Dates Common Core Standards Resources/Notes Aug. 10-14 Prior to Civil War 5.1 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. (C, G, P) 5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. (C, E) How would you explain the myth versus the reality of the Antebellum South prior to the Civil War? Vocabulary: antebellum cash crops tariff states rights urban economics slavery immigration sectionalism How might you compare the North with the South prior to the Civil War? What are some advantages/disadvantages to living in the North or the South? Create a tree map to classify differences between North and South Chapter 2 A Nation Divides Page 50 Regional Disagreements Lesson 20 A Dividing Nation Section 2 Confronting the issue of slavery Chapter 1 Lesson 1 Antebellum Period p. 14 Chapter 1 Lesson 1 North & South p. 17 Websites: -Civil War Causes -Underground Railroad -Differences between North/South - The American Civil War: The Causes of War - Causes of the War
Aug.17-24 5.3 Use primary sources to analyze multiple samples of abolition leaders writings and their stance on slavery, including: (C, P) Sojourner Truth Frederick Douglass the Grimke sisters William Lloyd Garrison 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD How might you defend your position on the stance of slavery? Vocabulary: abolitionist discrimination Underground Railroad Assign teams a writing from one of these leaders or one of the events to analyze and share with the class. Create a presentation in the form of a powerpoint. What difference did these people and events make? What effect did they have on society? 5.4 Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including: (C, E, G, P) Missouri Compromise Uncle Tom s Cabin Compromise of 1850 Brook s attack on Sumner Kansas-Nebraska Act John Brown s Raid Dred Scott case What were the decisions or compromises that needed to be made to make the United States move together as one or that led to secession? Vocabulary: slave state free state Union popular sovereignty fugitive Writing Activity: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Lesson 2 Resisting Slavery p. 59 Dred Scott p. 60 Frederick Douglass p. 62a Uncle Tom s Cabin p. 63 Sojourner Truth Lesson 20 A Dividing Nation Section 3 & 4 The Missouri Compromise Section 5 & 6 Compromise of 1850 Section 7 The Dred Scott Decision Grimke Sisters p. 17 Missouri Compromise p. 20 Uncle Tom s Cabin p. 22 Brook s attack on Sumner - p. 20-21 Kansas-Nebraska Act p. 23 John Brown s Raid p. 27 Dred Scott case p. 26 - Frederick Douglass -Underground Railroad -Slavery - The American Civil War: The Causes of War - Causes of the W
Aug. 24-28 The Civil War & Reconstruction (1860-1877) 5.5 Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. (H, P, TN) Based on what you know, how would you explain the campaign of 1860? Discover Kids Civil War -Assign teams candidates to analyze and read about. They are to present their campaign and stance to the class. 5.6 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. (H, P, TN) 5.9 Identify the Border States and the efforts of both sides to secure them to their cause. (G.H) What differences existed between East and West Tennessee that led to the eventual separation from the Union? Vocabulary: secession confederacy Civil War border states -Create a tree map on Tennessee s division over secession including each of the events listed Chapter 2 A Nation Divides Lesson 3 The Nation Breaks Apart p. 64 The Election of 1860 p. 66 Border States p. 67 Lesson 20 A Dividing Nation Section 9 Election of 1860 Campaign of 1860 p. 28 Tennessee division and secession Chapter 1 Lesson 2 - p. 32-33; 39-41 Border States p. 38 -Slavery Videos:
Aug. 31-Sep. 4 5.7 Determine the meaning of the terms of this period with a visual representation, including: (G, C) Union and Confederate States Yankees and Rebels Blue and Gray Johnny Reb and Billy Yank 5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P) What are different ways that the North and South identified themselves during the Civil War? What are some of the geographical, social, political, and economic advantages and disadvantages of the North and South prior to the Civil War? Create a square foldable to show terms and a visual representation of each (Union and Confederate States, Yankees and Rebels, Blue and Gray, Johnny Reb and Billy Yank) Build a tree map of the North and the South listing the geographic, political, and economic strengths of each Using a map, color in the border states and write about their stance on the decision to remain neutral Chapter 3 The Civil War and Reconstruction Lesson 1 The War Begins page 77 Lesson 21 The Civil War Section 2: North versus South Terms from 5.7 p. 37 Strengths and weaknesses of North & South p. 17 & 37 - The American Civil War: The War Years
Sep. 8-11 5.10 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. (G, H, P) 5.11 Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: (G, H, TN) Fort Sumter First Battle of Bull Run Fort Henry and Donelson Shiloh Antietam Gettysburg Vicksburg Chickamauga Franklin Nashville Appomattox Court House How did the Union s Anaconda Plan defeat the Confederacy? How was the geography of the war an advantage for the South? What factors impacted the major battles wins/losses impact the outcome of the war? Vocabulary: causalities draft emancipation camp home front civilian telegraph Total War desert Create a visual representation of the Union s Anaconda Plan ( Lesson 21 Section 4) Tennessee through Time student guide p. 24-25 Assign teams a major battle to research and create a presentation identifying the location and the outcome of the battle Create a foldable to represent each major battle of the Civil War Fort Sumter p. 68 First Battle of Bull Run p. 78 Fort Henry and Donelson Shiloh p. 78 Antietam - p. 78 Gettysburg - p.88 Vicksburg p. 91 Appomattox Court House p. 91 Writing Prompt: Why did Tennessee decide to go with the Confederate States? Cite evidence to support your work. Lesson 21 The Civil War Section 3: Bull Run Section 4: Antietam Section 5: Gettysburg Section 6: Vicksburg Anaconda Plan Chapter 2 Lesson 1 p. 48 All Battles Chart p. 68-69 Fort Sumter p. 35 Fort Henry and Donelson p. 50-51 Shiloh - p. 52 Gettysburg p. 62 Chickamauga - p. 67 Nashville p. 51 Appomattox Court House p. 74
- War Strategy for the North ( A Soldier s life) - Globe Trekker: American Civil War (great re-enactment of the Civil War life of a soldier) Sep. 14-18 5.12 Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: (C, H, P) Abraham Lincoln Jefferson Davis Ulysses S. Grant Robert E. Lee Frederick Douglas Clara Barton 5.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. (H) 5.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C) How did each of the people listed influence the results of the Civil War? What significance did the Gettysburg Address have on the Civil War? How would you explain war on the battlefield or home front during the Civil War? Create a foldable of each of the military leaders during the Civil War Write a summary of the Gettysburg Address RAFT Have students pretend they are on the battlefield or on the home front during the Civil War. They are to use concrete words, and sensory details to describe the experience. Gettysburg Address p. 89 Abraham Lincoln All Lesson 3 p. 66 Jefferson Davis- p. 67 Ulysses S. Grant p. 78; 93 Robert E. Lee p. 82a - 83 Frederick Douglass p. 60 Clara Barton p. 82a Lesson 21 The Civil War Abraham Lincoln- p. 26-31 Jefferson Davis p. 35 Ulysses S. Grant p. 55 Robert E. Lee - p. 54 Frederick Douglas p. 58 Clara Barton p. 66 -Gettysburg Address p. 62-63 - Frederick Douglas
-Abraham Lincoln - Just the Facts: Documents of Destiny (The Gettysburg Address) Sep. 21-24 5.15 Explain the contributions of Tennesseans during the war, including: (H, TN) Nathan Bedford Forrest Sam Watkins Andrew Johnson Matthew Fontaine Maury Sam Davis 5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P) How did each person listed contribute to the Civil War? What is the emancipation Proclamation? How was it a changing point for southern plantation owners? Assign teams to become experts on the five Tennesseans and their contributions to the war. Create foldable to show significance of each person. Divide class into two teams to debate the rationales for the Emancipation Proclamation. Andrew Johnson what made him a good choice for Lincoln? Create a profile of Johnson 5.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. (H, P, TN) 5.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. (E,G) What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election? What physical, social, political, and economic impact did the Civil War have on the southern United States? Writing Prompt: Compare and contrast Abraham Lincoln and Jefferson Davis as wartime presidents. What challenges did they face and how did they overcome them? Who, in your opinion, was the better leader, and why? Cite evidence to support your opinion. Lesson 3:Reconstruction Andrew Johnson p. 98 Reconstruction Plans p. 98 Lincoln & Johnson p. 98 Emancipation Proclamation- p. 80 TCI Online Lesson 22: The Reconstruction Era Section 2: Presidential Reconstruction Nathan Bedford Forrest p. 71 Sam Watkins p. 61 -Reconstruction - The Emancipation Proclamation - The American Civil War: Reconstruction
Sep. 28- Oct. 2 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.21 Compare the contrast the different Reconstruction plans of Lincoln, Johnson, and Congress. (H,P) What are the different approaches taken to Reconstruction in America after the Civil War? Create a tree map to show the physical, social, political, and economic consequences of the Civil War on the South 5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H) 5.20 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. (C, H, P, TN) 5.22 Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. (H, P, TN) Can you explain what must have happened the night Abraham Lincoln was assassinated? What were some of the motives behind the 13 th, 14 th, and 15 th amendments? Do you think the impeachment of Andrew Johnson was good or bad? Vocabulary: reconstruction assassination Freedmen s Bureau impeach sharecropping Jim Crow segregation Build a multi-flow map to show the effects of the assassination of Abraham Lincoln -Create multi flow maps to show effects each amendment made as well as Freedmen s Bureau and Fisk University. Who did these amendments affect? -Create a tree map of Reconstruction plans of Lincoln, Johnson, and Congress -Read and discuss the intent and failure to impeach Andrew Johnson -Lesson 4 Reconstruction Ends p.102 -Freedman s Bureau p.103 -Amendments 13, 14, 15- p. 99 -Impeach Johnson p. 100 TCI Online Lesson 22: The Reconstruction Era Section 1: Introduction (Abraham Lincoln s assassination) Section 3: Congressional Reconstruction Section 4: Southern Reconstruction Consequences of Civil War p. 76 Assassination of Lincoln p. 82 Amendments p. 84 Freedman s Bureau- p. 78 Fisk University p. 80
- Abraham Lincoln 13 th, 14 th, and 15 th Amendments Establish Civil Rights for All -Civil War Amendments Oct. 5-9 5.23 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. (H, P, TN) 5.24 Explain the impact of the Tennessee Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education. (E, P, TN) How did the Reconstruction result in the rise of the Ku Klux Klan, black codes and vigilante Justice? How did the Tennessee Constitutional Convention of 1870 impact poll taxes, segregation, and funds for public education? Black Codes p. 99 Ku Klux Klan p. 104 Rutherford B. Hayes p. 104 Use the Tennessee Textbook supplement to teach the Tennessee Constitutional Convention of 1870 5.25 Explain the compromise that ended Reconstruction with the election of Rutherford B. Hayes. (P) 5.26 Describe the impact of yellow fever during the 1870s; why it was particularly deadly in West Tennessee and the election of African Americans to the General Assembly. (G, H, TN) Why did the election of Rutherford B. Hayes end Reconstruction? What impact did yellow fever have on Memphis in the 1870 s? TCI Online Lesson 22: The Reconstruction Era Section 5: The End of Reconstruction (Rutherford B. Hayes) KuKluxKlan & black codes p. 86, 92 Yellow Fever p. 116 Writing Activity: Have students write a journal entry as if they were the children of a sharecropper. Remind them to include details about daily life and the advantages and disadvantages of sharecropping. - The Ku Klux Klan is formed (video clip) - Yellow Fever Plagues in the U.S. (video clip)
Oct. 12-14 Oct. 19-23 Review/Catch up Fall Break 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD Industrial America and Westward Expansion 5.27 Explain the need for the South and Tennessee to move toward industry and mechanization after the Civil War and identify examples of the effort, including Coca Cola bottling in Chattanooga, mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads. (G, E, H, TN) 5.28 Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and interpret narratives and excerpts from informational text describing the role that Chinese and Irish laborers played in the development of the Transcontinental Railroad. (C, E, G, H) Has rapid industrial development been a blessing or a curse for Americans? Should the government regulate business closely? How did the laborers on the Transcontinental Railroad impact the development of the West? Vocabulary: transcontinental prejudice time zone drought supply/demand habitat assimilate sodbuster railhead barbed wire homestead exodusters reservation extinct Lesson 23 Tensions in the West Section 3: New Interest in the West Section 4: Railroad Builders CocaCola p. 102-103 Immigration p. 104 Immigration Railroad History - Chinese American Laborers Build the Transcontinental Railroad The Transcontinental Railroad Writing Activity: Write a letter to Congress explaining why there is a need for a railroad that links the east United States to the west United States.
Oct. 26-30 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.29 Summarize why the United States was viewed as the land of opportunity by immigrants versus a growing sense of protectionism and nativism by American citizens. (C, P) 5.30 Write an argumentative piece from the viewpoint of American Indians and the viewpoint of American settlers about their rights to the land west of the Mississippi River. 5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians. (G, H) Have Native Americans been treated fairly by the United States government? What was the appeal of settlers and immigrants to the Great Plains? Native American Resistance p. 129 Great Plains settlers: - Homesteaders p. 135 Unit 2: Lesson 1 Railroads link the Nation - Immigrants and the railroad p. 149 - Immigrants p. 161-165 Lesson 23 Tensions in the West Section 6: Ranchers and Cowboys Section 7: Homesteaders Section 8: War on the Plains Enrichment Essay The Homestead Act Lesson 25 The Great Wave of Immigration (Italian, Jewish, Chinese, Mexican) Immigration/Land of opportunity p. 106 Great Plains settlers p. 108-109 Videos:
Nov. 2-6 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.32 Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan. (H, TN) 5.33 Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group. (C, G, H) What role did the Buffalo Soldiers play in settling the west? How was life in the Great Plains during the late 1800 s? Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group Great Plains settlers: - Homesteaders p. 135 - Cattle Ranchers p. 136 Lesson 23 Tensions in the West Section 5: Miners Section 6: Ranchers and Cowboys Section 7: Homesteaders George Jordan p. 107 -Westward Expansion Videos:
Nov. 9-13 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.35 Describe child labor and working conditions in factories. (C, E, H) 5.36 Analyze the role of Samuel Gompers and the American Federation of Labor in changing standards for working conditions. (E, H, P) How did work affect the American child within a rapidly growing industrial society? What impact did Samuel Gompers and the American Federation of Labor have in changing standard working conditions? Vocabulary: corporation competition monopoly strike American Federation of Labor -Create a 4-square map of what, where, when, and why of the AFL. Unit 2: Lesson 4 Growth of Cities Labor Unions p. 174 Child Labor p. 220a Samuel Gompers p. 175a Lesson 24 The Rise of Industry Section 6 Working Conditions Section 7 Labor Unions (Samuel Gompers) Lesson 26 The Progressive Era Reading Further Children at Work AFL/Samuel Gompers p. 112 - Samuel Gompers - The Industrial Boom
Nov. 16-20 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.37 Use a graphic organizer to provide information about important business leaders, inventors, and entrepreneurs and the impact they had on American society, including: (C, E, H) Thomas Edison Alexander Graham Bell Henry Ford George Eastman George Washington Carver Henry Bessemer Swift and Armour Cornelius Vanderbilt 5.38 Use multiple media elements to create a presentation describing the 1897 Centennial Exposition, including its purpose, sights, exhibits, and impact on the state. (TN) How did key business leaders, inventors, and entrepreneurs influence American society during the second Industrial era? What was the purpose and influence of the Centennial Exposition of 1897 in Tennessee? Create foldables or divided circle maps on the important people Thomas Edison p. 208 Alexander Graham Bell p 208 Henry Ford - p. 210 Lesson 24 The Rise of Industry Section 2: A Nation Transformed (Cornelius Vanderbilt, The Gilded Age) Section 3: Improved Technology (Thomas Edison, Alexander Bell, Henry Ford) 5.34 Engage in a collaborative discussion to explore the ideas and events of the Gilded Age and determine the significance, including: (C, E, H, P) political machines major scandals economic disparity industrial capitalists What is the Gilded Age and how was it significant? Thomas Edison p. 179 Henry Ford p. 139 1897 Centennial Exhibition p. 120-121 Gilded Age p. 110 -Thomas Edison -Assembly Line - Thomas Edison (several clips) - Alexander Graham Bell (several clips) - Henry Ford (several clips) - George Eastman Kodak Roll Film - George Washington Carver (several clips) - Henry Bessemer Bessemer Process (Steel) - The Gilded Age - Innovations of the Gilded Age
Nov. 23-24 Nov. 30-Dec. 4 Review/Catch up -Thanksgiving 5.39 Analyze the causes, course, and consequences of the Spanish American War, including: (C, E, G, H, TN) yellow journalism USS Maine Rough Riders Imperialism Vocabulary: urbanization rapid transit slum ssettlement house Hull House progressives Muckraker yellow journalism USS Maine Rough Riders tenement industrialization labor laws imperialism Spanish American War p. 200 yellow journalism p. 199 USS Maine - p. 200 Rough Riders p. 201 Imperialism Lesson 27 The United States Becomes a World Power Section 3: A Splendid Little War (Spanish American War & yellow journalism, USS Maine, Rough Riders, Imperialism) Reading Further The Yellow Press Goes to War -Spanish American War p. 146 -Theodore Roosevelt -The Spanish American War
Dec. 7-11 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.40 Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking racial discrimination, child labor, big business, conservation, and alcohol use: (C, E, P) Anti-Trust laws 16 th, 17 th, 18 th and 19 th Amendments immigration reform 5.41 Describe the effects of Jim Crow Laws on the nation and Tennessee and the efforts of Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation. (C, H, P, TN) What effects did the Jim Crow Laws have on the nation and on Tennessee? How did Ida B. Wells and Randolph Miller draw attention to the inequalities of segregation? Create a layer book with 16 th -19 th amendments labeled. 16 th & 17 th Amendments p. 218 18 th Amendment p. 272 19th Amendment p. 251 Progressive Ear Chapter 4 Lesson 2- p. 130-145 Jim Crow Laws p. 99-100 - The Progressive Era - The 19 th Amendment - Progressive Income Tax (16 th amendment) - The 17 th Amendment - Prohibition Begins (18 th Amendment)
Dec. 14-17 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD World War I, The Roaring Twenties, and World War II Discover Kids Magazine WWI 5.42 Summarize the reasons for American entry into World War I, including submarine attacks on the Lusitania and the Zimmerman Telegram. (H, P) 5.43 Locate and map the countries of the Central and Allied Powers during World War I. (G) 5.44 Explain the roles of significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York. (H, TN) What events led to the United States entry into World War I? What are alliances and how can they impact world events? Unit 3: Lesson 1 The War Begins Zimmerman Telegram & Lusitania p. 230-31 Map of Central & Allied Powers p. 241 Herbert Hoover John J. Pershing p. 241 Doughboys Lawrence Tyson Alvin C. York p. 241; 243 Vocabulary: nationalism militarism alliance trench warfare rations propaganda armistice isolationism Lesson 27 The United States Becomes a World Power Section 6: A The Outbreak of WWI Section 7: A New Kind of Warfare (Lusitania) Section 8: To Make the World Safe for Democracy (Zimmerman Telegram) Zimmerman Telegram/Lusitania p. 152 Central & Allied Powers p. 150 Pershing/doughboys p. 155 Hoover p. 154 Tyson p. 156 York p. 158 - World War I - Sinking of the Lusitania & the Zimmerman Telegram - World War I Begins in Europe - Map Showing Alliances -America in the 20th Century: World War I: The War in Europe
Jan. 5-8 5.45 Refer to details and examples in a text to explain the aims of world leaders in the Treaty of Versailles and why the United States rejected Wilson s League of Nations. (C, E, G, H, P) 5.46 Evaluate the role of Tennessee as the Perfect 36 and the work of Anne Dallas Dudley, Harry Burn, and Governor Roberts in the fight for women s suffrage and Josephine Pearson s opposition. (C, P, TN) What was the purpose of the Treaty of Versailles and the League of Nations? Why did the United States reject the League of nations? Why did women ask for the right to vote? What were the arguments for and against allowing women to vote? How did certain people and events lead to the passing of the 19 th Amendment? Create posters with slogans that suffragettes could have used in a march. Write a paragraph explaining how your slogan will help them in equal rights. Unit 3: Lesson 3 After the War Wilson s League of Nations p. 249 Treaty of Versailles p. 250 19th Amendment p. 251 Vocabulary: suffrage civil rights equality tolerance prejudice opposition petition enfranchise Lesson 27 The United States Becomes a World Power Section 10: The Struggle for Peace (Treaty of Versailles) Lesson 28 The Rise of Industry Section 2: A Nation Transformed (Cornelius Vanderbilt, The Gilded Age) Section 3: Improved Technology (Thomas Edison, Alexander Bell, Henry Ford) Perfect 36 p. 163 Dudley p. 163-167 Burn p. 166-167 Roberts p. 165 -Women s Suffrage - The Clouds of War
Jan. 11-15 5.47 Make connections with the growth of popular culture of the Roaring Twenties with the following: (C,E, TN) W.C. Handy, Bessie Smith automobiles, radios, and nickelodeons Harlem Renaissance WSM, Grand Ole Opry Charles Lindbergh and the Spirit of St. Louis mass production, just in time inventory, appliances 5.48 Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. (E) How did American culture change in the 1920 s? What developments impacted this change? How did buying on credit and installment payments change the economy in the 1920 s? Vocabulary: economic boom credit interest Stock market nickelodeons broadcast mass production aviation -Discover Kids Magazine Roaring 20 s -Create a newspaper with all things that shaped popular culture of the 1920 s. Include advertisements and pictures for that era. Unit 3: Lesson 1 Boom Brings Change economic terms credit, interest, and debt and the role these played in the economy of the 1920s p. 259-60 Lesson 28 The Roaring Twenties and the Great Depression Section 2: The Roaring Twenties Chapter 5 Lesson 1 p. 174 Handy p. 177 Nickelodeons p. 189 Radios p. 181 Grand Ole Opry p. 182-183 Economic terms p. 196-199 Writing Activity: Imagine you were Charles Lindbergh and write a story based on the details of your historic flight. - History in Focus: 1920-1929 - America in the 20th Century: The Roaring Twenties
Jan. 19-22 5.49 Analyze the events that caused the Great Depression and its impact on the nation and Tennessee, including mass unemployment, Hoovervilles, and soup kitchens. (C, E, H, TN) 5.50 Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt s New Deal policies, including: (C, E, G, H, TN) Social Security Civilian Conservation Corps Federal Deposit Insurance Corporation Tennessee Valley Authority Cumberland Homesteads Great Smoky Mountains National Park 5.51 Compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the 1930s. (E, G, C) What events caused the Great Depression? How did the Great Depression impact the nation? Using primary and secondary sources, can you summarize the policies of President Roosevelt s New Deal? Can you explain the Dust Bowl? How do different accounts of the same event aid in your understanding of the event? -Discover Kids Magazine Great Depression -Write an essay that summarizes the causes and effects of the Great Depression. -Create a photo journal of the Great Depression and write summaries with each picture. Unit 4 Chapter 9: The Great Depression and WWII Lesson 1: The Good Times End p. 302 Lesson 2: The Great Depression p. 306 Hooverville p. 309 Lesson 28 The Roaring Twenties and the Great Depression Section 4: The Great Depression Vocabulary: economic bust hydroelectricity unemployment regulation debt charity Social Security minimum wage Causes of Great Depression Chapter 5 Lesson 3 p. 196-207 New Deal: Civilian Conservation Corps p. 212 Tennessee Valley Authority p. 214-215 Cumberland Homesteads - p. 213 -Dust Bowl p. 206-207 Great Depression Great Depression Causes New Deal Franklin D. Roosevelt Assembly Line America in the 20th Century: The Great Depression
Jan. 25-29 5.52 Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and the goals of the Germany, Italy, and Japan. (P, H) 5.53 Compare and contrast different stories from media, and informational text regarding the bombing of Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and America s entry in the war. (H, TN) What were the goals of the leaders of the Axis Powers during WWII? According to the texts, how did the bombing of Pearl Harbor impact the United States? Did it lead to America s entry to WWII? -Create a organizer to summarize the leaders, governments, and goals of each country. Nazism p. 329; 333 Fascism p. 329 Japan p. 330 Germany p. 331 Lesson 29 World War II Introduction: fascism, totalitarianism, Nazism Section 2: The United States Enters WWII Vocabulary: facism internment camp racism dictator mobilize aircraft carrier atomic bomb concentration camp Chapter 6 Lesson 1 Fascism p. 225 Nazi 0 p. 222 Pearl Harbor p. 232-233 Holocaust Adolph Hitler - Adolph Hitler - Totalitarianism article - Japan Attacks Pearl Harbor
Feb. 1-5 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.55 Locate the Axis and Allied Powers and the major theaters of war on a map. (G) 5.56 With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots- Cornelia Fort. (C, E, H, TN) Who were the Axis Powers and who were the Allies? How did these alliances impact the war? How did life change for Americans during WWII? Why did these changes occur? -Discover Kids Magazine WWII -Create propaganda posters similar to the Rosie the Riveter that include reason supported by facts and details found in their research. Axis & Allies p. 343 p. 362 5.57 Write an informative text about the Holocaust and its impact. (C, P, H) What was the Holocaust? How did it impact the world? Writing Activity: Write an informative essay about the Holocaust and its impact on the word. The Holocaust p. 365 Lesson 29 World War II Section 9: Women In WWII Axis & Allied Powers p. 225-227 Rationing p. 239 Rosie the Riveter p. 240-241 Cornelia Fort p. 240 Holocaust p. 228-229 World War II Causes World War II Holocaust - The Holocaust: In Memory of Millions - World War II (axis & allied powers) - Rosie the Riveter joins the War Effort (clip)
Feb. 8-12 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.54 Evaluate the constitutionality of Japanese internment during the war. (C, E, P, H) 5.58 Clarify the reasons for the German surrender and reasons for the European division of Germany. (G, H) 5.59 Describe the role of the Manhattan Project and Oak Ridge, Tennessee in ending World War II and the decision to drop the atom bomb on Japan. (H, TN) 5.60 Explain the purpose of the formation of the United Nations and the role of Cordell Hull. (H, TN) Was it Constitutional to place Japanese Americans in internment Camps after the Pearl Harbor attacks? What events led to Germany s surrender? What were the reasons for the European division of Germany? What role did the Manhattan Project, Oak Ridge, TN, and the atomic bomb have in ending WWII/ What was the purpose of the United Nations? What role did Cordell Hull play in the formation of the United Nations? Japanese Internment p. 351 German Surrender p. 375 Atom bomb on Japan p. 376-376 United Nations p. 407 Lesson 29 World War II Section 2: The United States Enters WWII Section 10: Japanese Americans and the War Japanese p. 234 Surrender of Germany p. 247 Oak Ridge p. 248-249 Cordell Hull p. 261-262 Hiroshima and Nagasaki - Japanese Internment Camps
Feb. 16-19 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD The Modern United States 5.61 Identify the reasons for the growth of suburbs, home ownership, mass media, Interstate Highway System, and a consumer society after the war. (C, E, G) 5.62 Examine the meaning and the main events of the Cold War, including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis. (C, E, H, P) What caused the economic boom after World War II? How have particular events shaped the United States after World War II? Unit 5: Lesson 1 New Threats to Peace Cold War p. 408 Lesson 2: The Korean War Years p. 413 Lesson 3: Life in the 1950 s A Growing Economy p. 419 5.63 Trace the Korean War, its outcome, and the use of United Nations peacekeeping troops. (E, H, P) Lesson 30 The Cold War Section 3: Forming Teams Section 4: The Cold War at Home Section 6: The Cold War Heats Up Section 7: The End of the Cold War Growth of Suburbs p. 268 Cold War p. 264-267 Korean War p. 266-267 Cold War Cold War Cold War Conflict
Feb. 22-26 5 th Grade Social Studies 2015-2016 Curriculum Map - PSSD 5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN) 5.65 Analyze the key events and struggles during the Civil Rights Movement, including: (C, E, H, P) Brown v. Board of Education Non-violent protest and the influence of the Highlander Folk School Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee Montgomery Bus Boycott and Rosa Parks Tent Cities in Fayette and Haywood Counties Nashville Sit-Ins and Diane Nash Freedom Riders Dr. Martin Luther King, Jr. What role did Tennessee play in the development of American music in the fifties, sixties, and seventies? What events led to the Civil Rights Act of 1964? What was the goal of each event? Vocabulary: civil rights desegregation nonviolent protest sit-ins -Create a foldable that summarizes the events Lesson 3: Life in the 1950 s Brown v. Board of Education p. 420 Montgomery Bus Boycott and Rosa Parks p. 421 Dr. Martin Luther King, Jr. p. 421; 448 Lesson 30 The Civil Rights Movement Section 2: Discrimination Against African Americans Section 3: The Supreme Court Ends School Segregation Section 4: Montgomery Bus Boycott Section 5: Nonviolent Protests Music Industry p. 272-277 Brown v. Board of Education p. 282 Non-violent protest and the influence of the Highlander Folk School p. 285 Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee - p. 284 Montgomery Bus Boycott and Rosa Parks - p. 286 Tent Cities in Fayette and Haywood Counties p. 288 Nashville Sit-Ins and Diane Nash p. 294-299 Freedom Riders p. 299 Dr. Martin Luther King, Jr. p. 285-287 -Brown v. Board of Education -Martin Luther King, Jr. -Civil Rights -Elvis Presley Videos:
Feb. 29- Mar. 4 5.66 Explain the effect President Kennedy s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program. (H, P) 5.67 Integrate information from a variety of texts to explain the cause, controversy of, and outcome of the Vietnam War. (C, E, G, H, P) What was the purpose of the Civil Rights Act? Chapter 13: Lesson 1: Opportunities and Challenges p. 430 (Kennedy) Kennedy Assassination p. 437a Civil Rights Act & Voting Rights Act p. 449 Lesson 4: More Changes Vietnem War p. 458 Lesson 32 Contemporary American Society Section 3: The 1960 s (Kennedy & Vietnam) Kennedy assassination p. 304-307 Vietnam War p. 308-309 - John F. Kennedy -Civil Rights JFK Assassination Vietnam War
Mar. 7-11 5.68 Determine the main ideas surrounding the presidency of Nixon, including the end of the Vietnam War, the trip to China, Watergate, and resignation. (E, H, P) 5. 69 Investigate the works of Alex Haley and his influence on American culture. (C, TN) Lesson 4: More Changes The Nixon Years p. 460 Lesson 32 Contemporary American Society Section 4 The 1970 s (Watergate) Nixon p. 314-316 Alex Haley p. 317 - Richard Nixon -Vietnam War Watergate The Legacy: Watergate s Place in Hostory Alex Haley s Roots
Mar. 14-18 5.70 Analyze the significant events of Reagan s presidency, including: (C, E, H, P) return of national pride economic recovery decline of the Cold War immigration policy change 5.71 Explain the events that lead to the Persian Gulf War and its outcome. (E, G, H, P) Chapter 14: Lesson 1: The Cold War Ends Reagan p. 471 Lesson 2: The Century Ends The Persian Gulf War p. 480 Lesson 32 Contemporary American Society Section 5: The 1980 s (Reagan) Reagan p. 318-319 Persian Gulf War p. 320 -Cold War Reagan: An American Life Persian Gulf War: Battles, strategies, and reactions at home
Mar. 28- Apr. 1 5.72 Summarize the significant contributions to American culture of entrepreneurs and innovators, including: (C, E, TN) Ray Kroc Sam Walton Fred Smith Bill Gates Michael Dell Steve Jobs How has innovation impacted American culture? Research the contributions of one entrepreneur/innovator and create a poster that summarizes their findings. Websites: Ray Kroc Mc Donalds http://www.biography.com/people/raykroc-9369349 Sam Walton - Wal Mart http://www.biography.com/people/samwalton-9523270 Fred Smith FedEx http://www.referenceforbusiness.com/bi ography/s-z/smith-fred-1944.html Bill Gates Microsoft http://www.biography.com/people/billgates-9307520 Michael Dell Dell http://www.biography.com/people/mich ael-dell-9542199 Steve Jobs Apple http://www.biography.com/people/stevejobs-9354805 - Steve Jobs Videos:
April 4-8 5.73 Analyze the increase in terrorism, the tragedy of September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq. (C, G, H, P) 5.74 Identify the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama. (C, H, P) Lesson 32 Contemporary American Society Section 7: The 2000 s (September 11, Obama) September 11 p. 324-327 Election of 2008 p. 329-330 -Barack Obama -September 11 th Videos: -September 11 Terrorist Attack -War on Terrorism -The Story of Barack Obama Next weeks Catch up and review for TN Ready