2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 5
QUARTER 3
Introduction
Our 2015-2016 Social Studies instructional maps have some new features we would like to share with you, as well as point out some
information that will better help you utilize this resource.
 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Instructional
Activities & Resources
 Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P –
Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to:
http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf
 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA)
standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans
at the end of each quarter.
 A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some
additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website:
http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm
 A comprehensive list of the Tennessee State Social Studies standards can be found at:
http://tn.gov/education/standards/social_studies.shtml
Shelby County Schools’ Social Studies Instructional Map 2014
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
Guiding Questions &
Vocabulary
Social Studies
Grade 5
Instructional Activities & Resources
Topic: World War 1, Women’s Suffrage
Weeks: 1-3
World War I
5.43 Locate and map the countries of the
Central and Allied Powers during World
War I. (G)
5.43 What are alliances and how can they
impact world events?
5.43 Using a blank map of Europe (just before WWI), identify the nations involved in
WWI, label these nations on the map and then color-code them to identify the allies,
central powers, and neutral nations.
5.42 Summarize the reasons for American
entry into World War I, including
submarine attacks on the Lusitania and
the Zimmerman Telegram. (H, P)
5.42 What events led to the United States
entry into World War I?
5.42-5.45 Create an accordion book from page 32- Foldable guide– to create a timeline
of “Key Events of World War I”. Color code to include events before (5.42), during
(5.44), and after (5.45).
5.44 Explain the roles of significant people
and groups in World War I, including
Herbert Hoover, John J. Pershing,
doughboys, Lawrence Tyson, and Alvin C.
York. (H, TN)
5.44 What role did the following Americans
play in WWI:
 Herbert Hoover
 John J. Pershing
 Lawrence Tyson
 Alvin C. York
 The Doughboys
5.45 Refer to details and examples in a
text to explain the aims of world leaders in
the Treaty of Versailles and why the
United States rejected Wilson’s League of
Nations. (C, E, G, H, P)
5.45 What was the purpose of the Treaty
of Versailles and the League of Nations?
Why did the United States reject the
League of Nations?
Vocabulary:
nationalism
militarism
alliance
trench warfare
rations
propaganda
armistice
isolationism
Shelby County Schools’ Social Studies Instructional Map 2014
5.42-5.45 Create a PowerPoint presentation that summarizes the events that led to
American entry into WWI (5.42), significant people involved in the war (5.44), a map of
the central and allied powers (5.43), and the Treaty of Versailles and League of Nations
(5.45). (Literacy W 5.8)
5.42-5.45 Create Top-tab book from page 30- Foldable guide -Use the tab titles What,
When, Where, Why/How to give details on each page about the Lusitania, Zimmerman
Telegram, Treaty of Versailles, and League of Nations. (Literacy W 5.8)
http://www.history.com/this-day-in-history/us-enters-world-war-i
http://history.state.gov/milestones/1914-1920/wwi
http://www.besthistorysites.net/index.php/american-history/1900/wwi
Books:
Houghton Mifflin Social Studies: Tennessee Civil War to Today
World War I for Kids by R. Kent Rasmussen
Primary Documents and Supporting Texts to Read:
Zimmerman Telegram
http://www.archives.gov/education/lessons/zimmermann/
The Stars and Stripes: American Soldiers' Newspapers of WWI
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Instructional Map
TN State Social Studies Standards
Guiding Questions &
Vocabulary
Women’s Suffrage
5.46 Evaluate the role of Tennessee as
the “Perfect 36” and the work of Anne
Dallas Dudley, Harry Burn, and Governor
Roberts in the fight for women’s suffrage
and Josephine Pearson’s opposition. (C,
P, TN)
Social Studies
Grade 5
3rd Nine Weeks
5.46 Why did women ask for the right to
vote? What were the arguments for and
against allowing women to vote?
How did certain people and events lead to
the passing of the 19th Amendment?
Instructional Activities & Resources
5.46 Complete the unit plan on the Women’s suffrage movement from Scholastic
Teacher.
(Literacy IT5.3)
5.46 Create a t-chart that summarizes the events both for and against the women’s
suffrage movement including Tennessee becoming the “Perfect 36”.
5.46 Create posters with slogans that suffragettes could have used in a march. Write a
paragraph explaining how your slogan will help them win equal rights. (Literacy W 5.9)
Vocabulary:
suffrage
civil rights
equality
tolerance
prejudice
opposition
petition
enfranchise
Websites:
http://tennesseeencyclopedia.net/entry.php?rec=1528
http://www.pbs.org/stantonanthony/
http://www.loc.gov/rr/print/list/076_vfw.html - scenes
Books:
The Perfect 36: Tennessee Delivers Woman Suffrage
You Want Women to Vote, Lizzie Stanton?
Primary Documents and Supporting
Texts to Read:
Telegram to Harry Burn from his mother
Why Women Should Vote by Alice Stone Blackwell
Shelby County Schools’ Social Studies Instructional Map 2014
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ELA Lessons and Activities:
The Zimmerman Telegram:
Have students do a close read of the decoded
Zimmerman telegram.
http://www.archives.gov/education/lessons/zimmermann/
index.html
The League of Nations:
Read about The League of Nations
https://history.state.gov/milestones/19141920/league
Women’s Suffrage:
Read The History of Women’s Suffrage
http://teacher.scholastic.com/activities/suffrage/history.
htm
Have a class discussion to explain the explicitly stated
ideas from the text and to make inferences based on the
text and what it means to the United States.
Write a paragraph to explain how the Zimmerman
telegram led to United States entry to WWI.
Have students explain the purpose of the League of
Nations, the relationship it would build between
members of the League of Nations, why the United
States Congress rejected the League of Nations, and
why the League of Nations did not succeed.
Have students re-read and annotate the text determining the
main idea and the supporting details.
Students should use the annotated text to construct a
summary of the text.
Informational Text: Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Writing: Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
Informational Text: 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.
Informational Text: Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
Shelby County Schools’ Social Studies Instructional Map 2014
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Instructional Map
TN State Social Studies Standards
Social Studies
Grade 5
3rd Nine Weeks
Guiding Questions &
Vocabulary
Instructional Activities & Resources
Topic: Roaring 20’s, Great Depression
Weeks: 4 - 6
The Roaring Twenties
5.47 Make connections with the growth of
popular culture of the “Roaring Twenties”
with the following: (C, E, TN)
• W.C. Handy, Bessie Smith
• Automobiles, radios, and nickelodeons
• Harlem Renaissance
• WSM, Grand Ole Opry
• Charles Lindbergh and the Spirit of St.
Louis
• mass production, “just in time” inventory,
appliances
5.48 Determine the meaning and use of
economic terms credit, interest, and debt
and the role these played in the economy
of the 1920s. (E)
5.47 How did American culture change in
the 1920’s? What developments impacted
this change?
5.47 Create a newspaper with articles concerning all of the things that shaped popular
culture of the 1920’s. Include advertisements and pictures for that era. (Literacy W5.7)
5.48 How did buying on credit and
installment payments change the economy
in the 1920’s?
5.48 Use advertisements for cars, homes, appliances, etc. to show how installment
payments, credit, interest and debt. Have students write an explanation of these terms
in their own words.
(Literacy IT 5.4)
Vocabulary:
economic boom
credit
interest
stock
stock market
nickelodeons
broadcast
mass production
aviation
Shelby County Schools’ Social Studies Instructional Map 2014
Websites:
http://www.history.com/topics/roaring-twenties
http://www.ushistory.org/us/46.asp
http://www.digitalhistory.uh.edu/era.cfm?eraid=13
Books:
Houghton Mifflin Social Studies: Tennessee Civil War to Today
Roaring 20s & the Depression: 1920-1940- Graphic U.S. History
By Saddleback Educational Publishing
The Roaring Twenties (World History Series) by David Pietrusza
Primary Documents and Supporting Texts to Read:
Langston Hughes Poems
The American Dream and Consumer Credit by Stephen Smith
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Instructional Map
TN State Social Studies Standards
The Great Depression
5.49 Analyze the events that caused the
Great Depression and its impact on the
nation and
Tennessee, including mass
unemployment, Hoovervilles, and soup
kitchens. (C, E, H, TN)
5.50 Use specific textual evidence from
primary and secondary source to
summarize the success, failures, and
challenges of President Roosevelt’s New
Deal policies, including: (C, E, G,H, TN)
• Social Security
• Civilian Conservation Corps
• Federal Deposit Insurance Corporation
• Tennessee Valley Authority
• Cumberland Homesteads
• Great Smoky Mountains National Park
5.51 Compare and contrast a first hand
and second hand account of the impact of
the Dust Bowl of the 1930s. (E, G, C)
3rd Nine Weeks
Guiding Questions &
Vocabulary
Social Studies
Grade 5
Instructional Activities & Resources
5.49 What events caused the Great
Depression?
How did the Great Depression impact the
nation?
5.49 Write an essay that summarizes the causes and effects of the Great Depression.
Create a photo journal of the Great Depression and write summaries with each picture.
(Literacy W5.2)
5.50 Using primary and secondary
sources, can you summarize the policies
of President Roosevelt’s New Deal?
5.50 Create a layered book from pg. 25- Foldable guide- to summarize the successes,
failures, and challenges of the policies in President Roosevelt’s New Deal.
5.51 Can you explain the Dust Bowl?
How do different accounts of the same
event aid in you understanding of the
event?
5.51 Create a shutter fold from pg. 21- Foldable guide- to compare and contrast a first
and second hand account of the Dust Bowl. (Literacy IT 5.6)
Vocabulary:
economic bust
unemployment
debt
charity
hydroelectricity
regulation
Social Security
minimum wage
Shelby County Schools’ Social Studies Instructional Map 2014
Websites:
The Great Depression:
http://www.ushistory.org/us/48.asp
New Deal:
http://newdeal.feri.org/
http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htm
Dust Bowl- first hand account:
http://www.pbs.org/wgbh/americanexperience/features/photo-gallery/dustbowl/
Dust Bowl- second hand account:
http://www.history.com/topics/dust-bowl
Books:
Houghton Mifflin Social Studies: Tennessee Civil War to Today
Roaring 20s & the Depression: 1920-1940- Graphic U.S. History
By Saddleback Educational Publishing
Primary Documents and Supporting Texts to Read:
Great Depression by Gene Smiley
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ELA Lessons and Activities:
The Harlem Renaissance:
Read about the Harlem Renaissance
http://www.pbs.org/wnet/jimcrow/stories_events_harlem.
html
Charles Lindbergh:
Read about Charles Lindbergh and his flight
http://www.charleslindbergh.com/history/paris.asp
The New Deal:
Read The New Deal
http://www.pbs.org/wgbh/americanexperience/features/ge
neral-article/dustbowl-new-deal/
Have students read and annotate the text determining
the main ideas and supporting details of the text.
Students will write a summary of the text.
Imagine you were Charles Lindbergh and write a story
based on the details you read about your historic flight.
After reading the article, explain how the New Deal took
care of many Americans’ basic needs.
Writing: Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
Informational Text: 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.
Informational Text: Determine two or more main ideas
of a text and explain how they are supported by key
details; summarize the text.
Shelby County Schools’ Social Studies Instructional Map 2014
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
Guiding Questions &
Vocabulary
Social Studies
Grade 5
Instructional Activities & Resources
Topic: World War II
Weeks: 7 - 9
World War II
5.52 Using a graphic organizer to compare
and contrast the rise of fascism,
totalitarianism, and Nazism in Europe and
Japan, the leaders and the goals of the
Germany, Italy, and Japan. (P, H)
5.52 What were the goals of the leaders of
the Axis Powers during WWII?
5.53 According to the texts, how did the
bombing of Pearl Harbor impact the United
States? Did it lead to America’s entry to
WWII?
5.53 Compare and contrast different
stories from media, and informational text
regarding the bombing of Pearl Harbor and 5.54 Was it Constitutional to place
its impact on the United States, including
Japanese Americans in Internment Camps
the USS Arizona and USS Tennessee and after the Pearl Harbor attacks?
America’s entry in the war. (H, TN)
5.55 Who were the Axis Powers and who
5.54 Evaluate the constitutionality of
were the Allies? How did these alliances
Japanese internment during the war. (C,
impact the war?
E, P, H)
Vocabulary:
5.55 Locate the Axis and Allied Powers
fascism
internment camp
and the major theaters of war on a map.
racism
aircraft carrier
(G)
dictator
atomic bomb
mobilize
concentration camp
Shelby County Schools’ Social Studies Instructional Map 2014
WWII standards- Create a project board with tabs pg.44- Foldable guide- You could use
this project board to incorporate all standards from WWII. (Literacy W5.8)
5.52 Create a Concept Map Book pg.38- Foldable guide- label the top Axis Powers of
WWII with Germany, Italy, and Japan on each tab. Have students summarize the
leaders, form of government, and goals of each country and create a triple venn diagram
on the inside to compare and contrast.
5.53 Write an essay about the attacks on Pearl Harbor and America’s entry into the war
after reading the articles and researching the attack. (Literacy W5.2)
5.54 Have a class discussion about the Constitutionality of Japanese Internment camps
using the 14th Amendment as a guideline. Have students write an opinion piece using
information from both the Constitution and research on internment camps. (Literacy SL
5.1, W 5.1)
5.55 Using a blank map of Europe WWII with teaching instructions have students locate
the Axis and Allied Powers
Websites:
http://www.historynet.com/world-war-ii
Axis Powers: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005177
Pearl Harbor: http://www.history.com/topics/world-war-ii/pearl-harbor
Japanese Internment Camps: http://www.pbs.org/childofcamp/history/
Map of Europe WWII:
http://www.mapsofworld.com/world-maps/world-war-ii-map-of-europe.html
Books:
Houghton Mifflin Social Studies: Tennessee Civil War to Today
World War II for Kids: A History with 21 Activities by Richard Panchyk
Day of Infamy, 60th Anniversary: The Classic Account of the Bombing of Pearl Harbor by
Walter Lord
Primary Documents and Supporting Texts to Read:
Articles about Pearl Harbor
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
Guiding Questions &
Vocabulary
5.56 With supporting facts and details
provide reasons for rationing, victory
gardens, the design of The Rosie the
Riveter ideal (Avco jobs for Tennessee
women) and the Women Airforce Service
Pilots-Cornelia Fort. (C, E, H, TN)
5.56 How did life change for Americans
during WWII? Why did these changes
occur?
5.57 Write an informative text about the
Holocaust and its impact. (C, P, H)
5.58 What events led to Germany’s
surrender?
What were the reasons for the European
division of Germany?
5.58 Clarify the reasons for the German
surrender and reasons for the European
division of Germany. (G, H)
5.59 Describe the role of the Manhattan
Project and Oak Ridge, Tennessee in
ending World War II and the decision to
drop the atom bomb on Japan. (H, TN)
5.60 Explain the purpose of the formation
of the United Nations and the role of
Cordell Hull. (H, TN)
5.57 What was the Holocaust? How did it
impact the world?
5.59 What role did the Manhattan Project,
Oak Ridge, TN, and the atomic bomb have
in ending WWII?
5.60 What was the purpose of the United
Nations?
What role did Cordell Hull play in the
formation of the UN?
Vocabulary:
fascism
racism
dictator
mobilize
internment camp
aircraft carrier
atomic bomb
concentration camp
Shelby County Schools’ Social Studies Instructional Map 2014
Social Studies
Grade 5
Instructional Activities & Resources
5.56 Have students create propaganda posters similar to the Rosie the Riveter that
include reasons supported by facts and details found in their research. (Literacy IT5.1)
5.57 Write an informative essay about the Holocaust and it’s impact on the world.
(Literacy W5.2)
5.58 Using a graphic organizer have students explain the reasons for Germany’s
surrender and the European division of Germany.
5.59 Create a Half book pg. 14- Foldable guide- Title ending World War II- inside have
students explain the Manhattan Project, Oak Ridge, TN and dropping the atomic bomb
on Japan. (Literacy IT5.9)
5.60 Create a Matchbook pg. 20- Foldable guide- Title United Nations- inside explain
the purpose of the United Nations and Cordell Hull’s role in the formation of the UN.
(Literacy IT5.9)
Websites:
http://www.ushistory.org/us/51.asp
The Home Front:
http://www.history.com/topics/world-war-ii/us-home-front-during-world-war-ii
The Holocaust:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143
Germany surrenders:
http://news.bbc.co.uk/onthisday/hi/dates/stories/may/7/newsid_3578000/3578325.stm
The Manhattan Project:
http://www.ushistory.org/us/51f.asp
Oak Ridge, TN:
http://manhattanprojectvoices.org/location/oak-ridge
United Nations:
https://history.state.gov/milestones/1937-1945/un
Books:
Houghton Mifflin Social Studies: Tennessee Civil War to Today
Anne Frank: The Diary of a Young Girl by Anne Frank
Primary Documents and Supporting Texts to Read:
Understanding the Decision to Drop the Atomic Bomb on Japan By Nathan Donohue
9
ELA Lessons and Activities:
Pearl Harbor:
Read Pearl Harbor Attack: Lieutenant Lawrence Ruff
Survived the Attack Aboard the USS Nevada
By Mark J. Perry
http://www.historynet.com/pearl-harbor#articles
The Holocaust:
Read Children During the Holocaust
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005
142
The Manhattan Project:
Read The Manhattan Project
http://manhattanprojectvoices.org/location/oak-ridge
After reading, have students use the information
provided in the article to construct a narrative detailing
the events of Pearl Harbor from the point of view of
Lieutenant Lawrence Ruff.
Have students read and annotate the text determining the
main ideas and supporting details of the text. Students will
write a summary of the text.
After reading the article, explain what the Manhattan
Project was, how it related to the events of WWII, and
how it relates to world security today.
Informational Text: Determine two or more main ideas of
a text and explain how they are supported by key details;
summarize the text.
Informational Text: 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.
Writing: Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
Shelby County Schools’ Social Studies Instructional Map 2014
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Tool Box – 5th GRADE QUARTER 3
Shelby County Schools’ Social Studies Instructional Map 2014
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Shelby County Schools’ Social Studies Instructional Map 2014
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