Subject : Social Studies Grade 5 Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1. Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2. Communication and social interaction skills;
3. Technological literacy;
4. Total wellness (social, physical, emotional health and self-esteem);
5. The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
National Standards:
National Standards:
National Standards for Learning
National Council for the Social Studies
Ten Thematic Strands for Social Studies Education
Culture
* Social studies programs should include experiences that provide for the study of culture and cultural diversity.
* Human beings create, learn, and adapt culture.
* Culture helps us to understand ourselves as both individuals and members of various groups.
* Human cultures exhibit both similarities and differences in beliefs, knowledge, values, and traditions.
Time, Continuity and Change
* Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
* Human beings seek to understand their historical roots and to locate themselves in time.
* Such understanding involves knowing what things were like in the past and how things change and develop.
People, Places and Environments
* Social studies programs should include experiences that provide for the study of people, places, and environments.
* In early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic concepts and skills.
* During middle school, students relate their personal experiences to happenings in other environmental contexts.
* In high school, students apply geographic understanding across a broad range of fields.
Individual Development and Identify
* Social studies programs should include experiences that provide for the study of individual development and identity.
* Personal identity is shaped by one's culture, by groups, and by institutional influences.
Individuals, Groups and Institutions
* Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
* Schools, churches, families, government agencies, and the courts all play an integral role in our lives.
* Students should know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and institutions can by maintained or changed.
Power, Authority and Governance
* Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
* Learners develop an understanding of how groups and nations attempt to resolve conflicts and seek to establish order and security.
Production, Distribution and Consumption
* Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.
* People have wants that often exceed the limited resources available to them. A Variety of ways have been invented to decide upon answers to four fundamental questions: What should be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors of production (land, labor, capital, and management)?
Science, Technology and Society
* Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.
* Technologies form systems, which are intertwined with our daily lives.
* Students should explore the complex relationships among technology, human values, and behavior.
* Students need to think about how we can manage technology so that we control it rather than the other way around.
Global Connections
* Social studies programs should include experiences that provide for the study of global connections and interdependence.
* Analysis of tensions between national interests and global priorities contributes to the development of possible solutions to persistent and emerging global issues in many fields.
Civic Ideals and Practices
* Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
* An understanding of civic ideals and practices is critical to full participation in society and is a central purpose for social studies.
New York State Standards: Listed in order.
New York State Standards: Listed in order. Performance Indicators: Description of the levels of student achievement pertaining to standard. As follows:
STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK
STANDARD 1: HISTORY OF THE UNITED STATES AND NEW YORK
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 1:
Standard 1:
Key Idea 1.
Key Idea 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Students:
explore the meaning of American culture by identifying the key ideas, beliefs and patterns of behavior, and traditions that help define it and unite all Americans.
interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents.
Key Idea 2.
Key Idea 2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Performance Indicators:
Performance Indicators: Students:
describe the reasons for periodizing history in different ways
investigate key turning points in New York State and United States history and explain why these events or developments are significant.
Understand the relationship between the relative importance of United States domestic and foreign policies over time.
Analyze the role played by the United States in international politics, past and present.
Key Idea 3.
Key Idea 3.
Study about the major social, political, economic, cultural, and religious developments I New York State and United States history involves learning about the important roles and contributions of individuals and groups. Performance Indicators: Students:
complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native Americans, in New York State and the United States at different times and in different locations.
gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitution, the Bill of Rights, and other important historical documents.
classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Performance Indicators:
Performance Indicators: Students:
consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives.
compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts.
describe historic events through the eyes and experiences of those who were there.
STANDARD 2: WORLD HISTORY
STANDARD 2: WORLD HISTORY
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 2
Standard 2
Key Idea 1:
Key Idea 1:
The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Performance Indicators:
Performance Indicators: Students:
know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.
know some important historic events and developments of past civilizations.
interpret and analyze documents and artifacts related to significant developments and events in world history.
Key Idea 2:
Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Performance Indicators:
Performance Indicators: Students:
Develop timelines by placing important events and developments in world history in their correct chronological order.
Measure time periods by years, decades, centuries, and millennia.
Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.
Key Idea 3:
Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Performance Indicators:
Performance Indicators: Students:
Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout history.
Interpret and analyze documents and artifacts related to significant developments and events in world history
Classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.
Key Idea 4:
The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
Performance Indicators:
Performance Indicators: Students:
Explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed.
Analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians.
View history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents.
Investigate important events a developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing those hypotheses, and formulating conclusions.
STANDARD 3: GEOGRAPHY
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, place, and environments over the Earth's surface.
Key Idea 1:
Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and religions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Performance Indicators:
Performance Indicators: Students:
map information about people, places, and environments.
understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models.
investigate why people and places are located where they are located and what patterns can be perceived in these locations.
describe the relationships between people and environments and the connections between people and places.
Key Idea 2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
Performance Indicators:
Performance Indicators: Students:
Formulate geographic questions and define geographic issues and problems.
Use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems.
Present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models.
Interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.
STANDARD 4: ECONOMICS
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Key Idea 1:
Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision-making, and the interdependence of economics and economic systems throughout the world.
Performance Indicators:
Performance Indicators: Students:
Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth and systems.
Understand how scarcity requires people and nations to make choices; which involve costs and future considerations.
Understand how people in the United States and throughout the world are both producers and consumers of goods and services.
Investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems.
Describe how traditional, command market, and mixed economies answer the three fundamental economic questions.
Explain how nations throughout the world have joined with one another to promote economic development and growth.
Key Idea 2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Performance Indicators:
Performance Indicators: Students:
Identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources.
Organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data.
Evaluate economic data by differentiating fact from opinions and identifying frames of reference.
Develop conclusions about economic issues and problems by creating broad statements; which summarize findings and solutions.
Present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.
STANDARD 5: CIVICS, CITIZENSHIP, AND GOVERNMENT Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Key Idea 1: The study of civics, citizenship, and government involves learning about political systems the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. Performance Indicators: Students:
Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.
Consider the nature and evolution of constitutional democracies.
Explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens.
Analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases.
Key Idea 2:
Key Idea 2: The state and federal governments established by the Constitution of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. Performance Indicators: Students:
Understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices.
Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution.
Compare and contrast the development and the evolution of the constitutions of the United States and New York State.
Define federalism and describe the powers granted the national and state governments by the United States Constitution.
Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.
Understand how the United States and the New York State Constitutions support majority rule but also protect the rights of the minority.
Key Idea 3:
Key Idea 3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities. Performance Indicators: Students:
Explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.
Understand that the American legal and political systems guarantee and protect the rights of the citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities.
Discuss the role of an informed citizen in today’s changing world.
Explain how Americans are citizens of their states and of the United States.
Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Performance Indicators: Students:
Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint.
Explain the role that civility plays in promoting effective citizenship in preserving democracy.
Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.
Assessment
:
Acceptable Performance Level
New York State Social Studies Assessment
Based on pre-established criteria.
Unit, chapter, concept quizzes and tests
70% and higher
Sequence: Order of subject matter
Map Skills
Explorers
United States and its Regions
Colonies of America
French and Indian War
The American Revolution
The Constitution
Growth of Our Nation
Western Movement
Civil War and Reconstruction
The Industrial Revolution
Immigration
World War I
U.S. becomes new world power
The Great Depression
World War II
Decade study between 1950-1990
Cold War
Vietnam War
Persian Gulf War
Canada
Latin America (Mexico, Central America, South America)
Scope: Range of subject matter.
MAPPING SKILLS AND GEOGRAPHY
Five themes of Geography:
Movement,
Regions,
Place,
Location,
Human-Environment Interaction
EXPLORATION
Outline achievements of Vikings and European Explorers
Explain the effects of the discoveries on America
Explain how the discoveries affected Native Americans
REGIONS
Identify five geographic regions of the United States
Explain how various climates, landforms, and natural resouces affect industry, the economy and way of life
COLONIES
Understand the significance of the land claims by European countries and the conflicts they created
Explain reasons why people settled in the New World
Significance of self-government
Understand the problems faced by the settlers
Compare and contrast life in the New England, Middle and Southern Colonies
Identify the basis of conflict leading up to the French and Indian War
Summarize the results of the French and Indian War
Explain the events that led up to the Revolutionary War
REVOLUTIONARY WAR
Describe major battles of the Revolutionary War
Explain the Significance of the Declaration of Independence
Give examples of women’s contribution to the American victory
CONSTITUTION
Explain the meaning of the Preamble to the Constitution
Explain the system of checks and balances
Describe the meaning of a federal government system
Identify freedoms that make up the Bill of Rights
GROWTH OF OUR NATION
Early 1800 the nation grew rapidly in size
Importance of the Louisiana Purchase
Reasons for the War of 1812
Andrew Jackson / Indian Removal Act
WESTERN MOVEMENT
Recognize new modes of transportation made westward movement safer and easier
Understand inventions led to growth of factories
Learn various trails to the West
Gold rush was a major force in bringing settlers to the West
Texas becomes a state
Name people who contributed to technology, transportation, and industry
CIVIL WAR AND RECONSTRUCTION
Recognize the North and South and how they developed differences
Name events that led up to the cause of the Civil War
Name the major battles of the Civil War
Describe individuals involved in the Civil War
Total war led to the defeat of the South
Identify strengths and weaknesses of the Union and Confederate armies
Importance of Emancipation Proclamation
Major changes that took place in the South after Reconstruction
INDUSTRIAL REVOLUTION
Describe the contributions of people during the Industrial Revolution
Recognize how life changed for workers in the U.S.
Recognize how rural and urban life changed
IMMIGRATION
The effects of the Irish Potato Famine on Irish immigration to the U.S.
Reasons why immigrants came to the U.S. in the mid to late 1800’s
Explain what life was like for immigrants
WORLD WAR I
Who, what, where, when, why
U.S. BECOMES NEW WORLD POWER
Hawaii and Alaska become states
Spanish American War
Explain why Panama Canal helped the economy
Identify changes in transportation (planes, trains)
Explain how Women’s Suffrage movement
GREAT DEPRESSION
Realize what life was like during the Great Depression
Explain the impact of the New Deal
WORLD WAR II
Who, what, where, when, why
DECADE STUDY BETWEEN 1950-1990
Students will research ten year period in U.S. history
(Social, cultural, political, and economic contributions)
COLD WAR
Understand why a cold war developed after the end of World War II
Purpose of the United Nations
Changes brought about by the Civil Rights movement
Explain how the Cold War ended
VIETNAM WAR
Who, what, where, why, how
PERSIAN GULF WAR
Who, what, where, why, how
CANADA
Describe physical regions of Canada
Understand how environment, climate, landforms, and natural resources impact industry and way of life
LATIN AMERICA
Locate and identify Mexico, and countries within Central America, and Latin America
Discuss natural resources and key landforms
Methodology: Best Practices
Document – Based Learning
Cooperative Learning
Interactive Units
Six Traits of Writing
Elements of Instruction