Curriculum Plan
Social Studies-MO
5th Grade
2019 – 2020
Resource: Studies Weekly
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
Week 1
Geography – 5.A.1 Use geographic sources to acquire information, answer questions and solve problems.
Geography – 5.A.2 Construct maps for relevant social studies topic
Geography – 5.B.2 Locate and describe real places, using absolute and relative Understanding location.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Map skills | B: Identify the location of the equator.
Recognize that a map is a smaller scale of an actual place (e.g., school map, town map).
O: Identify locations of colder climates on a globe (e.g., closer to the North Pole is colder than Ohio; arctic vs. tropical). Recognize the difference between man-made and natural features on a map.
A: Describe the differences in climate for locations near the Arctic Circle and the equator. Use a map and map tools (e.g., legend, alphanumeric grid lines) to navigate from one place to another. |
Identify the different features of maps that make them useful for different purposes.
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.
Using a globe, identify the equator, North Pole and South Pole.
Use manipulatives or illustrations to create circles around a sphere (i.e. put a string(s) around a Styrofoam ball, use a marker to draw circles around a ball).
Engage with a sphere as a representation of the earth.
Research and compare the climates of two different cities with different latitudes. Have students draw conclusions about why climates differ at different latitudes. Discuss the relationship between distances north and south of the equator and their climates |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “Maps and Geography” by Ken Jennings
“Ox Cart Man” by Donald Hall
“The Family with Many Colors” by Emma L.W. Thomas |
http://www.nationalatlas.gov/mapmaker
http://www.pbs.org/wgbh/nova/longitude/find.html
|
Week 2 and 3
Geography – 5.B.1 Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
Studies Weekly – Week
| 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 4 and 5
Geography – 5.C.1 Describe and analyze physical characteristics of the nation.
Geography – 5.C.2 Describe and analyze diverse human characteristics of the nation.
Geography – 5.D.1 Evaluate how people are affected by, depend on, adapt to and change their physical environments in the past and in the present.
Geography – 5.F.1 Describe different regions in the United States and analyze how their characteristics affect people who live there.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Physical environments and human characteristics | B: Identify a need within a community that requires a physical change to the environment.
O: Identify one way the physical environment influences human activity and one way that human activity modifies the physical environment.
A: Identify both positive and negative outcomes of a man-made physical environmental change occurring within the Western Hemisphere. |
Identify examples of how human activities have modified the environment by sorting pictures or other representations.
Identify features of the natural environment that exists outside of the school.
Actively engage with the natural environment outside of the school.
Identify examples of how human activities have modified the environment by sorting pictures or other representations.
Identify features of the natural environment that exists outside of the school.
Actively engage with the natural environment outside of the school.
|
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 6
Geography – 5.E.1 Evaluate how changes in communication and transportation technologies affect people’s lives.
Studies Weekly – Week
| 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 7
Geography – 5.G.1 Use geography to interpret the past, explain the present and plan for the future as appropriate to topics or eras discussed.
Studies Weekly – Week
| 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 8
Documents shaping constitutional democracy – 1.A.1 Apply the principles of the Declaration of Independence to the historical time periods being studied and to current events.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Source analysis: the Declaration of Independence | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| ”Declaring Freedom: A Look at the Declaration of Independence, the Bill of Rights, and the Constitution” by Gwenyth Swain
“D is for Democracy” by Elissa Grodin,
|
http://illuminations.nctm.org
|
Week 9
Documents shaping constitutional democracy – 1.B.1 Apply the principles of the U.S. Constitution to the historical time periods being studied and to current events.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| The Constitution: structure and principles | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “We the People: The Constitution of the United States of America” by Peter Spier
”Declaring Freedom: A Look at the Declaration of Independence, the Bill of Rights, and the Constitution” by Gwenyth Swain
“D is for Democracy” by Elissa Grodin, |
http://illuminations.nctm.org
|
Week 10
Documents shaping constitutional democracy – 1.C.1 Apply the principles of the Bill of Rights to historical time periods being studied and to current events.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Bill of Rights | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| ”Declaring Freedom: A Look at the Declaration of Independence, the Bill of Rights, and the Constitution” by Gwenyth Swain
|
Week 11
Documents shaping constitutional democracy – 1.D.1 Analyze ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| American Revolution and Antebellum Period | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 12
Documents shaping constitutional democracy – 1.E.1 Describe the character traits and civic attitudes of historically significant individuals in the United States history from c. 1800 – 2000.
History – 3.C.1 Identify and describe the contributions of historically significant individuals to the United States from c. 1800 – 2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Historical individuals | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 13
Documents shaping constitutional democracy – 1.F.1 Recognize and explain the significance of national symbols associated with historical events and time periods being studied.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| National symbols | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 14
Review and Assess
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through the use of class games, review geography and documents shaping constitutional democracy. | |||
| Assessment of geography and documents shaping constitutional democracy. | |||
Week 15
Government – 2.A.1 Explain how the purpose and roles of government have been debated across historical time periods to current times.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Roles of government across history | B: Identify the title of the leader of the United States.
O: Recognize characteristics of a democracy
A: Compare two of the three types of government. |
Understand that the leaders of governments gain their power in different ways (i.e., elected by citizens, taken by force, inherited).
Have students create a graphic organizer comparing government categories. Students should describe the relationship between those in power and citizens, and then provide examples of each type of government.
Engage with common images of elected officials (i.e., campaigning for office), dictator (i.e., reviewing military or dressed in military uniform), and monarchs (i.e., wearing crown, with royal family).
|
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 16
Government – 2.B.1 Analyze peaceful resolution of disputes by courts or other legitimate authorities in U.S. history from c. Dispute 1800 –2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Courts settling disputes over time | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 17
Government – 2.C.1 Analyze how authoritative decisions are made, enforced and interpreted by the federal government across historical time periods and current events.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Decision made, enforced and interpreted by government | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 18
Government – 2.D.1 Distinguish between powers and functions of local, state and national government in the past and present.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Local, state and federal government | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 19
Review and Assess
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through the use of class games, review geography, documents shaping constitutional democracy and government. | |||
| Assessment of geography, documents shaping constitutional democracy and government. | |||
Week 20
History – 3.A.1 Outline the territorial expansion of the United States.
History – 3.A.2 Describe the impact of migration on immigrants and the United States c. 1800- 2000.
Geography – 5.G.2 Use a geographic lens to describe the impact of migration on the immigrants and the United States c. 1800- 2000.
Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Louisiana Purchase and migration of immigrants | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 21
History – 3.B.1 Examine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800 – 2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| War of 1812 | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 22
History – 3.B.1 Examine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800 – 2000.
History – 3.E.1 Explain the causes and consequences of major political developments and reform in U.S. history from c. 1800- 2000.
Studies Weekly – Week
| Mini Lesson
|
Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Antebellum Period | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 23
History – 3.B.1 Examine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800 – 2000.
History – 3.E.1 Explain the causes and consequences of major political developments and reform in U.S. history from c. 1800- 2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| The Civil War and Reconstruction | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 24
History – 3.B.1 Examine cultural interactions and conflicts among Native Americans, European Americans and African Americans from c. 1800 – 2000.
History – 3.E.1 Explain the causes and consequences of major political developments and reform in U.S. history from c. 1800- 2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| The Great Depression and the New Deal | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 25
History – 3.I.1 Identify political, economic, and social causes and consequences of World War I and WWII on the United States.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| World War I | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 26
History – 3.I.1 Identify political, economic, and social causes and consequences of World War I and WWII on the United States.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| World War II | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 27
History – 3.I.2 Identify the political, economic and social consequences of the Cold War on the United Causes, States.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| The Cold War | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 28
Review and Assess
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through the use of class games, review geography, documents shaping constitutional democracy, government and history. | |||
| Assessment of geography, documents shaping constitutional democracy, government and history. | |||
Week 29
Economics – 4.A.1 Explain how scarcity, supply and demand, opportunity costs, income, labor, wages and other economic concepts affect our nation’s past, present and future.
Economics – 4.D.1 Explain factors, past and present, that influence changes in our nation’s economy
Economics – 4.D.2 Use an economic lens to describe the impact of migration on the immigrants and the United States c. 1800- 2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Supply & demand and economics | B: Identify items that are produced in the local community. Identify resources needed to make a product or do a job.
O: Identify a specialized good or service available in the local community that can be traded for goods/services needed in the community. Organize a division of labor for a given job (e.g., identify job responsibilities of students for cleaning the room at the end of the day).
A: Explain why certain goods are produced in certain places (e.g., climate, available resources). Describe a negative impact of not having a productive resource (e.g., having a citrus orchard and no one to pick the oranges). |
Understand that people in each state do not have the resources to produce every product they need.
Understand that people in our state have the resources to produce certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.
Recognize that people are human resources with differing skills and knowledge (i.e., managers, laborers).
Given a set of images or representations of resources, group them into natural, human or capital goods.
Understand that people in our state buy products from other states and countries because we do not have the resources to produce every product we need.
Understand that people in our state have the resources to produce and trade certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.
Separate representations of goods supplied by the cafeteria and school store (or other sources) from goods that are not supplied by the cafeteria or school store. representations of suppliers.
Engage with representations of goods available in the school cafeteria.
Provide students with data on the major imports and exports of North America and South America. Data can be generalized by region or specific to the most prominent trading countries. Have students create illustrations, either on paper or electronically, to show the flow of products from country to country or region to region. Illustrations could be drawn on maps or created using graphics software. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| “Transcontinental Railroad (True Books)” author John Perritano
“The Silk Route: 7000 Miles of History” by John S. Major
“Stickmen’s Guide to Aircraft (Stickmen’s Guides to How Everything Works)” author John Farndon
“Steamboats: The Story of Lakers, Ferries, and Paddle-Wheelers” author Karl Zimmermann
|
http://www.econedlink.org/lessons/index.php?lid=539&type=educator |
Week 30
Institutions and cultural traditions – 6.A.1 Compare cultural characteristics across historical time periods in the U.S. post c.1800
Institutions and cultural traditions – 6.A.2 Describe the cultural impact of migration on the immigrants and the United States c. 1800-2000.
Institutions and cultural traditions – 6.B.1 Evaluate constructive processes or methods for resolving conflicts.
Studies Weekly – Week
| 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 31
Institutions and cultural traditions – 6.C.1 Research stories and songs that reflect the cultural history of the United States c. 1800- 2000.
Institutions and cultural traditions – 6.D.1 Analyze the preservation of cultural life, celebrations, traditions, and commemorations over time.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Cultural stories and songs | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 32
Institutions and cultural traditions – 6.E.1 Examine the changing roles among Native Americans, Immigrants, African Americans, women and others from 1800-2000.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Changing Roles from War of 1812 to Antebellum Period to Reconstruction | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 33
Review and Assess
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through the use of class games, review geography, documents shaping constitutional democracy, government, history, economics and institutions and cultural traditions. | |||
| Assessment of geography, documents shaping constitutional democracy, government, history, economics and institutions and cultural traditions. | |||
Week 34
Social science inquiry – 7.A.1 Identify, select, analyze, and evaluate resources to create a product of social science inquiry.
Social science inquiry – 7.A.2 Evaluate and use artifacts to share information on social studies’ topics.
Studies Weekly – Week
| 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 35
Social science inquiry – 7.B.1 Use visual tools to interpret, draw conclusions, make predictions, and communicate information and ideas.
Social science inquiry – 7.B.2 Create and present products such as maps, graphs, timelines, charts and models, diagrams etc. to communicate information and understanding on social studies’ topics.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Timelines | B: Identify a B.C.E. event.
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. |
Locate a historic event that occurred B.C.E. on a timeline that includes both C.E. and B.C.E. events.
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. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 36
Social science inquiry – 7.C.1 Explain how facts and opinions affect point of view and/or bias in social studies’ topics.
Social science inquiry – 7.C.2 Identify, research, and defend a point of view/position on a social studies’ topic.
Studies Weekly – Week
| 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, 38 and 39
Social science inquiry – 7.D.1 Conduct and present social studies ‘ research to an audience using appropriate sources.
Social science inquiry – 7.E.1 Generate compelling research questions about a social studies’ topic.
Social science inquiry – 7.E.2 Create and apply a research process to investigate a compelling social studies’ question.
Social science inquiry – 7.E.3 Evaluate and use appropriate resources for investigating a compelling social studies’ question.
Social science inquiry – 7.F.1 Conduct and present research on a social studies’ question to an audience, using appropriate sources.
7.G.1 Research and defend a point of view/position on a social studies’ question.
Studies Weekly – Week
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Students select a state to research and then present to the class. The core question to be researched is as follows:
What makes this state unique from other states and why do you think so? After research, students will report to the class using props and artifacts. Students take notes over what they learn. Differentiate according to the amount of information researched and the facts learned from the presentations. |
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| Resource Books | Resource Websites |
