NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 5
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.
Inquiry 3-5The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band. Teachersshould be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 5, students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.
Category Indicator
Compelling Questions I.1.1 Identify content required to provide an answer to compelling questions.I.1.2 Construct compelling questions that promote inquiry with peers.
Supporting Questions I.1.3 Understand how responses to supporting questions provide responses to compelling questions.I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.
Gathering and EvaluatingSources
I.1.5 Understand academic and domain-specific words in sources to create responses to compellingquestions.I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,structure, credibility, reliability, and context of the sources to guide the selection.
Developing Claims and UsingEvidence
I.1.7 Construct claims in response to compelling and supporting questions.I.1.8 Accurately use information from sources when making claims.I.1.9 Make inferences from information in sources.
Communicating Ideas I.1.10 Construct responses to compelling questions with specific claims and information fromteacher-provided sources.
Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.
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The time period and focus for this course is from pre-colonial through the present day.
Unpacking the Behavioral Science ObjectivesStandard 5.B.1 Understand ways in which values and beliefs have influenced the development of the United StatesOverarching Concepts: Values and Beliefs, Development, United States
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.B.1.1 Explainhow traditions,social structure,and artisticexpression havecontributed tothe uniqueidentity of theUnited States
Students must beable to demonstrateknowledge andunderstanding ofhow traditions,social structure, andartistic expressionhave influenced theidentity of the UnitedStates.
Artistic expressions areoften used to express thevalues, traditions, andreligious beliefs ofcultures within a nation
Diverse cultures arevaluable to thedevelopment of theidentity of a nation
How the identity of theUnited States was shapedby various traditions
How the identity of theUnited States was shapedby social structures
How the identity of theUnited States was shapedby artistic expression
Artistic Expressions● Music, dance, and
fashion of theRoaring 20s
● Jazz music● Gullah crafts and
traditions● Songs of the
UndergroundRailroad
● Freedom Quilts● Quilt making● Painting● Music● Murals● Pottery● Poetry and dramatic
productions● Harlem
Renaissance● Arts and dance
from variousAmerican IndianTribes
Traditions● Southern Traditions
○ Creole○ Cajun○ Gullah○ Indigenous
Students learn about 6Indigenous tribes fromacross the United States(one Plains area, oneSouthwestern, oneNortheastern, oneSoutheastern, oneHawaii, and oneNorthwestern/Alaska).Based on their research,students describe howthe beliefs andtraditions of each tribeinfluenced the culture ofthe various regions ofthe United States.
Students study theorigins of jazz music inthe United States andcreate a multimediapresentation thatdemonstrates how jazzmusic has contributedto the unique identity ofthe United States.
Students read about theroles of women duringWorld War II andresearch Rosie the
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communities● Northeast
○ Italian○ Irish○ Greek○ Polish○ Indigenous
communities● Midwest
○ Indigenouscommunities
○ EasternEuropean
● Southwestern○ Indigenous
communities○ Hispanic
● Western○ Hispanic○ Asian○ Indigenous
communities● Hawaiian
○ Indigenouscommunities
● Religious Groups○ Quakers○ Catholics○ Mormons○ Puritans○ Jews
Social Structure● Colonial Women
○ New England○ Middle○ Southern
colonies● Women during the
Riveter, her origins, andwhat she represents.Afterwards, studentscreate a poster thatdemonstrates how theroles of Women in WorldWar II contributed to theunique identity of theUnited States.
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Civil War● Women during
Revolutionary War● Plantation life● Slavery● Segregation● Indiginous people● Women during
World War II
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.B.1.2 Explainhow the valuesand beliefs ofvariousindigenous,religious, andracial groupshave contributedto thedevelopment ofAmerican identity
Students must beable to demonstrateknowledge andunderstanding ofhow the values andbeliefs of variousgroups haveinfluenced thedevelopment ofAmerican identity,paying specificattention to race,religion, andindigenous peoples.
Values, beliefs, andpractices of variouscultures influence thedevelopment of a society
A nation’s identity isinfluenced by the valuesand beliefs of diversegroups that reside in thatnation
Examples of values andbeliefs of variousindigenous, religious, andracial groups
Examples of how the valuesand belief systems ofindigenous, religious, andracial groups contributed tothe development ofAmerican Identity
American Indians inNorth Carolina● The Eastern Band of
Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of
the Saponi Nation● Waccamaw Siouan
Quakers
Amish
Hmong
Montagnard
African Americans
Asian Americans
Pacific Islanders
Latinx
Students study the lifeof indigenouspopulations before andafter contact with othercultural groups.Students then design amuseum exhibit,complete with artifactswith descriptions, thatdemonstrates theirfindings and howAmerican identity wasinfluenced byindigenous populations.
After studying basicinformation about theMaryland Act ofToleration, studentsexplain how the desirefor freedom or religioninfluenced Americanidentity in oneparagraph.
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White Anglo SaxonProtestants
Sikh
Islam
Protestantism
American Indians
Caribbean
Catholicism
Judaism
Unpacking the Civics and Government ObjectivesStandard 5.C&G.1 Analyze the structure and function of the United States government in terms of cooperation and compromiseOverarching Concepts: Structure, Function, Government
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.C&G.1.1Distinguish theroles andresponsibilities ofthe three branchesof government interms of how thebranchescooperate
Students must be ableto differentiate the rolesof the three branches ofgovernment.
Students must be ableto differentiate theresponsibilities of thethree branches ofgovernment.
Students must be ableto discuss ways thethree branches of
Branches ofgovernment ofteninvolve a complexsystem of checksand balances
Cooperationamong individualsand groups withina government maylead to benefits forcitizens
The roles of the threebranches of government
The responsibilities of thethree branches ofgovernment
Examples of how the threebranches cooperate
United StatesConstitution
Powers and functions ofeach branch
Elements of checks andbalances
Roles of executive,judicial, and legislativebranches
Responsibilities of
Given a worksheet,students matchexamples of cooperativeefforts with the correctset of branches ofgovernment.
Students are providedwith a list of actionseach of the threebranches could take in agiven scenario.Students distinguish theones that are most likely
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government cooperate. executive, judicial, andlegislative branches
Checks and balances
State Supreme Court
General Assembly
President
Governor
State representative forstudents district
Judicial review
Impeachment
Senate confirmations
Veto
Veto overrides
Amendments
to help the branchessuccessfully worktogether to resolve theissue and explain whythey chose what theydid.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.C&G.1.2 Explainhow the threebranches ofgovernment worktogether to protectfreedom, equality,and justice
Students must be able todemonstrate how theprotection of freedom,equality, and justice isimpacted by the threebranches of government.
Branches ofgovernment ofteninvolve a complexsystem of checksand balances thatmay be designedto protectfreedom, equality,
The roles of the threebranches of government
Examples of laws that havebeen passed to protectfreedom, equality, andjustice
United StatesConstitution
Bill of Rights
Ending of slavery
Civil Rights Acts of 1964
Students study the 13th,14th, and 15thamendments andcomplete a flow chartthat demonstrates howeach of the threebranches supportedeach amendment.
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and justice
The protection ofindividualfreedoms andequality are oftenwritten into anation’s system ofgovernment
Examples of judicial rulingsthat have protectedfreedom, equality, andjustice
Examples of executiveactions that have protectedfreedom, equality, andjustice
and 1968
13th, 14th, 15th, 19thamendments
Integration of armedforces
Americans withDisabilities Act
Integration of schools
Expansion of votingrights
Based on what eachbranch did, the chartshould have a shortstatement of how allthree branches workedtogether to protect therights of freedom andequality of all people.
Students explain howeach of the threebranches contributed tothe effort of integratingschools and what effectit had on equality.
Students are separatedinto three groups, eachgroup representing abranch of thegovernment. Studentsare given a scenario inwhich they will need toprotect freedom.Students then try tocome up with a solutionto the issue. Finally,each group writes a two-paragraph conclusionabout how the threebranches of governmentcan work together toprotect freedom.
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Standard 5.C&G.2 Understand the ways in which the federal government has protected individual rights of citizensOverarching Concepts: Government, Rights, Citizens
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.C&G.2.1Summarize theways in whichwomen,indigenous,religious, and racialgroups use civicparticipation andadvocacy toencouragegovernmentprotection of rights
Students must be able todemonstrate the ability tocreate a summary orabstract of ways in whichvarious groupsparticipate, advocate,and encouragegovernment protection ofrights, paying specificattention to women,indigenous, religious, andracial groups.
Democraticgovernments mayprovideopportunities forpeople toadvocate for theprotection ofindividual rights
Democraticgovernments aremost effectivewhen citizensactively participate
Civic participationallows individualsthe opportunity tobe directlyinvolved in thepolitical processby stayinginformed aboutpolitical issues,communicatingwith electedofficials, andvoting
Examples of advocacy bywomen, indigenous,religious, and racial groupsthat have influenced theprotection of rights
Examples of civicparticipation by women,indigenous, religious, andracial groups that haveinfluenced the protection ofrights
Voting
Voter registration drives
Registering to votepetition for changeCommunicating ideas orconcerns with electedofficials
Protest
Letter writing campaigns
Lobby groups
Marches
Sit-Ins
Boycotts
Students read about theLongest Walk thatbegan July 15, 1978 asa peacefultranscontinental walkfor justice for AmericanIndian groups in theUnited States. Afterreading about the walk,students create anInstagram postfeaturing a picturerepresenting the walk,with a 1-2 sentencecaption summarizinghow the walkrepresented a way toencourage governmentprotection of AmericanIndian rights.
Students read a letter tothe United StatesCongress written byElizabeth Cady Stanton,Susan B. Anthony, andothers in support ofWomen's Suffrage.Based on the letter,students write a 250character tweetsummarizing how theletter advocated forwomen’s suffrage and
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encouraged governmentprotection of the rightsof women.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.C&G.2.2Exemplify ways inwhich rights areprotected under theUnited StatesConstitution
Students must be able touse material presented tothem to come up withnew examples of ways inwhich rights areprotected under theUnited StatesConstitution.
A nation’sconstitution mayor may not providewritten protectionsof individual rights
Citizens may haverights that areoutlined by anation's foundingdocuments
Examples of rights andprivileges in the UnitedStates’ Constitution
Examples of how rights andprivileges are protected
Amendments in theUnited StatesConstitution (Bill ofRights and others)
Laws
Judicial System as a wayto protect people’s rightsVoting
Rights vs. responsibilities
Right to a fair trial
Right to free speech
Right to assemble
Right to petition
In groups, studentsstudy a list of existinglaws within our country.Students then explainwhy some of those lawsmay need to change inthe future and why it’simportant for some lawsto change. Finally,students generate a listof new laws that may beneeded in the future andexplain why these newlaws might be neededas well as how theyprotect the rights ofcitizens.
Students are givenscenarios in whichrights are threatened inthe United States.Students come up withexamples of how thoserights are protected bythe Constitution.
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Unpacking the Economics ObjectivesStandard 5.E.1 Understand how economic decisions have impacted the United States in terms of consequence, growth, and tradeOverarching Concepts: Economic Decision, Impact, Consequence, Growth, Trade
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.1.1 Explainfactors that led toeconomic growthand decline withinthe United States atvarious times inhistory
Students must beable to demonstratean understanding ofthe causes that ledto economic growthin the United Statesover time.
Students must beable to demonstratean understanding ofthe causes that ledto economic declinein the United Statesover time.
Governments oftencreate policiesdesigned to stimulateeconomic growth
A nation’s availability ofresources ofteninfluences economicgrowth or decline
Supply and demand areimportant factors thatimpact economicgrowth and decline
Examples of factors thatled to economic growth inthe United States
Examples of factors thatled to economic decline inthe United States
Mass production● Factories● Assembly line
FDR’s New Deal led to anincrease in jobs
The Dust Bowl (cropproduction had extremelosses)
Housing crisis
Economic boom of the1920s
Credit
Buying on margin
Great Depression
War manufacturing
Panics of 1800s
Stock Market crashes
Industrialization
The teacher asksstudents to readinformation about threeof the five New Dealprograms designed tospecifically help theeconomy “recover:”Civilian ConservationCorps (CCC), CivilWorks Administration(CWA), Farm SecurityAdministration (FSA),National IndustrialRecovery Act of 1933(NIRA), and SocialSecurity Administration(SSA). The studentsexplain how eachprogram stimulatedeconomic growth duringthe Great Depression.
Students read aboutassembly lines andmass production andwrite one paragraphexplaining howindustrializationimpacted economicgrowth in the UnitedStates.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.1.2 Compareeconomic decisionsin terms of benefitsand consequences
Students must beable to discuss thebenefits andconsequences ofthe outcomes of aneconomic decision.
Students must beable to recognizethat someconsequences ofeconomic decisionsare beneficial to thenation and othersare not.
Bad economicdecisions may hindershort or long-termeconomic goals
Positive economicdecisions may helplong-term economicgoals
Opportunity costrequires citizens tomake economicdecisions that havebenefits andconsequences.The government oftenmakes economicdecisions that havebenefits andconsequences forbusiness, individuals,and the economy
The consequences ofeconomic decisions
The benefits of economicdecisions
Trade
Investing
FDR New Deal
Government stimulusdecisions
Government bailoutdecisions
Government subsidyprograms● Students● Housing● Renewable energy● Corporations● Farming
Raising or lowering ofinterest rates
Increase in wages
Students read about themoon landing and thespace race and write acomparison of thebenefits andconsequences of thegovernment investingmoney into NASA.
After studying reasonsfor governmentdecisions to increasethe federal minimumwage, studentscompare the benefitsand consequences ofmaking such a decision.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.1.3 Explain theimpact ofproduction,specialization,technology, anddivision of labor onthe economicgrowth of theUnited States
Students must beable to demonstratehow economicgrowth is impactedby production,specialization,technology, anddivision of labor.
Theinterconnectedness oflabor, capital, andmarkets contribute tothe complexity of anation’s economicsystem and drive orlimit opportunities foreconomic growth
Examples of howeconomic growth of theUnited States is shaped byproduction, specialization,technology, and division oflabor
How factors of productioninfluence the growth of a
Automobile
Factors of Production● Land● Labor● Capital● Entrepreneurship
Assembly lines
Students study theautomotive industryduring the early 1900s.Students then explainthe ways in which thedivision of labor andtechnology within theautomotive industryduring the 1920s
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A nation’s economicsuccess may be linkedto its access to theresources, goods, andservices it provides
nation’s economyCash crops
Overproduction
Surplus
Stockpiles
Decline of the cottageindustry
Division of labor
Industrial parks
Income gap
Automation
Outsourcing
impacted economicgrowth.
Students are given asheet with a table listing5-10 jobs and industriesin the first column.Students fill in theremaining columns ofthe table to describehow each concept ofproduction impactedthe job or industry:column 2 isSpecialization, column 3is Division of Labor, andcolumn 4 is Technology.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.1.4 Summarizethe role of tradebetween the UnitedStates and othercountries
Students must beable to demonstratethe ability to create asummary or abstracton the role tradeplays between theUnited States andother countries.
Imports and exportsplay an important rolefor trade betweennations
Nations trade with oneanother based upontheir desire or need forresources
The purpose of trade
Why the United Statesdevelops trading partners
Examples of major importsand exports in the UnitedStates
Imports● Computers● Hardware● Vehicles● Minerals● Oil● Medical equipment
and supplies● Furniture● Gems● Metals● Plastics● Food● Crops
The teacher givesstudents a politicalcartoon depicting tradebetween the UnitedStates and countriesthat have resourcesneeded to produceUnited States’ products.Based on the cartoon,students write a 250character tweetsummarizing the roletrade plays in trying toget the needed
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Exports● Computers● Oil● Minerals● Vehicles● Medical equipment● Aircraft● Food● Crops
products.
Students are assigned aproduct that is notentirely built in theUnited States. Theteacher provides asheet to students thatlists all of the differentparts of the product andwhere they come from.Students write aparagraph summarizingthe role trade plays ingetting that product toconsumers in the UnitedStates.
Standard 5.E.2 Understand the impact of personal financial decisionsOverarching Concepts: Impact, personal financial decisions.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.2.1 Explain howpersonal financialdecisions affecteveryday life
Students must beable to demonstrateknowledge andunderstanding ofhow personalfinancial decisionsimpact the lives ofindividuals.
The personal financialdecisions of anindividual can influencethe way people live,work, and enjoy leisuretime
Personal financialdecisions can havebenefits andconsequences oneveryday life
Every spendingdecision hasopportunity costs that
Examples of personalfinancial decisions
Examples of benefits thatan individual mayexperience because ofpositive financial decisions
Examples ofconsequences that mayimpact an individualbecause of negativefinancial decisions
Loans
Borrowing
Debt
Credit
Saving
Budgeting
Savings account at bank
Saving cash at home
Students are given achart with differentcategories that areimportant to everydaylife (e.g., housing, food,clothing, savings,healthcare,transportation,entertainment, utilities,etc.). Underneath eachcategory are varyingdescriptors that are“worth” differentamounts (e.g., under thefood category, eatingout often might be
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may or may notimprove a person’squality of life
Budget
Spending money onneeds
Spending money onwants
Saving for future vs.spending right now
Interest
Investing
Planning for the future
Charitable Contributions
Insurance
Wages
worth 8 points, whileeating out sometimesmight be worth 6 pointsand rarely eating outmight be worth 3points). Students aregiven a total number ofpoints that their finaltally must not exceedand are required tochoose something fromeach category.Afterward, studentsexplain how theirchoices in one categoryimpacted their choicesin other categories andthe impact that thesechoices have oneveryday life.
Students write from theperspective of someonewho spent beyond theirmeans in the 1920s andexplain how theirfinancial decisions inthe 1920s impactedtheir everyday life in thefollowing years.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.2.2 Explain theimportance ofdeveloping a basicbudget forspending and
Students must beable to demonstrateknowledge andunderstanding ofcreating a budget
A personal budget canlead to informeddecisions on spendingand saving
Examples of plans for bothspending and saving
Identifying wants vs.needs
Debt
Students selectsomething they wantfrom a list ofhigher-priced items.Students are then given
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saving that leads todecisions forspending andsaving.
Needs and wants oftendetermine howindividuals plan, budget,spend, and save
Opportunity cost
Saving money
Investing
Budgeting
Paying bills on time
Wages
a spreadsheet withcategories in which theyneed to budget (e.g.,food, clothing, schoolsupplies, etc.), includinga category for savings.Students are given aweekly or monthly“income” and are askedto budget their amountearned by makingchoices for how muchto spend on eachcategory, including howmuch to put in savings.Students then explainhow their choices ofhow much to spend andsave impacted theirability to buy the itemthey wanted.
Students view analready created budgetplan of a person who issaving for a higherpriced item. Studentsexplain how the choicesmade in creating thebudget demonstratesinformed decisions inspending and saving.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.E.2.3 Explain howpersonal financialdecisions impact
Students must beable to demonstratean understanding ofhow personal
The personal financialdecisions of anindividual can influence
Examples of wayspersonal decisions impacteconomic growth
Loans
Debt
Students read about theeconomy in the 1920sand write an explanation
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economic growthand decline in theUnited States
financial decisionshave led to varioustypes of economicgrowth in the UnitedStates over time.
Students must beable to demonstratean understanding ofhow personalfinancial decisionshave led toeconomic decline inthe United Statesover time.
the economic growthof a nation
A nation’s economicgrowth or decline canbe related to thepersonal financialdecisions of itscitizens.
Examples of ways personaldecisions impacteconomic decline
Opportunity cost
Overspending
Housing crisis
Investing
Comparison shopping
Saving money
Spending money
Borrowing
of how personalfinancial decisions ofthis time led to a periodof short term economicgrowth.
Students look at a graphof the Stock MarketCrash in 1929 andexplain how thefinancial decisions ofthe 1920s ultimately ledto a period of long- termeconomic decline.
Unpacking the Geography ObjectivesStandard 5.G.1 Understand the ways in which geographic factors and features have influenced development of the United StatesOverarching Concepts: Geographic Factors, Geography Features, Development
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.G.1.1 Explainthe relationshipbetweenlocation,physicalenvironment,and humanactivity in theUnited States
Students must beable to demonstratehow thedevelopment of theUnited States hasbeen impacted bylocation, physicalenvironment, andhuman activity.
Human activity canmodify the physicalenvironment of a place
The physicalenvironment of alocation may determinethe kinds ofmodifications humansmake to theenvironment
Examples of how peopleadapt their lives toenvironmental conditions
Examples of how peoplechange their naturalenvironment
Examples of positive andnegative effects of humanactivity on the UnitedStates
Westward expansion
Pollution
American Indians
Tourism
Plains Indians
Agriculture
Irrigation
Settlement along rivers
After examining severalpictures and readingabout the role humansplay in creating waterpollution with plasticdebris, students write aletter to governmentleaders explaining howplastic debris isaffecting the marineenvironment andpolluting water sourcesessential for people’slives.
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Canals
Forestry
Slash and burn
Stripmining
Hydropower
Fishing
Sod housing
Reservoir systems
Students study farmingpatterns of farms in thecentral United Statesduring the 1920s andthen study the DustBowl. Students create avisual timeline withpictures and captions.The timeline shouldexplain the impact oftoo much farming onthe same land and howthis human activityimpacts theenvironment.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.G.1.2 Explainways in whichvoluntary andforced migrationand slavery ledto changes inthe landscape ofthe UnitedStates, usingmaps
Students must beable to demonstratethey understandhow the landscapeof the United Stateshas been impactedby voluntarymigration.
Students must beable to demonstratethey understandhow the landscapeof the United Stateshas been impactedby forcedmigration.
Students must be
People may move todifferent places as aresult of involuntary orvoluntary action
The migration andimmigration of peopleto a place or regionscan lead to changes inthe physical landscape
Examples of how forcedmigration led to changesin the landscape of theUnited States
Examples of howvoluntary migration led tochanges in the landscapeof the United States
Examples of how slaveryled to changes in thelandscape of the UnitedStates
Examples of push and pullfactors that led tomigration or immigration
Great Migration
Indian removal/Trail of Tears
Indian Wars (First NationsWars)
Treaties signed with FirstNation Peoples
California Gold Rush
Dust Bowl
Homesteaders
Western Expansion
Slavery
Students look at avariety of maps thatdemonstrate thechanges to the UnitedStates from the timeperiod of the 13colonies throughoutWestern expansion. Themaps should show theacquisition of territoriesand purchases of land.Students then explainthe connection betweenthe voluntary migrationof Western expansionand the changes to theUnited States landscapeovertime.
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able to demonstratethey understandhow the landscapeof the United Stateshas been impactedby slavery.
Urbanization
Religious freedom
Underground Railroad
Industrialization
Agricultural opportunities
Employment
Louisiana Purchase
Internment camps
Students study maps oforiginal locations ofAmerican Indiancommunities and mapsof designatedreservation areas.Students then explainhow the forcedmigration of AmericanIndian populationsresulted in changes tothe landscape of theUnited States.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.G.1.3 Explainhowtechnologicalinnovation hasimpacted thegeography of theUnited States
Students must beable to demonstratethey understandhow the geographyof the United Stateshas been impactedby technology,invention, andinnovation.
Geographic challengescan be resolved throughtechnologicalinnovation
Innovation andtechnology maycontribute to social andeconomic growth
Examples of technologicalinnovation that hasimpacted the geographyof the United States
Examples of inventionsthat have impacted thegeography of the UnitedStates
Transcontinental Railroad
Pony Express
Erie Canal
Steamboat
Cotton Gin
Plow
Cars
Planes
Innovations in transportation● Roads● Canals
Students read aboutWestern expansion andstudy a map of theTranscontinentalRailroad route.Students then explainhow railroads impactedthe geography of theUnited States.
After studying the JohnDeere Plow, studentscreate an ad for theJohn Deere plow. Thead must persuadefarmers to move Westwith the assurance thatthe John Deere Plow willhelp them overcome
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● Railroads● Airports
Tractors
Mass Production
Telegraph/telephone
Mills
Industrialization
Barbed wire
Grain elevator
geographic challenges.The ad must addresshow the invention of theJohn Deere Plowimpacted the geographyof the United States.
Students make a visualtimeline with picturesand captions to explainhow inventions from theAmerican IndustrialRevolution throughpresent day changed thegeography of the UnitedStates.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.G.1.4 Explainthe reasons forforced andvoluntarymigration to,from, and withinthe UnitedStates
Students must beable to demonstrateknowledge andunderstanding of thecauses of forcedand voluntarymigration in theUnited States.
Students must beable to demonstrateknowledge andunderstanding of theeffects of forced andvoluntary migrationin the United States.
The introduction of newor expanded economicmarkets can lead toboth forced andvoluntary migration oflabor
The migration andimmigration of peopleto various places in astate or nation can bevoluntary or forced
People may choose tomove to a new place insearch of opportunities
Migration andimmigration patterns
Reasons why peoplemigrate (both forced andvoluntary) to the UnitedStates
Reasons why peoplemigrate (both forced andvoluntary) from the UnitedStates
Reasons why peoplemigrate (both forced andvoluntary) within theUnited States
Indian Removal Act
American Internment Camps
American Indian Wars
Treaties signed withAmerican Indian Tribes
Ellis Island
Angel Island
Employment opportunities
Slave trade
Educational opportunities
Students create a posterthat explains thepush/pull factors forimmigrants entering theUnited States, between1880 - 1920, through theEllis Island and AngelIsland immigrationstations.
Students create astoryboard outlining thereasons why AfricanAmericans migrated toNorthern states duringthe Great Migration.
Students read an articleabout Internment
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are often determined byenvironmental,economic, and societalchanges
Natural disasters
Underground Railroad
Early European exploration
Refugees
Religious freedom
Political stability
Freedoms
Holocaust
Cuban Revolution
Debtor refuge
Escape poverty
Escape warfare
Famine
camps for Japanese-Americans and write awritten explanation ofthe reasons behind thisforced migration.
Unpacking the History ObjectivesStandard 5.H.1 Understand the role of various people, events, and ideas in shaping the United StatesOverarching Concepts: Roles, People, Events, Ideas
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.1 Explain howthe experiences andachievements ofwomen, minorities,indigenous groups,and marginalized
Students must be ableto demonstrate howthe experiences ofvarious groups havecontributed to changeand innovation in the
Marginalized groupsoften contribute tochange and innovationin a country despitelimited opportunitiesfor social mobility
Examples of howminorities helped tobring about change andinnovation in the UnitedStates
Individuals● Martin Luther King
Jr.● Susan B. Anthony● Sojourner Truth● Abigail Adams
Students read aboutAmerican Indians’contributions andcreate a Google slidespresentation thatexplains the impact
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people havecontributed tochange andinnovation in theUnited States
United States, payingspecific attention tominorities, indigenousgroups, andmarginalized people.
Students must be ableto demonstrate howthe achievements ofvarious groups havecontributed to changeinnovation in theUnited States, payingspecific attention tominorities, indigenousgroups, andmarginalized people.
The traditions andpractices of variousgroups play a role incontributing to changeand innovation within anation
The lives of people in anation may be improvedby the innovations andachievements ofdiverse groups ofpeople.
People’s achievementsoften influence andcontribute to thedevelopment of stateor nation.
Examples of howindigenous groupshelped to bring aboutchange and innovationin the United States
Examples of howmarginalized peoplehelped to bring aboutchange and innovationin the United States
● Eleanor Roosevelt● Ella Baker● Cesear Chavez● Mary Jackson,
Katherine Johnson,and Dorothy Vaughn
● Jerry Yang● Ruth Bader Ginsburg● Dolores Huerta● Thurgood Marshall
Groups● American Indians● Enslaved persons● National
Organization ofWomen
● Civil rights groups● Abolitionists
Achievements● Suffrage rights● Chinese workers &
the TranscontinentalRailroad
● Labor rights for farmworkers
● Inventions ofBenjamin Banneker
● Desegregation ofpublic facilities
● Montgomery BusBoycott ends racialsegregation ofpublic transportation
● Clara Barton foundsthe Red Cross
American Indians hadon the development ofthe United States.
Students read aboutMary Jackson,Katherine Johnson, andDorothy Vaughn andcreate a multimediapresentation explaininghow their experiencesand achievements havecontributed to changeand innovation in theUnited States.
Students study the wayin which society viewedthe roles of Womenthrough World War II inthe United States.Afterwards, studentswrite a letter to womenof the past explaininghow their contributionhelped shape the livesof women today in theUnited States.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.2 Summarizethe changing roles ofwomen, indigenous,racial and otherminority groups inthe United States
Students must be ableto demonstrate theability to create asummary or abstractof how the roles ofwomen, indigenouspopulations, and racialgroups have changedover time in the UnitedStates.
The laws and policiesof a nation oftenimpact the roles ofgroups or individuals invarious ways
As individuals andgroups work to acquirefreedom and equality,their roles within anation may change
How the role and statusof women havechanged in the UnitedStates over time
How the role and statusof indiengeouspopulations havechanged in the UnitedStates over time
How the role and statusof various racial groupshave changed in theUnited States over time
Roles of women andchildren during war● American Revolution● Civil War● World War II● Women in
contemporarymilitary roles
Roles of women &minorities in colonialtimes vs. now
Minorities & AmericanIndians during war● American Revolution● Civil War● World War II● Contemporary
military roles
Amendments to theUnited States Constitution
Changes to citizenshiplaws over time
Changes to voting lawsand rights over time
Civil Rights
Migrant workers
Immigrants (at variouspoints in United Stateshistory)
Students read articlesabout the roles ofwomen before andduring the AmericanRevolution. Afterwards,students write a 250character Tweet tosummarize how the roleof women changedduring the Revolutionaryera.
Students study atimeline of voting rightsand citizenship acts andlaws, paying particularattention to women,American Indian, racialand other minorities.Students then write a3-5 sentence summaryof how the roles ofthese groups changedafter they acquiredrights and various lawschanged.
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Women, indigenous, andracial minorities in politicsand government
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.3 Explain theways in whichrevolution, reform,and resistance haveshaped the UnitedStates
Students must be ableto demonstrate howthe causes ofrevolution, reform, andresistance haveshaped the UnitedStates.
Students must be ableto demonstrate howthe effects ofrevolution, reform, andresistance haveshaped the UnitedStates.
When governmentactions are contrary tothe will of the people,citizens may takeactions to demandreform
Individuals and groupsmay protest anddemand equaltreatment which canlead to reforms thatcan transform a nation
The demand for social,political, or economicchange can lead toresistance, revolution,or societal reform
Examples of historicaland contemporaryrevolutions that haveshaped the UnitedStates
Examples of historicaland contemporaryreforms that haveshaped the UnitedStates
Examples of historicaland contemporaryresistance that haveshaped the UnitedStates
Civil Rights Movements
Latino Civil RightsMovement
Student Sit-Ins
Stono Rebellion
Nat Turner’s Rebellion
Gabriel Prosser’sRebellion
Slave Revolts
13th and 14thAmendments
The writing of theDeclaration ofIndependence
Revolutionary War
Industrial Revolution
Abolition of slavery
Underground Railroad
Students study the Sonsof Liberty and write anexplanation of how theiractions sparked ademand for reformthrough the Declarationof Independence and adesire for change withinthe 13 colonies.
Students study thecauses of the AmericanRevolution and theAmerican Revolutionarywar. Students thencreate a cause-and-effect flow chartdemonstrating theirunderstanding of howthis revolution led to thebeginning of a new andindependent nation.
Students study theactions of Civil Rightsleaders and create amultimediapresentation explaininghow their demand forsocial, political, andeconomic change led to
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Suffrage: 15th & 19thamendments
Missouri Compromise
Compromise of 1850
Slave States vs. FreeStates
Election of AbrahamLincoln
Secession
Sons of Liberty
Integration of Schools
Boycotts
Internet/smartphones/social media
changes in the UnitedStates.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.4 Explain theimpact of majorconflicts and eventson the developmentof the United States
Students must be ableto demonstrate theyunderstand the effectsof conflicts and eventson the development ofthe United States.
Social, political,geographic, oreconomic conflict mayhave an impact on thedevelopment of anation
The outcome ofpolitical and socialconflict may impact thepolicies and decisionsof a nation
The United States’ rolein major conflicts andevents
How and why variousconflicts impacted thedevelopment of theUnited States
How and why variousevents impacted thedevelopment of the
Revolutionary War
War of 1812
Civil War
Reconstruction
World War I
World War II
Students create acause-and-effect flowchart of theRevolutionary War andthe road toindependence fromGreat Britain. The flowchart should explain theimpact of theRevolutionary War onthe development of theUnited States.
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United States Pearl Harbor
Trail of Tears
Great Depression
Dust Bowl
Japanese InternmentCamps
9/11
Global War on Terrorism
Pandemic
Vietnam War
Students study theevents leading up to theGreat Depression andthe impact of the GreatDepression on society(e.g., ways of life,entertainment,employment,“Hoovervilles,” etc.).Students then create aposter explaining theirunderstanding of theeffects of the GreatDepression on societyand the development ofthe United States.
Students learn aboutthe basic events ofWorld War II and PearlHarbor. Students thencreate a multimediapresentationdemonstrating theirunderstanding of therole of the United Statesin the war and how thisimpacted thedevelopment of theUnited States.
Students read about thebasic events ofSeptember 11, 2001.Students then write anexplanation of how theevents of September11th impacted the
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development of theUnited States.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.5 Comparemultiple perspectivesof various historicalevents using primaryand secondarysources
Students must beable to discuss thesimilarities anddifferences betweenthe multipleperspectives ofevents that haveoccurred in history.
Students must beable to use primaryand secondarysources to masterthis objective.
Historical events orissues can beunderstood throughinformation fromvarious sources
Interpreting multiplehistorical perspectivesis necessary tounderstanding the past
The credibility ofhistorical sources mustbe examined in order toensure accuracy andappropriateness
Examples of significanthistorical events in theUnited States
How perspective canaffect the way ahistorical event isinterpreted
Historical maps
Photographs
Graphs
Charts
Newspaper articles
Diary entries
Original texts of historicaldocuments
Song lyrics relevant tohistorical time periods
Events● Indian Removal● Integration of
schools● Civil Rights
Movements● American Revolution● Vietnam War● Emancipation
Proclamation● Civil War● Reconstruction● Atomic bomb● Suffrage
movements
Students comparemultiple primary andsecondary sources withopposing points of viewaround one event.Students then write amock interview wherethey play the role of theinterviewer who isinterviewing two peoplewith differingviewpoints from thetime period studied.Students should thencompare the twodiffering accounts ofthe event to findsimilarities anddifferences.
Students read 2-3primary sources withdiffering opinions(Loyalists/Patriots)about the Stamp Act.After closely readingthese sources, studentscomplete a JanusFigure that comparesthe Loyalist and Patriotperspectives.
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● Space Race
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment5.H.1.6 Explain thesignificance ofnational symbols andtraditions fromvarious perspectives
Students must be ableto demonstrate theyunderstand thesignificance of whysymbols and traditionsare interpreted fromvarious perspectives.
A nation’s values andbiases are evidenced bywhat it chooses tomemorialize
People often usesymbols to exemplifythe culture and historyof places
Symbols often carrydifferent meanings to avariety of differentcultures within a nation
Examples of thevarious symbols thatwere chosen to honorthe culture and historyof the United States
The historicalsignificance of variousmonuments in theUnited States fromvarious perspectives
Bald Eagle
Liberty Bell
Uncle Sam
Statue of Liberty
4th of July
Pledge of Allegiance
National/state flags
Rosie the Riveter
Thanksgiving
Monuments inWashington, D.C.
Mount Rushmore
The Capitol
The White House
Veteran’s Day
Tomb of the UnknownSoldier
Presidential Seal
Students study andanalyze the poemwritten on the base ofthe Statue of Liberty,“The New Colossus.”After studying thepoem, teachersfacilitate a WagonWheel discussion aboutthe symbolism,significance to life in theUnited States from pastto present, and thevarious perspectives ofthis poem.
Students study thehistorical significanceof various monumentsand memorials inWashington, D.C.Afterwards, studentswrite a writtenexplanation of howthese monuments andmemorials can havedifferent levels ofsignificance to differentpeople based on theirexperiences andbackgrounds (e.g.,World War II andVietnam and KoreanWar memorials may
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Groundhog Day
New Year’s
have a differentmeaning to someonewho fought in one ofthese wars thansomeone who did not).
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