Social Studies - Social Studies Grade 5

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·	K Arkansas History
·	1st Social Studies
·	1st Arkansas History
·	2nd Arkansas History
·	2nd Social Studies
·	3rd Grade Arkansas History
·	3rd Social Studies
·	4th Grade Arkansas History
·	4th Social Studies
·	5th Grade Arkansas History
·	Social Studies Grade 5
·	6th Grade Arkansas History
·	Social Studies Grade 6
·	7th Grade Geography
·	7th Arkansas History
·	8th Grade American History
·	Civics
·	World History
·	World Geography
·	Contemporary American History
·	American Government
·	US History

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Poyen School

Poyen School Curriculum K - 12 2007-2008

Social Studies - Social Studies Grade 5

Printable Version

Strand 1: Time Continuity and Change

Content Standard 1
The learner will be able to students will demonstrate an understanding of the chronology and concepts of history and explain historical relationships.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change		Master	1.0	AR SS Curriculum Framework	Classroom

Analyze Cause/Effect of Historical Event
The learner will be able to use chronological order to explain the cause and effect of events throughout history. Students will sequence events on a timeline.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Comprehension, Application, Analysis	Master	1.0	AR SS Curriculum Framework TCC.1.1	Classroom

Instructional Resources

·	Activity, make a timeline of class birthdays [Teaching Strategies]. whole group activity
·	Harcourt Social Studies, WB pages 16, 146 [Textbook].
·	Harcourt Social Studies, pages 60, 61, 570, 571 [Textbook].

Assessment Resources

·	Teacher Observation, student work [Assessment Objective].

Analyze Events in History
The learner will be able to analyze how past decisions and events affect subsequent decisions or events throughout the world. Students will analyze the impact that specific individuals, ideas, events, and decisions had on the course of history.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Analysis	Master	1.0	AR SS Curriculum Framework TCC.1.2	Classroom

Instructional Resources

·	Harcourt Social Studies, pages 554 - 575 [Textbook].

Assessment Resources

·	Class discussion, WW II [Teaching Strategies].
·	Journal, writing [Student].
·	Test, chapter [Assessment Objective].

Mental Mapping
The learner will be able to use the process of mental mapping to understand spatial relationships and to locate places on maps. Students will demonstrate location by using a mental map.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Application	Master	1.0	AR SS Curriculum Framework TCC 1.3	Classroom

Instructional Resources

·	Activity, Small group [Teaching Strategies]. Locate and label continents on a map

Assessment Resources

·	Teacher Observation, questioning [Assessment Objective].
·	Test, chapter [Assessment Objective].

Compare/Contrast Conflicts
The learner will be able to compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Students will predict solutions for past, present, or future conflicts.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Application, Analysis	Master	1.0	AR SS Curriculum Framework TCC.1.4	Classroom

Instructional Resources

·	Activity, Class debate: North and South [Teaching Strategies].
·	Harcourt Social Studies, Pages 435 - 471; 537 - 549 [Textbook].

Assessment Resources

·	Test, chapter [Assessment Objective].
·	Teacher Observation, student work [Assessment Objective].

Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Comprehension, Application	Master	1.0	AR SS Curriculum Framework	Classroom

Understand Continuity and Change
The learner will be able to demonstrate an undersanding of continuity and change in the state, nation, and world. Students will demonstrate an understanding of continuity as it relates to a changing society.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Comprehension, Application	Master	1.0	AR SS Curriculum Framework TCC.2.1	Classroom

Instructional Resources

·	Harcourt Social Studies, pages 619 - 627 [Textbook].
·	Harcourt Social Studies, WB pages 160, 161 [Textbook].

Assessment Resources

·	Class discussion, continuity and change [Teaching Strategies].
·	Teacher Observation, class discussion [Assessment Objective].
·	Test, chapter 17 [Assessment Objective].

Investigate Cultural Effects on Society
The learner will be able to investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language, and the arts. Students wil explain how inventions and the arts affect daily life.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Application, Analysis	Master	1.0	AR SS Curriculum Frameworks TCC.2.2	Classroom

Instructional Resources

·	Activity, Listen to Yankee Doodle, Star Spangled Banner [Teaching Strategies].
·	Activity, Read: [Teaching Strategies]. The Eagle Has Landed; Stranded on a Plymoth Plantation; All for the Union; Shh! We're Writing the Constitution
·	Harcourt Social Studies, Pages 182, 262, 342, 393, 430, 518 [Textbook].

Assessment Resources

·	Teacher Observation, class discussion [Assessment Objective]. Journals, Poems, and songs written to express deep feelings of the times.

Understand Political Ideas
The learner will be able to understand how the foundations of government and United States political ideals as set forth in documents such as the Declaration of Independence, the Constitution, the Bill of Rights, and others have brought about change throughout the world. Students will identify key ideas in the Constitution that are the foundation of American government.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Comprehension, Analysis, Evaluation	Master	1.0	AR SS Curriculum Frameworks TCC.2.3	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 302 - 307; 339 - 381 [Textbook].
·	Activity, Memorize: Preamble of Constitution [Teaching Strategies].
·	Activity, Learn: Bill of Rights [Teaching Strategies].

Assessment Resources

·	Class discussion, Meaning of Preamble and Bill of Rights [Teaching Strategies].
·	Teacher Observation, Oral test: Preamble [Assessment Objective].
·	Test, Bill of Rights [Assessment Objective].

Research/Present Oral Presentation
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. Students will prepare and present a project dealing with continuity and change.

Strand	Bloom's	Scope	Hours	Source	Activities
Time Continuity and Change	Application	Master	1.0	AR SS Curriculum Frameworks TCC.2.4	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 302 - 307; 339 - 381 [Textbook].
·	Activity, Memorize: Preamble [Teaching Strategies].
·	Activity, Learn: Bill of Rights [Teaching Strategies].

Assessment Resources

·	Class discussion, Meaning of Preamble and Bill of Rights [Teaching Strategies].
·	Teacher Observation, oral Preamble test [Assessment Objective].
·	Test, Bill of Rights [Assessment Objective].

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Strand 2: People, Places, Environments

Content Standard 1
The learner will be able to students will demonstrate an understanding that people,cultures, and systems are connected and that commonalities and diversities exist among them.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments		Master	1.0	AR SS Curriculum Framework	Classroom

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People, Places, Environments

Explore/Predict Human Interactions
The learner will be able to explore and predict the effects of human interactions with their environments and with technology. Students will explain how humans interact with their environment.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application	Master	1.0	AR SS Curriculum Framework PPE.1.1	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 40 - 43; 406 - 407; 419 [Textbook].

Assessment Resources

·	Class discussion, Irrigation, canals, steel plows [Teaching Strategies].
·	Teacher Observation, student work [Assessment Objective].

Examine Influences of Ancient Cultures
The learner will be able to demonstrate an understanding that one's identity is connected to ideas and traditions from the past and from other cultures. Students will identify how specific individuals and/or cultural grops have contributed to the cultural development within the United States.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments		Master	1.0	AR SS Curriculum Framework PPE.1.2	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 79, 123, 155, 168, 306 [Textbook]. 471, 482, 533, 623, 640, 643
·	Project, Oral presentation of Cultural Awareness Project [Student].
·	Project, Black History [Student].
·	Project, Women's History [Student].

Assessment Resources

·	Class discussion, Family heritage, Columbus Day [Teaching Strategies]. The French Quarter, Thanksgiving Day, Independence Day, The Star Spangled Banner, Memorial Day, June Tenth, Labor Day, Epiphany, Uncle Sam, The Pledge of Allegiance, Cultural Contribution Project

Compare/Contrast Cultures
The learner will be able to compare commonalities and differences in the ways groups, societies, and cultures meet human needs and concerns. Students will describe earliest American communities and compare them to modern communities.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application, Analysis	Master	1.0	AR SS Curriculum Framework PPE.1.3	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 76 - 85 [Textbook].
·	Activity, Venn Diagram [Teaching Strategies]. Work in small groups; Compare and Contrast the 2 groups of Indians

Assessment Resources

·	Class discussion, Plains Indians & Northwest Coast Indians [Teaching Strategies]. How they met their needs
·	Test, chapter 2 [Assessment Objective].

Examine Primary/Secondary Sources
The learner will be able to examine primary and secondary sources and experiences to understand historical and cultural perspectives. Students will distinguish between primary materials (documents such as diaries, letters, drawings, and photographs created by people who witnessed or participated in events) and secondary sources (textbooks, encyclopedia articles, etc.).

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Analysis, Synthesis	Master	1.0	AR SS Curriculum Framework PPE.1.4	Classroom

Instructional Resources

·	Harcourt Social Studies, pages 74, 84, 134, 158, 216, 282, 304 [Textbook]. 320, 400, 440, 500, 594, 640
·	Activity, class discussion [Teaching Strategies].

Assessment Resources

·	Class discussion, Primary and secondary sources [Teaching Strategies].

Examine Cultural Interactions/Influences
The learner will be able to explore how language, literature, the arts, architecture, traditions, history, beliefs, values, and behavior contribute to the development, transmission, and diffusion of cultures and ideas. 1. Students will identify specific Native American groups and describe their life styles before the arrival of the Europeans. 2. Students will describe the contributions of people, events, movements, and ideas that have been significant in the history of Arkansas.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Synthesis, Evaluation	Master	1.0	AR SS Curriculum Framework PPE.1.5	Classroom

Instructional Resources

·	Harcourt Social Studies, pages 79, 123, 155, 168, 306, 393 [Textbook]. 471, 482, 533, 623, 640, 643
·	Project, Oral presentation of Cultural Awareness [Student].
·	Project, Black History [Student].
·	Project, Women's History [Student].

Assessment Resources

·	Class discussion, Family Heritage, Columbus Day [Teaching Strategies]. The French Quarter, Thanksgiving Day, Independence Day, The Star Spangled Banner, Memorial Day, June Tenth, Labor Day, Epiphany, Uncle Sam, The Pledge of Allegiance, Cultural Contribution Project

Analyze Historical Data
The learner will be able to use appropriate methods and tools, such as field studies, simulations, interactive technologies, maps, globes, literature and primary sources, to compare cultural perspectives. Students will use appropriate methods and tools to identify different points of view.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application, Analysis	Master	1.0	AR SS Curriculum Framework PPE. 1.6	Classroom

Instructional Resources

·	Project, Black History [Student]. Students will research a notable black American citing one internet source and one literature source.
·	Project, Presentation of Black History project [Student].

Explain Conflict/Cooperation of Society
The learner will be able to illustrate the relationship between tolerance and cooperation. Students will explore the relationship between tolerance and cooperation.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application	Master	1.0	AR SS Curriculum Framework PPE.1.7	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 232 - 239 [Textbook].

Assessment Resources

·	Class discussion, The Toleration Act [Teaching Strategies].
·	Test, chapter 7 [Assessment Objective].

Analyze Cultural Perspectives
The learner will be able to demonstrate an awareness of cultural perspectives. Students will exhibit an awareness of cultural perspective through a skit, display, or daily actions, etc.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Analysis	Master	1.0	AR SS Curriculum Framework PPE. 1.8	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 427 - 473 [Textbook].
·	Activity, class debate [Teaching Strategies]. Between Slaves and Slave Owners

Assessment Resources

·	Teacher Observation, class debate [Assessment Objective].

Content Standard 2
The learner will be able to students will demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments		Master	1.0	AR SS Curriculum Framework	Classroom

Interpret Information/Describe Landforms
The learner will be able to locate and describe varying landforms and geographic features, such as mountains, plateaus, islands, rain forests, deserts, and oceans and explain their relationships within the ecosystems. Students will locate specific landforms, counties, states and cities/places on maps and globes.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Knowledge, Application	Master	1.0	AR SS Curriculum Framework PPE. 2.1	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages A14 - A19; 11 - 43; [Textbook].
·	Harcourt Social Studies, WB pages 4, 6, 7, 8, 9, 10 [Textbook].
·	Activity, Science Chapter 2 [Teaching Strategies].

Assessment Resources

·	Class discussion, geographic features [Teaching Strategies].
·	Teacher Observation, class discussions [Assessment Objective].
·	Test, Science chapter 2 [Assessment Objective].

Identify Processes of Environments
The learner will be able to apply a knowledge of the major processes (e.g, weathering, vulcanism, etc.) shaping natural environments. Students will create maps that demonstrate the location of natural processes.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application	Master	1.0	AR SS Curriculum Framework PPE.2.2	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 16 - 39 [Textbook].
·	Activity, science chapter 2 [Teaching Strategies].

Assessment Resources

·	Class discussion, process that shape an environment [Teaching Strategies].
·	Teacher Observation, class discussion [Assessment Objective].
·	Test, science chapter 2 [Assessment Objective].

Evaluate Modifications of Environment
The learner will be able to analyze how humans have altered and been affected by physical environments in the world's sub-regions. Students will explain how the earth's physical features influence human activity and adaptation within a community, region or country.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Analysis, Evaluation	Master	1.0	AR SS Curriculum Framework PPE.2.3	Classroom

Instructional Resources

·	Harcourt Social Studies, Pages 16 - 49 [Textbook].
·	Activity, science chapter 2 [Teaching Strategies].

Assessment Resources

·	Class discussion, Physical environments & humans [Teaching Strategies].
·	Teacher Observation, class discussion [Assessment Objective].
·	Test, science chapter 2 [Assessment Objective].

Analyze Cultural Patterns/Interactions
The learner will be able to identify and interpret physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural diffusion, values, ideas, and ecosystem changes. 1. Students will identify explorers who visited the Americas and will describe their influences on early conlonization. 2. STudents will explain the relationship between the physical setting of a community and its ability to satisfy the wants and needs of its people.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments		Master	1.0	AR SS Curriculum Framework PPE.2.4	Classroom

Instructional Resources

·	Harcourt Social Studies, chapter 3 [Textbook].

Assessment Resources

·	Class discussion, physical & cultural patterns [Teaching Strategies].
·	Test, chapter 3 [Assessment Objective].

Analyze Cultural/Physical Patterns
The learner will be able to analyze cultural and physical patterns through the five themes of geography: location, place, human-environment interaction, movement, and region. 1. Students will describe the early migration of people from Asia to North America. 2. Students will compare physical and cultural regions in North America 3. Students will demonstrate in various ways and understanding of the five themes of geography.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Analysis	Master	1.0	AR SS Curriculum Framework PPE.2.5	Classroom

Instructional Resources

·	Harcourt Social Studies, chapter 1 & on going [Textbook].

Assessment Resources

·	Class discussion, throughout course [Teaching Strategies].
·	Test, chapter [Assessment Objective].

Utilize Mental Mapping
The learner will be able to develop and use a mental map (personal geographic reference). Students will create a mental map based on fictional or nonfictional reading.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Application	Master	1.0	AR SS Curriculum Framework PPE.2.6	Classroom

Instructional Resources

·	Activity, Memorize location of continents & oceans [Teaching Strategies].
·	Activity, memorize location of 50 states [Teaching Strategies].
·	Activity, label a blank map of continents & oceans [Teaching Strategies].
·	Activity, labes a blank map of 50 states [Teaching Strategies].

Construct/Interpret Graphs, Charts, Maps
The learner will be able to demonstrate an understanding of the uses of maps and geographic information systems(GIS). Students will describe the information using maps and other geographic representations, tools and technologies.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Comprehension, Application	Master	1.0	AR SS Curriculum Framework PPE. 2.7	Classroom

Instructional Resources

·	Harcourt Social Studies, Chapters 1 - 3 [Textbook].
·	Activity, Peel an orange [Teaching Strategies]. Students lay it completely flat. Explain/discuss that is the trouble that map makers have with making mapes of hte world accurate. Introduce to the following websites: www.gis.com; www.nationalgeographic.com

Assessment Resources

·	Teacher Observation, class discussion [Assessment Objective].
·	internet, Explore maps of Poyen & other places [On-line].

Evaluate Effects of Science/Technology
The learner will be able to evaluate how science and technology change places, regions, movement patterns, and human-environment interaction. Students will research how technological advances have affected human and environmental interactions e.g. transportation, communication, etc.

Strand	Bloom's	Scope	Hours	Source	Activities
People,Places, Environments	Evaluation	Master	1.0	AR SS Curriculum Framework PPE.2.8	Classroom

Instructional Resources

·	Harcourt Social Studies, Chapters 11, 13 [Textbook].

Assessment Resources

·	Class discussion, Industrial Revolution & effects on environment [Teaching Strategies].
·	Class discussion, Transcontinental Railroad [Teaching Strategies].
·	Class discussion, Technological Innovations [Teaching Strategies]. Cast steel plow, cotton gin, mechanical maper, steam engine
·	Teacher Observation, class discussion [Assessment Objective].
·	Test, chapter [Assessment Objective].

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Strand 3:Production,Distrib.,Consumption

Content Stardard 1
The learner will be able to students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.

Strand	Bloom's	Scope	Hours	Source	Activities
Strand 3:Production,Distrib.,Consumption	Comprehension	Master	1.0	AR SS Curriculum Framework