Fifth Grade, Social Studies, Quarter 1

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1 Fifth Grade, Social Studies, Quarter 1 On-Going Standards Increase historical vocabulary knowledge and use terms correctly. Analyze various historical sources effectively. Use technology effectively and appropriately to enhance the learning and develop 21 st century learners. 5.WCE.SS.1 Honor and recognize the significance of Patriot Day, September 11 th. Honor the U.S. Constitution and recognize its significance and purpose. Constitution Day-September 17 th Federal Mandate 36 U.S. Code 106 Tennessee State Standards Prior to Civil War Standards 5.SS.1 Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. *correlates with music 5.MU.WCE.4 re: Spirituals. 5.SS.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. On-Going I Can Statements I can improve my literacy skills by using historical vocabulary correctly. I can analyze historical primary sources, texts, political cartoons, maps, songs, movies and recordings effectively. I can think in creative and innovative ways using technology to communicate and collaborate, research and solve problems in an appropriate manner to learn history and geography. I can honor and recognize the significance of Patriot Day on September 11 th I can honor the U.S. Constitution and recognize its significance. Student Friendly I Can Statements Prior to Civil War I can compare and contrast the reality of slavery, urban immigration and railroad growth to the popular beliefs held by the Antebellum South. I can interpret the differences between the North and South including economic factors, transportation and population. Page 1 of 6

2 5.SS.3 Use primary sources to analyze multiple samples of abolition leaders writings and their stance on slavery, including: Sojourner Truth, Frederick Douglass, the Grimke sisters, and William Lloyd Garrison. *correlate to ELA Writing Week Prompt 5C- Sojourner Truth. 5.SS.4 Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including: Missouri Compromise Uncle Tom s Cabin Compromise of 1850 Brook s attack on Sumner Kansas-Nebraska Act John Brown s Raid Dred Scott case Civil War and Reconstruction Standards 5.SS.5 Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. 5.SS.6 Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennessee mostly pro-union and divided families. *correlate to ELA Writing Week Prompt 5D- Ft. Sumter. 5.SS.7 Determine the meaning of the terms of this period with a visual representation, including: Union and I can examine and analyze the writings and opinions of numerous abolitionist leaders using primary sources including: Sojourner Truth Frederick Douglass Grimke sisters William Lloyd Garrison I can use information from multiple print and/or digital resources to examine the many events that made slavery a national issue including: Missouri Compromise Uncle Tom s Cabin Compromise of 1850 Brook s attack on Sumner Kansas-Nebraska Act John Brown s Raid Dred Scott case The Civil War and Reconstruction I can evaluate the Presidential election of 1860 by analyzing the campaign and explaining how the election reflected the turmoil between the North and the South. I can explain and demonstrate the reasons why Tennessee was divided on the issue of secession. I can determine the reasoning that lead to Tennessee s secession. I can determine the meanings of Northern and Southern names and terminology including: Union and Confederate States Page 2 of 6

3 Confederate States, Yankees and Rebels, Blue and Gray, Johnny Reb and Billy Yank. 5.SS.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. 5.SS.9 Identify the Border States and the efforts of both sides to secure them to their cause. 5.SS.10 Create a visual display to explain the Union s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war. 5.SS.11 Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: Fort Sumter, First Battle of Bull Run, Fort Henry and Donelson, Shiloh, Antietam, Gettysburg, Vicksburg, Chickamauga, Franklin, Nashville, and Appomattox Court House. 5.SS.12 Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Frederick Douglas, and Clara Barton. Yankees and Rebels Blue and Gray Johnny Reb and Billy Yank I can analyze the geographic, social, political, and economic strengths and weakness of the North and South. I can identify the Border States and explain the efforts of the Union and the Confederacy to secure them to their causes. I can design a visual display that both explains the Union s Anaconda Plan and demonstrates how Southern geography formed the Eastern, Western and Trans- Mississippi theaters of war. I can explain the significance and outcome of major Civil War battles and identify their location on a map or visual source including: Fort Sumter First Battle of Bull Run Fort Henry and Donelson Shiloh Antietam Gettysburg Vicksburg Chickamauga Franklin Nashville Appomattox Court House I can use non-fiction text to explain the roles of military and civil leaders during the Civil War including: Abraham Lincoln Jefferson Davis Page 3 of 6

4 Ulysses S. Grant Robert E. Lee Frederick Douglas Clara Barton 5.SS.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. 5.SS.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. 5.SS.15 Explain the contributions of Tennesseans during the war, including: Nathan Bedford Forrest Sam Watkins Andrew Johnson Matthew Fontaine Maury Sam Davis 5.SS.16 Evaluate and debate the rationales for the Emancipation Proclamation. 5.WCE.SS.2 Evaluate and defend one of the following four additional reasons for the Emancipation Proclamation: to keep France and Great Britain from recognizing the Confederacy, to respond to pressure put on President Lincoln by the Northern Black community, to respond to pressure from White Northern Abolitionists, and to hurt the Confederate Economy. I can write an informative piece that summarizes the meaning and significance of the Gettysburg Address. I can use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. I can explain Civil War contributions of Tennesseans including: Nathan Bedford Forrest Sam Watkins Andrew Johnson Matthew Fontaine Maury Sam Davis I can evaluate and debate the rationales for the Emancipation Proclamation. I can evaluate and defend one of the four additional reasons for the Emancipation Proclamation: to keep France and Great Britain from recognizing the Confederacy to respond to pressure put on President Lincoln by the Northern Black community to respond to pressure from White Northern Abolitionists to hurt the Confederate Economy Page 4 of 6

5 5.SS.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of SS.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. 5.SS.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. 5.SS.20 Analyze the goals and accomplishments of the 13 th, 14 th, and 15 th Amendments, Freedmen s Bureau, and Fisk University to help former slaves begin a new life. 5.SS.21 Compare and contrast the different Reconstruction plans of Lincoln, Johnson, and Congress. 5.SS.22 Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. 5.SS.23 Analyze why the Radical Republicans turned to military Reconstruction and the backlash resulting in the rise of the Ku Klux Klan, black codes, and vigilante justice. 5.SS.25 Explain the compromise that ended Reconstruction with the election of Rutherford B. Hayes. I can explain why Lincoln chose Andrew Johnson as his running mate in the election of I can describe the physical, social, political and economic consequences of the Civil War on the southern United States and analyze the Retrospective in Co. Aytch by Sam Watkins. I can use information from multiple print and/or digital resources to describe the impact of Abraham Lincoln s assassination on the United States. I can analyze how the goals and accomplishments of the 13 th, 14 th and 15 th Amendments, Freedmen s Bureau and Fisk University helped former slaves begin a new life. I can compare and contrast the different Reconstruction plans of Lincoln, Johnson and Congress. I can integrate information from several texts about Congress intent and failure to impeach President Andrew Johnson. I can analyze why the Radical Republicans turned to military Reconstruction. I can explain how Radical Reconstruction created a backlash that resulted in the rise of the Ku Klux Klan, black codes and vigilante justice. I can explain the compromise that ended Reconstruction with the election of President Rutherford B. Hayes. [BizTown section below] Page 5 of 6

6 BizTown- Also include these standards if students are attending JA BizTown this academic quarter. Tennessee Standards Student Friendly I Can Statements 5.WCE.BT.1 Differentiate between needs and wants. I can differentiate between needs and wants on a personal and national level. 5.WCE.BT.2 Recognize the concept of buying on credit and how Americans used credit or installment plans to purchase consumer goods. 5.WCE.BT.3 Define and explain the Law of Supply and Demand and the interaction of individuals, families, communities, businesses, and the governments of Tennessee and the United States in a market economy. 5.SS.48 Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. 5.SS.50 Use specific textual evidence from primary and secondary sources to summarize the Federal Deposit Insurance Corporation [FDIC]. I can explain how Americans used credit/installment plans to purchase consumer goods. I can explain how supply and demand affects production and consumption in the United States and role play different scenarios. I can create a fictional business or profession that would be viable in a free enterprise system. I can determine the meaning and use of the following economic terms: credit, interest and debt. I can cite textual evidence from a source to create a short summary of the purpose and continued activities of the FDIC. Page 6 of 6

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