5th+Grade+Planning+and+Pacing+Resources

December 5-9 Curriculum Map Unit/Topic: Colonization/Establishing the Colonies Social Studies Alive Chapter **//Facing Slavery//**
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday ||  ||   ||
 * Tuesday ||  ||   ||
 * Wednesday ||  ||   ||
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 * Friday ||  ||   ||

December 12-16 Curriculum Map Unit/Topic: Colonization/Establishing the Colonies Struggle for Independence/War for Independence Social Studies Alive Chapter I can describe how colonist felt about paying taxes, from a Loyalist and a Patriot perspective. I can describe causes and effects of the French and Indian War. || Read pages 134-135 in SS Alive for background knowledge. Define Loyalist and Patriot and Perspective in SS notebooks. Compare and Contrast Patriot and Loyalist perspective by reading Patriot Post and Loyal Times. Respond in SS notebook. || I can describe how colonist felt about paying taxes, from a Loyalist and a Patriot perspective. || Read pages 136-137 in SS Alive for background knowledge. Define Parliament, quartering, violated in SS notebooks. Compare and Contrast Patriot and Loyalist perspective by reading Patriot Post and Loyal Times. Respond in SS notebook. Stamp Act M &M simulation. Reflect in notebook how it felt to be taxed unfairly. || I can describe how colonists felt about paying taxes, from a Loyalist and a Patriot perspective. || Read pages 138-139 in SS Alive for background knowledge. Define massacre in SS notebook. Compare and Contrast Patriot and Loyalist perspective by reading Patriot Post and Loyal Times. Respond in SS notebook. || I can describe how colonists felt about paying taxes, from a Loyalist and a Patriot perspective. || Read pages 140-141 in SS Alive for background knowledge. Define boycott, No Taxation Without Representation, and Frist Continental Congress in SS notebook. Compare and Contrast Patriot and Loyalist perspective by reading Patriot Post and Loyal Times. Respond in notebook.
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can define and identify perspectives of Loyalists and Patriots.
 * Tuesday || I can describe the Quartering Act from both the Loyalist and Patriot perspectives.
 * Wednesday || I can describe the Boston Massacre from a Loyalist or Patriot perspective.
 * Thursday || I can explain how dissent from colonists was justified or not justified during the Boston Tea Party.
 * Reading: Reading Further in SS Alive-King George and His Colonies. ||
 * Friday ||  || MC/ORQ Assessment ||

Winter Break

January 3-6 Curriculum Map Unit/Topic: Struggle for Independence/War for Independence Social Studies Alive Chapter I can explain why the colonists felt the need to unite as one instead of working as individual states to protect thier rights. || First Continental Congress Lesson: Review Colonial Map. Use Painting to discover details about the First Continental Congress. Use powerpoint to identify 3 ways to show peaceful dissent against the British Government. Reflect in SS notebooks. || I can explain how Thomas Paine influenced the colonists. || The Declaration of Independence: SSA Chapter 12 : Preview activity-people who have influenced you. 12.2 Second Continental Congress-Discuss visual 12B and read the section. Take notes in Interactive notebook. 12.3 Commone Sense-Read section and takes notes in Interactive notebook. Students relfect in SS notebook: How did Thomas Paine influence the colonists? || Share National Archives Interactive Declaration of Independence []; students can see the document up close || [] (see Ychart activity; have students summarize the ideas presented in the three sections of the Declaration of Independence. United Streaming Video We The People - A History: Declaration of Independence [] SSPA #2 || media type="custom" key="12005821" width="200" height="200"
 * Dayof Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday ||  || No School ||
 * Tuesday || I can explain the positives and negatives of using negotiation and compromise to solve conflicts.
 * Wednesday || I can describe what took place in the Second Continental Congress.
 * Thursday || I can infer the meaning of each section of the Declaration of Independence. || The Declaration of Independence: SSA Chapter 12: Read section 12.4 and take notes in Interactive Notebook. Read section 12.5 and take notes in Interactive Notebook. Give students Handout 12A and have them work in partners to read the excerpts from the Declaration. Have them discuss what they think each one means. Student write in Interactive notebook what each says in their own words.
 * Friday ||  || Brain Pop Declaration of Independence

media type="custom" key="12005817" width="200" height="200"

__**Learning Station Ideas**__ 1. Declaration of Independence: A Reader's Theater for Six Voices [] 2. Series: The American Revolution from Colonies to Constitution (United Streaming Video Clips) 3. Mission US 4. Literature Circles (If You Lived During the Time of the American Revolution) 5. American Revolution History Pockets 6. American Revolution Contracts/Projects/Foldables

End of third grading period

January 10-13 Curriculum Map Unit/Topic: Struggle for Independence/War for Independence Social Studies Alive Chapter I can explain why the colonists felt the need to unite as one instead of working as individual states to protect thier rights. || Defending Ourselves: Students will participate in a Tug of War activity. Students will reflect in SS notebooks: Why do colonists unite defensively as one to protect thier rights? Since the colonists have formed the Continental Army, and neither the colonists or the British are willing to give in to the other side, what do you think might happen now? || I can explain why the colonists felt the need to unite as one instead of working as individual states to protect thier rights. I can explain the positives and negatives of using negotiation and compromise to solve conflicts. || Read SS Alive chapter 13 American Revolution and complete organizer in Interactive Notebook. American Revolution Reader's Theater Script [] || I can explain why the colonists felt the need to unite as one instead of working as individual states to protect thier rights. I can explain the positives and negatives of using negotiation and compromise to solve conflicts. || Read SS Alive chapter 13 American Revolution and complete organizer in Interactive Notebook. || I can explain why the colonists felt the need to unite as one instead of working as individual states to protect thier rights. I can explain the positives and negatives of using negotiation and compromise to solve conflicts. || SS Alive chapter 13 Assessment Processing Activity: Students create a historical marker to commemorate factors that helped the colonists win the American Revolution. (In Interactive Notebook) ||
 * Day of Week || Learning Targets addressed || Description of lesson activities ||
 * Monday || I can explain the impact of the Declaration of Independence had on the colonies. || The Declaration of Independence: Students answer MC and Short Answer questions on pages. Students do Show You Know activity. Students write in Interactive notebook explaining the impact the Declaration of Independence had on the colonies. Read responses aloud and discuss. ||
 * Tuesday || I can explain how local miltias and the Continental Army were both used as forms of dissent to protect the rights of colonists.
 * Wednesday || I can explain how local miltias and the Continental Army were both used as forms of dissent to protect the rights of colonists.
 * Thursday || I can explain how local miltias and the Continental Army were both used as forms of dissent to protect the rights of colonists.
 * Friday || I can explain how local miltias and the Continental Army were both used as forms of dissent to protect the rights of colonists.

January 16-20 Curriculum Map Unit/Topic: The Young Republic/Building a New Government Social Studies Alive Chapter 2. SSA pages. 187-188. Read and take notes in interactive notebook. 3. Reflect in notebook: What are some of the weaknesses within the Articles of Confederation? How might they improve the Articles of Confederation? || 2.JCPS Online Lesson: What basic ideas are in the Preamble to the Constitution? || . ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday ||  || NO SCHOOL ||
 * Tuesday || I can explain some of the weaknesses within the Arcticles of Confederation. (Gov't could collect no taxes, no president, each state was a country unto itself) || 1. You Tube Video: No More Kings. Review why colonists went to war and how they got thier independence. Ask class: HOW DO THEY MAINTAIN ORDER NOW?
 * Wednesday || I can explain the basic ideas in the Preamble to the Constitution. || 1. SSA pages 189-190. Read and take notes in Interactive Notebook.
 * Thursday || I can explain how having a government promotes the common good. || 1. JCPS Online Lesson: The Need for Government to Promote the Common Good
 * Friday || I can give examples of conflict, compromise, and cooperation that occurred among individuals when first establishin our nation's government. || 1. JCPS Online Lesson: Negotiation and Compromise at the Constitutional Convention. ||

January 23-27 Curriculum Map Unit/Topic: The Young Republic/Building a New Government Social Studies Alive Chapter 2. SSA pages. 187-188. Read and take notes in interactive notebook. 3. Reflect in notebook: What are some of the weaknesses within the Articles of Confederation? How might they improve the Articles of Confederation? || 2.JCPS Online Lesson: What basic ideas are in the Preamble to the Constitution? || January 30-February 3 February 6-10 February 13-17 I can describe the importance of rivers during the early history of the United States. || Lewis and Clark Explore the Louisana Purchase Lesson 2 Part 1 || Read Lewis and Clark Readers Theater Students write in their notebooks describing the interactions that were in the readers theater. || February 20-24 I can explain how Native Americans and settlers viewed ownership and the use of land differently. I can explain how the movement of settlers caused conflicts with Native Americans. || SS Alive Reading Further and Interactive Notebook activity page 226. Primary Source Pics || MC/ ORQ SS Alive Assessment and summative activity || February 27-March 2 SS Alive Assessment and summative activity ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can explain some of the weaknesses within the Arcticles of Confederation. (Gov't could collect no taxes, no president, each state was a country unto itself) || 1. You Tube Video: No More Kings. Review why colonists went to war and how they got thier independence. Ask class: HOW DO THEY MAINTAIN ORDER NOW?
 * Tuesday || I can explain the basic ideas in the Preamble to the Constitution. || 1. SSA pages 189-190. Read and take notes in Interactive Notebook.
 * Wednesday || I can explain how having a government promotes the common good. || 1. JCPS Online Lesson: The Need for Government to Promote the Common Good ||
 * Thursday || I can give examples of conflict, compromise, and cooperation that occurred among individuals when first establishing our nation's government. || 1. JCPS Online Lesson: Negotiation and Compromise at the Constitutional Convention. ||
 * Friday || I can give examples of conflict, compromise and cooperation that occurred among individuals when first establishing our nation's government. || 1. JCPS Online Lesson: Negotiation and Compromise at the Constitutional Convention: How Should Slaves Be Counted? ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday ||  ||   ||
 * Tuesday ||  ||   ||
 * Wednesday ||  ||   ||
 * Thursday ||  ||   ||
 * Friday ||  ||   ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday ||  ||   ||
 * Tuesday ||  ||   ||
 * Wednesday ||  ||   ||
 * Thursday ||  ||   ||
 * Friday ||  ||   ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || Conference Day ||  ||
 * Tuesday || I can describe how Lewis and Clark overcame geographical boundaries to explore the Western United States.
 * Wednesday || I can describe how Lewis and Clark overcame geographical boundaries to explore the Western United States. I can describe the importance of rivers during the early history of the United States. || Lewis and Clark Explore the Louisana Purchase Lesson 2 Part 2 ||
 * Thursday || I can describe how Lewis and Clark interacted with Native Americans during the exploration of the Louisana Purchase Territroy. || Read aloud: I Am Sacajawea, I Am York Students write in thier notebooks ways they heard Lewis and Clark interacting with the Native Americans.
 * Friday || I can describe how physical environment led tot he settlement of the Western United States. || SS Alive Lesson 16 Manifest Destiny and Settleing the West ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can describe how physical environment led tot he settlement of the Western United States. || SS Alive Lesson 16 Manifest Destiny and Settleing the West ||
 * Tuesday || I can explain how settlers and Native Americans had different views of how best to use the land and resources.
 * Wednesday || I can describe reasons pioneers moved to the Western U. S. (land, riches, religion) || SS Alive sections 17.4, 17.6, 17.7 Create a Chart comparing the NA and Pioneer ||
 * Thursday || I can use primary and secondary sources to describe how and why Daniel Boone guided pioneers into the frontier. || Daniel Boone booklet ||
 * Friday || I can explain two reasons why immigrants came to the United States for land and opportunities during the expanision of the west. || SS Alive 17.5
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can explain how the use of railroads and telegraphs made the sharing of information and resources easier. || History Pockets: Moving West ||
 * Tuesday || I can explain two reasons why immigrants came to the United States for land and opportunities during the expanision of the west. || SS Alive 17.5
 * Wednesday || I can describe reasons why pioneers moved to the Western part of the US. || MC/ ORQ ||
 * Thursday || I can describe how the cultures of the Northern and Southern states were similiar and different. || SS Alive pages 247-249. Make a T chart about North and South. Students create a poster ilustrating the main cultures of the North and the South. ||
 * Friday || No School ||  ||

Supporting Resources (Events Leading to the Civil War)
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can describe the ways the U.S. Government fulfilled its basic purposes during the Civil War Period. || SS Alive Pages 267-271. Read and fill in Interactive Notebook pages 114 and 115. ||
 * Tuesday || I can use primary and secondary sources to describe the perspectives of different groups during the Civil War periods. || In groups, analyze Civil War poster photos and fill out Analysis Sheet. Reflect in SS notebook what was learned from these primary sources. ||
 * Wednesday || I can describe how Reconstruction attempted to secure rights for all former slaves. || Reading Further SS Alive pages 272-275. Complete writing activity in Interactive Notebook page 116. ||
 * Thursday || I can use primary and secondary sources to describe the perspectives of different groups during the Civil War periods. || Analyze the contents in Abraham Lincoln's pockets when he was assasinated activity. ||
 * Friday || All One Community One Nation standards || MC choice and ORQ over Civil War ||


 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can describe how reforms during the Progressive Era changed food and drug safety, child labor, and the struggles for equality. || Read two articles in Leveled Texts for SS: 20th Century and respond in SS notebook. ||
 * Tuesday || I can describe the ways the U.S. Government fulfilled its basic purposes during the Civil War Period. || SSPA #4 ||
 * Wednesda || I can describe the ways the U.S. Government fulfilled its basic purposes during the Civil War Period. || Special Guest: Tom Causey-Civil War Artifacts ||
 * Thursday || I can describe how the growth of transportation (transcontinental railroad) and industrialization led to greater interdependence for all communties in the United States. || The Transcontinental Railroad Lesson ||
 * Friday || I can explain how communication, technology, transporation, and education during industrialization, and the reform movement had on the United States. || Communication and Conflict on the Plains ||

Video of immigrants arriving at Ellis Island (1904) media type="custom" key="13267646"

media type="custom" key="13259536"media type="custom" key="13259558"media type="custom" key="13259584" I can explain reasons immigrants came to America long ago. || Growth of Cities Unit 5, Lesson 5 ||
 * Day of Week || Learning Targets Addressed || Description of lesson activities ||
 * Monday || I can use primary sources to describe the perspectives of different groups.
 * Tuesday || I can use primary sources to describe the perspectives of different groups. I can explain reasons immigrants came to America long ago. || Growth of Cities Unit 5, Lesson 5 Day 2 ||
 * Wednesday || I can describe how reforms changed working conditions and led to the growth of the middle class. || Factory Life Unit 5, Lesson 6 ||
 * Thursday || I can describe how reforms during the Progressive Era changed child labor || The problem of child labor in factories Unit 5, Lesson 7 ||
 * Friday || Catch up day because we did the Ellis Island virtual field trip! ||  ||