Social Studies Curriculum Guide
th
Pinellas County Schools
5 Grade, 2010-2011
_______________________________________________
This curriculum guide covers 7 units (25 weeks)
Geography, Government and
American History from Pre Columbian days through 1850.
*Economics will be taught using Enterprise Village Curriculum, (6-8 weeks)
Department
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 1: Geography
Objective:
Develop an understanding of current and historical geographic tools.
Concept
Maps
Relationships
Change and Growth
Technological
Developments
Estimated Number of Weeks: 2
Essential Questions
Benchmarks
What are some major features on a map (e.g. compass rose, legend, key, scale, insert map) and
how are they used?
What are the seven continents and four oceans and where are they located on a map/globe?
What are latitude and longitude, and how are they used to locate places?
What major physical features are shown on a map of North America?
Where are current states, capitols, and U.S. territories located?
Where are the countries that played a major role in North American exploration located on a
current map? (e.g. Spain, France, England, Holland, Portugal)
How are maps, navigational charts, globes, and satellite images alike and different?
Embedded Benchmarks
Benchmarks
SS.5.G.1.1
SS.5.G.1.1
SS.5.G.1.2
SS.5.G.1.3
SS5.G.1.6
SS.5.G.1.1
SS.5.G.1.1
People, Places, Events, Terms
Map, navigational chart, globe,
Satellite image
Feature, Compass rose, legend, key, scale,
north, south, east, west
Physical map, Political map
Continents, Oceans
Latitude, Longitude
North America, south America, Antarctica,
Europe, Asia, Africa, Australia
Pacific Ocean, Atlantic Ocean, Indian
Ocean, Arctic Ocean, Gulf of Mexico
Rocky Mountains, Appalachian Mountains, Great Lakes, Lake Okeechobee,
Mississippi River
Resources: Activities, Assessment, & Extensions
Map
www.googleearth.com
Department
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 2: Pre-Columbian America
Objective:
Compare and contrast cultural aspects of Pre-Columbian America.
Concept
Culture
Maps
Economics
Estimated Number of Weeks: 2
Essential Questions
Benchmarks
How are the cultural aspects of ancient American civilizations alike and different
(e.g. food, clothing, shelter, location, major beliefs, practices, music, art, and economy)?
SS.5.A.2.1
SS.5.E.1.1
Aztecs/Mayans
Mound Builders/Inuit/Anasazi
How are the cultural aspects of Native American tribes alike and different (e.g. food, clothing,
shelter, location, major beliefs, practices, music, art, and economy)?
SS.5.A.2.2
SS.5.A.2.3
SS.5.E.1.1
Regions:
Desert Southwest
Coastal Pacific Northwest
Great Plains
Eastern Woodland
Embedded Benchmarks
Benchmarks
Resources: Activities, Assessment, & Extensions
Start an on-going timeline beginning with ancient
civilizations
SS.5.A.1.2
Map
Timeline
Use primary sources, (e.g. maps and pictures) to
show tribal regions and cultural aspects
SS.5.G.1.3
SS.5.A.1.1
Artifact Box from the Fine Arts Museum
Department
People, Places, Events, Terms
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 3: Exploration & Settlement of North America
Objective:
Investigate European exploration and the struggle for control of North America.
Concept
Conflict
Migration
Maps
Economics
Technological
Developments
Influences
Contributions
Estimated Number of Weeks: 3
Essential Questions
Benchmarks
What European countries explored North America; what were the goals and accomplishments? SS.5.A.3.2
What interactions occurred among Europeans, Native Americans, and Africans during the age
of exploration?
Embedded Benchmarks
Benchmarks
SS.5.A.1.2
Timeline
Use primary & secondary sources to show explorer
routes and sea-faring inventions.
SS.5.G.1.1
SS.5.A.1.1
Maps, pictures, travel routes
Use latitude and longitude to map an explorer’s
route.
SS.5.G.1.2
Identify significant explorers, their travel dates &
routes.
SS.5.A.3.2
Department
Spain, France, England, Holland,
Northwest Passage
Expedition
Navigation
Columbian Exchange
Cultural interchanges
Slavery
Fur trade
Disease
Treaties
Resources: Activities, Assessment, & Extensions
Continue the on-going timeline
Investigate inventions (e.g. astrolabe, compass, and
sea-worthy ships)
SS.5.A.3.3
SS.5.E.1.1
People, Places, Events, Terms
SS.5.A.3.1
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 4: Colonial America
Objective:
Analyze the economic, political, geographic, and social elements of North American colonization.
Concept
Conflict
Migration
Maps
Economics
Technological
Developments
Influences
Contributions
Estimated Number of Weeks: 3
Essential Questions
Benchmarks
What were the motivations of significant individuals and groups for colonial settlement
(e.g. economic, political, religious, socio-cultural)?
SS.5.A.4.1
SS.5.A.4.3
SS.5.G.2.1
Examples: William Penn, James Oglethorpe, Puritans, Quakers, joint-stock
companies, boundary changes, religious
persecution,
How are political, economic, and social characteristics of the New England, middle, and
southern colonies alike and different?
SS.5.A.4.2
SS.5.A.4.4
SS.5.E.1.2
government, religion, climate, agriculture,
slavery, geography, occupations,
Resources, market economy, direct trade
How did the introduction of slavery affect Colonial America?
SS.5.A.4.6
Jamestown, cash crops, slave trade,
indentured servants
What was the importance of Triangular Trade?
SS.5.A.4.5
SS.5.E.1.1
SS.5.E.2.1
Africa, West Indies, British Colonies and
Europe
Imports/exports: (e.g. prices, tea, tobacco,
cotton, manufactured goods, raw materials)
Middle Passage
Embedded Benchmarks
Continue the on-going timeline
Benchmarks
People, Places, Events, Terms
Resources: Activities, Assessment, & Extensions
SS.5.A.1.2
Use primary and secondary sources to show Colonial SS.5.G.1.5
America, specifically the 13 Colonies and Triangular SS.5.G.1.1
SS.5.A.1.1
Trade.
Research how geography and climate affected colonial settlements (example: Jamestown ―Starving
Time‖).
Department
SS.5.G.3.1
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 5: American Revolution
Objective:
Understand the significance of the American Revolution.
Concept
Conflict
Maps
Economics
Influences
Contributions
Relationships
Change and Growth
Democracy
Essential Questions
Benchmarks
Who were the significant people/groups, and what were events leading up to and
during the American Revolution?
SS.5.A.5.1
SS.5.A.5.2
SS.5.A.5.4
SS.5.C.2.1
People, Places, Events, Terms
Stamp Act, Townshend Acts, Boston Tea Party,
Boston Massacre, Intolerable Acts, Patriots, Loyalists, Ben Franklin, Sam Adams, Patrick Henry, Thomas Paine’s Common Sense, King George III, Sons
of Liberty, Molly Pitcher, Deborah Sampson, French
& Indian War, etc
How are some of the major military campaigns and battles of the American Revo- SS.5.A.5.5
lution alike and different?
Valley Forge, Bunker Hill, Trenton, Saratoga,
Yorktown, etc.
How did economic, military, and political factors (foreign alliances) lead to the
end of the Revolutionary War?
SS.5.A.5.6
SS.5.A.5.7
SS.5.E.1.2
Alliances: French, Dutch, Spanish
Surrender, traitor (Benedict Arnold), scarcity,
Treaty of Paris
How did Americans govern themselves during the revolutionary period?
SS.5.A.5.3
SS.5.A.5.9
Declaration of Independence, Articles of Confederation, Continental Congress, Northwest
Ordinance
Embedded Benchmarks
Benchmarks
Continue the on-going timeline (appendix pg. ***)
SS.5.A.1.2
Use primary and secondary maps and pictures to
show battle fields and the original thirteen colonies.
SS.5.G.1.1
SS.5.A.1.1
SS.5.G.1.5
Differentiate political ideas of patriots, loyalists, and
the undecided.
SS.5.C.2.1
Describe the effect of war (political and personal).
SS.5.A.5.8
Show an example of the Declaration of Independence, and identify its grievances.
SS.5.C.1.4
SS.5.A.1.1
Department
Estimated Number of Weeks: 4
Resources: Activities, Assessment, & Extensions
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 6: Creating Our New Government
Objective: Understand the structure and function of the U.S. government and the civic responsibilities and participation of its citizens.
Concept
Government
Democracy
Change and Growth
Conflict
Economics
Influences
Relationships
Essential Questions
People, Places, Events, Terms
How and why was the United States government created?
SS.5.C.1.1
Articles of Confederation
Constitutional Convention
Federalist/Anti-Federalist views
What is a constitution, and what is its purpose?
SS.5.C.1.2
Popular Sovereignty, veto, democracy, republic,
ratify
How are the organizational structure (branches) and powers of the federal government defined in the U.S. Constitution?
SS.5.C.3.1
SS.5.C.3.2
SS.5.C.3.6
Branches: Judicial, Legislative, Executive
Articles I, II, III
Checks and Balances, Separation of Powers
Court systems
What are the differences and similarities between federal and state powers?
SS.5.C.3.2
SS.5.C.3.3
Federalism
What is the Bill of Rights, and how did concerns about individual rights lead to
its inclusion in the constitution?
SS.5.C.1.3
SS.5.C.1.5
SS.5.C.3.4
SS.5.C.3.5
Amendment process (Article V)
What are the civic responsibilities of a good citizen?
SS.5.C.2.2
SS.5.C.2.3
SS.5.C.2.4
SS.5.C.2.5
SS.5.G.4.2
Voting rights, political participation
Embedded Benchmarks
Benchmarks
Continue the on-going timeline
SS.5.A.1.2
Show and interpret examples of famous documents using primary
and secondary sources.
SS.5.A.1.1
Identify the Articles of Confederation’s weaknesses
SS.5.C.1.4
Contrast Federalists and Anti-Federalists’ views
SS.5.C.1.6
Department
Benchmarks
Estimated Number of Weeks: 6
Resources: Activities, Assessment, & Extensions
Pinellas County Schools
2010
Grade Level: 5
Social Studies
2010-2011
CURRICULUM MAP
Unit 7: Growth & Westward Expansion
Objective: Understand the development and growth of the United States through 1850.
Concept
Estimated Number of Weeks: 5
Essential Questions
Change and Growth
Technological
Developments
Conflict
Economics
Influences
Relationships
Migration
Maps
Benchmarks
People, Places, Events, Terms
What were the causes and effects of the Louisiana Purchase?
SS.5.A.6.1
SS.5.A.6.4
Thomas Jefferson, Lewis and Clark, Sacagawea
What are some significant technological advancements (e.g. transportation and
communication) during the 19th century?
SS.5.A.6.3
SS.5.E.1.3
Steamboats, canals, roads, flats boats, overland
wagons, pony express, railroads, telegraphs.
What were the causes and effects of the War of 1812?
SS.5.A.6.5
Andrew Jackson, impressments of sailors,
Treaty of Ghent
What is ―Manifest Destiny‖ and how did it affect Native Americans and settlers?
SS.5.A.6.6
SS.5.A.6.7
SS.5.A.6.8
SS.5.A.6.9
Trail of Tears, trails west, The Gold Rush,
Texas War of Independence (Alamo), Texas
Annexation, Mexican Cession,
Missouri Compromise
Embedded Benchmarks
Benchmarks
Continue the on-going timeline
SS.5.A.1.2
Use maps, newspapers, photographs, and letter/journals to
show progress during this time period.
SS.5.G.1.1
SS.5.A.1.1
Identify major physical features of the U.S. on a map.
SS.5.G.1.3
Describe the push/pull factors that influences boundary
changes within the U.S.
SS.5.G.2.1
Describe the impact of past natural events,
e.g. epidemics, on human physical environments.
SS.5.G.3.1
Identify roles and contributions of significant people during this time period (e.g. Robert Fulton, Elizabeth Cady
Stanton, Horace Mann.)
SS.5.A.6.2
SS.5.C.2.5
Resources: Activities, Assessment, & Extensions
SS.5.G.1.6
Locate and identify states, capitals, and territories on a map SS.5.G.4.1
and use geographic knowledge to discuss current events.
Department
Pinellas County Schools
2010
Teacher resource for background knowledge
Unit 2– Pre Columbian America
Suggested Vocabulary:
People/Culture:
Aztecs– civilization that ruled Central Mexico during the 1300s
Mayans– civilization living in the Yucatan Peninsula and Central Mexico from 2000BC-1500AD
Mound Builders– prehistoric inhabitants of North America who built mounds for homes, ceremonial or burial
Inuit– group of culturally similar indigenous peoples inhabiting the Arctic regions
Anasazi– cliff dwelling people of the ancient southwest
Migration- movement from one region to another
Nomad– person who moves from one location to another with no permanent home
Civilization– group of people living together with similar structure of government, religion, & culture
Culture– system of beliefs shared by a large group of people
Clan– a group of families who are related
Travois– cart (like a sled) pulled by dogs to move items by Nomads
Agriculture:
Irrigation– ditches & pipes that supply water
Staple– main food crop
Government:
Confederation– groups of people forming a government
Economic terms:
Surplus– extra
Potlatch– feast where the host gives away wealth
Wampum– highly valued strings or belts made of carefully shaped cut seashell
Barter– exchanging goods without money
Shelters:
Pueblo– Spanish word for town and shelter made of stone & adobe bricks
Longhouse– large house made of bark, shared by more than one family
Roundhouse– shelter made of wooden poles covered with clay and bark
Teepee– shelter made of buffalo skins and wooden poles
Large house– shelter made of boards cut from cedar trees
Lodge– home made of bark, grass
Geographical regions to locate on a map:
Plains
Southwest
Eastern Woodlands
Pacific Northwest
Department
Pinellas County Schools
2010
Unit 3—Exploration & Settlement of North America
Suggested Vocabulary:
People/Culture:
Marco Polo– explorer known for introducing Europeans to China
Columbus– European explorer sailed west introduced the new world to Europe
Conquistador– A Spanish conqueror
Cortez– Spanish conquistador who conquered the Aztecs
Montezuma– leader of the Aztecs
Coronado– explored North America’s west to Kansas, claimed it for Spain (1540)
DeSota– explored deep into North American, claimed it for Spain
Ponce DeLeon- claimed Florida for Spain (1513)
Mission– religious community where Christianity was taught by priests
Empire– many nations or territories ruled by one leader or one group
Magellan– first expedition to circumnavigate the world (1522)
Amerigo Vaspucci– 1498 sailed to South America (where the name ―America‖ came from)
John Cabot– sailed for England looking for a northwest passage, claimed the Grand Banks area for England
Jacques Cartier– sailed up the St. LawrenceRriver looking for a northwest passage, claimed the St. Lawrence River area for France
Champlain—founded Quebec area for France
Henry Hudson– claimed the Hudson Bay/Hudson River area for the Dutch
Francis Drake– English sea captain who stole Spanish gold & silver by attacking their ships
Economic terms:
Merchant– one who buys and sells goods
Profit– money leftover after expenses are paid
Technology:
Compass– navigational instrument that tells direction
Navigation– planning & controlling direction
Astrolabe– navigation tool that measures height of a star above the horizon (sun )
Circumnavigate– navigating around the world by water
Expedition– journey to achieve a goal
Colony– land ruled by another country
Hacienda– large farm or ranch with its own village and church
Convert– to change a belief or religion
Northwest Passage– shortcut to Asia by water through North America
Department
Pinellas County Schools
2010
Unit 4—Colonial America
Suggested Vocabulary:
John Smith– leader of Jamestown
John Rolfe– introduced tobacco to Jamestown
Pocahontas– wife to John Rolfe
Powhatana— Indian nation that lived in the Jamestown area
John Winthrop— First Governor of Massachusetts Bay Colony
Squanto– taught the Pilgrims necessary survival skills
William Bradford– Governor of Plymouth
Wampanoag—Native Americans in the Plymouth area
Concepts to understand
New England colonies
Middle colonies
Southern colonies
William Penn– founder of Pennsylvania (Quaker)
James Oglethorpe– founder of Georgia Colony
Puritans– group of English Protestants (religious group) who wanted to purify the Church of England
Quakers– group of English Protestants (religious group) who strongly believed in religious tolerance
Charter– document giving permission
Invest– using money to earn additional money
Stock– a piece of ownership in a company
Joint-stock company– a group of people who invested their money to finance expeditions
Cash crop– crops grown to sell to earn money
Indentured servant– one who agrees to work for a certain number of years
Pilgrim– one who makes a long journey for religious reasons
Compact– an agreement
Mayflower compact– first written legal governing document written by the English settlers
Religious persecutionTide water
Town meeting
Dissenter
Banish
Import/export
Proprietor
Treaty
Artisan
Laborer
Apprentice
Free market
Free enterprise
Plantation
Department
Pinellas County Schools
2010
Unit 5—American Revolution
Suggested Vocabulary
American Revolution - The war between Great Britain and its thirteen American colonies from 1775 to 1783 that led to the founding of the United States of America.
assembly - A lawmaking body
Battle of Bunker Hill - Costly British ―victory‖ in 1775 over Colonial forces at a site near Charleston, Massachusetts.
Boston Tea Party - A 1773 protest against British taxes in which Boston colonists disguised as Mohawks dumped valuable tea into Boston Harbor.
boycott - To refuse to do business or have contact with a person, group, country, or product.
Committees of Correspondence - Groups organized in the 1770s to keep colonists informed of important events.
delegate - A member of an elected assembly.
First Continental Congress - The assembly of colonial delegates from every colony except Georgia that met in 1774 in Philadelphia to oppose the Intolerable Acts.
Intolerable Acts - The laws passed by the British Parliament in 1774 that closed Boston Harbor, dissolved the Massachusetts assembly, and forced Boston colonists to house
British soldiers.
liberty - freedom
militia - A group of volunteers who fought in times of emergency during the colonial period and the American Revolution.
Minutemen - Well-trained volunteer soldiers who defended the American colonies against the British at a minute’s notice.
petition - A written request signed by many people.
rebel - To oppose those in charge, even to the point of fighting them with weapons, because of different ideas about what is right.
repeal - To withdraw or cancel.
Sons of Liberty - Groups of colonists who organized themselves to protest against the British government.
Stamp Act - A law passed by the British Parliament in 1765 requiring colonists to pay a tax on newspapers, pamphlets, legal documents, and even playing cards.
town meeting - Gathering of a town’s citizens to discuss and solve local problems.
Department
Pinellas County Schools
2010
Unit 6: Creating Our New Government
Suggested Vocabulary:
Amendment
Bill
Bill of rights
Charter/compact
Citizen
Compromise
Congress
Constitution
Democracy
Doctrine
Federal
Human rights
Independence
Justice
Law
Legislature
Patriotism
Representative
Republic
Revolution
Rights
Senate
State
State’s rights
Taxation
Veto
Vote
Department
Pinellas County Schools
2010
Unit 7:Growth & Westward Expansion
Suggested Vocabulary:
Gold rush -a period of feverish migration of workers into the area of dramatic discovery of gold.
cowboy/vaqueros -an individual who managed cattle while mounted on horseback.
ranching -farming for the raising of livestock (particularly cattle)
massacre -the savage and excessive killing of many people
genocide -systematic killing of a racial or cultural group
sod house -The sod house or "Soddy" was a corollary to the log cabin during frontier settlement of the United States and Canada. The prairie lacked standard building materials
such as wood or stone; however, sod from thickly-rooted prairie grass was abundant.
relocation -the transportation of people (as a family or colony) to a new settlement (as after an upheaval of some kind)
Suffrage-The right to vote. The term is used more specifically when referencing the struggles of women and African Americans to attain voting privileges, (e.g.. ―women's suffrage‖)
territory -the geographical area under the jurisdiction of a government
steel plow -a tool used in farming for initial cultivation of soil in preparation for sowing seed or planting.
reservation -an area set aside for use by a particular group of people
transcontinental -Crossing, spanning a continent
treaty -a written agreement between two governments.
Department
Pinellas County Schools
2010
Areas of control
Countries that explored this nation:
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/index.html
Spain
France
Netherlands
England
Department
Pinellas County Schools
2010