ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: / Social StudiesGRADE LEVEL: / Grade 5
CREATION DATE: /
March, 2003
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? How were the explorers financed? / Approx. Time Allotment: /PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #1 Students will learn about the exploration of the Americas ( Motivation and Purpose).
· Power/land/resources
· Identify motivating factors for exploration
· Sea routes to Asia
· Acquisition and control of land areas
· Acquisition of resources
· Financing of Exploration / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Trade books
· Videos
· Websites
· Biographies
· Maps
· Atlases
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on native populations? How were the explorers financed? / Approx. Time Allotment: /
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #2 Students will examine the purposes behind various explorations.
· Easier routes/new kingdoms/resources
· Impact of Exploration
· Conquering of native cultures/kingdoms
· Changing of Kingdoms
· Introduction of slave trade / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Trade books
· Videos
· Websites
· Biographies
· Maps
· Atlases
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: A. Exploration: How were the explorers financed? / Approx. Time Allotment: /
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 I /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #3 Students will examine the financing of explorers.
· King/Queen influence / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Trade books
· Videos
· Websites
· Biographies
· Maps
· Atlases
· Globes
· Nonfiction accounts
· Primary documents / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on native populations? / Approx. Time Allotment: /
PA Standards: 7.3.6 D; 7.4.6 B /
Benchmark/Skills / Assessment / Aligned Materials/Resources/Technology / Instructional Strategies /
Benchmark #4 Students will be able to explain the impact of exploration on selected…
· cultures
· kingdoms
· native people
· politics / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Trade books
· Videos
· Websites
· Biographies
· Maps
· Atlases
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: A. Exploration: Who were some key explorers? / Approx. Time Allotment: /
PA Standards: 8.1.6 D; 8.2.6 A, B, C, D; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #5 Students will be able to know and describe key people involved in exploration.
· Explorers
Western European Explorers
· Indigenous Peoples
Ancient North and South American
cultures / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Trade books
· Videos
· Websites
· Biographies
· Maps
· Atlases
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: A. Exploration: What motivated exploration? What was the impact on native populations? How were the explorers financed? / Approx. Time Allotment: /
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 I ; 7.3.6 D; 7.4.6 B; 8.1.6 D; 8.2.6 A, B, C, D; 8.3.6 A, B, C, D /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Flexible grouping
· Use of technology
· Essay prompt given prior to test
· Use of outline
· Close ended task
· Oral activities rather than written
· Study guides / · Technology presentations
· Student as teacher / · Modified assignments
· Reteaching activities
· Student checklist for accountability
· Teach to strength/intelligence or learning style / · Math-calculating distances on maps
· Art and Media
· Literature and novels
· Newspapers
· Anthology
· Music
· Music
· Multiple perspectives
· Read alouds
· Triangular trade
Essential Question, Concept or Theme: B. Colonization: Why did people leave their homes and come to America? What groups of people came to America seeking religious freedom? How did geography affect the colonization? / Approx. Time Allotment: /
PA Standards: 5.1.6 B, D, M; 6.3.3 B, C, D, E, F; 7.1.6 B; 7.3.6 C; 7.4.6 A, B; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #1
Students will learn about the colonization of the Americas.
· List groups of people who came to the Americas.
· Identify leaders of the groups
· Explain impact of geographic location of colonies on development
· Order chronologically settlement of colonies
· Identify and explain importance of historical documents: Mayflower Compact, Fundamental Orders of Connecticut, Penn’s Treaty
· Explain conflict and cooperation between settlers and Native Americans
· Determine factors in the success and failure of colonies
· Explain reasons for settling in America and why they left native countries
· Describe the types of commerce and industry in the different colonies (shipbuilding, craftmanship, tobacco/plantations, whaling, slave trade, small farming)
· Development a system of slavery
· Compare and contrast types of homes, education, communities (i.e.., village city, plantation), dress
· Identify key individuals who have impact on the colonies (Hutchinson, Pocahontas, Zenger) / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive!
America’s Past; 2003
· Maps
· Atlases
· Globes
· Nonfiction accounts
· Primary documents
· Videos
· Biographies
· Timelines / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: B. Colonization: Why did people leave their homes and come to America? What groups of people came to America seeking religious freedom? How did geography affect the colonization? / Approx. Time Allotment: /
PA Standards: 5.1.6 B, D, M; 6.3.3 B, C, D, E, F; 7.1.6 B; 7.3.6 C; 7.4.6 A, B; 8.3.6 A, B, C, D /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Flexible grouping
· Use of technology
· Essay prompt given prior to test
· Use of outline
· Close ended task
· Oral activities rather than written
· Study guides / · Technology presentations
· Student as teacher / · Modified assignments
· Teach to learning style
· Graphic aids / · Math-calculating distances on maps
· Art and Media
· Literature and novels
· Newspapers
· Anthology
· Music
· Multiple perspectives
· Read alouds
· Triangular trade
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution? / Approx. Time Allotment: /
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark # 1 Students will explain the cause/effect connections of the events leading to the American Revolution. (French /Indian War, Stamp Act, Townsend Acts, Boston Massacre, Pontiac’s Rebellion, Boston Tea Party, Intolerable Acts,Thomas Paine’s Common Sense).
· Identify the key players of the Declaration of Independence. (Thomas Jefferson, John Adams, Benjamin Franklin, John Hancock) / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive!
America’s Past; 2003
· Maps
· Atlases
· Videos
· Trade books
· Primary source
documents
· Biographies
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution? / Approx. Time Allotment: /
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark # 2 Students will describe key people and events of the battles of the American Revolution.
· Lexington and Concord (Paul Revere and William Dawes)
· Ticonderoga I and II (Cannons)
· Bunker Hill (Whites of their eyes)
· Brandywine
· Germantown/Princeton
· Explain how the Battle of Saratoga was the turning point of the War
· Yorktown
· Identify the key players on the American side in the Battles (George Washington, Marquis de Lafayette, John Bugoyne)
· Identify the key players on the British side in the Battles (William Howe, Charles Cornwallis)
· Explain the significance of the winter at Valley Forge
· Identify key concepts and terms (mercenaries, militia, minutemen, redcoats, “shot heard around the world,” boycott, “taxation without representation.”, treason, First Continental Congress) / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Maps
· Atlases
· Videos
· Trade books
· Primary source documents
· Biographies
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution? / Approx. Time Allotment: /
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark # 3 Students will understand and explain the events, documents and important political and cultural figures of the early United States.
· Key Events (Articles of Confederation, Constitutional Convention, War of 1812, Technological advances)
· Key Political leaders (Dolly Madison, James Monroe)
· Key cultural figures (Francis Scott Key, Benjamin Banneker)
· Constitutional Convention
· Bill of Rights / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive!
America’s Past; 2003
· Maps
· Atlases
· Videos
· Trade books
· Primary source
documents
· Biographies
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution? / Approx. Time Allotment: /
PA Standards: 8.1.6 A, B, C, D; 8.3.6 A, B, C, D /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Benchmark #4 Students will understand and explain the important people, places and events leading up to and through the expansion of the Early United States.
· Key events (Louisiana Purchase, Indian Removal Act, Trail of Tears)
· Key political leaders (Thomas Jefferson, Andrew Jackson, James Monroe, Osceola)
· Key cultural figures (Daniel Boone, Sacajawea, Merriwether Lewis and William Clark, Sequoia)
· Impact on Native peoples, family structure, political structure
· Impact on growth of the nation (Appalachians, Wilderness Road, Cumberland Gap) / · Maps
· Quizzes
· Diaries
· Essays
· Projects
· Oral presentations
· Tests
· Newspaper
· Dioramas / · History Alive! America’s
Past; 2003
· Maps
· Atlases
· Videos
· Trade books
· Primary source documents
· Biographies
· Globes / · Outlining
· Students as teachers
· Student pair share
· Videos
· Charts
· Mapping
· Letter writing
· Posters
· Electronic field trips
· Compare/Contrast
· Summarizing
· Drama
· SQ4R
· Simulations
· KWL charts
Essential Question, Concept or Theme: C. Military Conflicts/Resolutions (Revolutionary War/War of 1812): What events led to the Declaration of Independence/Revolutionary War? What was the impact of these events on the United States Constitution? / Approx. Time Allotment: /
PA Standards: 6.3.3 B, C, D, E, F; 6.4.3 C ; 7.3.6 D; 7.4.6 B; 8.1.6 A, B, C, D; 8.3.6 A, B, C, D /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
· Flexible grouping
· Use of technology
· Essay prompt given prior to test
· Use of outline
· Close ended task
· Oral activities rather than written
· Study guides / · Technology presentations
· Student as teacher / · Modified assignments
· Teach to learning style
· Graphic aids / · Math-calculating distances on maps
· Art and Media
· Literature and novels
· Newspapers
· Anthology
· Music
· Multiple perspectives
· Read alouds
· Triangular trade
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