G5+SS+U2+-+The+United+States


 * Unit 2: ** United States


 * Enduring Understanding: ** Humans can manipulate their environment.


 * Essential Question: ** //What is the relationship between Americans and the land?//

STANDARD I – HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. STANDARD 4 – ECONOMICS Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. STANDARD 5 – CIVICS, CITIZENSHIP, AND GOVERNMENT Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the United States and other nations, the United States Constitution, the basic civic values of American constitution- al democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.
 * NYS Standards: **

Natural Laws and Ecological Principles F4: Clarify the importance of a great diversity of life (biodiversity) to the long-term sustainability of humankind and other living species on Earth. Multiple Perspectives H9: Demonstrate the ability to empathize with and experience the outlook and emotions of another being by putting themselves “in their shoes” and identify what it is like to see the world from someone else’s “shoes.” The Dynamic of Systems & Change C23: Take responsibility for the effect of their actions on present and future generations. Multiple Perspectives H12: Be able to identify other people’s interests and how these interests create their behaviors. Sustainable Economics D7: Envision how their choices and actions can contribute to a sustainable future.
 * Efs Standards: **

RI.5.3. 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. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10. 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. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. SL.5.1. 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. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * Common Core Learning Standards: **

Disney is creating a new historical theme park that demonstrates how humans interact with their land. Your engaging digital presentation must convince Disney’s panel that a particular historical event shows the impact humans have had on their land. (Lewis and Clark, Gold Rush, Erie Canal, Dust Bowl, Westward Expansion).
 * Performance Task: **

region mountain range || KBAD identify political boundaries in the United States.
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework/ **
 * Resources ** || ** Environmental Stewardship Connections ** || ** Reading Focus Skill ** ||
 * ** 1 ** || boundary

KBAD describe major landforms in the United States. || KWL //“What do you already know about the history of the United States?”//

Label a political map of the United States; Discuss a physical map

 || // If you were president of the United States what is the first thing you would do? Explain why you choose your answer. //

iPad applications: [|Atlas for iPad] [|iLearn: US States] [|Stack the States] ||   || Accessing Prior Knowledge

Making Connections || Triangular Trade || KBAD describe the role of colonies in the Triangular Trade.
 * ** 2 ** || natural resources

KBAD connect goods that were traded to the land. || Overview of the Triangular Trade. (ex. peoples involved, goods traded). Create a map of the Triangular Trade. [|Prezi: Triangular Trade] [|Interactive Map: Triangular Trade Routes] [|Brain Pop: Columbian Exchange] || // Describe the direction of the Triangular Trade and choose one route to explain more in depth. // ||  || Main Idea and Detail || Stamp Act || KBAD identify key events leading up to the struggle for independence. || Overview of key events leading up to the struggle for independence. Create a timeline of events. (ex. Stamp Act, Sugar Act, Boston Massacre, taxation without representation) [|The Story of the US: American Revolution] [|Brain Pop: American Revolution] [|Brain Pop: Causes of the American Revolution] || // Complete the timeline of events that led up to the struggle to independence. //
 * ** 3 ** || taxes

iPad applications: [|Revolution: Interactive Guide] [|American Revolution Interactive Timeline for iPad] [|American Revolution: History Challenge Lite] ||   || Sequencing || Constitution Bill of Rights Constitutional Convention || KBAD describe the success and challenges of the new government. || Compare and contrast the Articles of Confederation and the Constitution. Discuss the Constitutional Convention. [|America the Story of US: Declaration of Independence] [|Brain Pop: Declaration of Independence] [|Brain Pop: Constitution] || // Pretend that you are a member of the Constitutional Convention. Why do you support a new Constitution? //
 * ** 4 ** || Articles of Confederation

iPad applications: [|Constitution for iPad] [|Declaration for iPad] ||   || Comparing and Contrasting

Drawing Conclusions || Clark Jefferson Sacagawea journal Louisiana Purchase || KBAD describe the journey of Lewis and Clark.
 * ** 5 ** || Lewis

KBAD identify how Lewis and Clark interacted with the land. || Overview of the Louisiana Purchase and the journey of Lewis and Clark. Use primary source documents of their journal and artist interpretation of their journey. [|Brain Pop: Lewis and Clark] [|Brain Pop JR: Lewis and Clark] || // How do primary source documents help historians understand the journey of Lewis and Clark? // iPad applications: [|U.S. Westward Expansion] ||  || Sequencing

Making Inferences || Westward Expansion Homestead Act || KBAD identify reasons people moved West. || Description of Westward Expansion and motivations for pioneer families. Reader’s Theater to take on roles [|Brain Pop: Westward Expansion] Reader's Theater Westward Expansion (file too large) || // Project distribution: “Moving West: Pioneer Diary Entries” // ||  || Making Inferences || mule canal economy || KBAD describe the purpose of the Erie Canal.
 * ** 6 ** || Manifest Destiny
 * ** 7 ** || lock

KBAD identify the impact the Erie Canal had on the land. || Overview of the Erie Canal and the impact the Erie Canal had on the land. Use of “The Erie Canal Song.” [|America the Story of US: Erie Canal] [|Prezi: Erie Canal] || // Describe the impact that the Erie Canal had on the economy of New York State. What were the pros and cons of building the canal? // ||  || Cause and Effect || Trail of Tears || KBAD identify the impact Westward Expansion had on Native Americans. || Overview of the impact Westward Expansion had on Native Americans. (ex. Trail of Tears, reservation system) [|America the Story of US: American Buffalo] [|Brain Pop: Trail of Tears] [|Brain Pop: Wounded Knee] || // Describe the effect of Westward Expansion on the Native American population of the United States. What happened to their land? //   ||   || Cause and Effect || Forty-niners boomtown || KBAD describe the impact of the Gold Rush on the land. || Overview of the Gold Rush and mining practices. [|America the History of US: Gold Rush] [|Brain Pop: Gold Rush] || // Describe the impact of the Gold Rush on the land of the Western United States. What are the lasting effects of mining? // ||  || Cause and Effect || erosion exodusters || KBAD identify the causes of the Dust Bowl. || Overview of the Dust Bowl and the impact farmers had in creating an environmental disaster. (ex. Soil Conservation Act). [|America the History of US: Dust Bowl] || // Describe the impact of farmers’ actions on the land of the Mid-Western United States. How did humans create the Dust Bowl? // ||  || Cause and Effect
 * ** 8 ** || reservations
 * ** 9 ** || mining
 * ** 10 ** || plow

Sequencing || photograph illustration poster || KBAD demonstrate the positive and negative impacts humans have had on their land through a historical event. || Create a digital presentation that includes primary source documents. || // Collect information for your digital presentation. //     ||   || Drawing Conclusions ||
 * ** 11-15 ** || primary source document


 * Ongoing activities: **
 * [[file:SS U2 DOE Unit of Study Westward Expansion.pdf]]
 * Map quizzes
 * Take-home biography of an inventor
 * Take-home journal of a pioneer “Moving West: Pioneer Journal Entries”

__**Matrix**__ for Grade 5 Social Studies Unit 2 - The United States

__**GRASPS**__ for Grade 5 Social Studies Unit 2 - The United States

__**Benchmark/Checklist**__ for Grade 5 Social Studies Unit 2 - The United States 

__**Final Project Rubric**__ for Grade 5 Social Studies Unit 2 - The United States 

Mock Final Project (Teacher Created Exemplar)  Additional Resources