Minnesota Social Studies – 5

O:  Recognize the difference between man-made and natural features on a map.

A:  Use a map and map tools (e.g., legend, alphanumeric grid lines) to navigate from one place to another.

Identify possible uses for maps or models (ie, building exits, navigation, weather forecast).

Recognize that a map or model represents a real place.

Engage with a representation of the classroom.

Students work in groups to create a set of questions for their classmates to complete using a given map or maps (e.g., physical features, population density, economic activity, political, climate). Questions should encourage students to use the different features of the map to draw conclusions about people, places and the environment. Possible answers can be discussed in groups or as a class.

Pretend to be a cartographer and create a map of a fake country. On their map they should include a compass, map key, legend, longitude and latitude lines. They could also add features from a political map such as cities and popular locations, and/or features from a physical map such as lakes, rivers, mountains, etc.

“Ox Cart Man” by Donald Hall

“The Family with Many Colors” by Emma L.W. Thomas

www.nationalgeographic.com

http://www.pbs.org/wgbh/nova/longitude/find.html

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.

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.

O:  Define B.C.E. and C.E.

A:   Create a B.C.E. and C.E. timeline of events within a given time period.

Recognize C.E. and B.C.E. on a timeline of historic events in the Western Hemisphere.

Define B.C.E. as “before the common era” which includes events that happened in the world before the year 1.

Define C.E. as the “common era” which includes events that happened in the world after the year 1.

Understand that events happen in order (first, second, third) using a classroom schedule.

Engage with a timeline that includes positive and negative numbers.

Engage with a ruler/yardstick to understand beginning, middle, end.

When introducing multiple-tier timelines, have students create a multiple-tier timeline covering their life since their birth that includes events that occurred at the local, state and national levels. Have students identify relationships among local, state and national events and their lives.

Have students use biographies of famous people to create multiple-tier timelines that compare events in the biography with world events. Challenge students to think about how world events may have impacted or been impacted by the actions of the famous people read about.

“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

“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

http://www.kidinfo.com/american_history/explorers.html

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

http://worldhistory.pppst.com/explorers.html

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“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

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

http://worldhistory.pppst.com/explorers.html

O:  Identify or recognize different groups that explored and colonized America.

A:  Make connections between colonization and life today (e.g., place names, foods, language, traditions).

Use a map of the Western Hemisphere to identify examples of where European languages are still spoken in North and South America today (including examples from Central America and the Caribbean).

Label a map with continents and oceans. Locate Europe and the approximate areas in North and South America that Europeans explored and colonized.

Recognize that the Atlantic Ocean separates Europe and North and South America.

Engage with a map that shows the Western and Eastern Hemispheres with continents labelled.

Create a living history museum where students dress as European explorers or early colonists and describe how their country influenced and contributed to the culture, language and economy of the Western Hemisphere today.

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Have students create scrapbooks (either paper or electronic) documenting lasting effects of European colonization in the Western Hemisphere (e.g., images of architecture; maps with place names; descriptions of governments, festivals, celebrations, holidays, traditional foods).

“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

“Ferdinand Magellan: A Primary Source Biography” by Lynn Hoogenboom

“Henry the Navigator: Prince of Portuguese Exploration” (In the Footsteps of Explorers) by Lisa Ariganello

“¿Quién fue Fernando de Magallanes? /Who Was Ferdinand Magellan?” (Quién Fue?/ Who Was?) (Spanish Edition) by Sydelle Cramer

“The Discovery of the Americas”, by Betsy & Guilio Maestro

“The Sea King: Sir Francis Drake & His Times”, by Albert Marrin

“Beyond the Sea of Ice: The Voyages of Henry Hudson”, by Joan Elizabeth Goodman

http://www.virtualjamestown.org/

http://www.scholastic.com/scholastic_thanksgiving/

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“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

O:  Recognize that the American Revolution was about freedom for the colonists.

A:    Identify one reason the colonists fought in the American Revolution (e.g., taxes, govern themselves, freedom to live where they wanted).

“Nathan Hale was captured as a spy for the Continental Army during the Revolutionary War. Were there others who spied on the British? Were there women spies? Did the information they gained help the Continental Army? If so, how?”

Discuss why colonists wanted to be independent from British rule including taxes and no voice in government.

Understand that the 13 colonies were under the rule of the British and wanted to have their own government.

Recognize a revolution as a conflict or war to change the government or laws under which people live.

Engage with images of American and British soldiers.

Engage with representations of life during the colonial period including colonists’ farmers, merchants and soldiers.

Divide the class into three groups representing the Northern, Middle and Southern colonies. Have each group identify the economic characteristics of the region and then explain why colonists would have found issue with British policies.

Identify students with relatives who have served in the U.S. armed forces. Invite veterans to the class to discuss the importance of the freedoms Americans have.

Have students examine the Declaration of Independence section that begins “When in the Course of human events…” and ends with “…Life, Liberty and the Pursuit of Happiness…” Then have the students examine the Preamble of the United States’ Constitution. Allow students to restate the ideas in these parts of the documents through class presentations, drawings, poems, collages, etc.

“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

“Eighteen Roses Red” by Ruth H. Maxwell

“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy

“Wives of the Signers: The Women behind the Declaration of Independence” by Harry Clinton Green

“George vs. George: The American Revolution as Seen from Both Sides” by Rosalyn Schanzer

“Struggle for a Continent: The French and Indian Wars: 1689-1763” by Betsy Maestro

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

http://memory.loc.gov/ammem/index.html

http://www.oplin.org/point/

http://memory.loc.gov/ammem/index.html

http://www.archives.gov/exhibits/charters/charters_of_freedom_1.html

http://www.ducksters.com

http://www.wqed.org

http://www.teachnology.com

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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

Place the following sentence on the board or on a chart: The Constitutional Convention began when ___________________________________, continued when __________________________________ ___________________, and ended when ________________________________________. Students should then complete the summary structure. They should edit their final summarizations for capitalization, usage, punctuation, spelling and sentence structure.

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.

The first amendment provides for lots of freedoms. Which of those freedoms do you think is the most important? Use facts and details from this week’s issue to explain your choice.

Write a paragraph about personal rights you would like to see included in the Constitution’s Bill of Rights. Include at least three suggestions or ideas and be sure to give reasons for each point. Make sure your suggestions would be fair to every citizen in our state.

Pretend you are a tour guide in the capitol building and are taking a group to visit all three branches of government. Write what you would tell the visitors about what each branch does and why it is important.

Which first amendment freedom do you think is the most important? Why?

“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 Sly Sobel

“Ohio (Hello USA)” by Dottie Brown

“Social Studies Activities Kids Can’t Resist: 40 Sensational Activities for the Topics You Teach” by Dee Benscoter and Geri Harris

“How the U.S. Government Works” by Syl Sobel and Pam Tanzey, 1999

“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.archives.gov/exhibits/charters/charters

http://www.billofrightsinstitute.org/

http://www.trumanlibrary.org

http://bensguide.gpo.gov

http://www.sheppardsoftware.com

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“Branches of Government” (Government in Action) by John Hamilton

“How the U.S. Government Works” by Syl Sobel

http://www.trumanlibrary.org

http://pbskids.org

http://www.japan-guide.com

http://www.indianamuseum.org

http://www.indianahistory.org

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“Branches of Government” (Government in Action) by John Hamilton

“How the U.S. Government Works” by Syl Sobel

http://www.trumanlibrary.org

http://pbskids.org

http://www.japan-guide.com

http://www.indianamuseum.org

http://www.indianahistory.org

O:  Describe the function of one of the branches of government (e.g., Congress/legislative makes laws).

A:  Compare two branches of government at the state or federal level

Define the job of the legislative branch is to create laws.

Define the job of the judicial branch is to interprets the laws.

Match the name of the branch with its function.

Engage with a graphic organizer that shows the three branches as part of the same government

Students work in small groups to research a branch of government in Ohio and the United States. They organize information to complete the appropriate section of a color-coded chart showing the responsibilities of all three branches. As each group presents its information, students complete the corresponding section of the chart.

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