4, SS,5.A.6.5, SS.5.G.1.1, SS.5.G.1.3, SS.5.G.1.5
Brainpop – Christopher Columbus – discusses his voyages and the controversial way he treated the natives he met.
http://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/ SS.5.A.3.2, SS.5.A.3.3
Brainpop – The Conquistadors - http://www.brainpop.com/socialstudies/worldhistory/conquistadors/ SS.5.A.3.2, SS.5.A.3.3
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
STRAND: American History
STANDARD: Colonization of North America
Essential Questions:
 Why did people in Europe decide to move to the colonies in North America?
 How did the Triangular Trade Routes impact the New World, Europe, and Africa?
 Why was Colonial America settled into regions?
Primary Literature: If You Lived in Colonial Times by Ann McGovern
Activities:
 Compare/contrast the life of Felicity to that of young girls today.
 List the responsibilities of males and females during colonial times.
 Create a brochure that would attract settlers to the east coast of North America in the late 1600s or early 1700s.
 Create a map of the original thirteen colonies.
 Create a colonial marketplace; students can make items that may have been found in markets during the colonial time s (e.g., soap, candles, quilts, dolls,
toys, etc.).
 Research and list items that could be purchased during the colonial times. Divide class into cooperative groups of three to f our students. Have students
categorize the items on this list into three groups, “Necessities,” “Inexpensive Luxury Items,” and “Rare or Expensive Luxury Items.” Discuss why some items
would be considered a luxury. Discuss the principles of supply and demand.
 Create and label a map showing the Triangular Trade Routes.
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Curriculum Guide for Social Studies
Benchm ark
SS.5.E.1.2
Describe a market economy, and give examples of
how the colonial and early American economy
exhibited these characteristics.
Text Alignm ent
Additional Resources/Activities
Unit #3
Lesson #1 Early Settlements
Pgs. 110-113
Essential Question: Why do people move?
SS.5.G.1.3
Identify major United States physical features of a
map of North America.
SS.5.G.1.5
Identify and locate the original thirteen colonies on
a map of North America.
SS.5.G.3.1
Describe the impact that past natural events have
had on human and physical environments in the
United States through 1850.
The Witch of Blackbird Pond by Elizabeth
George Spear
If You Lived in Williamsburg in Colonial
Times by Ann McGovern
Lesson #2 Settling New England
Pgs. 114-119
Essential Question Lessons 2-5: How do
societies develop?
Lesson #2 Vocabulary: covenant, tyrant,
tolerate, appropriate
Lesson #3: Settling the Middle Colonies
Pgs. 120-123
SS.5.A.4.1
Identify the economic, political and socio-cultural
motivation for colonial settlement.
Lesson #4: Setttling the Southern Colonies
Pgs. 124-127
SS.5.A.4.3 Identify significant individuals
responsible for the development of the New
England, Middle, and Southern colonies.
Open: Specific to teacher, grade,
subject, school
Vocabulary: assume, charter, persecution,
Pilgrim
SS.5.A.3.3
Describe interactions among Native Americans,
Africans, English, French, Dutch, and Spanish for
control of North America.
SS.5.A.4.2
Compare characteristics of New England, Middle,
and Southern colonies.
Supplem ental Literature
Vocabulary: proprietor, diversity, primary
Vocabulary: frontier, act, profit, debt,
common
Lesson #5: Life in the Colonies
Pgs. 128-137
Vocabulary: assembly, market economy,
barter, occupation, employ
Lesson #6: Slavery and the Triangular
Trade
Pgs: 138-145
Essential Question: How do cultures
change?
Vocabulary: Indentured Servant, code
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Technology Resources:
Standard 4: Colonization of North America
Brainpop – Thirteen Colonies – covers basic information from Jamestown to the Revolutionary War - http://www.brainpop.com/socialstudies/ushistory/thirteencolonies/
SS.5.A.4.1, SS.5.A.4.2, SS.5.A.4.4, SS.5 A.4.6, SS.5.A.5.1, SS.5.G.1.5, SS.5.e.1.2
Brainpop – Slavery – covers the history of slavery from Egypt to Civil War http://www.brainpop.com/socialstudies/ushistory/slavery/ SS.5.A.4.5, SS.5.A.4.6, SS.5.E.1.1,
SS.5.E.1.2
Video – United States Expansionism Students witness the expansion of America from the early colonies through the acceptance of Hawaii as our fiftieth state. Includes a look at
the formation of the first 13 colonies, the French and Indian War, The Revolutionary War, The Louisiana Purchase, Florida and the Seminole Indians, The Westward Movement,
The Mexican-American War, The California Gold Rush, Manifest Destiny, Oregon Territory, Alaska Purchase, and Hawaii.
http://player.discoveryeducation.com/index.cfm?guidAssetId=F64D270D-D716-4075-9A2A-DB4B1F50D2C1&blnFromSearch=1&productcode=US SS.5.A.3.3, SS.5.A.4.1,
SS.5.A.4.3, SS.5.A.6.1, SS,5.A.6.4, SS,5.A.6.5, SS.5.G.1.1, SS.5.G.1.3, SS.5.G.1.5
Table of Information - People were drawn to New England by the chance for religious freedom and good farmland. Along with the other colonies, the New England colonies
eventually formed the United States of America. http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?ST9%20Settling%20NE SS.5.A.4.1
Table of Information - The charters of the middle colonies led to land disputes. New York and New Hampshire both claimed the area that today is the state of Vermont. This
dispute remained unresolved until after the Revolutionary War. http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?ST9%20Settling%20MC SS.5.A.4.1
Table of Information - Virginia was the first southern colony to be founded, and Georgia was the last. Southern colonies were settled for religious freedom, farming, and trade.
Georgia was settled as protection against Spanish Florida. http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?ST9%20Settling%20SC SS.5.A.4.1
Video - The Diversity of Colonial Communities (1700-1750): Explores the growth of the American colonies by investigating the institutions of law, representative government,
religion, commerce, slavery and public education during the period prior to the Revolutionary War.
http://player.discoveryeducation.com/index.cfm?guidAssetId=890d4cbf-a50b-40a2-a243-df539b4f35e0 SS.5.A.4.2, SS.5.A.4.4, SS.5.A.4.6
Video - Making the Thirteen Colonies: New England Colonies: The New England Colonies of Massachusetts, New Hampshire, Connecticut, and Rhode Island all share Puritan
roots. This program examines the origins and beliefs of the Puritan religion. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=f5da1f61-83a9-46a8a6a8-ed8880288095 SS.5.A.4.1, SS.5.A.4.2, SS.5.A.4.3, SS.5.A.4.4, SS.5.A.4.5, SS.5.A.4.6
Video - Making the Thirteen Colonies: The Middle Colonies: This program tells the stories of the Middle Colonies of New York, New Jersey, Delaware, and Pennsylvania. This
region, which lies between the southern colonies and New England, was originally colonized by settlers from Holland and Sweden and was later seized by England so it has a
distinct history. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=BE744C90-A4EB-4B8F-AB497787DF5EA782&blnFromSearch=1&productcode=US SS.5.A.4.1, SS.5.A.4.2, SS.5.A.4.3, SS.5.A.4.4, SS.5.A.4.5, SS.5.A.4.6
Video - Making the Thirteen Colonies: The Southern Colonies: The Southern Colonies of Virginia, Maryland, Georgia, and North and South Carolina were very distinct from
England’s other American colonies because their economic success was based on slave labor. This program tells the stories of these colonies. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=7B48C620-61F4-4A1E-8EF2-16398FBC2E02&blnFromSearch=1&productcode=US SS.5.A.4.1, SS.5.A.4.2,
SS.5.A.4.3, SS.5.A.4.4, SS.5.A.4.5, SS.5.A.4.6
Map of Slave Labor - The agricultural wealth of the South was dependent on slave labor. The use of slaves kept the total costs of agricultural production down and allowed
farmers to make profits on crops such as cotton, rice, sugar cane, and tobacco. http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?ST9%20Agriculture%20and%20Slavery
SS.5.A.4.6
Online Activity - Teachers’ Domain - Resisting Slavery In this media-rich activity designed to enhance literacy skills, students examine the life of Venture Smith, an African man
enslaved in America, to learn about the experiences of enslaved and free African Americans in the New England colonies.
http://www.teachersdomain.org/resource/adlit08.soc.sasmith/ SS.5.A.4.4, SS.5.A.4.6
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Quarter 3
Reading Standards for Informational Text Emphasized in this Quarter:
 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scient ific, or technical text based on
specific information in the text.
STRAND: American History
STANDARD: American Revolution & Birth of a New Nation
Essential Questions:
 What were the social, political, and economic events which led to the American Revolution?
 How were the opinions of the Patriots and Loyalists alike and/or different?
 In this time period, how did individuals and groups worked together to make changes in their government?
 What were the results of the American Revolution for both Britain and America?
Primary Literature: Johnny Tremain by Ester Forbes
Activities:
 Cartography: Students will make a map based on locations and routes mentioned in the novel (e.g., Boston locations, such as the Common, Paul Revere’s
house, Old North Church, and Hancock’s wharf; the route that Johnny took when delivering papers; or the British troop movements toward Lexington).
 Additional reading: “Raul Revere’s Ride” by Henry Wadsworth Longfellow; “Concord Hymn” by Ralph Waldo Emerson; t he Declaration of Independence
Discuss author’s purpose for writing the above selections.
 Research at least two of the following historical events and discuss how they contributed to the rising action of the American Revolution: Tea Tax, Stamp
Act, Sugar Act, Quartering Act, Boston Tea Party, Battle of Lexington, Townsend Act.
 Write a persuasive letter to a friend, trying to convince him/her to join your cause. Students will write from the perspective of a patriot or a loyalist.
 Create a timeline of events from the story.
 Create a list of cause/effect situations from the story.
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Curriculum Guide for Social Studies
Benchm ark
Text Alignm ent
Additional Resources/Activitie s
SS.5.A.1.2 Utilize timelines to identify and discuss
American history time periods.
Unit #5
Lesson #1 The Road to Revolution
SS.5.A.4.3 Identify significant individuals
responsible for the development of the New
England, Middle, and Southern colonies.
Essential Question: What is worth fighting
for?
SS.5.E.1.1 Identify how trade promoted economic
growth in North America from Pre-Colombian times
to 1850.
SS.5.A.5.2 Identify significant individuals and
groups who played a role in the American
Revolution.
SS.5.A.5.3 Explain the significance of historical
documents including key political concepts, origins
of these concepts, and their role in American
independence.
SS.5.A.5.5 Examine and compare major battles
and military campaigns of the American Revolution.
SS.5.C.1.3 Explain the definition and origin of
rights.
SS.5.C.1.4 Identify the Declaration of
Independence’s grievances and Articles of
Confederation’s weaknesses.
Vocabulary: tributary, treaty, proclamation,
boycott, repeal, demand
Lesson #2 The Revolution Begins
Essential Question: Why do people take
risks?
Lesson #2 Vocabulary: militia, Loyalist,
patriot, discuss
Supplem ental Literature
Open: Specific to teacher, grade,
subject, school
A Young Patriot, The American
Revolution as Experienced by One boy
by Jim Murphy
The Crossing…How George Washington
Saved The American Revolution by Jim
Murphy
The Eve of Revolution…The Colonial
Adventures of Benjamin Wilcox by
Barbara Burt
George Washington Our Founding Father
by Frank Keating
When Washington Crossed the Delaware
Lesson #3: Fighting the War
Essential Question: Why do people get
involved?
Vocabulary: mercenary, technique,
inflation, profiteering
Lesson #4: A Nation is Born
Essential Question: How do conflicts
evolve?
Vocabulary: desert, consequence, spy,
blockade
SS.5.C.2.1 Differentiate political ideas of Patriots,
Loyalists and “undecided’s” during the American
Revolution.
SS.5.A.5.4 Examine and explain the changing
roles and impact of significant women during the
American Revolution.
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Curriculum Guide for Social Studies
SS.5.A.5.8 Evaluate the personal and political
hardships resulting from the American Revolution.
SS.5.A.1.1 Use primary and secondary sources to
understand history.
SS.5.A.5.6 Identify the contributions of foreign
alliances and individuals to the outcome of the
Revolution.
SS.5.A.5.7 Explain economic, military, and
political factors which led to the end of the
Revolutionary War.
SS.5.E.1.3 Trace the development of technology
and the impact of major inventions on business
productivity during the early development of the
United States.
Technology Resources
Standard 5: American Revolution & Birth of a New Nation
Brainpop – Causes of the American Revolution – http://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/ SS.5.A.5.1, SS.5.A.5.2, SS.5.A.5.4
Brainpop – American Revolution – http://www.brainpop.com/socialstudies/ushistory/americanrevolution/ SS.5.A.5.2, SS.5.A.5.3, SS.5.A.5.5, SS.5.A.5.6
Brainpop – Declaration of Independence – http://www.brainpop.com/socialstudies/ushistory/declarationofindependence/ SS.5.A.5.1, SS.5.A.5.2, SS.5.A.5.3, SS.5.C.1.4
The Shot Heard Round the World - www.earlyamerica.com– online story - http://www.earlyamerica.com/shot_heard.htm
Brainpop – U. S. Constitution – http://www.brainpop.com/socialstudies/ushistory/usconstitution/ SS.5.A.5.10, SS.5.C.1.1, SS.5.C.1.2, SS.5.C.1.3,
Brainpop – Bill of Rights – http://www.brainpop.com/socialstudies/usgovernmentandlaw/billofrights/ SS.5.C.1.5
Brainpop – Ben Franklin http://www.brainpop.com/socialstudies/famoushistoricalfigures/benfranklin/ SS.5.A.5.2
Brainpop – George Washington http://www.brainpop.com/socialstudies/famoushistoricalfigures/georgewashington/ SS.5.A.5.2
National Park Service – The American Revolution Teachers Guide http://www.nps.gov/revwar/educational_resources/teachers.html
Timeline of events that led up to the Revolutionary War http://memory.loc.gov/ammem/collections/continental/timeline.html SS.5.A.5.1
Video – The American Revolution: From Colonies to Constitution: The Road to Revolution: 1763-1775: This program looks at the chain of events that began in 1763 and ended
in 1775 with the outbreak of the Revolutionary War in 1775. Included are the Proclamation of 1763, the Sugar Act, the Stamp A ct, the Declaratory Act, the Quartering Act, the
Townshend Acts, the Committees of Correspondence, the Boston Tea Party, the Intolerable Acts and the First Continental Congress. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=6bdd8c86-ff70-4c14-99ac-51cdd9b7ff88 SS.5.A.5.1, SS.5.A.5.2, SS.5.C.2.1, SS.5.C.2.2
Video – The American Revolution: Declaration of Independence and the War: Using artwork and photographic re-creations, this program illustrates the colonists’ struggle for
independence from British rule. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=9a3ac9ef-d565-4b99-be99-cea336c1fdbd SS.5.A.5.2,
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Curriculum Guide for Social Studies
SS.5.A.5.3, SS.5.A.5.4, SS.5.A.5.5, SS.5.A.5.6, SS.5.A.5.8, SS.5.C.1.4, SS.5.C.2.1, SS.5.C.2.2
Video – Prelude to Revolution After the Boston Massacre, British troops withdrew and the Townshend Acts were repealed. But gradually, the Custom Commissioners again
began to heavily tax Colonial shipping. Angered, colonists burned a British ship, causing Britain to take an even firmer stand. In 1774, the first Continental Congress met in
opposition to the Intolerable Acts. http://player.discoveryeducation.com/index.cfm?guidAssetId=9a3ac9ef-d565-4b99-be99-cea336c1fdbd SS.5.A.5.1, SS.5.A.5.2, SS.5.A.5.3,
SS.5.A.5.4, SS.5.A.5.5, SS.5.A.5.6, SS.5.A.5.8, SS.5.C.2.1, SS.5.C.2.2
Video – The American Revolution: From Colonies to Constitution: The War for Independence This program traces the key events of the American Revolutionary War from its
outbreak at Lexington, Massachusetts, in 1775 to the signing of the Treaty of Paris in 1783. http://player.discoveryeducation.com/index.cfm?guidAssetId=EDD50BF6-0059-4359892E-465EE987B253 SS.5.A.5.2, SS.5.A.5.3, SS.5.A.5.5, SS.5.A.5.6, SS.5.C.2.1, SS.5.C.2.2, SS.5.C.1.4, SS.5.A.1.2
Video – Our Constitution: The Document that Gave Birth to a Nation Utilizing the spectacular backdrop of the events which surrounded the “We the People 200” celebration in
Philadelphia 1987, this program simply, clearly and with dramatic flair, examines and explains the historical significance of the Constitution, its structure and function, and its
present day meaning and importance. http://player.discoveryeducation.com/index.cfm?guidAssetId=7e9f9637-4d25-4e92-951a-287b6efe5213 SS.5.A.5.10, SS.5.C.1.5,
SS.5.C.3.1, SS.5.C.3.5
Video – The Almost Painless Guide to the U.S. Constitution This entertaining video takes us step by step through the document that forms the basis of the United States
government. Students will learn about the ideals of American Constitutional government, the theory of “We, the people,” and t he concepts laid out in the Preamble. Also shown is
how the Constitution empowers the government to fulfill its responsibilities, while at the same time limiting and sharing those powers.
http://player.discoveryeducation.com/index.cfm?guidAssetId=73b67a58-a292-4ff4-b593-fa660800e97c SS.5.A.5.10, SS.5.C.1.5, SS.5.C.3.1, SS.5.C.3.5
Online Activity – Teachers’Domain Debating the Constitution In this media-rich activity designed to enhance literacy skills, students explore how delegates to the U.S.
Constitutional Convention in 1787 addressed slavery in the Constitution as they debated the idea of fair representation in the government.
http://www.teachersdomain.org/resource/adlit08.soc.saslavery/ SS.5.A.4.6, SS.5.A.5.10
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Curriculum Guide for Social Studies
STRAND: Civics and Government
STANDARD: Foundations of Government, Law, and the American Political System
Essential Questions:
 What are problems that could be caused by a weak government?
 What is logical argument for creating a constitution?
 What justification can be provided for creating our type of government?
 What are the individual rights protected by the Bill of Rights and the reasons behind their inclusion in the United States Constitution?
Primary Literature: Shh! We’re Writing the Constitution by Jean Fritz
Activities:
 Create a word wall with vocabulary from the story (Union, justice, domestic, tranquility, common, defense, welfare, secure, blessings of liberty, posterity,
ordain, establish).
 Writing: Explain the difference between the words “federal” and “national.” Why do you think using the word “national” would bother some people?
 Game: Students work in small groups to create a game similar to the same way the delegates created the Constitution.
http://www.archives.gov/education/lessons/constitution-day/game.html
 Compare the differences between the Articles of Confederation and the Constitution, relate a current event that might reflect the significance of each.
 Explain how the Bills of Rights protect citizens today. Ask students if another “right” should be added to the bill and if so, why.
Technology Resources:
Standard 1: Foundations of Government, Law, and the American Political System
Video - The American Revolution: Declaration of Independence and the War: Using artwork and photographic re-creations, this program illustrates the colonists' struggle for
independence from British rule. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=9a3ac9ef-d565-4b99-be99-cea336c1fdbd SS.5.A.5.2,
SS.5.A.5.3, SS.5.A.5.4, SS.5.A.5.5, SS.5.A.5.6, SS.5.A.5.8, SS.5.C.1.4, SS.5.C.2.1, SS.5.C.2.2
Video - Our Constitution: The Document that Gave Birth to a Nation Utilizing the spectacular backdrop of the events which surrounded the "We the People 200" celebration in
Philadelphia 1987, this program simply, clearly and with dramatic flair, examines and explains the historical significance of the Constitution, its structure and function, and its
present day meaning and importance. http://player.discoveryeducation.com/index.cfm?guidAssetId=7e9f9637-4d25-4e92-951a-287b6efe5213 SS.5.A.5.10, SS.5.C.1.5,
SS.5.C.3.1, SS.5.C.3.5
Video - The Almost Painless Guide to the U.S. Constitution This entertaining video takes us step by step through the document that forms the basis of the United States
government. Students will learn about the ideals of American Constitutional government, the theory of "We, the people," and t he concepts laid out in the Preamble. Also shown is
how the Constitution empowers the government to fulfill its responsibilities, while at the same time limiting and sharing those powers.
http://player.discoveryeducation.com/index.cfm?guidAssetId=73b67a58-a292-4ff4-b593-fa660800e97c SS.5.A.5.10, SS.5.C.1.5, SS.5.C.3.1, SS.5.C.3.5
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Curriculum Guide for Social Studies
STRAND: Civics and Government
STANDARD: Structure and Functions of Government
Essential Questions:
 How is our government organized?
 What are the responsibilities of the three branches of government?
 Why do we need a system of checks and balances (i.e., what could happen to a government without such a system)?
Activities:
 Divide students into three groups (legislative, judicial, and executive) and ha ve each group explain to the class the responsibilities of that branch.
 Create a flow chart of the three branches of government.
 Write about what could happen if the system of checks and balances didn’t exist.
Technology Resources:
Standard 3: Structure and Functions of Government
Video - Our Constitution: The Document that Gave Birth to a Nation Utilizing the spectacular backdrop of the events which surrounded the "We the People 200" celebration in
Philadelphia 1987, this program simply, clearly and with dramatic flair, examines and explains the historical significance of the Constitution, its structure and function, and its
present day meaning and importance. http://player.discoveryeducation.com/index.cfm?guidAssetId=7e9f9637-4d25-4e92-951a-287b6efe5213 SS.5.A.5.10, SS.5.C.1.5,
SS.5.C.3.1, SS.5.C.3.5
Video - The Almost Painless Guide to the U.S. Constitution This entertaining video takes us step by step through the document that forms the basis of the United States
government. Students will learn about the ideals of American Constitutional government, the theory of "We, the people," and t he concepts laid out in the Preamble. Also shown is
how the Constitution empowers the government to fulfill its responsibilities, while at the same time limiting and sharing those powers.
http://player.discoveryeducation.com/index.cfm?guidAssetId=73b67a58-a292-4ff4-b593-fa660800e97c SS.5.A.5.10, SS.5.C.1.5, SS.5.C.3.1, SS.5.C.3.5
Video - The Almost Painless Guide to the Judicial Branch: This program looks at judicial checks and balances, the functions of the Supreme Court, and the appointment of
Justices. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=e025a200-19ba-4be6-939a-0c6d766aae6d SS.5.C.3.1, SS.5.C.3.6, SS.5.A.5.10
Video - The Almost Painless Guide to the Legislative Branch: This program explores the functions of the Legislative branch of the U.S. Government: legislative checks and
balances, the power to impeach, and the lawmaking process. It also explains the origins of the two-house system and the structure of the Senate and House of Representatives.
United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=6e51b33a-7fe0-4c23-95a6-d87df55391ce SS.5.C.3.1, SS.5.C.3.2
Online Activity - Teachers’ Domain The Three Branches of Government In this media-rich activity designed to enhance literacy skills, students learn how power is divided and
shared among the executive, legislative, and judicial branches of the U.S. government. http://www.teachersdomain.org/resource/adlit08.soc.sagovt/
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Curriculum Guide for Social Studies
STRAND: Civics and Government
STANDARD: Civic and Political Participation
Essential Questions:
 In what ways can people of a country show their support for their plan of government?
 What are civic responsibilities in our society and are they of value?
 Why is it important to show civic responsibility in your school and community?
Activities:
 Elect a student council to represent the needs/wants of students at your school.
 Write an expository essay on what students can do to be good citizens.
 Create a list of reasons why people do not vote, and what can be done to persuade them to participate in the political proces s.
 Create a timeline showing when certain groups were granted the right to vote.
Technology Resources:
Video - The American Revolution: Declaration of Independence and the War: Using artwork and photographic re-creations, this program illustrates the colonists' struggle for
independence from British rule. United Streaming. http://player.discoveryeducation.com/index.cfm?guidAssetId=9a3ac9ef-d565-4b99-be99-cea336c1fdbd SS.5.A.5.2,
SS.5.A.5.3, SS.5.A.5.4, SS.5.A.5.5, SS.5.A.5.6, SS.5.A.5.8, SS.5.C.1.4, SS.5.C.2.1, SS.5.C.2.2
Video - The American Revolution: From Colonies to Constitution: The Road to Revolution: 1763-1775: This program looks at the chain of events that began in 1763 and ended in
1775 with the outbreak of the Revolutionary War in 1775. Included are the Proclamation of 1763, the Sugar Act, the Stamp Act, the Declaratory Act, the Quartering Act , the
Townshend Acts, the Committees of Correspondence, the Boston Tea Party, the Intolerable Acts and the First Continental Congress. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=6bdd8c86-ff70-4c14-99ac-51cdd9b7ff88 SS.5.A.5.1, SS.5.A.5.2, SS.5.C.2.1, SS.5.C.2.2
Video - Prelude to Revolution After the Boston Massacre, British troops withdrew and the Townshend Acts were repealed. But gradually, the Custom Commissioners again
began to heavily tax Colonial shipping. Angered, colonists burned a British ship, causing Britain to take an even firmer stand. In 1774, the first Continental Congress met in
opposition to the Intolerable Acts. http://player.discoveryeducation.com/index.cfm?guidAssetId=9a3ac9ef-d565-4b99-be99-cea336c1fdbd SS.5.A.5.1, SS.5.A.5.2, SS.5.A.5.3,
SS.5.A.5.4, SS.5.A.5.5, SS.5.A.5.6, SS.5.A.5.8, SS.5.C.2.1, SS.5.C.2.2
Video - The American Revolution: From Colonies to Constitution: The War for Independence This program traces the key events of the American Revolutionary War from its
outbreak at Lexington, Massachusetts, in 1775 to the signing of the Treaty of Paris in 1783. http://player.discoveryeducation.com/index.cfm?guidAssetId=EDD50BF6-0059-4359892E-465EE987B253 SS.5.A.5.2, SS.5.A.5.3, SS.5.A.5.5, SS.5.A.5.6, SS.5.C.2.1, SS.5.C.2.2, SS.5.C.1.4, SS.5.A.1.2
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Curriculum Guide for Social Studies
Quarter 4
Reading Standards for Informational Text Emphasized in this Quarter:
 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quick ly or to solve a problem efficiently.
 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably .
STRAND: American History
STANDARD: Growth and Westward Expansion
Essential Questions:
 What were the causes and effects of the Louisiana Purchase?
 Who were some important people involved in western expansion and in what way were they important?
 What role did technology play in western expansion?
 What were the causes and effects of the War of 1812?
 What was the effect of Manifest Destiny on Native Americans?
 What was the effect of the Missouri Compromise on western expansion?
 What was life like for the people traveling west?
Primary Literature: If You Traveled West in a Covered Wagon by Ellen Levine
Activities:
 Make an A-B-C picture book displaying pictures of what was seen on the trip west. Write a description for each pictured item.
 Have students plot the trail to Oregon on a map. Research and share pertinent features of the states crossed during the trip.
 The book states that stories were told about Oregon which made the state sound like a “magic place.” Create a brochure for Fl orida that would encourage
families to visit or move to Florida.
 Select family/home items you would take on a covered wagon; provide your rationale for each selection. Decide, in an emergenc y, which items would have to
be discarded. Math focus: determine the approximate size of the interior of a co vered wagon before engaging in this activity.
 Make a list of different types of people on a wagon train and match the type of person to their responsibilities/tasks.
 Writing: Which person do you think is the most important to the arrival of the wagon train in Oregon? Support your selection.
 Create a journal which would describe your daily activities if you were a pioneer child from “sun up” to “sun down.”
 Make a list of cause/effect situations which occurred on the Oregon Train.
 Before reading pages 28-29, determine the miles able to be traveled while on the journey, the number of miles from ________ to Oregon, and the number of
days it would take to arrive in Oregon.
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Curriculum Guide for Social Studies
Benchm ark
SS. 5.A.5.9
Discuss the impact and significance of land policies
developed under the Confederation Congress.
SS.5.A.5.10
Examine the significance of the Constitution
including its key political concepts, origins of those
concepts, and their role in American democracy.
Text Alignm ent
Additional Resources/Activities
Supplem ental Literature
Open: Specific to teacher, grade,
subject, school
Lesson #1: Struggles of a New nation
Pgs. 198-205
Essential Question: What is the purpose of
government?
Vocabulary: constitution, ratify, conclusion,
delegate
SS.5.A.6.2
Identify roles and contributions of significant people
during the period of westward expansion.
SS.5.C.1.1
Explain how and why the United States
government was created.
SS.5.C.1.2
Define a constitution, and discuss its purposes.
SS.5.C.1.4
Identify the Declaration of Independence’s
grievances and Articles of Confederation’s
weaknesses.
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Curriculum Guide for Social Studies
SS.5.C.1.1
Explain how and why the United States
government was created.
Lesson #2: Writing the Constitution
Pgs. 206-215
SS.5.C.1.3
Explain the definition of origin of rights.
Essential Question: What are the functions
of government?
SS.5.C.3.1
Describe the organizational structure (legislative,
executive, judicial branches) and powers of the
federal government as defined in Articles I, II, III of
the U.S. Constitution.
Vocabulary: persuade, veto, appeal,
impeach, federalism, amendment
House Mouse, Senate Mouse by Peter
Barnes
SS.5.C.3.2
Explain how popular sovereignty, rule of law,
separation of powers, checks and balances,
federalism, and individual rights limit the power of
the federal government as expressed in the
Constitution and Bill of Rights.
SS.5.C.3.3
Give examples of powers granted to the federal
government and those reserved for the states.
SS.5.C.3.4
Describe the amendment process as defined in
Article V of the Constitution and give examples.
SS.5.C.3.6
Examine the foundations of the United States legal
system by recognizing the role of the courts in
interpreting law and settling conflicts.
SS.5.A.5.10
Examine the significance of the Constitution
including its key political concepts, origins of those
concepts, and their role in American democracy.
SS.5.C.1.1
Explain how and why the United States
government was created.
Lesson #3 Convincing the People
Pgs. 216-221
A Historic Journey
Essential Question: How do people make
decisions?
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
SS.5.C.1.6
Compare Federalist and Anti-Federalist views on
government.
SS.5.C.1.5
Describe how concerns about individual rights led
to the inclusion of the Bill of Rights in the U.S.
Constitution.
SS.5.C.2.3
Analyze how the Constitution has expanded voting
rights from our Nation’s early history to today.
SS.5.C.3.2
Explain how popular sovereignty, rule of law,
separation of powers, checks and balances,
federalism, and individual rights limit the power of
the federal government as expressed in the
Constitution and Bill of Rights.
Vocabulary: debate, guarantee, submit
Lesson #4: Protecting and Expanding
Rights
Pgs. 222-227
Essential Question: How do we protect our
rights?
Vocabulary: fundamental, press, due
process, jury, defend
SS.5.C.3.4
Describe the amendment process as defined in
Article V of the Constitution and give examples.
SS.5.C.3.5
Identify the fundamental rights of all citizens as
enumerated in the Bill of Rights.
SS.5.C.2.2 Compare forms of political participation
in the colonial period to today.
SS.5.C.2.4
Evaluate the importance of civic responsibilities in
American democracy.
Lesson #5: Active Citizenship
Pgs. 228-233
You Want Women to Vote, Lizzie
Stanton? by Jean Fritz
Essential Question: How do citizens
participate?
America Votes: How Our President Gets
Elected? By Linda Granfield
Vocabulary: responsibility, politics, inform
SS.5.C.2.5
Identify ways good citizens go beyond basic civic
and political responsibilities to improve
government. and society.
SS. 5.A.5.9
Discuss the impact and significance of land policies
developed under the Confederation Congress.
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Lesson #1: Early Expansion
Pgs. 246-251
Fifth Grade Social Studies
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Curriculum Guide for Social Studies
SS.5.A.6.1 Describe the causes and effects of the
Louisiana Purchase.
Essential Question: Why do people take
risks?
SS.5.A.6.2
Identify roles and contributions of significant people
during the period of westward expansion.
Vocabulary: pioneer, expedition, interpreter
SS.5.A.6.4 Explain the importance of the
explorations west of the Mississippi River.
SS.5.G.1.3 Identify major United States physical
features on a map of North America.
SS.5.G.2.1 Describe the push-pull factors
(economy, natural hazards, tourism, climate,
physical features) that influenced
boundary changes within the United States
.
SS.5.A.6.5 Identify the causes and effects of the
War of 1812.
Lesson #1: The War of 1812
Pgs. 252-257
SS.5.A.6.6 Explain how westward expansion
affected Native Americans.
Essential Question: What do people fight
for?
SS.5.E.1.1 Identify how trade promoted economic
growth in North America from Pre-Colombian times
to 1850.
th
SS.5.A.6.3 Examine 19 century advancements
(canals, roads, steamboats, flat boats, overland
wagons, Pony Express, railroads) in transportation
and communication.
SS.5.G.1.1 Interpret current and historical
information using a variety of geographic tools.
REV 062012
The Oregon Trail, Westward Ho!
Vocabulary: neutral, impressments, War
Hawks, response
Lesson #3 The Industrial Revolution
Pgs. 258-265
Essential Question: How do ideas
Influence choices?
Vocabulary: cotton gin, interchangeable
parts, application, reaper, stage coach,
steam engine, previous, immigrant
Fifth Grade Social Studies
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies
SS.5.G.2.1 Describe the push-pull factors
(economy, natural hazards, tourism, climate,
physical features) that influenced boundary
changes within the United States.
Lesson #4 Internal Struggles
Pgs. 266-271
SS.5.E.1.3 Trace the development of technology
and the impact of major inventions on business
productivity during the early development of the
United States.
Vocabulary: slave state, balance, free
state, Union
SS.5.E.1.2 Describe a market economy, and give
examples of how the colonial and early American
economy exhibited these characteristics
Lesson #5 The Overland Trails
Pgs. 272-279
Essential Question: How do ideas
influence choices?
Essential Question: Why do people move?
SS.5.A.6.2
Identify roles and contributions of significant people
during the period of westward expansion.
Vocabulary: wagon train, Manifest Destiny,
Overland wagon, conditions, forty-niners
SS.5.A.6.6 Explain how westward expansion
affected Native Americans.
SS.5.A.6.8
Describe the causes and effects of the Missouri
Compromise
SS.5.G.1.1 Interpret current and historical
information using a variety of geographic tools.
SS.5.A.6.3 Examine 19th century advancements
(canals, roads, steamboats, flat boats, overland
wagons, Pony Express, railroads) in transportation
and communication.
SS.5.A.6.4 Explain the importance of the
explorations west of the Mississippi River.
SS.5.A.6.7 Discuss the concept of Manifest
Destiny.
SS.5.G.1.1 Interpret current and historical
information using a variety of geographic tools.
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
SS.5.G.2.1 Describe the push-pull factors
(economy, natural hazards, tourism, climate,
physical features) that influenced boundary
changes within the United States.
SS.5.A.6.9
Describe the hardships of settlers along the
overland trails to the west.
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Curriculum Guide for Social Studies
Technology Resources:
Video - America Under James Monroe and John Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri Compromise: This program looks at American expansion
under presidents James Monroe and John Quincy Adams and how it affected American Indians and foreign powers. United Streaming.
http://player.discoveryeducation.com/index.cfm?guidAssetId=80fb384a-7844-4f8b-ae5e-0ea79cc130bc SS.5.A.6.8, SS.5.A.6.9
Video - Witness Lewis and Clark's exploration of the West, complete with diary excerpts, encounters with Native Americans, the beautiful and threatening landscape, and a
summary of their objectives and accomplishments. http://player.discoveryeducation.com/index.cfm?guidAssetId=b52a717c-1288-4994-95b9-509940c352ed United Streaming
SS.5.A.6.2
Video - Students will gain insight to the Louisiana Purchase through an examination of the strategic importance of the territory, Napoleon’s motives for selling it to the U.S., and
the obstacles Thomas Jefferson encountered in his effort to buy it. They will also learn why the treaty was deemed unconstitutional by Virginia Republicans. Even prior to the
Louisiana Purchase, Jefferson was planning an expedition of the territory by explorers Lewis and Clark. Living history segments will depict this exploration and the hardships the
explorers faced on their journey up the Missouri River to find a passage across North America to the Pacific Ocean. United S treaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=43B63AF8-60F7-4A02-BE55-668EC473E925&blnFromSearch=1&productcode=US SS.5.A.6.1, SS.5.A.6.2,
SS.5.A.6.4
Video – America Under James Madison: 1809-1816: The War of 1812 This program examines important events that occurred during the presidency of James Madison,
including the War of 1812. http://player.discoveryeducation.com/index.cfm?guidAssetId=3ea16ee8-1160-455b-97f3-fd34dd941530
SS.5.A.6.5
Video – Native America: Expansion The early expansion of the new United States of America dramatically changes where and how Native Americans lived. In this vi deo,
students learn the effects of this expansion on Native Americans. Students learn about the claims of Spain, France and Great Britain on North America; the effects of the
Louisiana Purchase, the Lewis and Clark Expedition, how the U.S. government dealt with Native Americans and the spread of white settlers over the Oregon Trail. The video
blends historical images and live-action video. Native Americans and historians tell how expansion affected the United States we know today.
http://player.discoveryeducation.com/index.cfm?guidAssetId=D3ACD4CD-0E4D-4BE4-9A1E-F1D18E56D275&blnFromSearch=1&productcode=US SS.5.A.6.1, SS.5.A.6.2,
SS.5.A.6.3, SS.5.A.6.4, SS.5.A.6.5
Video – United States Expansionism Students witness the expansion of America from the early colonies through the acceptance of Hawaii as our fiftieth state. Includes a look at
the formation of the first 13 colonies, the French and Indian War, The Revolutionary War, The Louisiana Purchase, Florida and the Seminole Indians, The Westward Movement,
The Mexican-American War, The California Gold Rush, Manifest Destiny, Oregon Territory, Alaska Purchase, and Hawaii.
http://player.discoveryeducation.com/index.cfm?guidAssetId=F64D270D-D716-4075-9A2A-DB4B1F50D2C1&blnFromSearch=1&productcode=US SS.5.A.3.3, SS.5.A.4.1,
SS.5.A.4.3, SS.5.A.6.1, SS,5.A.6.4, SS,5.A.6.5, SS.5.G.1.1, SS.5.G.1.3, SS.5.G.1.5
Online Activity - Teachers’ Domain – Perspectives on the Land In this media-rich activity designed to enhance literacy skills, students explore how the differing worldviews of
white settlers and Native Americans affected their interactions and led to conflicts when Americans surged westward in the 1860s.
http://www.teachersdomain.org/resource/adlit08.soc.saland/ SS.5.A.6.6
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Curriculum Guide for Social Studies
Reading Rainbow Selections  Elementary Social Studies
Always My Dad
Mufaro’s Beautiful Daughters
Animal Café
My America: A Poetry Atlas of the United States
Bread is for Eating
My Little Island
Fly Away Home
Ox-Cart Man
Follow the Drinking Gourd
The Paper Crane
Fox on the Job
The Patchwork Quilt
Giving Thanks: A Native American Good Morning Message
Ruth Law Thrills a Nation
Hail to Mail
Silent Lotus
How to Make an Apple Pie and See the World
Someplace Else
June 29, 1999
Sunken Treasure
Kate Shelley and the Midnight Express
Tar Beach
Keep the Lights Burning, Abbie
Uncle Jed’s Barbershop
Knots on a Counting Rope
The Wall
The Lotus Seed
Watch the Stars Come Out
Meanwhile Back at the Ranch
The Wonderful Towers of Watts
Mrs. Katz and Tush
Worksong
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Topic Requirements by Statute
1. Declaration of Independence, Grades 2, 5
2. Federalist Papers, Grade 5
3. U.S. Constitution, Grades 2, 3, 5
4. Flag education, Grades K-2
5. Elements of federalism/fed/state/local, Grades 2, 3, 5
6. Holocaust, Grade 5
7. African American contributions, Grades K-5
8. Agriculture, Grades K, 2, 4
9. Alcohol/narcotics and effects on the body, Grades 1, 2, 4, 5
10. Kindness to animals, Grades K, 1, 2
11. Florida state history, Grade 4
12. Conservation of natural resources, Grades K-5
13. Health education, Grades K-5
14. Contributions of women, Grades K-5
15. Contributions of Hispanics, Grades K-5
16. Patriotism and sacrifices of veterans, Grades K-5
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Social Studies K-5 Websites and Resources
Teaching Social studies: A Literacy-Based Approach by Emily Schell and Douglas Fisher
www.pitt.edu/~poole/eledsocialstudies.html
www.internet4classrooms.com/social.htm
www.homeworkspot.com/elementary/socialstudies
www.ncpublicschools.org/curriculum/socialstudies/elementary
http://childparenting.about.com/od/elementarysocialstudies/Elementary_Social_Studies.htm
www.apples4theteacher.com/socialstud.html
http://www.findingdulcinea.com/guides/Education?Elementary-School-social-studies.html
www.pbs.org/teachers
www.csun.edu/~hcedu013/plans.html
www.socialstudies.org/resources
www.ket.org/education/links.htm
www.socialstudiesforkids.com
http://www.doe.virginia.gov/VDOE/Instruction/History/curriculum_framework_2008/index.html
www.theteacherscorner.net/lesson-plans/socialstudies/index.htm
www.studiesweekly.com
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Additional Resources That Encompass All Units








Social Studies Weekly
Character Education Studies Weekly
www.schoolwideonline.com
http://teacherlink.ed.usu.edu
www.edel.edu/dssep/econlit/econreadk.html
www.brainpopjr.com
Social Studies, Grades 1-2, Best Buy Bargain Books, published by Frank Schaffer 1994
Social Studies, Inventive Exercises to Sharpen Skills and Raise Achievement, Grades K-1, The Basic Not Boring Series, by
Inventive Publications, Inc., 1998
Additional Literature
Pre-Columbian North America
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Curriculum Guide for Social Studies

The Earliest American by Helen Roney Sattler
Exploration and Settlement of North America
 So You Want to Be an Explorer by Judith St. George

If You Were There in 1492 by Barbara Brenner
Colonization of North America
 *Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy by Kate Waters

*Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl by Kate Waters

*Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times by Kate Waters
*These would be great to compare and contrast.

Emma’s Journal: The Story of a Colonial Girl by Marissa Moss

We the People Series: The Plymouth Colony by Andrew Santella

We the People Series: The Thirteen Colonies by Marc Tyler Nobleman
American Revolution and Birth of A Nation
 George Washington’s Socks by Elvira Woodruff

The Secret Soldier: The Story of Deborah Sampson by Ann McGovern

American Revolution: Magic Tree House Research Guide by Mary Pope Osborne

Why Not, Lafayette? By Jean Fritz

Ben and Me: An Astonishing Life of Benjamin Franklin by Robert Lawson

Valley Forge by Richard Ammon

If You Were There in 1776 by Barbara Brenner
Western Expansion
 Jimmy Spoon and the Pony Express by Kristina Gregory
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
Pioneer Girl: The Story of Laura Ingalls Winder by William Anderson

Roughing It on the Oregon Trail by Diane Stanley

A Pioneer Sampler: The Daily Life of a Pioneer Family by Barbara Greenwood

Erie Canal: Canoeing America’s Great Waterway by Peter Lourie

We the People: The Lewis and Clark Expedition
Government
 How the U.S. Government Works by Syl Sobel

We the Kids: The Preamble to the Constitution by David Catrow

The Great Little Madison by Jean Fritz

A More Perfect Union: The Story of Our Constitution by Betsy and Giulio Maestro

We the People Series: The Bill of Rights by Michael Burgan
Additional Literature by Theme
Theme Addressed: Government, Advanced Civics (5-6+)
Title
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Author
Subject
Brief Description
Fifth Grade Social Studies
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies
Brow n v. Board of
Education: Equal
Schooling for All
Harvey Fireside
and Sarah Betsy
Fuller
Government's role
In managing disputes
Historical overview of conflict surrounding school desegregation, the Supreme Court's decision and the decision's
impact on both sides.
Grandpa's Mountain
Carolyn Reeder
Taking property aw ay from
people to make the Shenandoah
National Park. The Great
Depression
Carrie spends her summers w ith her grandparents in the Blue Ridge Mountains of Virginia. This particular
summer they must all grapple w ith the decision of the government to clear all homesteads out of the area that is
designated to become the Shenandoah National Park. Grandpa uses every legal means to try to stop the
movement. Others are happy w ith the offer of a home and land near schools and hospitals to replace their poorer
accommodations in the mountains. Economic themes as w ell.
Hiaw atha: Messenger of
Peace
Dennis Brindell
Fradin
Representative forms of
government
Real-life account of Hiaw atha's role in bringing together 5 w arring Indian tribes w hich w ould form the Iroquois
Federation, a representative system of government that is often credited w ith providing a model for American
colonists three hundred years later.
Our Journey from Tibet:
Based on a True Story
Laurie Dolphin
Freedoms and government
repression of those freedoms
Story of a young girl w ho flees Tibet w ith her siblings to escape oppressive Chinese rule. Children get split from
their parents and attend a camp for Tibetan refugee children. Also discusses the role of the Dalai Lama.
Poppy
Brian Floca
Authority, control, and
government
Ow l has convinced a family of deer mice that only he can provide them w ith protection from the porc upines.
Heroine of story finds out that the ow l is lying and challenges his authority to set the rules for her family.
The Fall of the Berlin
Wall: The Cold War Ends
Nigel Kelly
Communist vs. capitalist
government
This books explains how the Cold War began, persisted, and ended in a w ay that elementary students can
understand.
The Royal Kingdoms of
Ghana, Mali and
Songhay: Life in
Medieval Africa
Patricia and
Frederick
McKissack
Medieval African governance
This book accurately describes w hat life w as like in Medieval Africa, including multiple historical points of view . In
addition to recounting the past, the books explains the process of archaeological and historical research. (For
more advanced readers.)
We the People: The
Constitution of the United
States of America
Peter Spier
Preamble of
Constitution
Author provides overview of Constitutional Convention and ratification, then uses illustrations to make each
phrase in the preamble come alive for children.
Theme Addressed: Values and Principles
Title
Author
Subject
Brief Description
A Children's Chorus
Dutton
(Publisher)
Values
Illustrates the principles on w hich the United Nations Declaration of the Rights of the Child w ere based.
Aida
Leontyne Price
Values (i.e. nobility, strength and
courage)
African-American opera star retells the story of the opera, Aida, and how it has been a source of inspiration for
her both on and off the stage.
Calooh! Callay! and
O Frabjous Day!
Myra Cohn
Livingston
Holidays and democratic values
Tw o collections of poems that help students recognize the importance of democratic values as w ell as cases
w here our nation/society has fallen short of living up to those values.
Children of the Fire
Harriette Gillem
Robinet
Values (i.e. nobility, strength and This is a story about a young girl, Hallelujah, w ho lives w ith a foster family after her mother died escaping to
courage), values of everyday life, Chicago from a plantation in the South. Through the events surrounding the three day fire, Hallelujah learns
acceptance of others and getting about people of all colors and classes. She learns to value herself, and that all people are equal.
past the fear of those w ho are not
like you, and injustice and racial
tension.
Crash
Jerry Spinelli
Democratic values in everyday
lives
Main character, Crash, an unruly and bullying seventh-grader, experiences an "about-face" in attitude w hen he
begins to understand and respect the causes his sister and neighbor champion.
In the Year of the Boar
Betto Bao Lord
American values (teamw ork,
Based on author's ow n immigrant history, the main character develops love of baseball. Teacher uses that to
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Curriculum Guide for Social Studies
and Jackie Robinson
equal opportunity, ability to
change things for the better)
give class a civics lesson.
Let it Shine: Stories of
Black Women Freedom
Fighters
Andrea Davis
Pinkney
Black Freedom fighters and civil
rights.
This book is a compilation of short biographies about black w omen w ho fought for their rights and the rights of
other people. The w omen covered in this book are; Sojourner Truth, Biddy Mason, Harriet Tubman, Ida B. WellsBarnett, Mary McLeod Bethune, Ella Josephine Baker, Dorothy Irene Heights, Rosa Parks, Fannie Lou Hamer,
and Shirley Chisholm. Illustrated by Stephen Alcorn.
Mayfield Crossing
Vaunda
Micheaux
Nelson
Values in everyday life
(Tolerance and equality of
opportunity)
Students from Mayfield must attend another school because their school closes. Students are not treated fairly
by students in new school because of w here them come from and because some of them are Afr ican American.
Music from a Placed
Called Half Moon
Jerrie Oughton
Diversity/Ethnic Conflict
Main female character, Edie Jo, lives in small tow n in NC. Father is very religious and other w hites in tow n
therefore shun family. Native Americans taunt Edie Jo and her brother. Grandmother's house is burned dow n.
Edie Jo decides she hates all other people w ho are different from her until she develops close friendship w ith a
Native American boy.
Neve Shalom/Wahat AlSalam: Oasis of Peace
Laurie Dolphin
Acceptance of others and getting Story of tw o young boys, one Jew ish and one Arab. Parents decide to send their sons to remarkable school
past the fear of those w ho are not w here Arab and Jew ish teachers together teach Arab and Jew ish children. At this school, they learn about each
like you
other's customs, history, and language. The tw o boys foster a friendship.
The Book of Virtues for
Young People
William Bennett
Values
A collection of stories, fables, and poems around democratic values.
The Copper Lady
Alice Ross and
Kent Ross
Values/principles represented by
the Statue of Liberty
Young Parisian boy becomes fascinated w ith the making of the Statue of Liberty in Paris in the 1880s. He stow s
aw ay on the ship w hen the statue is transported to New York in order to learn more about America. Also gives a
lot of details about the making of the Statue.
The Royal Kingdoms of
Patricia and
Ghana, Mali and
Frederick
Songhay: Life in Medieval McKissack
Africa
Values and principles in medieval
Africa
This book accurately describes w hat life w as like in Medieval Africa, including multiple historical points of view . In
addition to recounting the past, the books explains the process of archaeological and historical research. (For
more advanced readers.)
The Well*
Mildred D.
Taylor
Injustice and racial tension
Short novel that recounts lives of tw o African-American boys in the South during the early 1900s. When the
drought strikes, the African-American family shares w ell w ater w ith the entire tow n except for bigoted w hite
family. Tensions rise betw een the boys of both families w ith the sheriff's office siding w ith the w hite family.
Toussaint L'Ouverture:
The Fight for Haiti's
Freedom
Walter Dean
Myers
Fight for freedom against imperial
pow ers
Story of L'Ouverture's revolt against the French and Spanish oppressors in Haiti in 18 century. L'Ouverture w as
a great military strategist w ho led a slave revolt.
When I Left My Village
Maxine Rose
Schur
Religious oppression and forced
migration
Young boy, Menelik, is a Jew in Ethiopia. True story of the forced flight of thousands of Ethiopian Jew s in the late
1980s to Israel. Relates the harsh story of w hat their escape and journey w as like for Menelik and his family.
th
History and Children's Literature
Title
Author
Subject
Sum m ary
A Braid of Lives: Native
American Childhood
Neil Philip
Stories of Native-American
childhood
This is a compilation of stories told by Native Americans recalling experiences from their childhood, and w hat life
w as like. Wonderful photographs.
A Break w ith Charity: A
Ann Rinaldi
Salem Witch Trials
In this story about the Salem Witch Trials a young girl is caught betw een fear and truth. She know s that a group
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Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Story About the Salem
Witch Trials
of young girls have accused innocent people of w itchcraft in order to hide their ow n experiments w ith the occult.
How ever, she is afraid of w hat might happen if she tells the truth.
A Light in the Storm: The
Civil War Diary of Amelia
Martin
Karen Hesse
Alw ays Inventing: A
Photobiography of
Alexander Graham Bell
Tom L. Matthew s Biography in photos of Alexander
Graham Bell and his inventions.
Photographs by National Geographic. Compelling text of Bell's amazing life and inventions combines w ith
authentic photographs to make this magnificent book a "must have".
Angels of Mercy: The
Army Nurses of World
War II
Betsy Kuhn
World War II
Together w ith photographs, this narrative describes the w ork of army nurses and their important contributions
during World War II. Their smiling faces belied the horrors and hardships.
Blizzard! The Storm That
Changed America
Jim Murphy
The Great Blizzard of 1888
The Great Blizzard w as a disaster that devastated lives and brought everyday activities from Virginia to Main to a
standstill. Historical illustrations and photographs complement the text.
Buffalo Hunt
Russell
Freedman
Rituals and practices of Plains
Indians associated w ith the
Buffalo Hunt.
Vivid portrayal of the rituals and practices of Plains Indians as they prepare for the Buffalo Hunt, participate in
the hunt, prepare the animal for its many uses, and generally centered their liv es around the buffalo.
Accompanying artw ork is exceptional.
Casimir Pulaski: Soldier
on Horseback
David Collins
The life story of a revolutionary
w ar hero
The fist part of the story narrates Casimir Pulaski's involvement in the fighting betw een Poland and Russia. The
second part involves Pulaski's involvement in the Revolutionary War.
Charlie Pippin*
Candy Daw son
Boyd
A child learning about the
Vietnam War and nuclear w ar
during the mid nineteen eighties
Carlie is assigned to be on the w ar and peace committee at school and give a report about the Vietnam War.
Through her report she finds out about the events surrounding the War and how it forever effected her father and
uncle.
Children of the Fire
Harriette Gillem
Robinet
The Great Chicago Fire
This is a story about a young girl, Hallelujah, w ho lives w ith a foster family after her mother died escaping to
Chicago from a plantation in the South. Through the events surrounding the three day fire, Hallelujah learns
about people of all colors and classes. She learns to value herself, and that all people are equal.
Children of the Wild West Russell
Freedman
Westw ard migration and life in
the old West.
Rare photographs and text document w estward migration and life in the old w est, especially through the lives of
children. Both pioneer and native American lives are depicted.
Conestoga Wagons
Richard Ammon
Importance of the Conestoga
w agon in American history
Explains how the w agons w ere built, w hat they carried, and w ho drove them. Paintings by Bill Fransw orth
contribute to the reader's comprehension.
Daniel Boone and the
Exploration of the
Frontier
Richard Kozar
Biography of Daniel Boone
A fine chronological rendering of Daniel Boone's life and explorations. The glossary and bold-type w ords are
useful for reading instructions.
Darkness over Denmark:
The Danish Resistance
and the Rescue of the
Jew s
Ellen Levine
Danish rescue of Jew s during
World War II
Story of the courageous men and w omen of Denmark w ho rescued nearly all of Denmark's Jew s.
Dear Levi: Letters from
the Overland Trail
Elvira Woodruff
Westw ard Movement
Written as a series of letters from a 12-year-old boy to his younger brother Levi, this book describes the
adventures and hardships encountered by those people w ho traveled the Overland trail. After the death of their
parents, Austin, the older boy, travels w est to check on their father's land claim, and to secure his family's future.
Dragon's Gate
Law rence Yep
Chinese Immigration
As a young boy, Otter immigrated to the United States from China w ith his father and uncle. In China they w ere
part of the upper class, but in America they are forced to w ork on the transcontinental railroad in order to make a
living. Otter struggles to hold onto his dream of returning to China w here he can use his know ledge of new
technologies to free China from the Manchus.
Fever 1793
Laurie Halse
The Yellow fever epidemic of
Vivid descriptions of the life and people of Philadelphia in the 1790's, as w ell as the Yellow Fever epidemic that
REV 062012
Civil War
Fifteen-year-old Amelia w orks in her father's lighthouse on an island off Delaw are's coast in 1860-1861. She
records in her diary how the Civil War is beginning to devastate her divided state.
Fifth Grade Social Studies
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Curriculum Guide for Social Studies
Andreson
1793 in Philadelphia
killed thousands of people and terrorized the community. Superior geography connections to the area w ithin a
hundred mile radius of Philadelphia.
Fighting for Honor:
Michael Cooper
Japanese Americans and
World War II
Japanese internment and the
442nd Regimental Combat Team
An easy to understand, captive history of the long-standing prew ar prejudice against the Japanese Americans,
the Japanese internment during World War II, and the experiences of the Japanese American infantry battalion,
the most highly decorated unit in U.S. Military history. Also explores the problems the Japanese Americans
faced after the w ar. Excellent photographs.
Forging Freedom
Hudson Talbot
Saving Jew s in Holland during
World War II
Jaap Penrat saved over four hundred Jew s during the Nazi occupation of Holland. Penrat forged documents and
led sham constructions crew s to France, w here the Underground helped the refugees get to Spain.
Foster's War
Carolyn Reeder
World War II on the home front.
Takes place from 1941-1943 in San Diego, California. Foster and his family participate in all the w artime
activities of a typical family. His bestfriend is sent to a Japanese Internment camp. His brother is killed in the
Pacific.
Grandpa's Mountain
Carolyn Reeder
Taking property aw ay from
people to make the Shenandoah
National Park. The Great
Depression
Carrie spends her summers w ith her grandparents in the Blue Ridge Mountains of Virginia. This particular
summer they must all grapple w ith the decision of the government to clear all homesteads out of the area that is
designated to become the Shenandoah National Park. Grandpa uses every legal means to try to stop the
movement. Others are happy w ith the offer of a home and land near schools and hospitals to replace their
poorer accommodations in the mountains. Economic themes as w ell.
Hannah's Journal
Marissa Moss
Immigration
Ten-year-old Hannah and her fourteen-year-old cousin travel from Lithuania to America. The story deals
primarily w ith the pogroms that drove Jew s out of Russia, the miserable conditions in steerage on board the
immigrant ships, the problems at Ellis Island, but, ultimately, the joy of a free country.
Hannah's Winter of Hope
Jean Van
Leeuw en
1970, Revolutionary War
Hannah and her family face many hardships during the w inter of 1780 as the British capture her brother, a
colonial soldier, and the family home is burned dow n.
Hidden in Plain View : A
Secret Story of the Quilts
and the Underground
Railroad
Jacqueline Tobin
and Raymond
Dobard
The Underground Railroad
The story is about the secret quilt system used by the Underground Railroad. Messages w ere hidden in quilt
patterns that only other Underground Railroad w orkers w ere able to decipher.
Hostage to War: A True
Story
Tatjana
Wassiljew a,
translation by
Anna Trenter
German labor camps and Russia
during WWII
Tatjana is a young Russian girl, ten-years-old, w hen the Germans invade her tow n. After suffering through near
starvation, she is taken by the Germans and placed in a labor camp. This story is a recollection of her stolen
childhood and w ill to live w ritten in journal format.
Kids at Work: Lew is Hine
and the Crusade Against
Child Labor
Russell
Freedman
Child Labor in the early 1900s
This book contains amazing photographs, taken by Lew is Hine, of child labor in the United States before World
War I. During this time, Hine w as w orking as an investigative photographer for the National Child Labor
Committee.
Kids on Strike
Susan Campbell
Bartoletti
Child Labor in the late 1800s and
early 1900s
Strikes in the coal mines, cotton mills, and the garment industry show courageous individuals w ho helped
change child labor law s in America. More than one-hundred vivd photographs illustrate the w orking conditions.
Land of the Iron Dragon
Alida E. Young
Construction of the
transcontinental railroad, aided
by Chinese immigrants
Moving story of a fourteen-year-old Chinese boy w ho toiled on the transcontinental railroad from 1865-1869.
Paints vivid pictures of Chinese values and beliefs, the w ild nature of the old w est, and the maturing of a boy into
a self-assured man.
Let it Shine: Stories of
Black Women Freedom
Fighters
Andrea Davis
Pinkney
Black Freedom fighters and civil
rights.
This book is a compilation of short biographies about black w omen w ho fought for their rights and the rights of
other people. The w omen covered in this book are; Sojourner Truth, Biddy Mason, Harriet Tubman, Ida B. Wells Barnett, Mary McLeod Bethune, Ella Josephine Baker, Dorothy Irene Heights, Rosa Parks, Fannie Lou Hamer,
and Shirley Chisholm. Illustrated by Stephen Alcorn.
My Daniel
Pam Conrad
Pioneering life in Nebraska
An 80-year-old grandmother named Ellie visits the east coast for the first time in her life. She takes her
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Curriculum Guide for Social Studies
grandchildren to the Natural History Museum to see the dinosaur remains that her brother found on their family's
property years ago. She recalls his discovery of the dinosaur and the events that led to his death.
My Secret War: The
Diary of Madeline Beck
Mary Pope
Osborne
World War II on the home front
Madeline is in eighth grade w hen WWII starts. She lives on Long Island w ith her mother. Her father is a navy
officer serving in the Pacific. Many issues about living on the home front are covered through the journal
entries. Madeline and her friend Johnny start a w ar activism club for kids in their school.
No Promises in the Wind
Irene Hunt
The Great Depression
Tw o brothers, Josh (15) and Joey (10) leave their home in Chicago in 1932 searching for survival. Their travels
on the road lead them to Baton Rouge, Louisiana, carnival life, and back into a Nebraska Winter. They
encounter harsh realities, as w ell as kindness.
One Eye Laughing, the
Other Weeping
Barry Denenberg
Nazi annexation of Vienna, and
immigration
This is a story of a tw elve-year-old Jew ish girl, the disintegration of her life and family after the annexation of
Vienna in 1938, and her experiences after she immigrates to New York City to live w ith her Aunt.
Path of the Pale Horse
Paul Feischman
Yellow Fever epidemic in
Philadelphia, in 1793
Fourteen-year-old Lep is training to be a doctor under the guidance of Dr. Alexander Peale. Filled w ith suspense,
this story tells how the yellow fever epidemic impacted people and the city of Philadelphia. It also sheds light on
medical practices of the time.
Return to the Island
Gloria Whelan
American settlement
In 1818, Mary lives on an island in the Great Lakes that has been settled by French, British, and Native
Americans. This book tells you about the many different aspects of settlement during this time period including a
Native American perspective, all rapped up in a love story.
Salsa Stories
Lulu Delacre
Latin American culture and
traditions found in oral history
Latin American family and friends tell some of their favorite stories that took place in a variety of Latin American
countries. Fine examples of oral history.
Samurai of Gold Hill
Yoshiko Uchida
Japanese immigration to the
West coast of the US in the 19th
c.
Based upon a true event, a small band of Japanese journeyed to Gold Hill, California to establish a tea and silk
w orm farm. This is a story of their struggles in an alien land.
Seaman: The Dog Who
Explored the West w ith
Lew is and Clark
Gail Langer
Karw oski
Lew is and Clark exploration of
the Louisiana Purchase.
Seaman w as a 150-pound New foundland dog purchased by Meriw ether Lew is in the Summer of 1803. This
w ell-researched and finely-w ritten book chronicles the exploration of Lew is and Clark, focusing on the endearing
and brave dog, Seaman.
Shades of Gray
Carolyn Reeder
Civil War and Reconstruction
Tw elve-year-old Will Page loses his entire family in the Civil War at the hands of the Yankees. He is sent to live
w ith relatives he has never met in the w ar-ravaged Virginia Piedmont. He is bitter about having to live w ith an
Uncle w ho refuses to fight in the w ar. Eventually, Will grow s to understand that people have to stand up for w hat
they believe.
Sleds on Boston
Common: A Story from
the American Revolution
Louise Borden
American Revolution
This is a folk story of four school children w ho w ant to go sledding on the Boston commons in 1774 w here British
troops are located, and how they deal w ith their predicament.
Snow Treasure
Marie McSw igan
World War II in Norw ay, 19391940.
True story. After the nazi occupation of their country, Norw egian children w ere able to sled past nazi soldiers,
carrying the country's cache of $9 million w orth of gold bullion. Mishaps add to the tension and excitement of
this dangerous venture.
So Far From the Sea
Eve Bunting
Japanese Internment
A Japanese-American family returns to Manzanar to visit the grave of the grandfather the children never knew .
Their father w as eight years old w hen he w as interned there. The books gives insight into w hy the internment
occurred, as w ell as an understanding of the injustices of the internment.
Steal Aw ay Home
Lois Ruby
Underground Railroad
In this book a modern-day girl helps readers to understand the events affecting the nation prior to the Civil War.
After uncovering a boarded-up alcove Dana finds an old diary and skeleton in her family's new house. Through
Dana's readings students learn about the Quaker family w ho once lived in the house and their involvement w ith
the Underground Railroad.
Steal Aw ay
Jennifer
Armstrong
Slavery and Freedom1
Tw o elderly w omen recount the story of their escape from the South and slavery during their adolescence in
1855. One a Caucasian orphan and the other a slave; they learn to understand each other, become friends,
and share an everlasting bond on their trek North to freedom.
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Struggle for a Continent:
The French and Indian
Wars 1689-1763
Betsy Maestro
Struggle betw een European
nations for control of North
America
Informative and detailed account of the struggle betw een European nations for control of North America.
Excellent maps and illustrations by Giulio Maestro.
Tales from Gold
Mountain
Paul Yee
Stories of the Chinese in the New
World
Series of eight stories of Chinese immigrants that combine frontier life w ith Chinese legend and folk traditions.
Backgrounds include the Gold Rush, the transcontinental railroad, and the settling of the West Coast in the
nineteenth century.
The Amazing Impossible
Erie Canal
Cheryle Harness
The Erie Canal
Descriptions are given and multiple colorful pictures and maps are displayed to explain how the Erie Canal w as
built and how the locks function. Illustrations and maps are outstanding and easy to understand.
The Amazing Life of
Benjamin Franklin
James Cross
Giblin
Biography of Benjamin Franklin
This biography tells of Franklin's inventions, w isdom, public service w hile, at the same time, chronicling
important events of the time in w hich he lived. Brilliant illustrations by Michael Dooling. Appendices of inventions,
important dates, sayings from Poor Richard's Almanack, historic sites associated w ith Franklin's life, and
biography source notes are especially useful.
The Black Soldier: 1492
to the Present
Catherine
Clinton
The history of black soldiers, as
related to American history
This is a succinct history of the contributions and hardships of black soldiers in their struggle for equality in the
military, beginning w ith blacks w ho accompanied early explorers of the New World and concluding w ith those
w ho served in the Gulf War in 1991-1992.
The Boys' War:
Confederate and Union
Soldiers Talk About the
Civil War
Jim Murphy
The Civil War, and the efforts of
boys under eight-teen on both
sides.
This book discusses w hat is w as like for soldiers fighting during the Civil War. There are many narratives,
details, and photographs making the story personal.
The Eternal Spring of Mr.
Ito
Sheila Garrigue
Japanese-American Internment
during WW II
Sara, a World War II British evacuee in Vancouver, is pow erless to stop the detention of her friend Mr. Ito, along
w ith other Japanese Canadians.
The Fall of the Berlin
Wall: The Cold War Ends
Nigel Kelly
The Cold War
This books explains how the Cold War began, persisted, and ended in a w ay that elementary students can
understand.
The Great Fire
Jim Murphy
The Great Chicago Fire of 1871
This is a vivid account of the Great Chicago Fire taken from the diaries, letters, and firsthand accounts of those
w ho survived. Startling illustrations, photographs, and maps. One fully grasps the horror, panic, and
helplessness of those w ho experienced the conflagration. Causes, results and myths are indicated. Wellresearched.
The Ingenious Mr. Peale
Janet Wilson
A biography of Charles Wilson
Peale
This biography of Peale reveals a man w ith a multitude of talents and interests. Intertw ined throughout the story
are events in early American history and the famous people of the time in w hich he lived, 1741-1827.
The Journey: Japanese
Americans, Racism, and
Renew al
Sheila
Hamanaka
Bill of Rights
Using details from a five-panel mural, the author depicts the plight of Japanese Americans in World War II.
The Journal of Ben
Uchida: Citizen 13559,
Mirror Lake Internment
Camp
Barry Denenberg
Japanese-American Internment
during World War II
The main character, Ben, describes the feelings tow ard Japanese-Americans in San Francisco just after the
bombing of Pearl Harbor, the government taking his father aw ay, and how the rest of his family had to move to
Mirror Lake internment camp. The majority of the book is about w hat life w as like living in the internment camps.
The Journal of Otto
Peltonen: A Finish
Immigrant
William Durbin
Immigration, w orking as a miner
at the turn of the century, and
unionization
Otto is a fifteen-year-old boy w ho moves from Finland to Minnesota w ith his family. His father w orks as a miner
and lumberjack, and his family lives in a shack next to the mine. The story deals w ith many issues related to the
unionization of mine w orkers at the turn of the century, plus the hardships of an immigrant mining family.
The Memory Coat
Elvira Woodruff
Immigration
Cousins Rachel and Grisha leave Russia because of the pogroms only to face the possibility of being sent back
to Ellis Island. Grisha's had made him a coat of scraps from material from various memorable garments. The
coat is instrumental in solving his dilemma.
The Orphan Train
Joan Low ery
Nixon
Frontier life, adoption
After Mr. Kelly dies, Mrs. Kelly finds herself unable to adequately take care for her children. When her oldest
boy is caught stealing and w ill be sent to jail, she sends her children from their home in New York, to the
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Western Frontier to be adopted by different families. This story is one in a series of four, and focuses on the
experience of the oldest sibling Frances.
The Printer's Apprentice
Stephen Krensky Bill of Rights
This story presents the trial of John Peter Zenger, a 1700s New York new spaper publisher, w hose landmark
case significantly affected American journalism.
The Royal Kingdoms of
Ghana, Mali and
Songhay: Life in
Medieval Africa
Patricia and
Frederick
McKissack
Royal Kingdoms of medieval
Africa
This book accurately describes w hat life w as like in Medieval Africa, including multiple historical points of view . In
addition to recounting the past, the books explains the process of archaeological and historical research. (For
more advanced readers.)
The Saga of Lew is and
Clark into the Uncharted
West
Thomas Schmidt
and Jermy
Schmidt
Lew is and Clark expedition
Detailed narrative of the remarkable journey of Lew is and Clark and Corp of Discovery. Eye-catching
photographs and illustrations, maps, plant and animal listings, index, glossary, and expedition roster and
substance.
The Tenement Writer: An Ben Sonder
Immigrant's Story
Immigrant life in New York City,
1890-1920
A young Polish Jew , Anzia Yexierska, settles w ith her family in the Low er East Side of New York City. The grim
life immigrants lived is vividly portrayed. Anzia ultimately becomes a noted w riter despite extraordinary
obstacles she must overcome. True story.
Theodore Roosevelt,
Letters from a Young
Coal Miner (Dear Mr.
President Series)
Jennifer
Armstrong
Pennsylvania coal miner's strike
in 1902 and President Theodore
Roosevelt
This story is composed of a series of letters that might have flow ed betw een a thirteen-year-old Pennsylvania
coal miner and President Teddy Roosevelt. They paint a vivid picture of life in the anthracite coal-minning region
and of the strike that occured in 1902. They also reveal something of the life and beliefs of Teddy Roosevelt and
his family.
Through My Eyes
Ruby Bridges
School integration in the 1960's
This is Ruby Bridge's personal account of w hen, as a six-year-old African American, she integrated the New
Orleans public schools in 1960.
Uncle Sam and Old
Glory: Symbols of
America
Delno C. West
and Jean M.
West
The meanings of symbols of
America
From the bald eagle and the buffalo to the Minuteman and the cow boy, the illustrations (by Christopher Manson)
and text convey the history and meaning of fifteen traditional symbols of American identity.
Under the Blood-Red
Sun
Graham
Salisbury
Life in Haw aii immediately after
the bombing of Pearl Harbor.
Tw o boys are friends in Haw aii. One has Japanese parents; one has Caucasian, United States parents. Pearl
Harbor is bombed, and their friendship is challenged. The Japanese grandfather and f ather are arrested and
sent to the mainland for the duration of the w ar. Despite difficulties, the boys manage to maintain their
friendship.
Vision of Beauty: The
Story of Sarah Breedlove
Walker
Kathryn Lasky
A biography of Sarah Breedlove
Walker
Sarah Breedlove w as born in 1867 to former slaves, and even in childhood, searched for beauty. Despite
prejudice and hardship, she created beauty products for black w omen. This is a story of an extraordinary
entrepreneur.
We Want Jobs! A Story
of the Great Depression*
Rovert J. Norrell
The Great Depression;
Community activism
The steel factories of Pittsburgh close and thousands of people lose their jobs. Other businesses close from
lack of customers, and more lose their jobs. This true story is about one man w ho becomes a community activist
and makes a difference in the lives of the people of his community.
When Justice Failed: The
Fred Korematsu Story
Steven A. Chin
Japanese Internment
Japanese Internment during World War II; the Supreme Court trial of Fred Korematsu w ho challenged the
internment as a violation of Constitutional rights.
When the Soldiers Were
Gone
Vera W. Propp
Return of a Jew ish boy to his
natural parents after World War II
Benjamin, a young Jew ish boy, w as hidden w ith a Dutch family during World War II. After the w ar he is returned
to his parents, but he has little or no memory of them. He is devastated to leave the Dutch family he considers
his real family, and, only after a long adjustment period, does he accept his natural parents.
White Lilacs
Carolyn Meyer
Civil Rights
Rosa Lee is a young black girl w ho w orks as a serving girl for a w hite family in her Texas community. One day
she overhears her employers discussing a plan to take black families' land to use as a city park. Rosa Lee tells
her family w hat she heard and they react in a variety of w ays. This story is based on a true event.
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Geography and Children's Literature
Title
Author
Them e
Sum m ary
Africa is not a Country
Margy Burns
Knight
Place
Each page in this beautifully illustrated-book, by Anne Sibley O'Brien, tells about children and their daily life in a
different African country. One is struck by the vastly distinctive customs of the different areas.
All Kinds of Children
Norma Simon
Place, Relationships
Beautifully illustrated w atercolors accompany the narrative w hich describes things children all over the w orld
have in common; food, clothing, love, play, physical attributes, and the like.
Blizzard! The Storm That
Changed America
Jim Murphy
Human-Environment Interactions
The Great Blizzard w as a disaster that devastated lives and brought everyday activities from Virginia to Main to a
standstill. Historical illustrations and photographs complement the text.
Brother Eagle, Sister Sky
Chief Seattle
Relationships
This story is adapted from a speech given by Chief Seattle in the 1850s. During negotiations w ith the United
States government he urged those around him to protect and preserve the natural environment. The illustrated
paintings accompanying the story depict Native American interacting w ith the environment.
Children of the Fire
Harriette Gillem
Robinet
Relationships, Movement
This is a story about a young girl, Hallelujah, w ho lives w ith a foster family after her mother died escaping to
Chicago from a plantation in the South. The events surrounding the three day fire show how humans affect their
environment and how the environment affects humans. In addition, themes of movement are addressed through
the flight of southern slaves, and immigration from Europe.
Children of the Tlingit
Frank Staub
Location, Place, Region,
Relationships
An insightful text and superb photographs introduce the history, geography, and culture of the Tlingit people of
Alaska through the lives of the Tlingit children.
Dow nriver
Will Hobbs
Location, Place, Relationships,
Movement, Regions
After seven teenagers hijack the rafting equipment from their w ilderness education program, they embark on a
w ild ride dow n the Colorado River. How ever, w ith no map or adult supervision things soon fall apart. Some teens
sustain injuries, w hile different members of the group turn on one another, but w hen all is said and done one
young girl comes out of the experience w ith a new respect for the w ilderness and a w illingness to compromise
w ith others.
Grasshopper Summer
Ann Turner
Location, Place, Relationships,
Movement, Region
Follow ing the Civil War hardships force Sam's family to leave Kentucky for the Dakota Territory. The journey
w est is difficult, and Sam is resentful about the sacrifice forced upon him. How ever, he soon learns to love his
new home and w hen new troubles threaten to send the family back east Sam goes to great lengths to stay out
w est.
Jayhaw ker
Patricia Beatty
Location, Place, Movement
In the years before the Civil War Midw esterners are torn over the issue of slavery. Lije Tully is a jayhaw ker (a
Kansas abolitionist) that goes undercover among a group of Confederates. He w arns Kansans of possible
dangers for many years, but he returns home shortly before the raid on Law rence.
John Muir
Eden Force
Location, Place, Relationships,
Movement
This biography of John Muir, the first president of the Sierra Club, demonstrates the importance of educating
people about the w orld around them. Although born in Scotland, he finds true happiness living in the Yosemite
Valley in California. There he discovers that w ildlife and the environment need protection in order to survive.
Legends of Landforms: A Carole G. Vogel
Native American Lore
and the Geology of the
Land
Location, Place, Regions
Combination of Native American myths and scientific explanations for such landforms as Mount St. Helens, the
Grand Canyon, Niagara Falls, and Nantucket Island, to name a few .
Let it Shine: Stories of
Black Women Freedom
Fighters
Andrea Davis
Pinkney
Black Freedom fighters and civil
rights.
This book is a compilation of short biographies about black w omen w ho fought for their rights and the rights of
other people. The w omen covered in this book are; Sojourner Truth, Biddy Mason, Harriet Tubman, Ida B. Wells Barnett, Mary McLeod Bethune, Ella Josephine Baker, Dorothy Irene Heights, Rosa Parks, Fannie Lou Hamer,
and Shirley Chisholm. Illustrated by Stephen Alcorn.
Mojave
Diane Siebert
Place, Relationships, Region
This epic poem is great for reading out loud. The author uses the text and illustrations to describe the beauty of
the Mojave desert and the story of its people's history.
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Morning Girl
Location, Place, Relationships,
Movement
Morning Girl and her brother Star Boy narrate this story of Taino life in 1492. Although the families living on their
island face many hardships, they benefit from the help the give one another. Tow ards the end of the story
Morning Girl stumbles upon a group of strangers and invites them to come ashore. One of the strangers goes by
the name Christopher Columbus.
My America: A Poetry
Selected by Lee
Atlas of the United States Bennett Hopkins
Place, Region, Relationships
This is a compilation of Poems, organized by region, about the geography of all the states in the Union. Poets
featured in the atlas include; Langston Hughes, Carl Sandburg, Nikki Giovanni, and Lilian Moore. Illustrations by
Stephen Alcorn.
Prairie Songs
Pam Conrad
Place
The severity of life on the prairie evokes love for its beauty, as w ell as desperate loneliness.
Return to the Island
Gloria Whelan
Place, Region, Movement,
Relationships
In 1818, Mary lives on an island in the Great Lakes that has been settled by French, British, and Native
Americans. This book tells you about the many different aspects of settlement during this time period including a
Native American perspective, all rapped up in a love story.
The Alphabet Atlas
Arthur Yorinks
Location, Place, Region,
Relationships, Movement
This is a unique "atlas" that presents geographic facts visually on quilt squares. Each striking square focuses on
one country. Illustrated by Adrienne Yorkins w ith letter art by Jeanyee Wong.
The Amazing Impossible
Erie Canal
Cheryle Harness
Movement, Human-Environment
Interaction, Place
Descriptions are given and multiple colorful pictures and maps are displayed to explain how the Erie Canal w as
built and how the locks function. Illustrations and maps are outstanding and easy to understand.
The Fall of the Berlin
Wall: The Cold War Ends
Nigel Kelly
Movement, Relationships, Place,
Region, Location
This book explains how the Cold War began, persisted, and ended in a w ay that elementary students can
understand.
The Great Fire
Jim Murphy
Human-Environment Interaction,
Place
This is a vivid account of the Great Chicago Fire taken from the diaries, letters, and firsthand accounts of those
w ho survived. Startling illustrations, photographs, and maps. One fully grasps the horror, panic, and
helplessness of those w ho experienced the conflagration. Causes, results and myths are indicated. Wellresearched.
The Orphan Train
Joan Low ery
Nixon
Location, place, relationships,
movement
After Mr. Kelly dies, Mrs. Kelly finds herself unable to adequately take care of her children. When her oldest boy
is caught steeling and w ill be sent to jail. She sends her children from their home in New York, to the Western
Frontier to be adopted by different families. This story is one in a series of four, and focuses on the experiences
of the oldest sibling Frances.
The Royal Kingdoms of
Ghana, Mali and
Songhay: Life in
Medieval Africa
Patricia and
Frederick
McKissack
Region, movement, location,
place
This book accurately describes w hat life w as like in Medieval Africa, including multiple historical points of view . In
addition to recounting the past, the books explains the process of archaeological and historical research. (For
more advanced readers.)
The Saga of Lew is and
Clark into the
Unchartered West
Thomas Schmidt
and Jeremy
Schmidt
Location, place, region
Detailed narrative of remarkable journey of Lew is and Clark and Corp of Discovery. Eye-catching phoyographs
and illustrations, maps, plant and animal listings, index, glossary, and expedition roster add substance.
The Star Fisher
Laurence Yep
Place
In 1927, Joan Lee and her family decide to move to West Virginia from their home in Ohio. The family of
Chinese-Americans struggle to find acceptance from their close-minded neighbors, and they finally find the
support they need in the kind w ords and actions of their new friends. Together they overcome the backw ard
view s of the tow nspeople.
The Ups and Dow ns of
Carl Davis III
Rosa Guy
Place, Relationships, Movement,
Region
In this story Carl's parents send him to live w ith his grandmother because they fear the negative influences he
must face w hile living in New York City. How ever, Carl's letters to friends and family back home show that
adversity and temptation are not limited to the big city. He must battle confusion and w orry, but he gains small
measures of w isdom and maturity.
The Year of Miss Agnes
Kirkpatrick Hill
Place, Regions, Movement
Miss Agnes is a unique teacher in a remote Athabascan village of Alaska. From the story one gains a strong
sense of w hat life is like for the Athabascan villagers, along w ith an understanding of their c ulture, values, and
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the region in w hich they live. One also reads about a remarkable w oman w ho teaches every child to read, w rite,
and love learning.
Economics and Children's Literature
Title
Author
Them e(s)
Sum m ary
A Gift for Mama
Esther Hautzig
Savings, income
Sara has alw ays made presents for her family, but for mother's day she decides to buy her mother a present.
Sara w orks hard for her grandmother, eventually saving and earning enough money to buy a gift for her mother.
All the Money in the
World
Bill Brittain
Inflation
Quentin helps a leprechaun out of a hole, so the leprechaun grants him three w ishes. Quentin's third w ish is to
have all the money in the w orld. This turns out to cause far more grief than Quentin expects. The book gives a
comic insight in to how money w orks.
Children of the Fire
Harriette Gillem
Robinet
Savings, income, human capital,
exchange and entrepreneurship
This is a story about a young girl, Hallelujah, w ho lives w ith a foster family during the Great Fire of Chicago. Af ter
the Fire, Hallelujah are neighborhood children start their ow n business selling melted glass as souvenirs from the
fire. Economic aspects of the Fire and rebuilding Chicago are mentioned throughout the story.
Dear Mr. Henshaw
Beverly Cleary
Investment in human capital
Leigh Botts starts w riting to the author of his favorite book w hen he is in second grade. In sixth grade, Leigh
starts to w rite more frequently to Mr. Henshaw (his favorite author), plus he keeps a diary. Leigh invests his time
and effort into becoming a w riter.
Foster's War
Carolyn Reeder
World War II on the home front.
Takes place from 1941-1943 in San Diego, California. Foster and his family participate in all the w artime
activities of a typical family. His best friend is sent to a Japanese Internment camp. His brother is killed in the
Pacific.
Hostage to War: A True
Story
Tatjana
Wassiljew a,
translation by
Anna Trenter
Human capital, access to
markets, and distribution and
exchange.
Tatjana is a young Russian girl, ten-years-old, w hen the Germans invade her tow n. After suffering through near
starvation, she is taken by the Germans and placed in a labor camp. This story is a recollection of her stolen
childhood and w ill to live w ritten in journal format.
Kids at Work: Lew is Hine
and the Crusade Against
Child Labor
Russell
Freedman
Human capital
This book contains amazing photographs, taken by Lew is Hine, of child labor in the United States before World
War I. During this time, Hine w as w orking as an investigative photographer for the National Child Labor
Committee.
Let it Shine: Stories of
Black Women Freedom
Fighters
Andrea Davis
Pinkney
Workers/Producers, human
capital, saving and spending, and
choices
The various stories of w omen freedom fighters incorporates economics themes , including the economics of
slavery itself.
Return to the Island
Gloria Whelan
Savings, income, access to
market, and distribution and
exchange, competition, and
entrepreneurship
In 1818, Mary lives on an island in the Great Lakes that has been settled by French, British, and Native
Americans. This book tells you about the many different aspects of settlement during this time period including a
Native American perspective, all rapped up in a love story.
Shoes for Everyone: A
Story about Jan
Matzeliger
Barbara Mitchell
Increasing productivity, output
Jan Ernst Matzelinger, moved to Philadelphia from Dutch New Guiana in 1873. In Philadelphia he invented the
shoe-lasting machine that revolutionized the shoe making industry.
Stone Fox
John Reynolds
Gardiner
Income, capital, savings, taxes,
credit
This is a story about a boy w ho spends all of his savings entering a dog sled race. He needs to w in first prize in
order to save his potato farm and his grandfather from tax creditors.
The Fall of the Berlin
Wall: The Cold War Ends
Nigel Kelly
Supply, demand, opportunity
cost, blockades, communist vs.
capitalist modes of production
This book explains how the Cold War began, persisted, and ended in a w ay that elementary students can
understand.
The Great Brain Does it
John Fitzgerald
Economic incentives
The Great Brain is alw ays coming up w ith w ays to sw indle people out of their money or make deals. This book
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Again
tells several stories of how the Great Brain uses economic incentives to get people to do the w ork for him.
The Printer's Apprentice
Stephen Krensky Costs and benefits
This story presents the trial of John Peter Zenger, a 1700s New York new spaper publisher, w hose landmark
case significantly affected American journalism.
The Pushcart War
Jean Merrill
Externalities
New York pushcart peddlers are at odds w ith truck drivers competing for space on the crow ded streets.
The Royal Kingdoms of
Ghana, Mali and
Songhay: Life in
Medieval Africa
Patricia and
Frederick
McKissack
Supply, demand, trade, and
markets
This book accurately describes w hat life w as like in Medieval Africa, including multiple historical points of view . In
addition to recounting the past, the book explains the process of archaeological and historical research. (For
more advanced readers.)
Tops and Bottoms
Janet Stevens
Entrepreneurship, venture
capitalism, investment,
competition
This book is a sequel to Aesop's "Hare and the Tortoise". The economic lessons in the story are based upon
Hare being dow n on his luck and finding a w ay to support his family.
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