Item #NA1562
5
For Grade 5
S
tudies
tudi
es
ocial
S
For Grade
For Grade
5
S
tudies
tudi
es
ocial
S
Social Studies
Using
Graphic Organizers
to Improve
Social Studies Skills
Written By:
Geriann Patterson
1-877-PASSING
www.showwhatyouknowpublishing.com
Printed in the U.S.A.
$10.95
Table of Contents
Chapter 1: Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1—U.S. Constitution and Bill of Rights . . . . . . . . . . . . . . . . . 2
Lesson 2—The Three Branches of the United States Government. . 7
Lesson 3—Characteristics of a Democratic Government . . . . . . . . 12
Chapter 1 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 2: Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 1—Acquiring United States Citizenship . . . . . . . . . . . . . . . . 22
Lesson 2—Citizen Rights and Responsibilities . . . . . . . . . . . . . . . . 27
Lesson 3—Rights Protected by the First Amendment . . . . . . . . . . . 33
Chapter 2 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter 3: Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 1—Identifying Specific Locations On a Map . . . . . . . . . . . . 42
Lesson 2—Regions of the United States . . . . . . . . . . . . . . . . . . . . . 47
Lesson 3—Defining Map Features . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 4—Coordinates of Longitude and Latitude . . . . . . . . . . . . . 57
Lesson 5—Consequences of Human Change on the Environment . . . 62
Chapter 3 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Chapter 4: History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson 1—Cultural Patterns—Native Americans . . . . . . . . . . . . . . . 70
Lesson 2—Cultural Patterns—European Explorers . . . . . . . . . . . . . 79
Lesson 3—Cultural Patterns—Colonization . . . . . . . . . . . . . . . . . . . 85
Lesson 4—Growth of a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Chapter 4 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
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Chapter 5: Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson 1—Allocation Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lesson 2—Supply and Demand. . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 3—Producers and Consumers. . . . . . . . . . . . . . . . . . . . . . 116
Lesson 4—Division of Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Chapter 5 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Chapter 6: People in Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Dear Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson 1—Slavery in Colonial American . . . . . . . . . . . . . . . . . . . . 132
Lesson 2—Waves of Immigration. . . . . . . . . . . . . . . . . . . . . . . . . . 139
Lesson 3—Cultural Influence of Diverse Groups . . . . . . . . . . . . . . 145
Chapter 6 Vocabulary Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
vi
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Chapter 1
Government
our United States
In this chapter, you will focus on ur understanding of
yo
Government. You will strengthen d the United States
an
the Declaration of Independence
in branches of the
Constitution, review the three ma
racteristics of
government, and explain the cha
American democracy.
T by utilizing specific
Remember to be O N T A R G E
fident in your
skills listed for each lesson. Be con
stand how our
learning so you can better under
country in which
government affects you and the
you live.
Sincerely,
U.S.
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1
Chapter 1—Lesson 1
Social Studies
Lesson 1
Read the passage. Familiarize yourself with
vocabulary that will be found in the following lesson.
While reading, think about what caused the creation
of our Constitution and Bill of Rights.
U.S. Constitution and Bill of Rights
In 1776, the 13 colonies declared their independence from England.
Having been governed by the King of England before the Declaration of
Independence, the colonists were now in need of their own government.
Each colony set up a state government, but a central government
was needed. Representatives from each state met to plan the new
government. Finally in 1781, the first constitution, known as the
Articles of Confederation, was approved by the members of Congress
and the states.
2
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Social Studies
Chapter 1—Lesson 1
Though the Articles of Confederation were useful as the first plan for a
central government, it had many flaws. State governments were
independent of one another and stronger than the central government.
Seeing a need for the Articles of Confederation to be revised, or
changed, delegates met in Philadelphia for more than three months in
1787, to discuss, debate, and decide on a new constitution.
Once the new constitution was written, it had to be ratified by at least
9 of the 13 states in order to become law. This was no easy task
because many colonists feared that the new constitution would make
the central government too powerful. At first, only 5 states approved
the constitution.
After weeks of debates, Massachusetts recommended that a list of
rights be added to the constitution. Six states followed with a similar
recommendation. Due to the promise of rights being added by
Congress, the U.S. Constitution was approved in 1788. The first 10
amendments to the Constitution, known as the Bill of Rights, were
added to the Constitution in 1791.
Lesson 1: Vocabulary
Articles of Confederation: the first constitution; the first plan for a formal,
central government of the original 13 colonies,
approved in 1781.
U.S. Constitution: 2nd plan for a formal, central government which replaced the
Articles of Confederation in 1788. The Constitution explains
how our government is set up; a government by the people
and for the people with 3 separate, yet balanced branches of
power.
Bill of Rights: the first ten amendments added to the U.S. Constitution in 1791,
which guarantees certain rights and freedoms to citizens.
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Chapter 1—Lesson 1
Social Studies
Lesson 1
Complete the checklist “Keep on Target.”
The checklist will help you understand the information presented in
the lesson, gather the information, and answer questions.
Keep On Target
T
A
R
G
ake time to read and collect all information carefully.
Titles, headings, text, drawings, diagrams, charts, tables, graphs,
photos, illustrations, and captions.
sk yourself if you need to solve any unfamiliar or new
vocabulary for better understanding.
ead for understanding of new information.
ather information using various tools and structures:
E
T
Timelines
Graphic Organizers
Charts, Tables, Graphs
Maps
Flow Charts
Compare and Contrast
Cause and Effect
Problem and Solution
Questions and Answers
Chronological Order of Events
xplore new information through discussion.
4
ie the lesson to what you already know.
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Chapter 1—Lesson 1
Social Studies
Lesson 1
Use the information from
“U.S. Constitution and Bill of Rights”
to complete the graphic organizer.
Place the events below correctly on the timeline using the underlined
segments as the events. Skim through your reading passage on page 2
to find the correct dates. When creating a timeline, keep in mind the
following:
• A timeline needs a title
• Determine how many years your timeline spans.
• Determine what interval of years best fits your timeline.
• Place dates and events correctly on timeline with use
of interval dates as guides.
Declaration of Independence; Colonists declare freedom from England.
Articles of Confederation approved as the first plan of government.
U.S. Constitution is approved as the new plan of government.
Bill of Rights added to the Constitution, guaranteeing citizen rights.
title
1770
1775
1780
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1785
1790
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1795
1800
5
Chapter 1—Lesson 1
Social Studies
Lesson 1
Answer the following questions for
“U.S. Constitution and Bill of Rights” using
information from your graphic organizer.
Often an event occurs based on other events that take place. The event
that leads up to another event happening is the cause. The event which
follows is the effect. Fill in the response that best completes each
cause and effect listed below. Include the dates of the events in your
answers. The first one has been completed for you.
Cause
Colonists were no longer under
the rule of the King of England
Effect
A new government had
to be formed. (1776)
Representatives from each
state met to write up a
plan for a new government.
Delegates met in Philadelphia for
more than three months in 1787
to discuss, debate and decide on
a new Constitution.
Colonists feared that the new
constitution would make the
central government too powerful.
Congress promised to add a list of
citizen rights to the Constitution.
6
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Item #NA1562
5
For Grade 5
S
tudies
tudi
es
ocial
S
For Grade
For Grade
5
S
tudies
tudi
es
ocial
S
Social Studies
Using
Graphic Organizers
to Improve
Social Studies Skills
Written By:
Geriann Patterson
1-877-PASSING
www.showwhatyouknowpublishing.com
Printed in the U.S.A.
$10.95