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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies

GRADE LEVEL OR COURSE TITLE: Fifth Grade United States History

COURSE DESCRIPTION: General Notes: Fifth Grade: United States History – The fifth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on the people, places, and events up to approximately 1850. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and early national periods of American history. So that students can clearly see the relationship between cause and effect in history, students should also have the opportunity to explore how individuals and events of this period influenced later events in the development of our nation.

Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high

school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the

number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: Content benchmarks that are highlighted in red are relevant to the Seventh Grade Civics End of Course Exam tested benchmarks. NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a pre-

post quiz to be used during instruction in order to emphasize the importance of relevant Seventh Grade Civics End of Course Exam tested benchmarks. NOTE: Click on the following link for a pre/post test assessing Fifth Grade Civics Integration lesson benchmarks and that are relevant to the Seventh Grade End of Course

Exam tested benchmarks: http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test.pdf

NOTE: Click on the following link for the answer key to the pre/post test attached above: http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test%20answer%20key.pdf NOTE: Essential benchmarks identified in this course are highlighted in BLUE.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into

Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.

Department of Social Sciences

http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test%20answer%20key.pdf

http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/5th%20Grade%20Civics%20Integration%20Prepost%20test.pdf



Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Florida Literacy and Writing Standards for History/Social Studies K-5: When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx.

Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:

LA.5.1.6.3 The student will use context clues to determine meanings of unfamiliar words.LA.5.1.6.5 The student will relate new vocabulary to familiar words.LA.5.1.6.9 The student will determine the correct meaning of words with multiple meanings in context; LA.5.1.7.1 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm

predictions, and establish a purpose for reading.LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.LA.5.1.7.4 The student will identify cause-and-effect relationships in text.LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.LA.5.2.1.8 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods.LA.5.2.1.9 The student will use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical

fiction, mythology, poetry) to expand the core .foundation of knowledge necessary to function as a fully literate member of a shared culture.LA.5.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings,

charts, graphs, illustrations).LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing).LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts).LA.5.2.2.5 The student will use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and

topical areas, such as animals, science, history) to continue building a core foundation of knowledge.LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record

information on charts, data tables, maps and graphs, as appropriate.LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs.LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of

the proposed idea with detailed evidence.LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole). LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information.LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement.LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).LA.5.6.3.1 The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda.LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.


http://www.cpalms.org/Standards/lafs.aspx



LA.5.6.4.1 The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations).LA.5.6.4.2 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and

presenting a topic.MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. MA.5.S.7.1 Construct and analyze line graphs and double bar graphs. MA.5.S.7.2 Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams. SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts,

and mountains.SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zone; as they relate to latitude, elevation, and proximity to bodies of water.SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For United States History, the following themes are identified:

American Diversity- The roles of race, class, ethnicity, and gender in United States History. American Identity- Views of the American national character. Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout United States History. Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political

effects of immigration, internal migration, and migration networks. Economic Transformations-Changes in trade, commerce, and technology across time. Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban

expansion. Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states. Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people. Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets,

imperialism, cultural exchange. Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights. Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and

government. Religion- The influence of religion on culture, politics, economics, and society. Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American

South and West. War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and

society.




Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.

Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be downloaded and used accordingly.

TCI, Teachers’ Curriculum institute, Social Studies Alive, is the adopted textbook for Social Sciences grades 3-5. TCI provides a wealth of print and online instructional resources to ensure engaging and rigorous instruction. Teachers may access the online resources through M-DCPS’ teacher (employee) and student portals. In the following pacing guide, wherever the TCI icon is seen, as shown above, a link to the M-DCPS Employee portal is available where teachers can log in, access their e-book, and find a DETAILED Lesson Guide for each major topic. Each Lesson Guide contains the following: Teacher Support Video, Overview Materials, Preparation, Preview, Activity, Reading Further, Vocabulary, and Processing (assessment).


http://socialsciences.dadeschools.net/civics%20in%20a%20snap.asp

http://socialsciences.dadeschools.net/local%20history.asp




History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.2. Develop an essential question or use an essential question

already found in the pacing guide.3. Build background knowledge with students about the topic.4. FACILITATE students conduct on document/source analysis.5. Have students report back about their analysis of the

source(s).6. Take the lab to an end and have students Independently

answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.

To see a video that provides an overview of the History/Social Science lab process and benefits, please see:

http://www.umbc.edu/che/historylabs/

http://www.umbc.edu/che/historylabs/

http://socialsciences.dadeschools.net/

http://socialsciences.dadeschools.net/pacingguides.asp



Name _____________________________________________ Period _____ Date _____________________

[Put benchmark here – numbers and write it out]

Essential Question: [put essential guiding question here]

Source Main Idea / Message / Important Details How does this document answer the essential question?

Source 1[include source information as applicable]Source 2

Source 3

Source 4




Thesis: ___________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson 8: Slavery in America

PACING DatesTraditional 9 Days 10-30-17 to 11-09-17

ESSENTIAL QUESTION for Lesson 8: What was the impact of slavery on Africans? STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Explorations and Settlement in North America)

(Standard 4: Colonization of North America) GEOGRAPHY (Standard 1: The World in Spatial Terms) ECONOMICS (Standard 1: Market Economy) (Standard 2: The International Economy)

Second Nine WeeksEssential Content NGSSS-SS Benchmarks/Florida Standards Instructional Tools

Course Themes Addressed: Life in West Africa in the 1500s Europe and the Slave Trade West Africans and the Slave

Trade Triangular Trade Surviving the Middle Passage Slavery and the Colonies Life as a Slave

Topic Content: Explore how capturing and

trading slaves changed the lives of West Africans.

Learn about why enslaved Africans were traded and how

Florida Standards Focus Standard:

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Content Benchmarks:SS.5.A.1.1 Use primary and secondary sources to understand history

SS.5.A.3.1 Describe technological developments that shaped European exploration.

SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.

SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish

Florida Standards Focus Activity: Have students use a variety of print and digital text resources to research the Virginia Slave Code of 1705. Then have students prepare a speech to present to the Colony of Virginia’s House of Burgesses protesting the law. Students should include facts and details to support their position.

For a detailed lesson guide for this topic: See the Social Studies Alive! Lesson Guide (available through the M-DCPS teacher portal, click on the TCI link above) for planning and implementing the lesson, activities and assessments.

Lesson Guide contains the following: Teacher Support Video, Overview Materials, Preparation, Preview, Activity, Reading Further, Vocabulary, and Processing (assessment).


http://www.dadeschools.net/employees.asp




they traveled across the Atlantic and into a life of bondage in America

Slavery

Nelson Mandela Visits Miami

Mandate(s):Character Education – Pursuit of Excellence

Native American History Month

for control of North America.

SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.

SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.

SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.

SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.

SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.

SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.

SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.

SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.

SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.

Skill Benchmarks:SS.5.A.1.1 Use primary and secondary sources to understand history.

Florida Standards: LAFS.5.RI.1.2 Determine two or more main ideas of a text

Core Text: TCi: Social Studies Alive! America’s PastLesson 8-Slavery in the Americas: Student Text pages 106-115; Reading Further: How Slaves Kept Hope Alive pages 116-119;

Interactive Student Workbook pages: 49-54

Vocabulary/Identification: Middle Passage, overseer, slave auction, slave trade, triangular trade

Other Suggested Activities:Department of Social Sciences History Lab: Geography and Native Americans. Have students explore primary and secondary sources to discover how and why enslaved Africans brought were brought to the colonies. See Essential Content for link to this resource.

Have the students produce a Venn Diagram comparing and contrasting the life of a slave to the life of an indentured servant.

Have students complete a graphic organizer listing the three stops on the Triangular Trade route and the exports and imports.

Have students develop a triple Venn Diagram comparing and contrasting the life and role of slaves in the New England Colonies, The Middle Colonies and the Southern Colonies.

Other Suggested Writing Activities:Have students use a variety of print and digital text resources to research the Virginia Slave Code of 1705. Then have students prepare a speech to present to the Colony of Virginia’s House of Burgesses protesting the law. Students should include facts and details to support their position.

Have students write a journal entry from the perspective of an African slave describing their experience on the journey across the Atlantic (Middle Passage).

Assessment: Use the assessment items and suggestions associated with this grade level


http://www.corestandards.org/ELA-Literacy/RI/5/2/

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1384284636413&sb=airpublish&so=descending&ip=25&pi=1311369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/1311369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true


http://socialsciences.dadeschools.net/local%20history.asp




and explain how they are supported by key details; summarize the text.LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.5.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

that are included in the publisher provided resources. Develop rubrics and share with students for each of the above mentioned

projects to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Related Programs: See the Department of Social Sciences website, www.socialsciences.dadeschools.net for related activities.

State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.

SPED: Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.




http://www.socialsciences.dadeschools.net/




Lesson 9: Life in Colonial Williamsburg

ESSENTIAL QUESTION for Lesson 9:What were key parts of life for Southern colonists in the 1700s?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America) (Standard 4: Colonization of North America) GEOGRAPHY (Standard 1: The World in Spatial Terms) CIVICS (Standard 2: Civic and Political Participation)






Course Themes Addressed: Colonial Williamsburg Education Trades Social Life Government Slavery Religion

Topic Content: Take a walking tour of the

colonial town of Williamsburg, capital of the colony of Virginia

Surround yourself with colonial sights, from the grand home of the royal governor to the dismal quarters of enslaved Africans.

Mandate(s):Character Education – Pursuit of Excellence, Responsibility

Florida Standards Focus Standard:LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Content Benchmarks:SS.5.A.1.1 Use primary and secondary sources to understand history

SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.



SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.


SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.

SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today. Relevant to Seventh Grade End of Course ExamTested Benchmark. Also considered an essential benchmark

Click on the following link for a detailed lesson plan, reading,

Florida Standards Focus Activity:Have students research colonial life, using both primary and secondary sources then lead a discussion about the differences found in each type of source.



Core Text: TCi: Social Studies Alive! America’s PastLesson 9-Life In Colonial Williamsburg: Student Text pages: 120-135; Reading Further: A Religious Revival in the Colonies pages: 136-139;


Vocabulary/Identification: bill, capitol, craftsman, politics, royal colony, trade, Williamsburg

Other Suggested Activities:Miami-Dade County Public Schools’ Department of Social Sciences has created comprehensive lesson plans to support this topic as part of its Civics Integration program. Each lesson plan includes: objectives; benchmarks; technology links; activities; readings; graphic organizers; all supplemental materials; and a post quiz. Lesson title and link for this topic:

Political Participation-Colonial ---> Today- SS.5.C.2.2http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.2%20lesson.pdf

Have students research an important person in the development of the colonies.


http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.2%20lesson.pdf









instructional materials and pre-post quiz questions to assist in the instruction of the relevant tested benchmark above:http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.2%20lesson.pdf


Florida Standards: LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Ongoing

Students will create a stamp with an illustration and an inscription. On the back, have students summarize the person’s accomplishments.

Have students research the reasons people left their home countries in the 1600’s to settle in North America. Identify in writing how these reasons affected new settlements, using facts and details to support the reasons.

Have students evaluate a picture/illustration of a New England Town and identify people, places and businesses located in the towns. Then, write about the role each played in keeping the towns self-sufficient.

Have students end this unit with a culminating activity for the Colonial America Unit of Study. In the school library, have 5th grade classes showcase (via posters, Power Point presentations, and/or dioramas, etc.): The New England, Middle and Southern Colonies, depicting way of life, significant individuals, events, natural resources, products and maps.

Other Suggested Writing Activities:Have students investigate the cash crops of the Southern colonies (e.g. indigo, tobacco, rice, cotton) and write an informational text to explain how they led to the development of plantations.

Have students imagine that they are settlers that have moved to the frontier in the early 1700’s. Then, write a journal entry in which they describe their journey and the building of their new home including an accurate description of the geographic features and challenges they faced.

Have students write a letter to a friend or family member describing life in a selected colony. The letter must include facts and details from the time period. Have students share their letters orally with the class. Provide time for questions, answers and discussion. Assessment: Use the assessment items and suggestions associated with this grade level




http://www.corestandards.org/ELA-Literacy/W/5/5/










LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content.


State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.

SPED: Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/ and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.

Lesson 10: Tensions Grow Between the Colonies and Great Britain


ESSENTIAL QUESTION for Lesson 10:What British actions angered the colonists in the 1700s? STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America)

(Standard 4: Colonization of North America) (Standard 5: American Revolution and the Birth of a New Nation)








CIVICS AND GOVERNMENT (Standard 2: Civic and Political Participation) GEOGRAPHY (Standard 1: The World in Spatial Terms)


Course Themes Addressed:-French and Indian War-Proclamation of 1763-The Quartering Act-The Stamp Act-The Boston Massacre-The Boston Tea Party-The Intolerable Acts

Topic Content: Read about the

relationship American Colonist had with Great Britain during the 1700s.

Discover what actions Great Britain took that angered American colonists.

Colonists Revolt

Mandates:

Character Education – Pursuit of Excellence, Responsibility, Citizenship

Women’s Contributions to the U.S .

Florida Standards Focus Standard:LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.o LAFS.5.W.1.1a Introduce a topic or text clearly, state an

opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.


SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.

SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement


SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.

SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War.


SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today. Relevant to Seventh Grade End of Course ExamTested Benchmark. Also considered an essential benchmark

Florida Standards Focus Activity:Have students imagine that they are colonist s living in Boston in the 1770’s. Provide the following scenario: “You have been forced to give up many things (including your beloved tea) because of British taxes. A good friend of yours was killed in the Boston massacre. Now the King’s soldiers a marching near your home. You have had enough!” Now have students write a letter to King George III informing him of their problems and their opinions of British rule in the colonies. Remind students to support their opinion with facts and reasons.



Core Text: TCi: Social Studies Alive! America’s Past Lesson 10 Tensions Grow Between the Colonies and Great Britain: Student Text pages: 140-149;Reading Further: King George 111 and His Colonies pages: 150-153;


Vocabulary/Identification: act, boycott, delegate, First Continental Congress, import, massacre, parliament, proclamation, protest, repeal, taxation without representation

Other Suggested Activities:Department of Social Sciences History Lab: Colonists Revolt. Have students explore primary and secondary sources to determine if colonists should have


http://www.corestandards.org/ELA-Literacy/W/5/1/a/







Native American History Month

Click on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist in the instruction of the relevant tested benchmark above:http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.2%20lesson.pdf


Florida Standards:LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LAFS.5.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

LAFS.5.W.2.4 Produce clear and coherent writing in which

revolted against Great Britain. See Essential Content for a link to this resource.

Have students develop a graphic organizer to keep track of the events, places and people that relate to the time period leading up to the American Revolution.

Suggested Writing Activities Menu:Have students imagine that they are colonist s living in Boston in the 1770’s. Provide the following scenario: “You have been forced to give up many things (including your beloved tea) because of British taxes. A good friend of yours was killed in the Boston massacre. Now the King’s soldiers a marching near your home. You have had enough!” Now have students write a letter to King George III informing him of their problems and their opinions of British rule in the colonies. Remind students to support their opinion with facts and reasons.

Assessment Use the assessment items and suggestions associated with this grade level





State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the














the development and organization are appropriate to task, purpose, and audience.

LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.5.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

OngoingLAFS.5.RI.2.4 Determine the meaning of general academic

entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.








and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Lesson 11: To Declare Independence or Not

ESSENTIAL QUESTION for Lesson 11What were the arguments for and against colonial independence from Great Britain?STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 4: Colonization of North America) (Standard 5: American

Revolution and Birth of a New Nation)CIVICS AND GOVERNMENT (Standard 2: Civic and Political Participation)



http://www.corestandards.org/ELA-Literacy/SL/5/1/





Course Themes Addressed:-Who were the Loyalists and the Patriots?-Thomas Hutchinson-Jonathan Boucher-Lord Dunmore-Benjamin Franklin-Mercy Otis Warren-Samuel Adams

Topic Content:

Discover how Loyalist and Patriots viewed the movement to separate from Great Britain.

Feel the passions of the day by learning about arguments for and against independence.

Mandate(s):Character Education – Fairness, Respect, Responsibility

Florida Standards Focus Standard:LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.





SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.

SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War.

SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution.

SS.5.C.1.4 Identify the Declaration of Independence’s grievances and the Articles of Confederation’s weaknesses.Relevant to Seventh Grade End of Course ExamTested Benchmark. Also considered an essential benchmark

Click on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist in the instruction of the relevant tested benchmark above:http://socialsciences.dadeschools.net/civics%20in%20a%20snap.asp

Florida Standards Focus Activity: Have students choose the side of the Patriot or Loyalist. They compare and contrast the positions of both the loyalists and the patriots using a graphic organizer. Using the information they have gathered, students write a persuasive essay to convince others to support their position.



Core Text: TCi: Social Studies Alive! America’s Past Lesson 11: To Declare Independence or Not: Student Text pages: 154-163;Reading Further: Patrick Henry, Radical Revolutionary pages: 164-167;

Interactive Student Workbook Pages: 67-72

Vocabulary/Identification: independence, Loyalists, neutral, Patriots, traitor

Other Suggested Activities:Miami-Dade County Public Schools’ Department of Social Sciences has created comprehensive lesson plans to support this topic as part of its Civics Integration program. Each lesson plan includes: objectives; benchmarks; technology links; activities; readings; graphic organizers; all supplemental materials; and a post quiz. Lesson title and link for this topic

Patriots, Loyalists, and “Undecideds” – SS.5.C.2.1http://socialsciences.dadeschools.net/files/elementary_lessons-


http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.1..pdf








Skill Benchmarks:SS.5.A.1.1 Use primary and secondary sources to understand history

Florida Standards: LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topicLAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished

civic_integration/SS.5.C.2.1..pdf

Have students develop a timeline that include the key events that led to the American Revolution.

Have students create a visual summary by illustrating on a large sheet of paper each of the events that led to the American Revolution. Include a caption for each drawing

Other Suggested Writing Activities:Have students choose the side of the Patriot or Loyalist. They compare and contrast the positions of both the loyalists and the patriots using a graphic organizer. Using the information they have gathered, students write a persuasive essay to convince others to support their position.






State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be



http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.5.C.2.1..pdf







work, and provide a list of sources.LAFS.5.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Ongoing:LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.









Lesson 12: The Declaration of Independence


ESSENTIAL QUESTION for Lesson 12:What are the main ideas in the Declaration of Independence?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis) (Standard 3: Exploration and Settlement of North America) (Standard 4: Colonization of North America) (Standard 5: American Revolution and Birth of a New Nation)GEOGRAPHY (Standard 1: The World in Spatial Terms)CIVICS AND GOVERNMENT (Standard 1: Foundations of Government, Law, and the American Political System) (Standard 2: Civic and Political Participation)

Course Themes Addressed:-Second Continental Congress-Thomas Paine and Common Sense-Writing the Declaration of Independence-Approving the Declaration of Independence-The Declaration of Independence

Topic Content:

Learn about American Independence from the point of view of Patriot leaders such as Thomas Jefferson.

Discover the events and ideas that inspired Jefferson to write the Declaration of Independence, one of the most important documents in American History

Florida Standards Focus Standard:LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.


SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.

SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.

SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.


SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.

SS.5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.

SS.5.G.1.1 Interpret current and historical information using

Florida Standards Focus Activity: Have students research Thomas Paine and the pamphlet Common Sense. Then have them develop a brochure that would encourage people to join a colonial militia.



Core Text: TCi: Social Studies Alive! America’s PastLesson 12: The Declaration of Independence: Student Text pages: 168-175;Reading Further: Jefferson’s Conflict: Ideas vs. Reality pages: 176-179);

Interactive Student Workbook Pages: 73-77

Vocabulary/Identification: Declaration of Independence, Founding Fathers, militia, Minuteman, Second Continental Congress





Declaration of independence

Mandate(s):Character Education – Fairness, Respect, Responsibility

African American History

a variety of geographic tools.

SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses.

SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution.

Skill Benchmarks:SS.5.A.1.1 Use primary and secondary sources to understand history

Florida Standards: LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.LAFS.5.RL.2.6 Describe how a narrator’s or speaker’s point of view influences how events are described.LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.5.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

Other Suggested Activities:Department of Social Sciences History Lab: Geography and Native Americans. Have students explore primary and secondary sources to understand to what extent the Declaration of Independence established the foundation of American government. See Essential Content for link to this resource.

Have students study the different sections of the Declaration of Independence and prepare a summary outlining the main points of each section.

The first two paragraphs of the Declaration of Independence are followed by a list of complaints. In your own words, write at least five complaints listed in the Declaration that help to explain why the colonists wanted independence from England.

Other Suggested Writing Activities:The closing sentence of the Declaration of Independence states, “…we mutually pledge to each other our Lives, our Fortunes, and our sacred Honour.” What do you think this meant to these representatives? What were they promising to each other?






State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to





http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1384357145456&sb=airpublish&so=descending&ip=25&pi=5b71369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/5b71369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true




LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.LAFS.5.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LAFS.5.SL.1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Ongoing:LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.









Discovery Education Resources

DISCOVERY EDUCATION RESOURCESSTANDARD:SS.5.A.1.2

Utilize timelines to identify and discuss American History time periods.

Video

Time Lines, Maps, and PicturesChronological Thinking: Using Graphic Organizers to Record EventsMaking Personal TimelinesComposing the ConstitutionGeorge Washington and Continental Army2nd Amendment: The Right to Bear ArmsBenjamin FranklinProgram Introduction

STANDARD:SS.5.A.3.1

Describe technological developments that shaped European exploration.

VideoFood and Human HistoryThe Age of Explorations: Europeans and Native PopulationsThe Great Age of Exploration

STANDARD:SS.5.A.3.2

Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.

VideoCalifornia Close- Up: Native Americans and European ExplorersThe European ExplorersEuropean Explorers and Settlers


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STANDARD:SS.5.A.3.3

Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.

Video

Early Settlers: The Era of ColonizationGeography of the World: North America: The PeopleJust the Facts: American History: America's Explorers and PioneersThe Fledgling American NavyAmerica's Early Years: An American Nation BeginsMoments in Time: Jamestown: Against All OddsAmerica's Early Years: American Slavery: The Southern Plantation Way of LifeThe Early Americans and the English Influence on Trade, Government, and Other Aspects of Colonial Life Slavery

STANDARD:SS.5.G.3.1

Describe the impact that past natural events have had on human and physical environments in the United States through 1850.

VideoTEAMS: Natural Events: Then and Now: Foods: Necessity and DelugeTEAMS: Natural Events: Then and Now: Fire: Helpful and DestructiveTEAMS: Natural Events: Then and Now: Earthquakes: Historical SignificanceTEAMS: Natural Events: Then and Now: Wind: Ordinary and Extraordinary

STANDARD:SS.5.E.2.1

Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.

VideoNative American TradeLiving History: Living in Spanish Colonial AmericaThe Fur Trade and Ownership: Contrasting European and Native American Cultural BeliefsDutch Traders Experience a Scarcity of Beaver Fur

STANDARD:SS.5.A.4.1

Identify the economic, political and socio-cultural motivation for colonial settlement.

VideoMassachusetts: Colonial SettlementPlymouth PlantationEuropean Colonial Settlement


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STANDARD:SS.C.2.2

Compare forms of political participation in the colonial period today.Relevant to Seventh Grade End of Course Exam Tested Benchmark

VideoSpanish Influence in the Colonial Period of American HistoryColonial TimesAmerican Heroes: George Washington

STANDARD:SS.5.A.4.2

Compare characteristics of New England, Middle, and Southern colonies.

Video

New YorkAn Introduction to the Middle ColoniesVideo Quiz: The Middle ColoniesIntroduction to the New England ColoniesVideo Quiz: The New England ColoniesMaking the Thirteen Colonies: The New England ColoniesNew England ColoniesMassachusetts: Colonial SettlementIntroduction to the Southern ColoniesThe Southern ColoniesVideo Quiz: The Southern Colonies

STANDARD:SS.5.A.4.3

Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies

Video

Making the Thirteen Colonies: The Southern ColoniesMaking the Thirteen Colonies: The Middle ColoniesThe Middle Colonies: New York and New JerseyPlymouth PlantationThe Early Colonies

Quiz Making of the Thirteen Colonies: The Middle ColoniesMaking of the Thirteen Colonies: The Southern Colonies

STANDARD:SS.5.A.4.4

Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.


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VideoExploring & Colonizing North America: Colonial LifeEarly Settlers: The Era of ColonizationThe Diversity of Colonial Communities: 1700-1750United States History: 1760-1800: Forming a New Nation

STANDARD:SS.5.A.4.6

Describe the introduction, impact, and role of slavery in the colonies.

Video

Slavery Begins in AmericaEarly 1800's Growth of SlaverySlavery in the WestAmerica's Journey Through Slavery: Abraham Lincoln: the Great EmancipatorAmerica's Journey Through Slavery: The Abolitionists Movement in AmericaSpeaking Out Against SlaveryFight to End SlaverySlavery Begins in AmericaAbolition Movement: Ending Slavery

STANDARD:SS.5.E.1.2

Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.

Video

The Market EconomyTransition to a Market EconomyFree Market EconomiesFree Market vs. Command EconomiesFlows in a Market EconomyFree Market Economy

STANDARD:SS.5.G.1.5

Identify and locate the original thirteen colonies on a map of North America.

Video

Slavery Divides the NationThe Middle Colonies: New York, New Jersey, Delaware, and PennsylvaniaThe Thirteen ColoniesThe New Flag of the United StatesUnited States Expansionism


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STANDARD:SS.5.A.4.5

Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.

Video

The Colonial Shipping Trade: The Triangular Trade RoutesThe Navigation Acts: Trade in the ColoniesThe Beginnings of European ExplorationA Triangle of Trade: Slavery Becomes IndustryTriangular TradeThe Slave Trade: Triangular Trade RoutesSlave Ship

Image Colonial trade routes.Map: Colonial Atlantic Trade Routes

Skill Builder Mid 18th Century Colonial Trade


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