Social Studies: Grade 5 Pacing Resource Document
Unit 4 : Discovery, Exploration and Colonial Life
Essential Question: What factors contributed to the development of colonial regions?
5.1.4 Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements.
Examples: St. Augustine, Roanoke Island, Santa Fe and Jamestown.
5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe.
5.1.6 Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists.
5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic
organization and structure of each region.
Examples: Slavery, plantations, town meetings and town markets
5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
Examples: John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop, Thomas Hooker, George Whitefield and William
Penn
5.2.2 Identify and explain ideas about limited government*, the rule of law and individual rights in key colonial era documents.
Examples: The Mayflower Compact (1620), Fundamental Orders of Connecticut (1639)
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.
5.3.12 Describe and analyze how specific physical features influenced historical events and movements.
Examples: George Washington’s headquarters at Valley Forge, Francis Marion’s campaign based from South Carolina’s swamps and George
Rogers Clark’s campaign in the Ohio Valley
Suggested Target Questions:
What was life like in the colonies? (5.1.4, 5.1.7)
Why did Europeans settle in the English Colonies? (5.1.5)
How did colonists’ motivations influence their settlement patterns, colony structures and relations with others? (5.1.5, 5.1.6, 5.1.8, 5.2.8)
How did available resources and the origins of settlers shape the economic activity and political institutions of the three colonial regions? (5.1.4,
5.1.7, 5.3.12)
How did Native Americans and colonists settle their cultural differences? (5.1.6, 5.2.8)
Text-based Practice:
Web-based Practice:
Social Studies: Grade 5 Pacing Resource Document
Text-based Practice:
Timelinks: American History (Macmillan)
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map10-ways-to-teach-about-geography/
Social Studies and the Young Learner (Pullout) – Geography
Themes in Children’s Literature with recommended
thematic rubric, reading list and bingo sheet – good way to
meet social studies learning targets with fiction read alouds!
ww.socialstudies.org/system/files/publications/yl/2601/260
1_Pullout.pdf
Helping Your Child Learn Geography – Great teaching tips on
how to teach geography essentials
http://www2.ed.gov/pubs/parents/Geography/index.html
Social Studies Lessons by Calendar – Teacher Curriculum
Institute – Complete lessons thematically organized through
social studies related calendar events
http://www.teachtci.com/free-social-studies-lessons.html
Life in Colonial America
http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html
Colonial Williamsburg
http://www.history.org/
America’s Story: Colonial America
http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html
America in 1607: Jamestown and the Powhatan
http://ngm.nationalgeographic.com/2007/05/jamestown/jamestownstandalone?fs=www7.nationalgeographic.com
Clickable Map of 13 Colonies
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
Mr. Donn’s Colonial Times
http://americanhistory.mrdonn.org/colonial.html
Colony “Balloons”
http://teachinginroom6.blogspot.com/2014/04/colony-balloons.html
Discovering Jamestown
http://www.historyisfun.org/jamestown2007//index.html
Colonial Government
http://www.landofthebrave.info/colonial-government.htm
Voyage on the Mayflower
http://www.scholastic.com/scholastic_thanksgiving/voyage/
The Pilgrims and Plymouth Colony: 1620
http://www.rootsweb.ancestry.com/~mosmd/
General Oglethorpe
https://www.youtube.com/watch?v=zsnTshPB438#t=36
The Thirteen Colonies
https://www.youtube.com/playlist?list=PL9bDHRx3YbkV_rZLEF-eg8I6v080oCnS4
Founding the American Colonies
http://www.timepage.org/spl/13colony.html
Comparison of Slavery and Indentured Servants in Colonies
http://www.rockwood.k12.mo.us/tahg/eah/5th/Lessons/End%20of%20Trade%20and%20Sla
very.pdf
French and Indian War
http://americanhistory.mrdonn.org/french-and-indian.html
Example Unit Assessment
How did Native Americans and colonial settlers deal with their cultural differences? (5.1.6, 5.2.8)
Social Studies: Grade 5 Pacing Resource Document
Visit the Colonial Williamsburg web site and explore the many cultural differences that Native Americans and colonists faced when living near each
other in early America.
http://parks.sandi.net/Pages/Williamsburg/Site%202/Welcome.html (please see pdf connected under “Teachers”)
Visual Anticipatory Set:
A mythical illustration of Pocahontas saving John Smith from death. How does this picture support the idea of cultural differences between Native
Americans and colonists?
1)
2)
3)
4)
5)
Carry out these steps to learn and assess the site materials:
Choose a side and learn their culture in detail (Native American/Colonist) – take good notes!
Together with other classmates that share your culture list the things that you feel are the most important parts of your everyday lives (top
5)
Come together with the other cultural group and have a meeting. During the meeting find out what you agree are the most important
things that agree and disagree about in everyday life
Discuss what you will do about sharing resources for the things both groups want. Then see about solving potential disputes about where
you disagree (make these solutions a collective list)
Reflect on the unit assessment question above. Write out a full essay comparing the activity with the real examples of Native American and
colonist relations in history
Unit 5 : Causes and Consequences of the Revolutionary War
Social Studies: Grade 5 Pacing Resource Document
Essential Question: What were the major causes and outcomes of the Revolutionary War?
5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic
organization and structure of each region.
5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
5.1.9
Understand how political, religious, and economic ideas brought about the American Revolution
5.1.10 Analyze the causes of the American Revolution as outlined in the Declaration of Independence
5.1.11 Identify major British and American leaders of the American Revolutionary War and describe their significance in key events of the war
5.1.12 Describe the contributions of France and other nations and of individuals to the outcome of the American Revolution
5.1.13 Identify contributions of women and minorities during the American Revolution.
Suggested Target Questions:
What were the some of the main economic and social differences between the colonies during the first half of the 1700s? (5.1.7)
Why did the colonists start to grow angry with the British king? (5.1.8, 5.1.9)
What ideas and economic needs motivated more and more colonists to accept protest against British rule? (5.1.9, 5.1.10)
How did protest against England start change the colonists’ lives and their own identity? (5.1.4, 5.1.7, 5.3.12)
How were the reasons for protest and revolution against the British different for minority colonist groups? (5.1.13)
What were the key events that shaped the outcome of the Revolutionary War? (5.1.11, 5.1.12)
Who were the American, British and other revolutionary leaders that played an important role in the war? (5.1.11, 5.1.12)
How did the events surrounding the Revolutionary War affect the lives of everyday colonists? (5.1.8, 5.1.13)
Text-based Practice:
Timelinks: American History (Macmillan)
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map10-ways-to-teach-about-geography/
Web-based Practice:
Timelinks: The United States Online Edition – Unit 3 – Colonial America
http://www.macmillanmh.com/socialstudies/2009/ss/student/grade5/unit3.html
Timelinks: The Unites States Online Edition – Unit 3 – Games
http://www.macmillanmh.com/socialstudies/2009/ss/student/grade5/unit3.html
Carol Hurst Blog on teaching American history through literature and literary understanding –
some good ideas for building deeper understanding and writing ideas.
http://www.carolhurst.com/subjects/ushistory/colonial.html
Life in Colonial America
http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html
Social Studies: Grade 5 Pacing Resource Document
Social Studies and the Young Learner (Pullout) – Geography
Themes in Children’s Literature with recommended
thematic rubric, reading list and bingo sheet – good way to
meet social studies learning targets with fiction read alouds!
ww.socialstudies.org/system/files/publications/yl/2601/260
1_Pullout.pdf
Helping Your Child Learn Geography – Great teaching tips on
how to teach geography essentials
http://www2.ed.gov/pubs/parents/Geography/index.html
Social Studies Lessons by Calendar – Teacher Curriculum
Institute – Complete lessons thematically organized through
social studies related calendar events
http://www.teachtci.com/free-social-studies-lessons.html
Colonial Williamsburg
http://www.history.org/
America’s Story: Colonial America
http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html
Clickable Map of 13 Colonies
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
Mr. Donn’s Road to Revolution
http://13colonies.mrdonn.org/road-to-revolution.html
Colony “Balloons”
http://teachinginroom6.blogspot.com/2014/04/colony-balloons.html
Colonial Government
http://www.landofthebrave.info/colonial-government.htm
The Thirteen Colonies
https://www.youtube.com/playlist?list=PL9bDHRx3YbkV_rZLEF-eg8I6v080oCnS4
Founding the American Colonies
http://www.timepage.org/spl/13colony.html
Comparison of Slavery and Indentured Servants in Colonies
http://www.rockwood.k12.mo.us/tahg/eah/5th/Lessons/End%20of%20Trade%20and%20Sla
very.pdf
Mission US – Virtual History Game created by PBS
http://www.mission-us.org
Example Unit Assessment
How did the events surrounding the Revolutionary War affect the lives of everyday colonists? (5.1.6, 5.2.8)
Note: Mission US is a role playing game site that teaches students history through the life of a digital avatar (character). The site has been
developed by PBS and has shown good results in studies. You will need to schedule access to computers to effectively carry out this activity and
assessment. However, you do not need to complete the game in its entirety to assess students’ knowledge.
Go to: http://www.mission-us.org/ (choose “For Crown or Colony”)




This game requires teachers to register their students
It can be played collectively or individually
Teachers should download the pdf guide to help guide students through the activity
Students should write or present their conclusion about Nat’s life during the Revolution – RAFT is a great approach to respond to this
assessment question.
Social Studies: Grade 5 Pacing Resource Document
Visual Anticipatory Set:
What key event took place in this square in Boston that increased American protest against British rule?
Unit 6 : America’s Government Takes Shape
Essential Question: What ideas and principles was America’s government founded on?
5.2.1 Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
5.2.2 Identify and explain ideas about limited government*, the rule of law and individual rights in key colonial era documents.
5.2.3 Give examples and explain how the British colonies in America developed forms of representative government, self-government and
democratic practices.
Suggested Target Questions:
What challenges did the independent American states face after the Revolutionary War? (5.2.3)
Why was it important for Americans to believe that their new government was limited? (5.2.2)
What examples of self-rule and democracy did American leaders borrow from to create their own government? (5.2.1, 5.2.2)
What examples of individual rights did American leaders borrow from to create their own statement of rights? (5.2.2)
What is the Preamble? (5.2.1)
What values and principles does the Preamble promote (5.2.1, 5.2.2)?
Social Studies: Grade 5 Pacing Resource Document
Text-based Practice:
Timelinks: American History (Macmillan)
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map10-ways-to-teach-about-geography/
Social Studies and the Young Learner (Pullout) – Geography
Themes in Children’s Literature with recommended
thematic rubric, reading list and bingo sheet – good way to
meet social studies learning targets with fiction read alouds!
ww.socialstudies.org/system/files/publications/yl/2601/260
1_Pullout.pdf
Helping Your Child Learn Geography – Great teaching tips on
how to teach geography essentials
http://www2.ed.gov/pubs/parents/Geography/index.html
Social Studies Lessons by Calendar – Teacher Curriculum
Institute – Complete lessons thematically organized through
social studies related calendar events
http://www.teachtci.com/free-social-studies-lessons.html
Web-based Practice:
Introduction to the Constitution
http://www.congressforkids.net/Constitution_index.html
Scholastic Constitution Lesson
http://tinyurl.com/Scholastic-Constitution
Constitution K-12
http://tinyurl.com/bvwomz4
Clickable Map of 13 Colonies
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
Preamble for Kids
http://www.vrml.k12.la.us/cc/constitution_day/preamble/preambleforkids.htm
Mr. Donn’s Colonial Times
http://americanhistory.mrdonn.org/colonial.html
Resources for History Teachers – 5th Grade American History
https://resourcesforhistoryteachers.wikispaces.com/5.14
Colonial Government
http://www.landofthebrave.info/colonial-government.htm
The Thirteen Colonies
https://www.youtube.com/playlist?list=PL9bDHRx3YbkV_rZLEF-eg8I6v080oCnS4
Founding the American Colonies
http://www.timepage.org/spl/13colony.html
Comparison of Slavery and Indentured Servants in Colonies
http://www.rockwood.k12.mo.us/tahg/eah/5th/Lessons/End%20of%20Trade%20and%20Sla
very.pdf
Federalist vs. Anti-Federalist Debate – an interactive activity that helps students organize
ideas and people that supported or did not support the Constitution. A great learning tool!
http://www.learningliftoff.com/4th-5th-grade-history-learning-activity-federalist-vs-antifederalist/#.VBgq-vldWSo
Example Unit Assessment
What were the most important issues argued by the framers at the Constitutional Convention? (5.2.1, 5.2.2)
Note: After the failure of the Articles of Confederation to solve the problems faced by the thirteen states of the nation, interest emerged in forming
a new government. A constitutional convention was called and delegates from different regions participated. They, however, were not in
Social Studies: Grade 5 Pacing Resource Document
agreement with how the new government should look. Go to the websites below and have students collect the various issues they discussed as
they tried to reach agreement on what the shape of our government would be.
Go to: Resources for History Teachers -- http://resourcesforhistoryteachers.wikispaces.com/5.22
Federalists vs. Anti-Federalists Idea and People Sort -- http://www.learningliftoff.com/4th-5th-grade-history-learning-activity-federalist-vsanti-federalist/#.VBgq-vldWSo
 What was the Great Compromise?
 How did differences in regions (North and South) play a part in the debate?
 Take on the role of a framer, research his background and create a short skit including discussion of compromises made to create the
Constitution (look at Federalist and Anti-Federalist Arguments)
 Ask students to decide if the compromises could have been solved in other ways? What would they have changed? Ask students to write to
these questions in the context of a framer’s perspective.
Visual Anticipatory Set:
Slavery by percent
Social Studies: Grade 5 Pacing Resource Document
Based on the map, what would be a possible difference between regions at the Constitution Convention?