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Social Studies 5th Grade Social Studies Standard 1.1
5.History.1.1 Analyze historical sources from multiple points of view to develop an understanding of historical context.
Essential Questions - 21st Century Skills and Readiness Competencies:
• How do sources with varied perspectives help us to understand what happened in the past?
• Why is important to understand the historical context of events?
• How might history be different without the Declaration of Independence?
Evidence Outcomes:
a. Identify different ways of dating historical sources to understand historical context.
b. Examine significant historical documents, of topics to include but not be limited to, the Stamp Act, the Declaration of Independence, and the Constitution.
c. Create timelines of eras and themes in North America from 1491 through the American Revolution.
d. Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in North America from 1491 through the American Revolution.
Academic Vocabulary:
artifact cause-and-effect relationship construct dating distortion era evaluate event history historical context historical document historical source historical view inform interpret past perspective point of view policy primary source propaganda secondary source theme
Assessment: 1. Assess the completeness of the answer document. 2. Use the completed answer sheet as the assessment. 3. Evaluate writing to ensure that the students have written from a first-person point of view. 4. Assess using this rubric as students debate how they would revise the Declaration of Independence and why. 5. Examine the facts the students have recorded as they completed the Webquest. 6. Evaluate the completed timelines for completeness. 7. Use the evaluation ideas suggested in the lesson plan. 8. Follow the assessment included in the lesson plan.
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Social Studies 5th Grade Social Studies Standard 1.1
timeline view
9. Use the discussion questions to assess this activity. 10. Assess the written activities/essay included with the lesson. 11. Use the assessment idea included in the lesson plan. 12. Evaluate using the test included with the unit. 13. Use the assessment questions included in the unit. 14. Assess completed cartoons as described in the lesson plan.
1. Colonial Project Answer Document 2. Declaration of Independence Lesson 4. Debate Rubric 8. Stamp Act Lesson 10. Stamp Act Unit 12. Declaration and Constitution Unit 13. Political Cartoons
Suggested Activities/Strategies:
1. Use the attached project where students present positions during a mock town meeting in an effort to solicit signatures for the Declaration of Independence.
2. Use this lesson to teach the significance of the Declaration of Independence.
3. Use this site to teach students about different historical points of view. Assign each student an event to cover in a first person point-of-view editorial article for the classroom newspaper.
Resources/Technology:
Primary Sources
U.S. History Games
American Revolution
Background Information about the American Revolution
Links to Primary Sources
Examining Primary Sources
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Social Studies 5th Grade Social Studies Standard 1.1
4. Teach about the Declaration of Independence using this informative site. Information includes background on why Jefferson was chosen and how the document was edited. Provide a draft of the document for student revision and have students defend their choice of words in a class debate.
5. Use this Webquest to teach students about the major events of the American Revolution. Have students write down at least two facts learned as they visit each site.
6. Have students create a timeline of the events leading up to the American Revolution using this site. The timelines should include at least one important event from each year 1764-1775.
7. Use this lesson plan to examine different primary sources related to the Civil War.
8. Follow this lesson plan in which students examine the Stamp Act. Primary and secondary sources are included.
9. Use this activity, wherein students play a game to understand the Stamp Act.
10. Teach this mini-unit about the Stamp Act. Students examine primary sources and write a persuasive essay.
11. Follow this lesson plan in which students examine the Bill of Rights and the Constitution.
12. Use this unit to teach the Declaration of Independence and the Constitution. The unit includes an assessment and many graphic organizers.
Constitution Game
Collection of Lessons about the Constitution
Constitution Resource Page
Colorado History Lesson Plans
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Social Studies 5th Grade Social Studies Standard 1.1
13. Teach this unit in which students learn to analyze political cartoons and artwork from the Revolutionary period.
14. Follow this lesson plan to teach analyzing political cartoons from the American Revolution, then have students create their own cartoon.
1. Colonial Town Meeting Project 2. Declaration of Independence Lesson 7. Primary Source Map Activity 8. Stamp Act Lesson 9. King's M&M's 10. Stamp Act Unit 12. Declaration and Constitution Unit 13. Political Cartoons
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Social Studies 5th Grade Social Studies Standard 1.2
5.History.1.2 The historical eras, individuals, groups, ideas, and themes in North America from 1491 through the founding of the United States government.
Essential Questions - 21st Century Skills and Readiness Competencies:
• What if Thomas Paine had not written Common Sense?
• How did historical events and individuals contribute to diversity in the United States?
• How did important American documents shape American beliefs and values?
• To what extent did individuals and their ideas contribute to the foundation of the United States government?
Evidence Outcomes:
a. Identify and explain cultural interactions between 1491 and the American Revolution, with topics to include but not be limited to the Columbian Exchange, the interactions between Europeans and native Americans in the 17th and 18th centuries, and the developing relationship between Europeans and enslaved Africans.
b. Identify and describe the significant individuals and groups of Native Americans and European colonists before the American Revolution.
c. Explain the development of political, social, and economic institutions in the British American colonies.
d. Explain important political, social, economic, and military developments leading to and during the American Revolution.
Academic Vocabulary:
belief cause-and-effect relationship contribution economic development enslaved foundation founding historical event informed decision interaction military development perspective policy maker political development significant social development theme
Assessment: 1. Assess completed timelines, checking for accuracy of information, dates, and consistent spacing/intervals of the years presented. 2. Use the assessments included within the unit plan. 3. Evaluate the journal entries. Students should express and support their opinions. 4. Use the quiz to assess student knowledge of Thomas Paine. 5. Evaluate writing as described in the lesson plan. 6. Use the assessment included within the unit.
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Social Studies 5th Grade Social Studies Standard 1.2
value
7. Follow the evaluation and assessment ideas included with the unit. 8. Evaluate student work with the rubric included in the lesson plan. 9. Evaluate completed timelines for accuracy and completeness. 2. Colonial Settlements Unit 6. Columbian Exchange Unit 7. Slave Trade Unit
Suggested Activities/Strategies:
1. Use the information on this site to create timelines of Colonial America.
2. Follow this unit to teach about the settlements in Colonial America.
3. Watch these video clips about Thomas Paine's Common Sense. Discuss the questions following each clip. Have students write a journal entry explaining how/why history might be different if these pamphlets were not written.
4. Use this site to teach about Thomas Paine. Students should practice taking notes on important information.
5. Use this site to teach the Columbian Exchange. The site includes links to PowerPoints, writing activities, and many other resources.
6. Teach this 5th grade unit about the Columbian Exchange and the settlement of the New World.
7. Follow this lesson plan to teach students about the African slave trade. The lesson includes role playing activities.
Resources/Technology:
Colonial America
Colonial Culture
Road to Revolution Game
Early Colonization
Elementary Version of Common Sense
Columbian Exchange Background
Colonial America Lessons
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Social Studies 5th Grade Social Studies Standard 1.2
8. Follow this lesson plan about diversity and tolerance in Colonial America.
9. Use this website to teach the events leading to the American Revolution. Have students create their own timelines of key events leading to the American Revolution.
2. Colonial Settlements Unit 6. Columbian Exchange Unit 7. Slave Trade
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Social Studies 5th Grade Social Studies Standard 2.1
5.Geography.2.1 Use various geographic tools and sources to answer questions about the geography of the United States.
Essential Questions - 21st Century Skills and Readiness Competencies:
• How can various types of maps and other geographic tools communicate geographic information incorrectly?
• How is data thought about differently when it is displayed spatially?
• How and why are places labeled? • How have places and regions in the
United States been influenced by the physical geography of North America over time?
Evidence Outcomes:
a. Answer questions about regions of the United States using various types of maps.
b. Use geographic tools to identify, locate, and describe places and regions in the United States and to suggest reasons for their location.
c. Locate resources in the United States and describe the influence of access on the development of local and regional communities.
Academic Vocabulary:
access data extrapolate geographic tool historian label local community location personal connection perspective physical geography population regional community region resource spatial understanding
Assessment: 1. Assess knowledge of regions using the printable sheet after each unit. 2. Evaluate the lesson using the questions included in the PowerPoint. 3. Evaluate the completed presentations. 4. Assess student ability to read topographical maps using this worksheet. 5. Use the questions that correlate with this activity to assess student knowledge. 6. Grade the completed timelines for accuracy. 7. Assess completed maps of US regions. 8. Use an exit ticket: Tell how three natural resources influenced the growth of the United States. 2. Geographic Regions 3. Regions Group Activity 4.Topographical Map
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Social Studies 5th Grade Social Studies Standard 2.1
Suggested Activities/Strategies:
1. Use this site to teach about regions of the United States.
2. Use this PowerPoint to teach the geographic regions of the United States.
3. Complete this activity in which students works in groups to investigate and report on the regions of the United States.
4. Teach students how to read a topographical map using this interactive site.
5. Use this map activity to teach how the United States grew along with the development of railroads.
6. Teach the growth and expansion of the United States by watching this interactive video. Have students take notes of important factors which influenced the growth of our country. Allow students to work in groups to create timelines based on the information presented.
7. Use this interactive site to teach the regions of the U.S. Have students complete blank maps as each region is studied.
8. Teach about natural resources in the United States using this interactive map. Discuss how the availability of resources affected the growth of industry.
2. Geographic Regions 3. Regions Group Activity 7. New England States 7. Mid Atlantic 7. Midwest 7. West 7. South
Resources/Technology:
Interactive Map of Regions
Western Hemisphere Unit
Geography Activities
Blank World Map
Interactive Map Activities
World Map Interactive Games
Resources for Teaching Geography
Regions Resources
Place the State Game
Historical Maps
Interactive Map Maker
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Social Studies 5th Grade Social Studies Standard 2.2
5.Geography.2.2 Causes and consequences of movement. Essential Questions - 21st Century Skills and Readiness Competencies:
• What human and physical characteristics have motivated, prevented, or impeded migration and immigration over time?
• How can migration and immigration be represented geographically?
• How has the movement of people and their belongings affected the environment both positively and negatively?
Evidence Outcomes:
a. Identify variables associated with discovery, exploration, and migration.
b. Explain migration, trade, and cultural patterns that result from interactions.
c. Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment.
d. Analyze how cooperation and conflict among people contribute to political, economic, and social divisions in the United States.
e. Give examples of the influence of geography on the history of the United States.
Academic Vocabulary: adaptation belongings cause colonization conflict consequence cooperation cultural pattern discovery economic division economic hardship economic impact environment environmental impact exploration geography historical event immigration impede interaction migration movement physical feature
Assessment: 1. Assess the maps, journal entries, and graphs as described in the lesson activities. 2. Evaluate the charts for accuracy and completeness. 3. Assess self-portraits and map border, and assure yarn is connected to correct country or region. 4. Assess student knowledge using the quiz questions on the site. Allow students to use their timelines or flowcharts as they answer the questions. 5. Use the assessment ideas included in the lesson plans. 6. Follow the suggestions for assessment included in the lesson plan.
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Social Studies 5th Grade Social Studies Standard 2.2
political division political feature prosperity relocation social division trade transportation variable
7. Evaluate the student photographs and written responses using the scoring rubric included.
Suggested Activities/Strategies: 1. Use this lesson plan to teach why/where different groups immigrated to the United States.
2. Teach about early colonization and settlement using this site. As the information is presented, have students complete a chart labeled Who, Why/Cause, and Result/ Consequence.
3. Display a large map of the world. Have students draw self-portraits or bring in pictures of themselves. Place the pictures around the border of the map. Have each student stretch a piece of yarn from his or her picture to a country (countries) or region(s) where his or her ancestors lived, and secure the yarn with push pins from point to point.
4. Use this site to teach about different groups of immigrants during various time periods in US history. Students should create a timeline or flowchart of different groups of people who have immigrated.
5. Follow this lesson plan to teach about immigration.
6. Use this lesson plan to teach the reasons that people immigrate.
7. Encourage students to uncover the common themes of the immigrant experience by researching, selecting, and printing photographs. Students explain their choices in a written essay.
Resources/Technology:
Fifth Grade Social Studies Resources
Colonization and Impact on Native Americans
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Social Studies 5th Grade Social Studies Standard 2.2
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Social Studies 5th Grade Social Studies Standard 3.1
5.Economics.3.1 Government and market structures influence financial institutions. Essential Questions - 21st Century Skills and Readiness Competencies:
• Why are there different types of financial institutions?
• In a market economy, who has the most power?
• What influence should government have on the economy and financial institutions?
Evidence Outcomes:
a. Define a capitalist market economy.
b. Identify governmental activities that affect financial institutions and the economy at the local, state, and national level.
Academic Vocabulary:
allocation capitalist market economy economy financial institution financial security scarce scarcity
Assessment: 1. Use the quiz provided at the end of this PowerPoint as the assessment. There are also worksheets and activities within the unit that can be graded. 2. Monitor students as they play a game to review content learned in the lesson. 3. Use provided assessment activity to assess student comprehension of economics. 4. Evaluate work using the 3-point rubric described to assess student understanding of interest. 5. Assess the scavenger hunt sheets for accuracy and completeness. 6. Use a journal writing summary as the assessment. Have students write/share at least three functions of the Federal Reserve.
1. Banks and Credit Unit 1. Banks and Credit PowerPoint 4. Kids and Cash Unit
Suggested Activities/Strategies:
1. Use this lesson to teach about how the Federal Reserve affects the nation's banking system. A PowerPoint is included.
Resources/Technology:
Economics Lessons
Federal Reserve Resources
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Social Studies 5th Grade Social Studies Standard 3.1
2. Investigate why Lincoln was chosen to be pictured on the five-dollar bill.
3. Teach this lesson to help students distinguish between goods and services provided by private businesses and those provided by the government. Students determine that taxes collected by government are used to pay for goods and services provided by governments.
4. Follow this lesson plan to each about banks and financial institutions.
5. Complete this "At the Bank" scavenger hunt. If possible, arrange a field trip to a bank or have guest speaker from a bank.
6. Use this lesson plan to teach how the Federal Reserve affects the economy. Use the attached PowerPoint with the lesson.
1. Banks and Credit Unit 1. Banks and Credit PowerPoint 2. Lincoln Lesson 4. Kids and Cash Unit 5. Scavenger Hunt
History of US Currency
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Social Studies 5th Grade Social Studies Standard 3.2
5.Economics.3.2 Use of financial institutions to manage personal finances (PFL). Essential Questions - 21st Century Skills and Readiness Competencies:
• What factors are important when establishing saving or investment goals?
• What risks and benefits are associated with spending versus saving and investing?
• How can a checking account influence decisions about how to spend and save?
• Why do people use financial institutions and not self-banking?
• How do people choose a financial institution?
• Why do people need income?
Evidence Outcomes:
a. Identify different financial institutions.
b. Identify the products and services of financial institutions to include but not be limited to: checking accounts, savings accounts, investments, and loans.
c. Compare and contrast financial institutions, their products, and services.
Academic Vocabulary:
accrued interest analyze benefit budget checking account financial decision financial institution income informed decision interest investing investment investment goal loan long-term goal manage personal finance product research risk savings account savings goal self-banking service short-term goal
Assessment: 1. Grade the completed activity sheets for correctness. 2. Use the activity sheets included in this unit as the assessment. 3. Grade the assessment included in this lesson plan. 4. Use the assessment found at the end of the lesson plan. 5. Assess students using the ideas included with the lesson plan. 6. Use the embedded interactive or printable assessment activity to evaluate this lesson. 7. Use the questions in the "wrap up" section of the lesson plan as evaluation. Students could also answer a "ticket out the door."
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Social Studies 5th Grade Social Studies Standard 3.2
spending opportunity cost
1. Banks and Credit Unit 2. Financial Services Unit 3. Saving Strawberry Farm 4. Saving and Budgeting Lesson
Suggested Activities/Strategies: 1. Complete the activities in this unit to teach the economic concepts of bank services, loans, interest, etc.
2. Use this unit to teach the products and services offered by financial institutions.
3. Follow the Saving Strawberry Farm plan to teach the importance of saving.
4. Use this lesson to teach the importance of saving and creating a personal budget.
5. Follow this lesson plan in which students pick a pet, learn the difference between wants and needs for the pet, then determine how to provide goods and services to keep their pet healthy and happy.
6. Teach this lesson in which students learn why people need income and define different types of careers as well as benefits/drawbacks of those careers.
7. Use this plan to help teach about the value of saving and of setting financial goals.
8. Follow this plan to teach the difference between banks and credit unions and checking versus savings accounts. Create Venn diagrams comparing each.
1. Banks and Credit Unit 2. Financial Services Unit 3. Saving Strawberry Farm 4. Saving and Budgeting 8. Banks and Credit Unions
Resources/Technology:
Finance Lesson Plans
Social Studies Resources for Fifth Grade
Enrichment Lesson - Why People Use Money
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Social Studies 5th Grade Social Studies Standard 4.1
5.Civics.4.1 The foundations of citizenship in the United States. Essential Questions - 21st Century Skills and Readiness Competencies:
• How might citizens view an issue differently because of their backgrounds?
• What is the most important right of a citizen?
• What is the most important responsibility of a citizen?
• How does government meet its responsibility to citizens?
• Who is government?
Evidence Outcomes:
a. Describe and provide sources and examples of individual rights.
b. Give examples of group and individual actions that illustrate civic ideals in the founding of the United States, including but not limited to: freedom, rules of law, equality, civility, cooperation, respect, responsibility, and civic participation.
c. Explain the reasons for the settlement of the American colonies.
d. Define the criteria and process for becoming a citizen.
Academic Vocabulary:
citizen citizenship civic ideal civic participation civility cooperation criteria equality founding freedom government national government peaceful assembly respect responsibility right role rules of law settlement society source virtue
Assessment: 1. Use the assessment included in the lesson plan. 2. Answer the "exit ticket' as described within the Bill of Rights lesson. 3. Examine answers to group work and the review questions at the end of the lesson. 4. Evaluate the citizenship tests. 5. Check the activity charts for completeness. Evaluate the Blue Sky Activity charts for reasonableness. 6. Use the attached post quiz to assess student knowledge of civic responsibility. 6. Civic Duties Lesson
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Social Studies 5th Grade Social Studies Standard 4.1
Suggested Activities/Strategies:
1. Use the following lesson to teach citizens' rights and responsibilities.
2. Follow this lesson plan to help students understand the Bill of Rights and the Constitution.
3. Divide the students into groups and follow this lesson plan to teach students about their basic rights as citizens and how those rights apply to everyday life.
4. Give students this citizenship test to show them what is required to become a U.S. citizen. Discuss the results.
5. Encourage students to identify and respond to community needs and record their answers on the Blue Sky Activity chart. This activity encourages empathy, compassion, and self expression. Share and discuss.
6. Follow this lesson plan to teach the importance of civic duty in American Democracy.
4. Citizenship Test 5. Blue Sky Activity 6. Civic Duties Lesson
Resources/Technology:
Citizenship Lesson Plans
Community Involvement
Colorado Civics Lessons
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Social Studies 5th Grade Social Studies Standard 4.2
5.Civics.4.2 The origins, structure, and functions of the United States government. Essential Questions - 21st Century Skills and Readiness Competencies:
• What are democratic ideals and practices and their historic origins?
• Why were the founding fathers correct in keeping the Constitution open for flexibility and interpretation?
• How have historical documents defined and distributed power?
Evidence Outcomes:
a. Identify political principles of American democracy and how the Constitution and Bill of Rights reflect and preserve these principles.
b. Explain the historical foundation and the events that led to the formation of the United States constitutional government, including a discussion of the topics, but not limited to the colonial experience, the Declaration of Independence, and the Articles of Confederation.
c. Explain the origins, structure, and functions of the three branches of the United States government and the relationships among them.
d. Describe how the decisions of the national government affect local and state government.
Academic Vocabulary:
branches of government democracy executive branch function government historical foundation individual rights interpretation judge judicial branch law legislator legislative branch liberties liberty local government origin personal responsibility principle rights society
Assessment: 1. Use a 3-2-1 formative assessment. Students write the 3 branches of government, 2 jobs of each branch, and 1 head of each branch. 2. Assess students using the rubric included in the lesson plan. 3. Observe for accuracy of student responses while matching and identifying terms during the game. 4. Use this online interactive quiz to assess student knowledge of the Articles of Confederation. Observe students for accuracy of responses. 5. Assess understanding of the concepts by watching the role play activities and reading the written essay responses.
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Social Studies 5th Grade Social Studies Standard 4.2
state government structure
6. Evaluate student understanding of the Constitution by reading their written responses to the activities and listening to the speaking opportunities explained in this unit. 7. Assess completed Venn diagrams in which students compare/contrast the different levels of government. Also, grade the attached quiz. 8. Grade the completed worksheets and activities included in the lessons. 9. Use the student answers from the Discussion Debrief questions to assess understanding.
2. Three Branches Lesson 3. Three Branches Game 7. Government Quiz
Suggested Activities/Strategies:
1. Use this interactive website to teach the three branches of government.
2. Follow this lesson plan to teach the three branches of government. Students complete a graphic organizer.
3. Play this game to reinforce the duties and responsibilities of the branches of government.
4. Use this site to explain the Articles of Confederation. Show this video during the lesson.
5. Teach about the Declaration of Independence using the ideas in this lesson plan. Many activities are included.
6. Follow the ideas in this unit to teach about the Constitution.
Resources/Technology:
Interactive Games
Online Quiz - Three Branches of Government
Lessons for Teaching the Articles of Confederation
Image of the Articles of Confederation
Constitution Activities and Lesson Plans
Games about Government
Three Branches Information
Rights for Kids
Flocabulary Song - Three Branches
Colorado Civics Lessons
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Social Studies 5th Grade Social Studies Standard 4.2
7. Use this lesson plan to compare local, state, and federal government by researching the three, watching a video, completing a Venn diagram, and playing a concentration game.
8. Follow this unit to teach the three branches of government. Many internet resources are included. Worksheets, puzzles, and games are attached.
9. Complete the "Larry the Lion" lesson in which a lion is on the loose. Students learn how the branches of government work together to catch the lion.
2. Three Branches Lesson 3. Three Branches Game 9. Larry the Lion
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