Social Studies Curriculum 5th Grade

Fifth Grade

Social Studies Unit 1/Lesson Sequence

Unit Name, Description and Timeframe	Unit 1 The Places Fifth Graders Will Go - Geography September and October
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.5.1 Students will compare the regions and describe the physical geography of the U.S SS.5.1.1 Differentiate the regions of the U.S. (i.e. Western, Southwest, Midwest, Southeast, and Northeast) SS.5.1.2 Identify bordering countries and borders of water to the U.S. SS.5.1.3 Label major geographical features (i.e. mountains, rivers and lakes of the U.S) SS.5.2.1 Identify location of the states and capitals within each of the regions.SS.5.2 Students will identify locations of states and capitals within the regions. Students will explain the interaction between human movement and the environment. (i.e. Five Themes of Geography: Location, Region, Place, Human/environmental interactions, Movement)
Lesson Sequence to Address Key Skills and Critical Content of Unit	Lesson Name & Sequence	Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…”
	Harcourt Social Studies The United States: Making a New Nation
	Geography Review p. I14-I22 UNIT 1 Chapter 1 Lesson 1 States and Regions Lesson 2 The Land Lesson 3 Bodies of Water Lesson 4 Climate and Vegetation Lesson 5 People and Environment Practice Book Pages 1-12	That there are 7 continents (North America, South America, Europe, Asia, Australia, Africa, Antarctica) and 5 oceans (Atlantic, Pacific, Indian, Arctic, and the Antarctic Ocean). The Northern border-Canada, Southern border- Mexico. The major bodies of water around the U.S. (Atlantic, Pacific, Gulf of Mexico, Bering Sea) The 3 major mountain ranges in the U.S. (Sierra Nevadas, Rocky Mountains, Appalachian) The 5 major rivers in the U.S. (Mississippi, Colorado, Rio Grande, Columbia, Missouri) The Major Lakes (HOMES; Huron, Ontario, Michigan, Erie, Superior, The Great Salt Lake.) Major physical features. (Grand Canyon, Death Valley, Continental Divide, Atlantic Coastal Plain, Great Plains, the Great Basin, Gulf of Mexico, Great Lakes, Niagara Falls, Everglades, Mojave Desert) The different regions. (West, Southwest, Midwest, Northeast, Southeast) The 50 states names, locations and state capitals.

The websites below have some great resources.

https://www.49online.org/Domain/62

https://www.gilderlehrman.org

Critical Language…
Academic Vocabulary:	Capital, characteristics, climate, coordinates, horizontal, key, major, parallel, Population, range, region, scale, vertical,
Technical Vocabulary:	Arid, atlas, cardinal directions, compass rose, continent, elevation, equator, geography, globe, hemisphere, intermediate directions, landform, latitude, longitude, Natural resource, North Pole, ocean, peninsula, physical map, political map, prime meridian, region(s), relief map, scale, South Pole, time zones, tributary,
Resources:	Leveled Readers - “Mapping the World”, “Extreme U.S.”, “Discovering America and Its Early People”

Fifth Grade

Social Studies Unit 2/Lesson Sequence

Unit Name, Description and Timeframe	Unit 2 The New World - Exploration November and December
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.5.2.2 Explain the different modes of human movement in the regions based on interactions with the environment SS.5.4.1 Analyze events, people, problems, and ideas to determine the impact on the populating of the U.S. SS.5.4.3 Compare similarities and differences among various groups who have populated the regions of the U.S. (i.e. Native American tribes, Mexicans, Europeans, etc.) SS.5.4.5 Research and present information on the peopling of America, using various media.
Lesson Sequence to Address Key Skills and Critical Content of Unit	Lesson Name & Sequence	Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…”
	Harcourt Social Studies The United States: Making a New Nation
	UNIT 2 Chapter 3 Lesson 1 Exploration and Technology Lesson 2 A Changing World Lesson 3 Spanish Exploration Lesson 4 Other Nations Explore Practice Book Pages 23-31	Cultural interactions of the Columbian exchange, between European and Native Americans, and between colonists and enslaved Africans. Significant individuals and groups to include Native Americans and European colonists before and through the American Revolution. Physical and cultural regions of Colonial America using various geographic tools. Reasons associated with discovery, exploration and migration. Explain the reasons for the settlement of the American colonies.

Critical Language…
Academic Vocabulary:	cause and effect, culture, diversity, interactions, locate, unity
Technical Vocabulary:	Charter, colony, Columbian Exchange, conquest, conquistadors, debt, economic benefits, economy(ies), founder, government, immigration, indentured servant, industry, land claims, migration, missionary, mutiny navigate, oppression, regions, religious intolerance, settlement, trade routes, trade, Vikings,
Resources:	Leveled Readers - “Newcomers Arrive”, “The Mysterious Olmecs”, “Treasure Hunt”

Fifth Grade

Social Studies Unit 3/Lesson Sequence

Unit Name, Description and Timeframe	Unit 3 Strangers in a Strange Land - Colonization January and February
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.5.4.1 Analyze events, people, problems, and ideas to determine the impact on the populating of the U.S. SS.5.4.2 Describe the impact of immigration on people, problems and events of the U.S. SS.5.4.3 Compare similarities and differences among various groups who have populated the regions of the U.S. (i.e. Native American tribes, Chinese, Japanese, Cuban, Mexicans, Europeans, etc.) SS.5.4.4 Identify the economic impact of geography on regional populations. SS.5.4.5 Research and present information on the peopling of America, using various media.
Lesson Sequence to Address Key Skills and Critical Content of Unit	Lesson Name & Sequence	Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…”
	Harcourt Social Studies The United States: Making a New Nation	Know the 13 colonies. The 3 sections of the colonies (New England, The Middle, and the Southern) The different reasons for colonization.
	UNIT 2 Chapter 4 Lesson 1 The Spanish Colonies Lesson 2 The Virginia Colony Lesson 3 The Plymouth Colony UNIT 3 Chapter 5 Lesson 1 Settling New England Lesson 2 Life In New England Lesson 3 New England’s Economy Chapter 6 Lesson 1 Settling the Middle Colonies Lesson 2 Life in the Middle Colonies Lesson 3 Busy Farms and Seaports Chapter 7 Lesson 1 Settling the South Lesson 2 Life in the South Lesson 3 The Southern Economy Practice Book Pages 32-69	Mayflower compact is the first form of government. Role of the Native Americans What the life was like in each of the 13 colonies. James Town and the role it played in the colonies. Why people chose to leave England.

Academic Vocabulary:	Debt, Diversity, supply and demand,
Technical Vocabulary:	Ally, apprentice, cash crop, charter, colony, export, immigrant, import, Indentured servant, majority rule, Mayflower Compact, middle passage, militia, overseer, Pilgrim, plantation, proprietary colony, Quakers,, royal colony, self-government, slave code, triangular, trade
Resources:	Leveled Readers: “Life in the Colonies”, “Young Colonists”, “Benjamin Franklin: Colonial Genius”

Fifth Grade

Social Studies Unit 4/Lesson Sequence

Unit Name, Description and Timeframe	Unit 4 The British are Coming! - Revolution March
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.5.4.1 Analyze events, people, problems, and ideas to determine the impact on the populating of the U.S. SS.5.4.2 Describe the impact of immigration on people, problems and events of the U.S. SS.5.4.3 Compare similarities and differences among various groups who have populated the regions of the U.S. (i.e. Native American tribes, Chinese, Japanese, Cuban, Mexicans, Europeans, etc.) SS.5.4.4 Identify the economic impact of geography on regional populations. SS.5.4.5 Research and present information on the peopling of America, using various media.
Lesson Sequence to Address Key Skills and Critical Content of Unit	Lesson Name & Sequence	Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…”
	Harcourt Social Studies The United States: Making a New Nation
	UNIT 4 Chapter 8 Lesson 1 Fighting for Control Lesson 2 Colonist Speak Out Lesson 3 Disagreements Grow Lesson 4 The Road to War Lesson 5 Declaring Independence Chapter 9 Lesson 1 Americans and the Revolution Lesson 2 Fighting for Independence Lesson 3 Winning Independence Lesson 4 Effects of War Practice Book Pages 70-91	About Constitutional Convention. What revolution means. Why the French and Indian war was fought. How Britain’s victory affected the colonies. What the colonists did in response to the taxes imposed by England. Explain the two points of view of the Boston Massacre. Britain’s reaction to the Boston Tea Party. Colonists reaction to the intolerable Acts. Understand the impact of the Battle of Lexington and Concord.

Academic Vocabulary:	Campaign, Civilian, grievance, Negotiate, Neutral, protest, repeal, Traitor, turning point Veteran,
Technical Vocabulary:	Abolish, Abolitionist, arsenal, Boycott, Loyalist, Mercenary, militia, minutemen, Patriot, treason,
Resources:	Leveled Readers- “Spying in the American Revolution”, “The Struggle for Independence”, “Valley Forge”

Fifth Grade

Social Studies Unit 5/Lesson Sequence

Unit Name, Description and Timeframe	Unit 5 We, the People - Government April and May
Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit	SS.5.3.1 Describe the national political processes and the basic origins of the U.S. Constitution. SS.5.3.2 Analyze the purpose of the legal system to determine citizen's’ responsibility to follow rules. SS.5.3.3 Identify three branches of the federal government.
Lesson Sequence to Address Key Skills and Critical Content of Unit	Lesson Name & Sequence	Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…”
	Harcourt Social Studies The United States: Making a New Nation
	UNIT 5 Chapter 10 Lesson 1 The Constitutional Convention Lesson 2 Three Branches of Government Lesson 3 The Bill of Rights Lesson 4 A Constitutional Democracy Practice Book Pages 92-102	Why the Constitution was created. The 3 branches of the government and their function. The Bill of Rights and why it was added to the Constitution How the power is divided between the national and state governments. How people can be a part of the constitutional government.

Critical Language…
Academic Vocabulary:	article, assembly, bill, citizen, currency, liberty, majority, rights, election, negotiate, president, vote
Technical Vocabulary:	allegiance, amend, ballot, Bill of Rights, cabinet, checks and balances, Commander in Chief, compromise, Congress, constitution, Constitutional Convention, democracy, elector, electoral college, executive branch, federal, Founding Fathers, House of Representatives, impeach/impeachment, judicial branch, jury, law, legislative branch, military, oath, pledge, preamble, ratify, representative, republic, Senate, succession, suffrage, Supreme Court, tax, term, treason, treasury, treaty, veto,
Resources:	Level Readers - “Political Parties in the United States”, “Building A Government”, “Mr. Madison’s War”