5 th GRADE SOCIAL STUDIES

Transcription

1 5 th GRADE SOCIAL STUDIES 5 SCOPE AND SEQUENCE CHART Unit Name Unit Description Connecting Themes & Unit 1: Connecting the Themes in 5 th Grade Social Studies This unit is designed to introduce students to the eight themes that will feature prominently in Fifth Grade Social Studies. Activities will focus on relating beliefs and ideals; conflict and change; individuals, groups, institutions; location; movement/migration; production, distribution, consumption; scarcity; and technological innovations to students. By the end of the unit, students should demonstrate that they are comfortable with the enduring understandings and can apply them to practical, everyday situations. Georgia Performance Standards This unit does not address standards; rather it is an introduction to the themes by which the standards should be taught throughout the 5 th grade year Movement & Migration Scarcity Production, Distribution, & Consumption Unit Duration 1 week Aug 1-Aug 4. Unit 2: The Civil War & Reconstruction (Transition Unit) This unit will bridge the gap between the GPS and GSE. It will serve as a skinny unit on The Civil War and Reconstruction. *Standards on this unit will not appear on the 5 th Grade Milestone Uncle Tom s Cabin, John Brown s raid, and their effects (SS5H1a)* Slavery and state s rights (SS5H1b)* Government Function in Taxation (SS5E2)* 3 weeks Aug. 7-Sept. 1 Fort Sumter, Gettysburg, Atlanta Campaign, Sherman s March, Appomattox Court House (SS5H1c)* Effects of war on North & South (SS5H1e)* 5 th Grade Social Studies

2 Abraham Lincoln, Robert Lee, Ulysses Grant, Jefferson Davis, & Thomas Stonewall Jackson (SS5H1d) * Gettysburg (SS5G1b)* *GPS Unit 3: Citizenship, Business, and the Government In this unit, students will learn the importance of being a responsible citizen. The students will understand the beliefs and ideals behind the need for the Bill of Rights. Students will also begin to understand basic economic principles by learning about the relationship within production, distribution, consumption. Students will use the connecting theme of beliefs and ideals to learn how our rights and freedoms are protected and change for the better by studying several amendments to the U.S. Constitution. Responsibilities of a citizen (SS5CG1a) Freedoms in the Bill of Rights (SSCG1b) Amendment process (SS5CG2) Voting Rights (SS5CG3) 12th & 17th amendments (SS5CG3a) 23rd & 24th amendments (SS5CG3b) Production, Distribution, & Consumption Competition, markets, & price: impact on behavior (SSE3a) 2 weeks Sept. 5- Sept. 22 Unit 4: Bigger, Better, Faster: The Changing Nation impact of movement and migration on the expanding United States. By understanding the role of conflict and change, student will learn how the United States began to spread its influence throughout the western world. They will also gain knowledge about the importance of technological innovations created during this time. Student will then finally use theme of location to identify Expanding American role in Spanish American war (SS5H1c) Business function (SS5E2a) Grand Canyon, Great Salt Lake, Mojave Desert (SS5G1) Kitty Hawk, Pittsburgh (SS5G1) Post-Civil War industry (SS5G2a) Map US economic activity (SS5G2b) Sept. 25-Oct th Grade Social Studies

3 Unit 5: War and Prosperity World War I and the 1920 s important physical and man-made features of the United States. involvement of the United States in World War I, the impact of the Great Depression, and the cultural developments of the early 20th century. Students will explore the connecting themes of beliefs and ideals; conflict and change; individuals, groups, and institutions; location; movement and migration; scarcity; and technological innovations. These themes will enable students to make connections to a broader understanding of patterns that continue to occur over time. Specialization in industry (SS5E1c) Movement & Migration Cattle Trails ( Black Cowboys, Great Western Trail, Chisholm Trail) (SS5H1a, SS5G1b) Price of cattle (SS5E1b, SS5E3a) Why/where/how of emigration (SS5H1d) Income from labor (SS5E3b) Wright Brothers & flight (SS5H1b) George Washington Carver & science (SS5H1b) Alexander Graham Bell & communication (SS5H1b) Thomas Edison & electricity ( SS5H1b) Panama Canal ( SS5H1c, SS5E1a) Entrepreneurial risk (SS5E3c) 19 th Amendment ( SS5CG1b) Baseball ( SS5H2b) Lusitania, German attacks on U.S. shipping (SS5H2a) Jazz Age ( SS54H2b) Louis Armstrong, Langston Hughes, Henry Ford, Babe Ruth, Charles Lindbergh (SS5H2b) Hoover & Franklin D. Roosevelt (SS5H3a) Bank & government functions (SS5E2b, c) Map U. S. economic activity ( SS5G2b) Movement & Migration Harlem Renaissance ( SS5H2b) Automobile & airplane ( SS5H4b) Impact of technology on business (SS5E1f) Oct 30-Dec 1 5 th Grade Social Studies

4 Unit 6: The Great Depression and The New Deal The focus of this unit is to use the theme of conflict and change to show how the United States moved from a policy of isolationism to becoming a dominant economic, military, and diplomatic world power. The students will use the theme of beliefs and ideals to understand how the aftermath of the second World War resulted in America maintaining a permanent presence in Europe, closer economic and political ties to Europe, and the beginning of social changes in American society. By understanding the theme of individuals, groups, and institutions, students will understand the impact a person has on society and the consequences of that person s actions. Finally, students will understand how location, technological innovations, and production, distribution, and consumption supports businesses and American interests during war time efforts. Scarcity Stock Market Crash of 1929 (SS5H3a) Price incentives & Depression (SS5E1b) Soup Kitchens ( SS5H3a) Opportunity cost & disengagement in 1930 s ( SS5E1a) Formation of the U.N. ( SS5H4f) Berlin Airlift, Korean War, & NATO to stop communism (SS5H5b) German & Japanese aggression (SS5H4a) Individuals, Groups, and Institutions Duke Ellington, Margaret Mitchell, Jesse Owens ( SS5H3c) Hoover & Franklin D. Roosevelt (SS5H3a) Movement and Migration Dust Bowl (SS5H3a) Nov 13-Jan 19 Unit 7: Another World War The focus of this unit is to use the theme of conflict and change to show how the United States moved from a policy of isolationism to becoming a dominant economic, military, and diplomatic world power. The students will use the theme of beliefs and ideals to understand how the aftermath of the second World War resulted in America maintaining a permanent presence in Europe, closer economic and political ties to Europe, and the beginning of social changes in American society. By understanding the Opportunity cost & disengagement in 1930 s ( SS5E1a) Holocaust (SS5H4b) Formation of the U.N. ( SS5H4f) German & Japanese aggression (SS5H4a) Pearl Harbor, Iwo Jima, D- Day, VE & VJ Days (SS5H4b) Bombings of Hiroshima & Nagasaki (SS5H4c) Role of women & African American (SS5H4e) Jan 22-Feb 16 5 th Grade Social Studies

5 theme of individuals, groups, and institutions, students will understand the impact a person has on society and the consequences of that person s actions. Finally, students will understand how location and production, distribution, and consumption supports businesses and American interests during war time efforts. FDR, Stalin, Churchill, Hirohito, Truman, Mussolini, Hitler (SS5H6d) Rosie the Riveter & Tuskegee Airmen (SS5H6e) Map U.S. economic activity (SS5G2b) Production, Distribution, & Consumption Wartime Rationing (SS5H6e) Unit 8: War Turns Cold Unit 9: Civil Rights Addresses Civil Wrongs In this unit, students will engage with the theme conflict and change in relation to the Cold War. Students will also use beliefs and values to understand events such as the actions of NATO to stop communism and other events leading up to the Cold War. Students will also study the impact of Individuals, Groups, and Institutions including Joseph McCarthy and Nikita Khrushchev. impact of the Civil Rights Movement on today s society. By using the connecting theme of beliefs and ideals, the students will learn the reasons why the rights of a group of people should be protected and upheld. The students will use the theme of individuals, groups, and institutions to learn about the important people who fought for the right of others. Using the theme of Beliefs and Values Berlin Airlift, Korean War, & NATO to stop communism (SS5H7b) Individuals, Groups, and Institutions Joseph McCarthy and Nikita Khrushchev (SS5H7c) Conflict and Change Iron Curtain (SS5H5a) Cuban Missile Crisis (SS5H5d) Vietnam War (SS5Ha) Brown v. BOE, Civil Rights Act, Voting Rights Act (SS5H6b, SS5CG3)) 24 th Amendment (SS5CG3b) Jim Crow (SS5H6a) Montgomery Bus Boycott, March on Washington (SS5H6b, SS5G1b, SS5E3a) 2 weeks Feb 26-Mar 9 3 weeks Mar 12-Mar 30 5 th Grade Social Studies

6 Unit 10: United States from 1975 to the Digital Age Unit 11: Effective Citizenship Conclusion technological innovations will help students learn how technology can have both positive and negative impacts on those around them. Finally, to continue the study of economics, students will use the theme of location to understand the important decisions that businesses must consider. influence the United States has in the 21st century. By using the connecting theme of beliefs and ideals, students will understand why the United States felt it was important to try to stop the spread of communism. Students will use the theme of conflict and change to understand how the United States has worked to combat terrorism to protect U.S. interests. In this unit, students will wrap up their study of what effective citizenship means. Students will use the connecting theme of beliefs and ideals to learn how our rights and freedoms are protected and change for the better by studying several amendments to the U.S. Constitution. The students will also incorporate all they have learned about economics in this concluding unit by understanding that good citizens also make wise spending and saving choices. The connecting themes of individuals, groups, and institutions and production, Thurgood Marshall, Caesar Chavez, Lyndon B. Johnson, Rosa Parks, Martin Luther King Jr. (SS5H8b) Assassinations of JFK, RFK, and MLK (SS5H8c) Map U.S. economic activity (SS5G2b) Choice of location for activity (SS5E1a, SS5E1c, SS5E1e, SS5E2a, SS5E3) Television & space exploration (SS5H6d) Impact of technology on business (SS5E1f) Ronald Reagan and the Collapse of Soviet Union (SS5H7a) September 11, 2001 (SS5H7b) Impact of the computer and internet (SS5H7c) Business, bank, & government functions (SS5E2) Production, Distribution, & Consumption Personal finance (SS5E4) 2 weeks April 9-April 20 1 week May 7-May 11 5 th Grade Social Studies

7 distribution, and consumption will help students understand their role as consumers of goods and services. 5 th Grade Social Studies