Curriculum Plan
Social Studies-MI
5th Grade
2019 – 2020
Resource: Studies Weekly
Weeks 1 and 2
USHG ERA I – Beginnings to 1620 – U1.1.1: Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).
USHG ERA I – Beginnings to 1620 – UI.1.2: Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.
USHG ERA I – Beginnings to 1620 – U1.1.3: Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.
Studies Weekly – Week 1 and 10
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Students should write from the point of view of an explorer. Students should be able to write main ideas and support those ideas with supporting details. Students should clearly remain in “character” throughout writing.
Study the map and think about geographic features that may form borders between the regions. Discuss which tribes are labeled in which regions and note especially the Florida natives. Look carefully at the names of the regions; discuss why they are so named. Remind students that buffaloes are technically American bison; Europeans called them buffaloes because of appearance similar to water buffaloes and the name stuck
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “The Discovery of the Americas” by Betsy and Giulio Maestro, 1992
“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001
“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001
“Kids During the Age of Exploration” by Cynthia MacGregor, 1999
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http://www.kidinfo.com/american_history/explorers.html
http://worldhistory.pppst.com/explorers.html
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Week 3
U1.2 European Exploration U1.2.1: Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 4
U1.2 European Exploration U1.2.2: Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 5
U1.3 African Life Before the 16th Century – U1.3.1: Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).
U1.3 African Life Before the 16th Century – U1.3.2: Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 6
U1.4 Three World Interactions – U1.4.1: Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 7
U1.4 Three World Interactions – U1.4.2: Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
Studies Weekly – Week 24
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 8
U1.4 Three World Interactions – U1.4.3: Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 9
U1.4 Three World Interactions – U1.4.4: Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 10
Review and Assess
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| Review Beginnings to 1620 | |||
| Assessment of Beginnings to 1620 | |||
Week 11
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.1.1: Describe significant developments in the Southern colonies,
Studies Weekly – Week 2
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| · patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• establishment of Jamestown • development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) • relationships with American Indians (e.g., Powhatan) • development of colonial representative assemblies (House of Burgesses) · |
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explain the differences and similarities of Jamestown and Plymouth. They should choose which colony would be best suited to their family. Explain to the students that they will have to support their ideas with textual evidence.
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “Blood on the River: James Town 1607” by Elisa Lynn Carbone, 2007
“A Killing in Plymouth Colony” by Carol Otis Hurst and Rebecca Otis, 2003
“1607: a New Look at Jamestown by Karen E. Lange, 2007
“Africans in America, 1619-1865” by Kay Melchisedech Olson, 2003
“Roanoke: the Lost Colony: an Unsolved Mystery from History” by Jane Yolen, 2003
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http://www.historyglobe.com/jamestown/
http://www.virtualjamestown.org/
http://www.scholastic.com/scholastic_thanksgiving/
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Week 12
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.1.2: Describe significant developments in the New England colonies, including
- patterns of settlement and control including the impact of geography (landforms and climate) on settlement
- relations with American Indians (e.g., Pequot/King Phillip’s War)
- growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies
- the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government
- religious tensions in Massachusetts that led to the establishment of other colonies in New England
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.1.3: Describe significant developments in the Middle Colonies, including
- patterns of settlement and control including the impact of geography (landforms and climate) on settlement
- the growth of Middle Colonies economies (e.g., breadbasket)
- The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies
- immigration patterns leading to ethnic diversity in the Middle Colonies
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.1.4: Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies
Studies Weekly – Week 3
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Students should write additional diary entries from the point of view of a character in this week’s cover story. Students should be sure to include relevant facts but also include character thoughts, feelings and emotions. Students should revise and edit their final composition for correct capitalization, grammar, punctuation, spelling and sentence structure.
Ask students to think about what they have learned about the concept of Colonial Regions. Students should then be asked think about ways the three regions are similar and different. Have students think about a way to show their ideas. Have students prepare a graphic organizer of their choice to show their comparisons.
Have students work in pairs to research and create a timeline poster of the colonization of each of the colonial regions.
Write a letter to the owner of a plantation persuading him/her to find another way besides slave labor to run the plantation.
Reverse Questions: A list of answers is found below. Write the question for each answer. a. Quakers b. Puritans c. The New England Colonies d. The Middle Colonies e. The Southern Colonies
Design an advertisement to convince debtors to come to Georgia. Be sure to persuade them with as much information as possible about the benefts of relocating to the Southern colony.
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “A Primary Source History of the Colony of Rhode Island” by Joan Axelrod-Contrada, 2006
“The English Colonization of North America: How Explorers and Colonists Such as Sir Walter Raleigh, John Smith, and Miles Standish Helped Establish England’s Presence in the New World” by Dan Harvey, 2003
“Anne Hutchinson: Religious Reformer” by Mélina Mangal, 2000
“A Colonial Quaker Girl: the Diary of Sally Wister 1777-1778” by Megan O’Hara, 1999
“The Quakers” by Jean Kinney Williams, 1998 |
http://www.historyforkids.org/learn/northamerica/after1500/religion/quakers.htm
http://www.columbia.k12.mo.us/mce/jhenry/13colonies/The%2013%20Colonies%20WebQuest.htm http://www.congressforkids.net/Independence_thirteencolonies.htm
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Week 13
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.2.1: Describe Triangular Trade
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| • the trade routes
• the people and goods that were traded • the Middle Passage • its impact on life in Africa
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Lesson Suggestions: Accompany this activity with maps and globes. Allow students to trace the triangle trade route. Discuss how triangle trade “powered” itself and it is a cyclical cause and effect process. • How did each “leg” of the triangle trade impact the whole process? (Each “leg” caused the next even to occur. There seemed to be no end or beginning.) • Did this trade scenario actually happen? (Yes, it was quite typical.)
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 14
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.2.2: Describe the life of enslaved Africans and free Africans in the American colonies.
U1.4 Three World Interactions – U1.4.2: Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
Studies Weekly – Week 4
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Imagine if the colonies had never made slavery legal. How would that have impacted our country’s history and future? What would be different or the same? Think about how every event causes another event to happen or not to happen. Write a paragraph or two about how our s
The following is a primary source excerpt from the Slave Codes of the State of Georgia, 1848. Read the statute and discuss the punishments—a fine, a whipping or both. Discuss the word “Negro” and explain that today it is considered to be an offensive term. Punishment for teaching slaves or free persons of color to read. — If any slave, Negro, or free person of color, or any white person, shall teach any other slave, Negro, or free person of color, to read or write either written or printed characters, the said free person of color or slave shall be punished by fine and whipping, or fine or whipping, at the discretion of the court. (Source: http://academic.udayton.edu/race/02rights/slavelaw. htm; accessed 4/1/13; scroll down page) If time allows, read and discuss more of the statutes. Compare the sections about prosecution, trial, evidence and sentencing to related sections of the U.S. Constitution.
Lesson Suggestions: Give students blank maps to use as note-taking devices during the reading of this section. Have them draw lines from continent to continent with highlighters or colored pencils, to denote triangles of trade. Label the continents and colonies with the exports they produced. Make a key showing each type of merchandise or slaves being exported. Do the candy bar research activity suggested at the end of the passage. Contact a large shipping company to research the travel of goods from continent to continent. • What were the chief exports of the colonies? (sugar, rum, rice, cotton, tobacco) • What effect did it have on Africa to remove the healthy people to become slaves? (It tore apart families, changed family structures and damaged the African economy for years.) • Which places formed the points of the triangle in triangle trade? (Many countries and colonies were involved, from Europe to Africa to the Americas.) • About how many slaves were bought or taken from Africa? (over 11 million) • What was the Middle Passage? (It was the leg of the triangle between Africa and the Americas in which Africans were packed into ships and endured horrible conditions while crossing the Atlantic. Many Africans did not survive the Middle Passage.)
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Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 15
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.2.3: Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 16, 17 and 18
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.3.1: Locate the New England, Middle, and Southern colonies on a map.
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.3.2: Describe the daily life of people living in the New England, Middle, and Southern colonies.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| New England, Middle and Southern colonies: religion, government, economy and conflict
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B: Name the region and identify the climate of the regions.
O and A: Name the region and identify the climate and landforms.
A: Compare different regions of the United States related to landforms, climate or population.
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Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).
Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces
Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| http://www.nationalgeographic.com/xpeditions/
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| Resource Books | Resource Websites |
Week 19
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.3.3: Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.3.4: Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 20
U2 USHG ERA 2 – Colonization and Settlement (1585-1763) – U2.3.5: Make generalizations about the reasons for regional differences in colonial America.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 21
Review and Assess
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Review Beginnings to 1620 and Colonization & Settlement | |||
| Assessment of Beginnings to 1620 and Colonization & Settlement | |||
Week 22 and 23
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.1: Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.2: Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.3: Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).
Studies Weekly – Week 5
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Students should research one of the men listed in the student edition. Students should be able to write three paragraphs with main ideas and support those ideas with supporting details. Students should edit their final compositions for capitalization, usage, punctuation, spelling and sentence structure.
Create a timeline of important events in Colonial American History from the founding of Jamestown and Plymouth to the Boston Massacre.
Create a Venn diagram comparing and contrasting France and Great Britain during America’s colonial period. Students should then use the information in the graphic organizer to write a short summary titled “France and Great Britain: World Powers of the 18th Century.”
Students create a K-W-L chart about “Taxation Without Representation,” which is a commonly heard colonial era phrase.
Write a letter from the viewpoint of a colonial settler in Massachusetts to a relative back in England. How does the settler feel about the Proclamation of 1763. Will he or she abide by the law?
Create a T-chart titled “The Quartering Act.” The left side of the chart should be labeled “British soldier.” The right side should be labeled “Boston resident.” Students should make notes about how the Quartering Act affected both groups. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “The Boston Massacre” by Michael Burgan 2006
“For Liberty: the Story of the Boston Massacre: Addressed to the Inhabitants of America” by Timothy Decker, 2009
“The Stamp Act of 1765” by Dennis B. Fradin, 2009
“Struggle for a Continent: the French and Indian Wars, 1689-1763” by Betsy and Giulio Maestro, 2000
“The Anchor: P. Moore Proprietor” by Blonnie Bunn Wyche, 2003
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http://www.ncdcr.gov/FrenchandIndianWarInteractive.aspx
http:// www.wqed.org/tv/specials/the-war-that-made-america/index_38.php
http://www.libertyskids.com/arch_where_boston.html
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Week 24
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.4: Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.5: Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so
Studies Weekly – Week 6 and 7
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “You Wouldn’t Want to Be at the Boston Tea Party! Wharf Water Tea You’d Rather Not Drink” by Peter Cook, et al, 2006
“Who Was George Washington?” by Roberta Edwards and True Kelley, 2009 “The Sons of Liberty” by Alexander Lagos, et al, 2010 60 Teacher Supplement
“Justice for All: December 5, 1773 – September 5, 1774” by Amanda Stephens, 2003
“The Shot Heard round the World: the Battles of Lexington and Concord” by Nancy Whitelaw, 2001
“Eighteen Roses Red” by Ruth H. Maxwell, 2006
“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy, 2002
“In Defense of Liberty: the Story of America’s Bill of Rights” by Russell Freedman, 2002
“Wives of the Signers: the Women behind the Declaration of Independence” by Harry Clinton Green, et al, 1997 “George vs. George: the American Revolution as Seen from Both Sides” by Rosalyn Schanzer, 2004 |
http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm
http://www.historyplace.com/unitedstates/revolution/revwar-75.htm
http://www.historyplace.com/unitedstates/revolution/revwar-77.htm
http://www.americanrevolution.org/archives.html
http://www.americanrevolution.org/home.html
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Week 25
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 26
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.7: Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence.
Studies Weekly – Week 9
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Students should choose one amendment to support in a written speech. Students should explain their position statement and support their ideas with at least three specify examples. Encourage students to support their ideas with at least one of their own personal experiences. A strong conclusion statement restating the position is appropriate. The speech should be edited and revised to flow smoothly so that it can be delivered with oral fluency.
“Do other countries have a Bill of Rights or a similar document guaranteeing rights and freedoms for its citizens?”
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “The Bill of Rights: Protecting Our Freedom Then and Now” by Syl Sobel
“The U.S. Constitution and You” by Syl Sobel
“The United States Constitution: A Graphic Adaptation” by Jonathan Hennessey, Aaron McConnell
“We the Kids: The Preamble to the Constitution of the United States” by David Catrow |
http://www.congressforkids.net/games/billofrights/2_billofrights.ht
http://www.archives.gov/exhibits/charters/charters.html
http://www.billofrightsinstitute.org/
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Week 27
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.1.8: Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 28
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.2.1: Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today |
| Resource Books | Resource Websites |
Week 29
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.2.2: Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 30
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.2.3: Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.2.4: Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries).
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 31
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.1: Describe the powers of the national government and state governments under the Articles of Confederation.
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.2: Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money)
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 32
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution was written.
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.4: Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three Fifths Compromise).
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.7: Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.
Studies Weekly – Week 8
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
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Make a timeline of important events from the time the Declaration of Independence was written until the U.S. Constitution is ratified. Students should include dates and a brief description of event.
Students should copy the quote and write their response to the quote. Students should explain how each leader felt about rebellion in the new country. Jefferson: “A little rebellion now and then is a good thing. It is a medicine necessary for the sound health of government. God forbid that we should ever be twenty years without such a rebellion.” Adams: “Rebellion against a king may be pardoned or lightly punished, but the man who dares to rebel against the laws of a republic ought to suffer death.”
Write a letter from the viewpoint of James Madison about his “Virginia” plan for the Constitution of the United States. Why does Madison feel his ideas are best for the new nation? Give specifc examples and write from Madison’s point of view.
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “The Founding: a Dramatic Account of the Writing of the Constitution” by Fred Barbash, 1987
“Checks and Balances: the Three Branches of the American Government” by Daniel E. Brannen and Lawrence W. Baker, 2005
“Shays’ Rebellion” by Michael Burgan, 2009 “We the Kids: the Preamble to the Constitution of the United States” by David Catrow, 2005
“The U.S. Constitution and You” by Syl Sobel and Denise Gilgannon, 2001
“How the U.S. Government Works” by Syl Sobel and Pam Tanzey, 1999
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Week 33
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.5: Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong executive, representative government, importance of individual rights).
U3 USHG ERA 3 Revolution and the New Nation (1754 – 1800) – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 34
P3 Public Discourse, Decision Making, and Citizen Involvement – P3.1.1: Identify contemporary public issues related factual, definitional, and ethical questions
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
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Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 35
P3 Public Discourse, Decision Making, and Citizen Involvement – P3.1.2: Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 36
P3 Public Discourse, Decision Making, and Citizen Involvement – P3.1.3: Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.
P3 Public Discourse, Decision Making, and Citizen Involvement – P3.3.1: Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 37
P4 Public Discourse, Decision Making, and Citizen Involvement – P4.2.1: Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
P4 Public Discourse, Decision Making, and Citizen Involvement – P4.2.2: Participate in projects to help or inform others.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Weeks 38, 39 and 40
Review and Assess
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Review Beginnings to 1620, Colonization & Settlement and Public Discourse, Decision Making, and Citizen Involvement | |||
| Assessment of Beginnings to 1620, Colonization & Settlement and Public Discourse, Decision Making, and Citizen Involvement | |||
