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Belleville Public Schools Department of Instruction

Curriculum Guide

Social Studies Fifth Grade

Prepared by:

Belleville Elementary Staff

Helene Feldman, Superintendent of Schools

Mrs. Cummis, Director of Instruction and Testing, K-12

Board Approved:

marissa.maldonado

Text Box

June 10, 2013

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Social Studies (Grade 5)

Introduction:

The Fifth Grade Social Studies curriculum is aligned with both the 2009 New Jersey Core Curriculum Content Standards and new Common Core State Standards for English Language Arts & Literacy. The document specifically cross-references the four 21st Century themes and primary inter-disciplinary connections.

The mission of Social Studies education - as outlined in the 2009 New Jersey Core Curriculum Content Standards - is to provide "learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age." Our elementary school social studies curriculum adheres to this belief. We have developed a curriculum which leads the student from an understanding of oneself and one's immediate surroundings, to the greater community and eventually an understanding of American traditions and values. Basic American foundations and the need for rule of law and an appreciation of geographic and economic diversity are also of major importance.

This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress. As well, with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for all students enrolled in this course, regardless of ability level, native language, or classification. It is meant to be a dynamic tool that we, as educators, will revise and modify as it is used during the course of the school year.

Mapping/Sequence: The curriculum is written following the parameters of Understanding by Design. The document is written as a series of units containing established transfer goals, enduring understandings, essential questions, and the necessary skills and knowledge a student must attain in a school year. Each unit also stipulates both required and suggested activities and assessments. Teachers are expected to design lessons that will meet the requirements within this curriculum; however, there is flexibility is how they choose to meet these demands.

Pacing: The Fifth Grade Social Studies curriculum is divided into four units.

Resources: Electronic and text resources are listed in each unit. Teachers will be able to access the curriculum document on the district website.

Established Goals: New Jersey Core Curriculum Content Standards http://www.state.nj.us/education/cccs/2009/ http://www.corestandards.org/the-standards/english-language-arts-standards

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Belleville Public Schools, a diverse school system, provides learning opportunities to all its students through differentiating instruction in the general classroom as well as providing programs and services to students with specific needs. The information below provides teachers a variety of differentiation strategies to meet the needs of every student, and is to be used as part of the lesson/unit planning process as needed in order for all students enrolled in this course, regardless of ability level, native language, or classification to meet the curriculum requirements.

Social Studies:

Assign another student to take notes for this student Supplement auditory materials with visual aids. Question student to ensure that what has been presented is understood. Convey information via pictures, maps, charts, films, diagrams, etc. Use graphic organizers Emphasize creative hands-on projects. Vary test items to include true/false, matching, multiple-choice and essay questions. Relate the curriculum to real-life situations. Provide a review sheet for tests. Provide structure and interim due dates for long-range assignments (tests and reports). Provide pre-typed notes for students (notes, powerpoint…)

Reading:

Encourage, but do not force, oral reading. Teach multiple meanings of words. Read material to student and ask questions. Use oral and written questioning to check comprehension. Direct questioning to elicit information of a factual and inferential nature Pre-teach vocabulary Clearly define limits and expectations Employ small group instruction. Provide active rather than passive learning experiences Correlate reading vocabulary with content area Use a tape recorder when auditory drill and reinforcement is required. Use choral reading. Allow additional 'wait' time Provide independent reading materials at the independent reading level Allow additional time for reading assignments Instructions/directions given in different formats (written, spoken, demonstration) Teach rules of phonics

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Teach syllabication rules Utilize a multisensory approach Provide a box or line to the left of each direction or step, for check-off as completed

Highlight, bold or underline the verbs in directions Writing:

Allow student to write paragraphs using vocabulary lists (word bank) to prevent inhibition caused by poor spelling. Arrange a series of pictures in correct sequence and develop a written passage describing them. Permit student to organize and dictate thoughts into tape recorder before writing Teach outlining skills Write key words on the chalkboard to enable student to organize sentences and paragraphs. Provide series of questions to organize thoughts into a well constructed paragraph or report. Teach student how to ask and respond to who, why, what, where, when and how questions. Use computer where appropriate Use visual/auditory stimuli to stimulate creative writing ideas. Allow student to work at own pace and avoid time pressure situations. Discuss content of assignment with a partner prior to writing

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Strategies for Differentiation Students Below Target: Students Meeting or Exceeding Target:

Choice boards Choice Boards Tic-Tac-Toe Independent Study Learning Buddies Interest-based Mini-lessons Varied Rubrics Wall Walks Mentorships RAFT (Role, Audience, Format, Topic writing activity) Tiered Products/Activities (Utilizing appropriate level Bloom’s) Skill Based mini lessons Structured Teaching- Step 1: I do it, Step 2: We do it, Step 3: You do it (paired)

Structured Teaching- Step 1: I do it, Step 2: We do it, Step 3: You do it (paired)

Small Group Instruction Tiered Products/Activities (Utilizing Higher level Bloom’s) Paired/Group activity Choice menus Guided Practice Role Play Role play SQ3R QAR Cooperative Learning RAFT (Role, Audience, Format, Topic writing activity) Cooperative Learning (Jigsaw, Wall Walks, Frayer Model) Visual Cues found on worksheets Chunking grouping of materials Advance notice of assignments Study skill and strategies training Guided organizational skills Test modifications/ time extensions Pre-test to assess readiness and background knowledge Use compacting strategy to account for prior student mastery of objectives

Provide grouping by difficulty level, with varying levels of support (Tiering)

Provide different demonstrations or models Offer choice of response (verbal, using numerical representations, creating a diagram)

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Title of Unit Unit 1:Geography Grade Level 5

Curriculum Area Social Studies Time Frame 6 weeks Developed By Belleville Faculty

Desired Results (Stage 1) Established Goals

6.1.8.B.1.a: Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere.

6.1.8.B.1.b: Analyze the world in spatial terms, using historical maps to determine what led to the exploration of new water and land routes.

6.1.8.B.2.a: Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.

6.1.8.B.2.b: Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.

6.1.8.B.3.a: Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.

6.1.8.B.3.b: Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.

6.1.8.B.3.c: Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.

6.1.8.B.3.d: Explain why New Jersey’s location played an integral role in the American Revolution.

Primary Interdisciplinary Connections

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase

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information in notes and finished work, and provide a list of sources. SL.5.1. and expressing their own clearly.

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5

topics and texts, building on others’ ideas 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.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of

others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 8.1.8.A.3 Create a multimedia presentation including sound and images.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills

9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.

9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.

21st Century Interdisciplinary Themes:

x Global Awareness __x__ Civic Literacy

Financial, economic, business, and entrepreneurial literacy Health Literacy

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Transfer Students will be able to independently use their learning to… T1- Use appropriate resources, data sources, and geographic tools such as charts, graphs, and maps to generate, manipulate and interpret information.

T2- Locate and distinguish among varying landforms and geographic features, such as mountains, plateaus, islands and oceans.

T3- Interpret, use, and distinguish various representations of the earth, such as maps, globes and photographs.

Meaning Understandings Essential Questions

Students will understand that… U1- Analyze maps as a tool for locating information.

U2- Discuss geography and its resources and their direct effect on the lives of people.

U3- Name and locate the national states and capitals.

Q1- How are various maps used to gather information? Q2- How do geography and resources shape the lives of people?

Q3- What are the national states and capitals?

Acquisition

Knowledge Students will know…

Skills Students will be able to…

K1- the names and locations of the 50 states and capitals K2- the four cardinal directions and the four intermediate directions

K3- a legend is used to read and extract information from a map.

K4- a map scale is used to measure distances.

K5- two maps of the United States drawn to different are proportional in size.

K6- the location and name of continents and oceans in relation to the

S1- The student will be able to name and locate the 50 states and capitals.

S2- Use the compass rose to identify the four cardinal directions and the four intermediate directions.

S3- Use a legend to read and extract information from a map.

S4- Use a map scale to measure distances.

S5- Use two maps of the United States drawn to different scales to

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four hemispheres. K7- information found on resource, landforms, elevation, and climate maps.

K8- the reasons why culture, land use, and population maps are useful to understanding how people live.

K9- parallels of latitude and meridians of longitude are used to find specific cities, oceans, and continents on a world map.

K10- the uses of time zone and road maps.

K11-the similarities and differences between contrast renewable and non-renewable resources.

show that scale of miles is proportional to map size. S6- Locate and name the continents and oceans in relation to the four hemispheres. S7- Identify the information found on resource, landforms, elevation, and climate maps. S8- Explain the reasons why culture, land use, and population maps are useful to understanding how people live. S9- Use parallels of latitude and meridians of longitude to find specific cities, oceans, and continents on a world map. S10- Identify and use time zone and road maps. S11- Compare and contrast renewable and non-renewable resources.

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Evidence (Stage 2) Checks for Alignment Evaluation Criteria

Performance is judged in terms of…

Assessment Evidence

Transfer Task(s) Formative

• Class Discussion • Group work on projects

T1-T3 U1-U3 Q1-Q3

Teacher Created Rubrics Class Discussion

Summative • Tests • Quizzes • Completed Maps

Other Evidence Formative

• Observation • Homework • Notebooks

K1-K11 S1-S11

Observation Evaluation

Summative • Quizzes • Tests • Open-ended questions • Oral presentation

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Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals.

Required Activities Required Resources

Content Area Reading Social Studies Text and Workbook – Social Studies Alive! TCI

Vocabulary The NYSTROM Junior Geographer Atlas

Maps

Suggested Activities Suggested Resources Create a map of the school. Map should be drawn to scale and include a scale bar and legend.

http://www.education.com/activity/article/map-that-middle- school/

Color states and capitols map. http://www.50states.com/cap.htm http://www.maps4kids.com/

T1-T3 U1-U3 Q1-Q3 K1-K11 S1-S 11

www.discoveryeducation.com

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Title of Unit Unit 2: Economics and Technology Grade Level 5

Curriculum Area Social Studies Time Frame 6 weeks Developed By Belleville Faculty

Desired Results (Stage 1) Established Goals

6.1.8.A.1.a: Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

6.1.8.C.1.a: Evaluate the impact of science, religion, and technology innovations on European exploration.

6.1.8.C.1.b: Explain why individuals and societies trade, how trade functions, and the role of trade during this period.

6.1.8.C.2.a: Relate slavery and indentured servitude to Colonial labor systems.

6.1.8.C.2.b: Explain the system of mercantilism and its impact on the economies of the colonies and European countries.

6.1.8.C.2.c: Analyze the impact of triangular trade on multiple nations and groups.

6.1.8.C.3.a: Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.

Primary Interdisciplinary Connections RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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.


W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

SL.5.1. and expressing their own clearly.

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5

topics and texts, building on others’ ideas Come to discussions prepared, having read or studied required material; explicitly draw on

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that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

8.1.8.A.3 Create a multimedia presentation including sound and images.



8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills



21st Century Interdisciplinary Themes:

_X Global Awareness _X Financial, economic, business, and entrepreneurial literacy _X Civic Literacy Health Literacy

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Transfer

Students will be able to independently use their learning to… T1-Distinguish between needs and wants of the early colonists

T2-Give examples of how the environment and its resources affected the lives of the colonists

T3-Give examples of similarities and differences in the ways early settlers and Native Americans addressed similar human needs and concerns.

T4-Use appropriate resources, data sources, and geographic tools such as charts, graphs, and maps to generate, manipulate and interpret information.

Understandings Essential Questions Students will understand that… Students will keep considering…

U1-Discuss the challenges the settlers faced and how they adapted to their new environment.

U2- Describe how cooperation and conflicts between the settlers and the Native Americans affected the success of the settlements and the lives of the people who lived there.

U3- Analyze how the environment and its resources affected the lives of the people and where they lived.

U4- Discuss hoe technology affects the life of a society.

U5- compare and contrast how people with different religious and cultural backgrounds work together in a society.

Q1- How did the settlers deal with the challenges they encountered to adapt to their new environment?

Q2- How did the cooperation and the conflict that existed between the settlers and the Native Americans affect the success of the settlement and the lives of the people who lived there?

Q3- How did the environment and its resources affect the lives of people and where they live?

Q4-How does technology affect the life of a society?

Q5- How do people with different religious and cultural backgrounds work together in society?

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Acquisition



K1- Europe’s purpose in colonizing North America. K2- what life was like in the first ten years of the Jamestown settlement.

K3- why and how the Pilgrims settled in Plymouth.

K4-the name and location of each colony within its region.

K5- the similarities and differences between colonial towns and towns of today.

K6- the responsibilities of men, women, and children in colonial society.

K7- the importance of trading, fishing, and shipbuilding to the colonies and to the modern United States.

K8- the effects of religious disagreements in Colonial America.

K9- the resources used and the geographical features that turned this region into a successful farmland.

K10- the affects enslaved people had on the economy and the society of the Southern Colonies.

S1- Explain Europe’s purpose in colonizing North America S2- Describe what life was like in the first ten years of the Jamestown settlement.

S3-Explain why and how the Pilgrims settled in Plymouth.

S4-Identify and locate each colony within its region.

S5- Compare and contrast how colonial towns were designed with towns of today.

S6-Identify the responsibilities of men, women, and children in colonial society.

S7-Show the importance of trading, fishing, and shipbuilding to the colonies and to the modern United States.

S8- Explain the effects of religious disagreements in Colonial America.

S9-Analyze how the people of the Colonies used resources and geographical features to turn this region into successful farmland.

S10- Explain how enslaved people affected the economy and the society of the Southern Colonies.

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Assessment Evidence


• Class Discussion • Group work on projects • Essays

T1-T4 U1-U5 Q1-Q5

Teacher Created Rubrics Class Discussion

Summative • Tests • Quizzes • Research projects


• Observation • Conferences • Weekly Assessments

K1-K10 S1-S10


Summative • Quizzes • Tests • Open-ended questions • Oral presentation

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Content Area Reading Social Studies Text and Workbook – Social Studies Alive! TCI


Research Project

Suggested Activities Suggested Resources Venn Diagram: Listing similarities and differences of the lives of colonial children to the lives of children today.

http://www.socialstudiesforkids.com/articles/ushistory/13colonieslif e.htm

Persuasive letter: Letter to .a friend persuading them to move to one of the original colonies

http://www.socialstudiesforkids.com/articles/ushistory/13colonieslif e.htm

T1-T4 U1-U5 Q1-Q5 K1-K10 S1-S10

Debate: The growing problems between the settlers and the Native Americans.

http://www.greatschools.org/students/academic-skills/392-fifth- grade-social-studies.gs

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Title of Unit Unit 3: History –American Revolution Grade Level 5 Curriculum Area Social Studies Time Frame

Developed By Belleville Faculty Desired Results (Stage 1)

Established Goals 6.1.8.A.1.a: Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

6.1.8.D.2.a: Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.

6.1.8.D.2.b: Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.

6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

Primary Interdisciplinary Connections

8.1.8.A.3: Create a multimedia presentation including sound and images. 8.1.8.B.1: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).

8.1.8.D.2: Summarize the application of fair use and Creative Commons guidelines.

8.1.8.E.1: Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

9.1.8.A.1: Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills

9.1.8.A.2: Implement problem-solving strategies to solve a problem in school or the community.

9.1.8.C.1: Determine an individual’s responsibility for personal actions and contributions to group activities.

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RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.



SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

21st Century Interdisciplinary Themes: __x__ Global Awareness Financial, economic, business, and entrepreneurial literacy x Civic Literacy Health Literacy

Transfer

Students will be able to independently use their learning to… T1- Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future and long ago; read and construct simple timelines; identify; examples of change; and recognize examples of cause and effect and relationships

T2- Identify and use various sources for reconstructing the past such as documents, letters, diaries, maps, textbooks, photos and others.

T3- Give examples and explain group and institutional influences such as religious beliefs, laws, on people and events.


Students will understand that… Students will keep considering… U1- Discuss and retell the conflicts that led to war for independence.

U2- Analyze the American Revolution and its effects on present day America.

Q1- What conflicts led to the war for independence? Q2- How did the American Revolution shape the politics, economics, social structure and geography of America as we know it today?

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Acquisition



K1- reasons why tensions increased between the French, Native Americans, and the British

K2- how the British victory impacted the lives of the Native Americans

K3- the causes of unrest between the colonists and Parliament resulting from the French and Indian War

K4- the acts passed by Parliament and the effects had on the relationship between Britain and the colonies

K5- the events that caused the Battle of Lexington and Concord.

K6- the significance of the Battle of Bunker Hill.

K7- reasons why the colonists decided to separate from Britain.

K8- the ideas, people and concepts involved with the Declaration of Independence.

K9- the reason why the views on slavery changed based on the Declaration of Independence.

S1- Identify reasons why tensions increased between the French, Native Americans, and the British

S2- Identify how the British victory impacted the lives of the Native Americans

S3- Analyze how the debt from the French and Indian War led to unrest between the colonists and Parliament.

S4- List and explain the acts passed by Parliament and the effects of each on the relationship between Britain and the colonies.

S5- Describe how the Battles of Lexington and Concord began.

S6- Discuss the importance of the Battle of Bunker Hill.

S7- Describe the colonists' decision to separate from Britain.

S8- Identify and explain the Declaration of Independence and its key people events, and political concepts.

S9-Evaluate how the Declaration of Independence changed views on slavery

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Assessment Evidence


• Class discussion • Group work on projects • Essays • Poster activities • Notebooks

T1-T3 U1-U2 Q1-Q2

Teacher Created Rubrics Class discussions

Summative • Tests and Quizzes throughout lessons • Timeline • Research Project


• Observation • Conferences • Weekly Assessment

K1-K9 S1-S9


Summative • Quizzes and Tests • Open-ended questions

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Content Area Reading: The United States and Its Neighbors

Social Studies Text and Workbook – Social Studies Alive! TCI

Vocabulary

The NYSTROM Junior Geographer Atlas

Create a Timeline on the battles and important events of the Revolutionary War.

Suggested Activities Suggested Resources Research Project-research a battle or significant person of the Revolutionary War.

http://www.kids.gov/k_5/k_5_social.shtml

Posters-Research a battle and present it on a poster www.timeforkids.com

T1-T3 U1-U2 Q1-Q2 K1-K9 S1-S9

Write a letter from the point of view from a British Soldiers detailing the hardships and difficulties they faced.

http://www.americaslibrary.gov/

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Title of Unit Unit 4: Civics The Constitution Grade Level 5 Curriculum Area Social Studies Time Frame

Developed By Belleville Faculty Desired Results (Stage 1)

Established Goals 6.1.8.A.1.a: Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups

6.1.8.A.2.a: Determine the roles of religious freedom and participatory government in various North American colonies.

6.1.8.A.2.b: Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions.

6.1.8.A.2.c: Explain how race, gender, and status affected social, economic, and political opportunities during Colonial times.

6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.

6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.f: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.

6.1.8.A.3.g: Evaluate the impact of the Constitution and Bill of Rights on current day issues.

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Primary Interdisciplinary Connections 8.1.8.A.3: Create a multimedia presentation including sound and images.

8.1.8.B.1: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).

8.1.8.D.2: Summarize the application of fair use and Creative Commons guidelines.

8.1.8.E.1: Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

9.1.8.A.1: Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills

9.1.8.A.2: Implement problem-solving strategies to solve a problem in school or the community.

9.1.8.C.1: Determine an individual’s responsibility for personal actions and contributions to group activities.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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.



SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

8.1.8.A.3 Create a multimedia presentation including sound and images.



8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

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problem. 9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills



21st Century Interdisciplinary Themes: __x__ Global Awareness Financial, economic, business, and entrepreneurial literacy __x_ Civic Literacy Health Literacy

Transfer Students will be able to independently use their learning to… T1- Identify examples of rights and responsibilities of citizens

T2- Explain the purpose of Government

T3- Identify and describe examples of tension between an individual’s beliefs and government policies and laws.


Students will understand that…

Students will keep considering…

U1- Analyze the constitution and its direct effect on everyday lives. U2- Discuss the constitution and evolution to date.

Q1-How does the constitution influence our everyday lives? Q2- How is the Constitution a “living document”

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Acquisition



K1- the definition of democracy and its difference from other forms of government

K2-what government needs and why it is needed in society.

K3- the purpose and important ideas of the Constitution.

K4- the significance behind the Great Compromise

K5- the formation of the government based from the Constitution.

K6- the functions and descriptions of each branch of government

K7- the constitution is a fluid document that can be changed

K8-the impact of the Bill of Rights K9- the powers granted to citizens, the states and the federal government.

K10- what checks and balances means.

S1-Define democracy and discuss how it is different from other forms of government.

S2- Define government and explain the need for it in society.

S3- Explain the purpose and the essential characteristics of the Constitution.

S4- Explain the importance of the Great Compromise.

S5- Describe how the Constitution set up the government of the United States

S6- Compare the powers and functions of the three branches of government

S7- Describe how the Constitution can be changed.

S8- Analyze how the Bill of Rights impacts the lives of America's citizens.

S9- Compare the powers granted to citizens, the states, and the federal government.

S10- Explain the system of checks and balances.

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Assessment Evidence


• Class discussions • Group work on projects • Essays • Notebooks

T1-T3 U1-U2 Q1-Q2

Teacher Created Rubrics Class discussions

Summative • Tests and Quizzes throughout lessons • Research Project


• Observation • Conferences • Weekly Assessments

K1-K10 S1-S10


Summative • Quizzes and Tests • Open-ended questions • Oral Presentation

of 28




Content Area Reading Social Studies Text and Workbook- Social Studies Alive! TCI


Suggested Activities Suggested Resources Research Project-Research the three branches of government and their roles in government

www.timeforkids.com

Posters http://www.kids.gov/k_5/k_5_social.shtml

Summarize and explain the 3 branches of government.

http://www.americaslibrary.gov/

T1-T3 U1-U2 Q1-Q2 K1-K10 S1-S10

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