CURRICULUM MAPPING
Subject: Social Studies
Grade: Fifth
Standards:
The following Common Core Standards apply to all units of study below.
SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1a- Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c- Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
SL.5.1d- Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
SL.5.2- Summarize a written text read aloud or information presented in diverse
media and formats, including visually , quantitatively, and orally.
SL.5.3- Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
SL.5.4- Report a topic or text, or present an opinion sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
SL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
L.5.6- Acquire and use accurately grade-appropriate general academic and domainspecific words an phrases, including those that signal contrast, addition, and other
logical relationships (e.g., however, although, nevertheless, similarly, moreover, in
addition).
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RI.5.2- Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text (informational).
RI.5.3- Explain the relationship or interactions between two or more individuals,
events, ideas or concepts in historical, scientific, or technical text based on specific
information in the text.
RI.5.4- Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5- 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.
RI.5.6- Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI.5.7- Draw information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8- Explain how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point(s).
RI.5.9- Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
RI.5.10- 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.
I. Unit – Map and Globe Skills
A. Content/Essential Questions
How did our country form? Looking at a map, what did our country look like during
the Colonial times? What was the route Lewis and Clark explored along with other
explorers? Locate on US maps where battles during the Civil War took place. Locate
on a map all 50 states. Where did most immigrants from the 1890s-1940s emigrate
from?
Standards:
New Generation Sunshine State Standards (NGSSS) – Social Studies
SS.5.G.1.3-Identify major United States physical features on a map of North
America.
SS.5.G.1.4-Construct maps, charts, and graphs to display geographic information.
SS.5.G.1.5-Identify and locate the original thirteen colonies on a map of North
America.
SS.5.G.1.6- Locate and identify states, capitals, and United States Territories on a
map.
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.6.G.1.6- Use a map to identify major bodies of water of the world, and explain
ways they have impacted the development of civilizations.
B. Skills
The student will be able to:
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Use geographical tools and resources
Apply the concepts of latitude, longitude, direction, continents, oceans and
time zones
Explain and apply information gathered from maps
Use historical maps
Locate different countries and states on a political map
Locate national and state boundary lines
Locate selected U.S. cities and rivers
Measure distance on a map using the scale
Construct various maps of the U.S. at specific points in time
Interpret map symbols
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Describe the relationship between geographical environment and historical
development of a nation or area
Locate places of historical significance
Use a map of the United States to identify and locate states, cities, and
regions
Discuss the use of lands, harbors, major mountains, and water systems
Explain how natural resources help determine the kinds of jobs available
in a particular region
Locate selected countries of Europe and Asia
Locate places on a map that are in the current news
Construct a route on a map
Trace a journey on a map following an itinerary
C. Activities and Procedures
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Frontal instruction
Group discussion
Commercial worksheets
Teacher-made worksheets
Examining maps
D. Resources
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The United States Government: A new Form of Government (attached)
Teacher-made booklet
Map of U.S. – 1803
Lewis and Clark Expedition
Harcourt Social Studies – Volume 2
Maps of U.S. 1790 – 1865
Computer
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E. Technology
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Students will use the promethean board to locate places on maps
F. Assessment
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Teacher-made tests
Boat project
Homework
II. Unit – Citizenship
A. Content/Essential Questions
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Knowing how to compromise when resolving conflicts
As the nation grows, how are people exposed to new ideas that lead to
changes in the way history and culture are pass along to new generations?
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How laws have helped keep order and why it is important for people to
stay informed about issues of government.
Why is it important for citizens to know their Constitutional rights?
How do people change laws?
During the Civil War, did states have the right to secede?
Recognizing one’s emotions and behaviors to achieve one’s goal
Managing emotions and behaviors to achieve one’s goal
Forming positive relationships, working in teams, dealing effectively with
conflict
Making ethical, constructive choices about personal and social behavior
Standards:
New Generations Sunshine State Standards (NGSSS) – Social Studies
SS.4.C.2.2- Identify ways citizens work together to influence government and help
solve community and state problems.
SS.4.C.2.3-Explain the importance of public service, voting, and volunteerism.
SS.4.C.3.2-Distinguish between state (governor, state representative, or senator) and
local government (mayor, city commissioner).
SS.5.C.2.3-Analyze how the Constitution has expanded voting rights from our
nation's early history to today.
SS.5.C.3.5-Identify the fundamental rights of all citizens as enumerated in the Bill of
Rights.
SS.7.C.2.1- Define the term "citizen," and identify legal means of becoming a United
States citizen.
SS.7.C.2.2 -Evaluate the obligations citizens have to obey laws, pay taxes, defend the
nation, and serve on juries.
B. Skills
The student will be able to:
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Apply a problem-solving process to resolve a conflict.
Use critical-thinking skills to analyze problems and implement
solutions.
Examine ways that cultural history is celebrated and preserved
Understand that the United States Constitution lists the rights that
Americans have
Examine ways that people can use their Constitutional rights to reform
laws and work for change.
Compare and analyze contrasting points of view about secession.
C. Activities/Procedures
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Implementing Open Circle Program curriculum
TRAC- field trip
Holiday celebration Days
Field Trip
TRAC – High and low ropes courses
D. Resources
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Open Circle Curriculum: Grade 5 – The Stone Center, Wellesley College
Harcourt Social Studies: Grade 5- Volume 2- Houghton Mifflin Harcourt
E. Technology
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Promethean Board
F. Assessment
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Group discussion
III. Unit – A New Form of Government
A. Content/Essential Questions
What makes America, America? Have you ever wondered how the United
States of America came to be and how its past affects you today? What were
some of the major problems faced by the writers of the Constitution?
How does the Constitution secure our liberty? The United States is a
democracy, based on a system of law, established in the Constitution. The
interpretation of that document, and the rights guaranteed by it, are the basis for
the fifth grade social studies unit.
Standards:
New Generations Sunshine State Standards (NGSSS) – Social Studies
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.6.4-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.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.
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.1.6 - Compare Federalist and Anti-Federalist views 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, and
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 powers 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.7.C.1.5 -Identify how the weaknesses of the Articles of Confederation led
to the writing of the Constitution.
SS.7.C.1.6 - Interpret the intentions of the Preamble of the Constitution.
SS.7.C.1.7- Describe how the Constitution limits the powers of government
Through separation of powers and checks and balances.
SS.7.C.1.8 -Explain the viewpoints of the Federalists and the Anti-Federalists
regarding the ratification of the Constitution and inclusion of a bill of rights.
B. Skills
The student will be able to:
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Recognize that history is told in chronological order
Be able to read, use, and make a time line
Explain why America was called The Great Experiment
Articulate a summation of the Articles of Confederation –
Explain how they were weak and why the delegates wrote a new plan
for the United States
Analyze what is special and unique about a democratic form of
government
Explain the importance of the Great Compromise
Recognize differing points of view about the United States
Constitution
Describe the struggle to get the Constitution approved
Explain the key rights guaranteed in the Bill of Rights
Debate the positions on the right to vote
Explain: equal protection of the law
Identify and define the separate branches of government
Analyze how a democracy is different from other forms of government
Be familiar with the Constitution and Bill of Rights
Articulate how democracy was limited during this time period (e.g.
slavery; women not allowed to vote)
Identify the major political leaders of the U.S. during this time period
(e.g. Washington, Adams, Jefferson and Hamilton)
Be familiar with biographical information on George Washington,
John Adams, Thomas Jefferson, and Benjamin Banneker
List the precedents set by George Washington as President
Identify the role of the President’s cabinet
Identify the role of the Supreme Court
Identify the role of the Legislative Branch
Describe the rise of political parties and the differences between them
(e.g. Federalists and Democratic-Republicans)
Describe the difference between a strict and loose interpretation of the
Constitution
Describe the responsibilities of political parties
Identify the problems in foreign affairs under Washington and Adams
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Describe the federalist losing control of the national government
Identify the location and describe the purpose of the Louisiana
Purchase
Identify the route and describe the importance of the Lewis and Clark
Expedition
Describe the role of Sacajawea on the Lewis and Clark Expedition
Apply a problem solving process to resolve a conflict.
Analyze primary sources to understand points of view
Recognize differing points of view about the United States
government
Compare the powers and functions of the three branches of
government
Describe the struggle to get the Constitution approved
Explain the key rights guaranteed in the Bill of Rights
Learn how the authority of a democracy comes from its people
Compare the powers granted to citizens, the federal government, and
the states
C. Activities/Procedures
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Purposeful silent and oral reading
Frontal instruction
Group discussion
Questions and answers (written and oral) (e.g. Reading for the main
idea; reading for information; drawing conclusions; predicting
outcomes; making decisions; reading to evaluate; reading to compare;
reading to analyze; reading for sequence; reading critically)
Commercial worksheets
Teacher-made worksheets
Examine maps
Build vocabulary
brainstorm
Watch videos
Examine photographs and paintings
Jefferson vs. Hamilton Debate
Research projects
Analyze problems and implement solutions – debate
Resolve a conflict – debate
Mock impeachment trial
Computer project on signers of the Constitution
Field Trip
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Philadelphia
D. Resources
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The United States Government: A new Form of Government
(attached) Teacher-made booklet
Sources: United States Yesterday and Today Silver Burdett & Ginn
“Presidents of the U.S. Vol. 1 – Weber Costelo
One Flag, One Land Silver, Burdett & Ginn
America’s Story: The Early National Period 1796-1850 Sundance
George Washington Biography Booklet Mount Vernon
Teaching & Learning Company – History Speaks…Julia Hargrove
Sign on the Dotted Line – The U.S. Constitution Carole Marsh
Videos : “The Song of Sacajawea”
Charts:
o Portrait of Benjamin Banneker
o Portrait of George Washington
o President Adams
o President Jefferson
Preamble of the Constitution
Bill of Rights
Lewis and Clark Expedition
Maps:
o Map of U.S. – 1790
o Map of U.S. – 1803
o Lewis and Clark Expedition
Sheet music: The Star Spangled Banner
Harcourt Social Studies – Volume 2
Skills worksheets on three branches of government, Constitutional
Convention, Bill of Rights From Harcourt Social Studies – Volume 2
book
Constitution
Preamble to the Constitution
Bill of Rights
Maps of U.S. 1790
Computer
E. Technology
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Students will use the computer to research delegates from the
Constitution
Students will use the promethean board to take notes, highlight, and
outline
Students will use the promethean board to locate places on maps
F. Assessment
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Teacher made tests
Research projects
Homework
Extra credit
Computer research projects
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Class participation
IV. Unit – Civil War
A. Content/Essential Questions
What caused the Civil War? What conflicts and disagreements occurred
between the North and South that led to the outbreak of the Civil War? How
were people affected by the Civil War? How did the Union win the Civil War?
What strategies were used by the North and South in fighting the Civil War?
What happened in the South after the Civil War? How did the United States
change after the Civil War?
Standards:
New Generations Sunshine State Standards (NGSSS) – Social Studies
SS.8.A.5.10-Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
SS.8.A.5.2 - Analyze the role of slavery in the development of sectional
conflict.
SS.8.A.5.3-Explain major domestic and international economic, military,
political, and socio-cultural events of Abraham Lincoln's presidency.
SS.8.A.5.4- Identify the division (Confederate and Union States, Border states,
western territories) of the United States at the outbreak of the Civil War.
SS.8.A.5.5-Compare Union and Confederate strengths and weaknesses.
SS.8.A.5.6-Compare significant Civil War battles and events and their effects
on civilian populations.
SS.5.A.6.8-Describe the causes and effects of the Missouri Compromise.
SS.8.A.4.1- Examine the causes, course, and consequences of United States
westward expansion and its growing diplomatic assertiveness (War of 1812,
Convention of 1818Missouri Compromise, Monroe Doctrine, Trail of Tears,
Texas annexation, Manifest Destiny, Mexican American War/Mexican Cession,
California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden
Purchase).
B. Skills
The student will be able to:
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Delineate historical events in chronological order
Read, use and create a time line
Make generalizations about historic events and issues of the Civil War
Describe the hiding of runaway enslaved people
Explain how some people helped runaway enslaved people
Analyze the election of 1860
Describe the events at Fort Sumter that began the Civil War
Analyze the early battles of the Civil War
Identify different groups of Americans who contributed to the Civil
War effort
Identify major battles of the Civil War and their results
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Analyze the Gettysburg Address and its impact on the Civil War
Describe the surrender of General Lee to General Grant at Appomattox
Court House
Compare and analyze maps from different time periods
Understand social and economic conditions
Identify the conflicts and changes that occurred during the 1800s.
Explain how the Kansas-Nebraska Act led to conflict.
Analyze how the Dred Scott decision affected African-Americans and
the United States
Explain the aim and operation of the Underground Railroad
Explain the contributions of women to the antislavery movement
Identify important abolitionists and describe their work
Describe Abraham Lincoln’s political career
Identify reasons that some Southern states left the Union
Recognize different points of view about states’ rights
Discuss the Emancipation Proclamation and describe its effects
Identify different groups of Americans who contributed to the Civil
War efforts
Describe Sherman’s March to the Sea and how it brought destruction
to the South
Explain Abraham Lincoln’s assassination
Identify a variety of songs and their interpretations during the Civil
War
C. Activities/Procedures
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Purposeful silent and oral reading
Frontal instruction
Group discussions
Questions and answers (written and oral) (e.g. Reading for the main
idea; reading for information; drawing conclusions; predicting
outcomes; making decisions; reading to evaluate; reading to compare;
reading to analyze; reading for sequence; reading critically)
Commercial worksheets
Teacher-made worksheets
Examine maps
Build vocabulary
Brainstorm
Watch videos
Examine photographs and paintings
Research projects
Biography reports
Marching and drilling
Civil War baseball
Gettysburg speech contest
Destiny Dice
Journal entries
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Combat cards
Identify Cards
Regiment simulation
D. Resources
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Civil War - Teacher-made booklet
Sources: United States Yesterday and Today Silver Burdett & Ginn
“Presidents of the U.S. Vol. 2 – Weber Costelo
Civil War – A simulation of civilian and soldier life during the
American Civil War, 1861-1865- Terry Handy and Bill Lacey
The Civil War – North and South – Jane Pofahl
History of the Civil War- James I. Robertson, Jr.
The Civil War- The War Between the States – George Lee and Roger
Gaston
Two Miserable Presidents – Steve Sheinkin
Videos : “Follow the Drinking Gourd”
Charts: Slave Auction Pamphlet
Flags of the North and South
Artifact table (soldiers, Fort Sumter, bullets, hats, etc.)
Gettysburg Address
Maps: Compromise of 1850, Kansas-Nebraska Act of 1854, Election
of 1860
Civil War Student Guide
Civil War Photography
Civil War Music
E. Technology
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Students will use the computer and library to research a person during
the Civil War
Students will use the promethean board to take notes, highlight, and
outline
Students will use the promethean board to locate places on maps
F. Assessment
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Teacher made tests
Research projects
Homework
Extra credit
Biography research projects
Class participation
Unit Test
V. Unit – Immigration
A. Content/Essential Questions
During the period from 1820-1920 the United States experienced the largest
wave of immigrants in its history. No other nation has ever had to deal with
such huge numbers of people at one time.
What were some of the reasons people immigrated to the United States; and
what pushed them from their country of birth?
Life in American meant enormous adjustments for new immigrants- the
challenges and heartbreak of financial struggles, homesickness for familiar
places and people, unfamiliar customs, the language barrier, and sometimes the
cruelty of prejudice. And still immigrants viewed the United States as a land of
promise and opportunity.
How did new immigrants meet the challenges and adjustments necessary to
assimilate into the greater society?
Standards:
From New Generations Sunshine State Standards (NGSSS) – Social Studies
SS.4.A.8.2-Describe how and why immigration impacts Florida today.
SS.912.A.7.16- Examine changes in immigration policy and attitudes toward
immigration since 1950.
B. Skills
The student will be able to:
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Understand the reasons for the tremendous growth in the US
population between 1820-1920
Develop a time line showing where students’ family members
emigrated from, when and where they settled (class project)
Explain the “push-pull” factors that result in going from emigration to
immigration
Compare and contrast the differences and similarities between
immigrant groups
Delineate the problems faced by immigrants – hostility, acceptance,
jobs, food, shelter, religious acceptance, child labor, language barriers,
clothing
Analyze the three levels of passage aboard ships
Research difficulties in gaining passage through immigration centers
(Ellis Island) , both physically and mentally
Summarizes all aspects of the Ellis Island Process (registry/ Great
Hall, medical exam, interview, mental exam, meals, money exchange,
interpreters, quotas, quarantine)
Analyze and understand the immigrants’ reaction to the United States
officers
Locate the geographical settlements of different immigrants groups
Explain the history behind the Statue of Liberty, its construction and
its meaning to both France and the United States
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Interpret and summarizes the poem “The New Colossus” by Emma
Lazarus (language arts class)
Help prepare and plan a hands on experience by traveling to Ellis
Island to bring the curriculum to life
Develop a family tree, showing the connections to relatives
Recognize hostility that was directed towards new immigrants
Identify child labor and lists where it existed
Define “greenhorn”
Define assimilation
Compare and contrast present and past US immigration laws
Differentiate between “legal” and “illegal” immigration
List the major immigrant groups that immigrated to the United States
during this time period
Conduct an interview on a family member to gather information on
their history of their family and where they immigrated from
Summarize the contributions immigrants made to the US
C. Activities/Procedures
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Individual, partner and small group instruction
Research of places visited on fifth grade trip
Instructional books
Video – “Island of Hope, Island Of Tears”
Role playing an immigrant’s experience entering Ellis Island
Video – “The Golden Door- Our Nation of Immigrants”
purposeful silent and oral reading
frontal instruction
group discussion
commercial worksheets
teacher-made worksheets
examining maps
building vocabulary
Critical thinking skills to analyze problems and implement solutions
Ellis Island – simulation
Field Trip
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Ellis Island, Statue of Liberty, Tenement Museum, Ellis Island
Musical
D. Resources
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Immigration-Teacher-made booklet
Sources: United States Yesterday and Today Silver Burdett & Ginn
We are Americans, Voices of the Immigrant Experience, Dorothy &
Thomas Hoobler
Immigrant Kids, Russell Freedman
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Gateway, A simulation of immigration issues in past and present
America, Interact
Harcourt Social Studies – Volume 2
Skills worksheets on immigration
Computer
E. Technology
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Students will use the computer to research places to be visited in
Philadelphia and New York
Students will use the promethean board to take notes, highlight, and
outline
Students will use the promethean board to locate places on maps
F. Assessment
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Teacher made tests
Teacher observations
Class discussions
Research projects
Homework
Extra credit
Computer research projects
Unit VI: Current Events
A. Content/Essential Questions
How do political cartoons inform us? How do we determine the illustrator’s
point of view? How do history and culture impact on the cartoons? Where are
they found and how are they used?
Standards:
From New Generations Sunshine State Standards (NGSSS) – Social Studies
SS.8.A.1.3- Analyze current events relevant to American History topics through a
variety of electronic and print media resources.
SS.8.A.1.4- Differentiate fact from opinion, utilize appropriate historical research
and fiction/nonfiction support materials.
SS.8.A.1.5- Identify, within both primary and secondary sources, the author,
audience, format, and purpose of significant historical documents.
SS.8.A.1.6- Compare interpretations of key events and issues throughout American
History.
SS.8.A.1.7- View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
SS.912.A.1.4- Analyze how images, symbols, objects, cartoons, graphs, charts,
maps, and artwork may be used to interpret the significance of time periods and
events from the past.
SS.912.H.1.6-Analyze how current events are explained by artistic and cultural
trends of the past.
B. Skills
The student will be able to:
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Understand the editorial cartoon as a unified, visual expression of a single
opinion or idea about a public issue in the news
Understand what analogies and symbols in cartoons are, and why they are the
essential ingredients that make cartoons thought-provoking forms of
expression
Ascertain some idea of what these kinds of humor are and how they can help a
cartoon make its point more effectively
Understand the role exaggeration, visual hyperbole, and excessive
understatement play in helping a cartoon get its point across
See that words can be used in cartoons in many ways
Recognize some of the basic artistic techniques and rules of thumb that go in
to producing an effective editorial cartoon
Recognize the wide range of historical, literary, and cultural materials
cartoonists draw on for symbols and analogies, and to explain why these
materials often provide the most powerful and economical images cartoons
employ
Appreciate editorial cartoons as valuable sources of information about earlier
periods of history
Develop awareness of daily activities that happen around the world
Watch the world news
Summarize news articles
C. Activities/Procedures
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Watch the world evening news
Summarize current events
Find political cartoons in newspapers, magazines and the Internet
Interpret editorial cartoons
D. Resources
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The Miami Herald
Internet
Understanding and Creating Editorial Cartoons – Knowledge Unlimited Inc.
E. Technology
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Computer
In School Enrichment:
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Jim Morin- Herald cartoonist
F. Assessment
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Current Event Summaries
New Story summaries
Revised: October 22, 2013