Fifth Grade Social Studies
Curriculum Overview
District 30 Social Studies Curriculum Foundations
Common Beliefs
District 30 promotes high standards and holds high expectations for all learners in our schools. We have
a common vision for what graduates of our schools will know and be able to do with respect to social
studies knowledge and skills. Specifically, upon completion of our program of social studies instruction,
District 30 graduates will be able to:
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Think critically about social and economic issues and evaluate and propose solutions to issues
• Delve into historical events and periods and emerge with an understanding of how the past informs
the future
• Examine local issues that impact our city, state and nation as well as the ability to understand larger,
global issues that impact citizens locally
• Consider perspectives different from their own to understand various sides of an issue, event, or
movement
• Communicate effectively and respectfully
We believe that all of our students are capable learners who will move to high school and the world of
higher education equipped with the necessary skills and understandings that will allow them to transition
into rigorous course work and onto pathways for deeper study in the field of social studies or related
areas.
Philosophy
“Social Studies educators teach students the content knowledge, intellectual skills, and civic values
necessary for fulfilling the duties of citizenship in a participatory democracy.”
-The National Council for the Social Studies
Social Studies is the integrated study of the social sciences to promote informed citizenship. Our
curriculum is designed to tell the story of who we are as citizens of the United States and of a larger
global society. As educators of 21st century learners, our job is to prepare students to be able to critically
participate as active citizens with the ability to intelligently and compassionately participate in our
democracy in this millennium (NCSS, Media Literacy, 2009). Our curriculum thoughtfully integrates the
disciplines of history, geography, economics, and government to help young people develop the ability to
make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic
society in an increasingly interdependent world.
Social studies curriculum in District 30 focuses on supporting student growth so that they:
• Develop a strong content base so that students understand that the past informs the future
• Develop local, national and global perspectives which emphasize interconnectedness among people
and events
• Build understanding of how to work to address environmental concerns and human rights issues
• Build understanding of how to participate in the economic development of the United States and the
global community
• Expand their ability to thrive, contribute and produce in a participatory culture that uses
information/communication technologies and media literacies for collaboration and networking
The Process
The District 30 Social Studies Curriculum guide is aligned with the Illinois State Standards as well as
Common Core Standards. It is also based upon the ten themes that form the framework of social studies
standards, which were developed by the National Council for the Social Studies (1994) and National
Geographic's five themes of geography (1986).
District 30 students are taught content, concepts, and skills through a wide variety of methods, including
but not limited to, engaging learning strategies, incorporation of technology and tools for media literacy,
and the integration of literature. Multiple assessment tools are used to measure student progress. In
addition, the formulation of this curriculum is based on the Backwards Design model (Wiggins &
McTighe), a research-based set of strategies for curriculum and assessment design.
District 30 Social Studies curriculum has been designed and written by a team of District 30 teachers who
considered the many important aspects of teaching and learning in the development of social studies
curriculum. These practices and design elements enable the District 30 staff to address the unique needs
and learning styles of individual students.
Fifth Grade Social Studies Maps
Unit Map—Settlement of the 13 Colonies
Essential Questions:
• How and why were the 13 colonies settled?
• What shaped the lifestyle of colonists in the different colonies?
• What were the effects of intolerance in the formation of the colonies?
• How can a person be persuaded to make decisions?
Enduring Understandings (what students should understand):
• The reasons for settlement of the colonies varied.
• The reasons for founding of colonies in each of the three regions.
• The geography, people, economy, political structure and way of life in each region
• The impact on the natives in each region.
• The extensive time period for settlement of the colonies.
What students should know (vocabulary, facts, and information):
• Vocabulary: colony, pilgrim, puritan, charter, cash crop, tolerance,
diversity, Roanoke, settlement, Jamestown, Plymouth, marsh, colonist, democratic,
compact, ally, economy, plantation, indentured servant, industry, West Indies, grant,
assembly, apprentice
• Colonies were settled for various reasons.
• Early settlers faced many challenges and often relied on the American Indians for
survival.
• Each region has a distinct geography that impacts economy and way of life.
• King Phillip's War affected American Indians and English settlers in New England.
• The British colonies had to persuade settlers to come to the colonies so that the
colonies could grow and prosper.
• The economy in the 13 colonies laid the foundation for our economy today.
• There were native people living in these areas whose way of life was
negatively impacted by the settlement of Europeans.
Skills (what students should be able to do):
• Reflect on what it would be like to move to a school in another country, and all the
challenges one might face.
• Compare and contrast the settlements of Roanoke, Jamestown and Plymouth
• Analyze the causes of King Phillip's War and determine the effects.
• Explain the reasons for settlement of specific colonies.
• Form an opinion about the issue of tolerance and diversity and whether or not
colonies should remain homogeneous or allow individuals of different religious and
cultural backgrounds.
• Describe conflicts around settlement of colonies between colonists and natives.
• Examine a historical event from more than one perspective.
Unit Map—Facing Slavery
Essential Questions:
• What is a dilemma?
• What was the impact of slavery on Africans?
• How did slavery affect the economy?
• What does it mean to "keep hope alive"?
Enduring Understandings (what students should be able to understand):
• Students will understand how West Africans became slaves in the Americas.
• Students will understand 3 dilemmas West Africans faced related to slavery.
• Students will understand the harsh conditions slaves endured during the Middle
Passage and in their lives in the 13 colonies.
• Students will understand the system of Triangular Trade.
• Students will understand that slaves responded to challenges in different ways.
• Students will understand that slaves established their own culture by integrating
their past and the present.
What students should know (vocabulary, facts, and information):
• Vocabulary:
slave trade, dilemma, Middle Passage, triangular trade, slave auction, overseer, griot,
spiritual, plantation, inhumane, rebel
• Facts and Information:
-West Africans faced difficult choices about slavery
-West Africa was a diverse region in the 1500s
-Traders from Europe changed the lives of West Africans
-The Triangular Trade route was an exchange of slaves and goods between Europe,
the Americas, and West Africa.
-Surviving the Middle Passage was difficult for slaves
-Slaves faced harsh treatment and many challenges in their new lives in the colonies.
-Slaves created their own culture in the land that would become the US
Skills (what students should be able to do):
• Students will reflect on dilemmas they have faced and how they chose to resolve
them.
• Students will consider one dilemma West Africans faced related to slavery and how
the dilemma should be solved.
Unit Map—Causes of the Revolutionary War
Essential Questions:
• How was the relationship between Britain and the colonies like that of a parent and
child?
• Why do people rebel?
• Is war a necessary solution to conflict?
• What is the best way to handle a conflict when you disagree with the opinions of
others?
Enduring Understandings (what students should be able to understand):
• Students will understand the impact of The French and Indian War on Britain,
France, colonists and Natives.
• Students will understand why Britain taxed the colonists and why colonists opposed
this.
• Students will understand how different colonies worked together to oppose British
actions.
• Students will understand that Loyalists did not support the actions of the Patriots in
the 13 colonies and there were violent conflicts between the two groups.
What students should know (vocabulary, facts, and information):
• Vocabulary: tax, boycott, loyalist, patriot, minutemen, militia, Continental Congress,
representation, Parliament, proclamation, propaganda, ally, congress, rebellion,
liberty, smuggling, correspondence, quarter, delegate, petition, protest, massacre,
commander, import, First Continental Congress, repeal,
• Facts and Information:
The French and Indian War:
-Costly to Britain and they needed to find a way to pay the costs.
-Fought in The Ohio River Valley by British soldiers, therefore the British
government felt the colonists should pay for it.
-Colonists did not agree this was fair because they had no representation in
Parliament.
Proclamation of 1763:
-In an effort to keep peace with the native people, the British proclaimed there
would be no settlements west of the Appalachian Mountains and British soldiers
patrolled the area.
-The colonists were opposed to this proclamation.
Taxes-The Quartering Act, The Stamp Act, Townshend Acts, The
Coercive/Intolerable Acts
-The various ways colonists opposed the taxes (boycotts, organizing, violence,
writing/campaigning)
Loyalists vs. Patriots in the 13 colonies:
-There were differing viewpoints in the colonies.
-Some colonists wanted to remain loyal to Britain and some wanted to govern
themselves.
Boston Massacre:
-Uses of propaganda
Boston Tea Party:
-Who, what, where, when, how and the consequences imposed by the British.
The First Continental Congress:
-Continental Army established with George Washington as commander.
-Olive Branch Petition: who, what, where, when, how and the consequences
imposed by the British.
Skills (what students should be able to do):
• Summarize major events leading up The American Revolution.
• Examine events from the perspectives of the Patriots, Loyalists, and British.
• Analyze the actions of the individuals involved in major events such as The Boston
Tea Party and The Boston Massacre, and determine whether or not those actions
were reasonable.
Unit Map—Declaration of Independence and the Revolutionary War
Essential Questions:
• What does it mean to be independent?
• What are the main ideas in the Declaration of Independence? How and why did they
originate?
• What would be the most difficult challenges of living through a war?
• How is the winner determined in war?
• How does the issue of tolerance come into play in the Declaration of Independence
and the Revolutionary War?
Enduring Understandings:
• Students will understand that Patriot leaders had to work to convince others to
support independence from Britain.
• Students will understand the main ideas in the Declaration of Independence and
their significance.
• Students will understand the compromises made in the writing of the Declaration of
Independence and that the rights of all Americans were not considered.
• Students will understand that although women were expected to stay out of the war,
many found ways to become actively involved.
• Students will understand the reasons African Americans fought in the war.
• Students will understand reasons and ways allies helped the Continental Army.
• Students will understand how the war ended. (last battles, Treaty of Paris)
What students should know (vocabulary, facts, and information):
• Vocabulary: independence, declaration, treason, rights, neutral, inflation, retreat,
mercenary, victory, strategy, traitor, surrender, Loyalist, Patriot, allies, Continental
Army, revolution, minuteman, militia, equality, strategy, tactic, turning point, treaty,
home front, volunteer, Second Continental Congress
• The events that led to the writing of the Declaration of Independence. (Thomas
Paine's Common Sense)
• The Second Continental Congress governed the colonies, formed an army, and chose
George Washington as the leaders of the military.
• Thomas Jefferson wrote The Declaration of Independence however many changes
were made by the Second Continental Congress.
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The issue of slavery was very complex at this time.
The rights of women and Native Americans were ignored on the Declaration of
Independence.
Life during the war was difficult for colonists.
Men and women had different roles during the war.
African Americans, including slaves, fought in the war.
The Continental Army was ill equipped and could not beat the British without the
help of other countries.
George Washington was a strong leader.
The Americans won the war against the British.
Skills (what students should be able to do):
• Students will evaluate their own needs for independence.
• Students will paraphrase the main ideas in the Declaration and explain their
significance.
• Students will analyze how Thomas Jefferson opposed and supported slavery.
• Students will identify the strengths and weaknesses of the Continental Army and the
British troops in the Revolutionary War.
• Students will learn about the strategies used by the continental Army and the
British troops during the Revolutionary War.
• Students will describe some of the hardships Americans faced during the war.
• Students will analyze how aid from allies affected the war.
• Students will evaluate the roles of women in the war how they contributed to the
outcome.
• Students will analyze the ways both Loyalists and Patriots recruited African
Americans to fight on their side and determine whether or not the promises made
were upheld.
Unit Map—U. S. Constitution and the Bill of Rights
Essential Questions:
• After the Revolutionary War, why would Americans be leery of a central
government that had the power to make laws and create taxes?
• What does it mean to compromise? Is there anything you would not be willing to
compromise on?
• Do you feel it is important to limit the power of people in charge? Why?
• Why do you think George Washington is famous?
• How does the issue of tolerance play out in the process of establishing our new
government?
Enduring Understandings (what students should be able to understand):
• Because the Articles of Confederation did not give the national government enough
power, the country struggled with paying it's debts and maintaining order (ie Shay's
Rebellion)
• Designing the new plan for government was challenging because of all of the
different opinions and desires of the delegates.
• Because the size of the states varied greatly, the issue of representation required a
compromise in which Congress would be divided into two parts. One part, called
The House of Representatives, would be based on population; the other part, called
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the Senate, would have the same number of representatives regardless of
population.
Southern delegates wanted slaves to count as part of the population as this would
allow them to gain more representation. Other delegates disagreed because slaves
were considered property not people. The result was a compromise in which a
slave would be counted as 3/5 of a person.
Delegates at the Constitutional Convention did not truly represent everyone living in
America at the time. Women, African Americans, and men who did not own land
were not represented.
The system of our government including the roles and responsibilities of each
branch, and how the powers of each branch are limited.
How our Constitution can be changed and why this is important as the nation grows
and changes.
George Washington's style of leadership, beliefs and policies as president, and the
politics that played out in his Cabinet.
Americans have rights that are protected under the Bill of Rights.
What students should know (vocabulary, facts, and information):
• Vocabulary: Articles of Confederation, Constitutional Convention, legislative
branch, executive branch, judicial branch, impeach, monarchy, rule of law,
constitution, citizen, territory, ordinance, federal, republic, compromise, ratify, point
of view, democracy, checks and balances, veto, unconstitutional, amendment,
inauguration, Cabinet, political party, interest, capital, preamble, Bill of Rights, jury,
due process, prejudice, civil, appeal
• After the Revolutionary War, the citizens of America had to develop a plan for
governing themselves.
• The first plan was called The Articles of Confederation and it remained in place for
roughly six years.
• The new nation faced many challenges due to the weakness of the national
government.
• In 1787, delegates gathered in Philadelphia to change the way the American
government worked. Rhode Island did not attend because they thought it was all a
plan to overthrow the central government.
• Today such a convention would include Americans from many different
backgrounds. But in 1787, only white men who owned land took part in the
convention.
• The Articles of Confederation were ineffective because the central government did
not have enough power.
• Delegates wrote a new plan for government called the Constitution, and it was
ratified in June, 1788.
• This new plan required delegates to make compromises and concessions on various
issues such as representation and slavery.
• Our government is a democracy, which means citizens take part in making the
decisions. We do this by electing representatives.
• There are three branches of government. Each branch has specific responsibilities,
and the power of each branch is limited by the other two branches.
• Our government is a federal system, which means the national government and the
state government have certain powers.
• The Constitution is designed so it can be changed.
• George Washington was our first president under the Constitution.
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Washington had a Cabinet that helped him to make decisions.
Two members of his Cabinet were Thomas Jefferson and Alexander Hamilton. They
often disagreed and their followers formed political parties. Jefferson's supporters
formed the Democratic-Republican party. Hamilton's parties formed the Federalist
Party.
The Constitution had to be ratified by 9 of the 13 states. Americans wanted a Bill of
rights added to the Constitution to protect them from the government.
The Bill of Rights protects rights and liberties of American people.
Skills (what students should be able to do):
• Students will identify the weaknesses in the Articles of Confederation and how these
influenced the writing of the Constitution.
• Students will explain the powers of each branch of government and the system of
checks and balances.
• Students will analyze illustrations and determine what power the illustration
represents.
• Students will create a diagram to explaining the powers of each branch of
government and the ways in which each branch checks on the others.
Unit Map—A New Nation
Essential Questions:
• How did the United States acquire new land?
• What was manifest destiny? What effect did this belief have on people living in the
United States and people living outside of the United States?
• How did the issue of tolerance play out in the early 1800s?
• Who was living in the west in the 1800s?
• How did industrialization change the lives of Americans and impact the economy?
Enduring Understandings (what students should be able to understand):
• Students will understand how the United States acquired land through acquisitions,
purchases and cessions.
• Students will understand the impact westward expansion had on various groups of
people.
• Students will understand the outcomes of Lewis and Clark's expedition.
• Students will understand the effect of new machines on industry and agriculture in
the early 1800s.
• Students will understand the causes and effects of the War of 1812.
• Students will understand the events that led to Texas's independence and
annexation.
• Students will understand the causes and effects of the Mexican-American War.
• Students will understand how and why different groups of people migrated to the
West.
• Students will understand the events and effects of the California Gold Rush.
What students should know (vocabulary, facts, and information):
• Vocabulary: territory, annex, acquisition, Manifest Destiny, reservation, expedition,
boundary, cede, pioneer, frontier, nationalism, annexation, manifest destiny, front,
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cession, wagon train, Mexicano, Nez Perce, rancho, claim, forty-niner, gold rush,
immigrant, transcontinental, Mormon, missionary, yoke
The United States doubled in size after the Louisiana Purchase.
Lewis and Clark explored the land obtained in the Louisiana Purchase.
America engaged in war with Britain for the second time in The War of 1812.
Native Americans resisted settlers moving west but eventually lost their land.
There was a shift from agriculture to manufacturing called The Industrial
Revolution. Machines allowed production of materials to happen much faster which
had a positive impact on our economy and a negative impact on the social structure.
America gained control of Texas and nearly all of the present-day American
Southwest after a war with Mexico in 1846.
Different groups of people migrated to the West in the 1800s.
Thousands of people from around the world rushed to California to dig for gold in
the mid-1800s.
Skills (what students should be able to do):
• Students will analyze how each territory was acquired by the United States.
• Students will interpret the experiences of various native people.
• Students will evaluate the actions and consequences of American settlement in the
west.
• Students will analyze the cycle of conflict between America and the British leading
to the War of 1812.
• Students will evaluate the positive and negative impact of the Industrial Revolution.