Fifth Grade Social Studies Units (will be done 2017-18)

Unit 1: First Americans to the Time of the Explorers (4 weeks)

Standards:

*  I can describe the complex urban societies that existed in Mesoamerica and North America before 1500. (5.4.4.15.1)

* I can identify various motivations of the Europeans for exploring and settling in Asia, Africa and the Americas from the 15th to early 17th centuries. (5.4.4.16.1)

*  I can Describe early interactions between indigenous peoples, Europeans and Africans, and then describe the consequences of those interactions on all of the groups. (5.4.4.16.2)

*  I can explain a historical event from multiple perspectives. (5.4.1.2.2)

*  I can explain the construct of an era and interpret the connections between three or more events in an era. (5.4.1.1.1) 

*  I can explain the concept of profit (relationship between revenue & cost) and describe how this motivates entrepreneurs. (5.2.4.6.1)

Websites:

Exploration Through the Ages

Videos:

Age of Exploration slides

Unit 2 : Colonization and Settlement (7 weeks)

Standards:

* I can create and use various kinds of maps of places in the North American colonies. (5.3.1.1.1)

* I can locate and identify the physical and human characteristics of places in the North American Colonies. (5.3.1.3.1)

* I can explain how geographic features affected land use in the North American colonies. (5.3.4.10.1)

*  I can identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (5.4.4.16.3)

*  I can compare and contrast life within the English, French and Spanish colonies in the North American colonies. (5.4.4.16.4)

*  I can describe ways that both enslaved and free black people maintained and developed their cultural identities. (5.4.4.16.5)

*  I can compare and contrast the taxes and fees collected and services provided during Colonial times with the taxes, fees and services today. (5.1.4.7.3)

*  I can apply a decision- making process to identify an alternative choice that could have been made for a historical event and explain the probable impact of that choice. (5.2.1.1.1)

*  I can describe different uses of income and discuss advantages and disadvantages of each. (5.2.2.2.1)

Webistes:

Videos:

 

Unit 3: American Revolution (6 weeks)

Standards:

* I can identify major conflict between the colonies and England following the Seven Years War, and how these conflicts led to the American Revolution. (5.4.4.17.1)

*  I can describe how the people in the British Colonies governed themselves and how conflicting beliefs about the role of government led to the American Revolution. (5.4.4.17.2)

*  I can identify the major events of the American Revolution that led to the creation of a new independent nation. (5.4.4.17.3)

*  I can compare and contrast the impact of the American Revolution on the different groups within the original 13 colonies. (5.4.4.17.4)

*  I can recreate a historic event to show how civic participation makes a democratic society work for all citizens. (5.1.1.1.1)

Websites:

Videos:

Unit 4: Documents of Democracy (5 weeks)

Standards:

*  I can describe the purposes of the founding documents and explain the basic principles of democracy that are outlined in the Declaration of Independence, the Constitution, and the bill of rights. (5.4.4.17.5)

*  I can explain the three branches of government and how the leaders are selected. (5.1.4.7.1)

*  I can describe how governmental power is limited through the principles of federalism, the separation of powers and checks and balances. (5.1.4.7.2)

*  I can describe why the Article of Confederation was replaced with the Constitution. (5.4.4.17.6)

*  I can describe the major issues that were debated at the Constitutional Convention. (5.4.4.17.7)

*  I can identify important people from the American Revolution, and explain how their actions helped to develop our American political culture. (5.1.2.2.1)

*  I can explain specific protections that the Bill of Rights provides to individuals. (5.1.3.5.1)

* I can explain how law limits the power of the government and the governed, protects individual rights and promotes the general welfare. (5.1.4.8.1)

*  I can explain how the first 10 amendments helped in the ratification of the United States Constitution. (5.1.3.5.1)

*  I can identify a problem in our community and analyze it from different perspectives, and create an action plan to address it. (5.1.1.1.2)

*  I can pose questions about a topic in history, examine a variety of sources related to the question, interpret findings and use evidence to draw conclusions. (5.4.1.2.1)

*  I can analyze multiple causes and outcomes of a historical event. (5.4.1.3.1)

Websites:

Videos:

 

Fourth Grade Social Studies Units (will be done 2018-19)

Unit 1: Geography – Geospatial Skills (1st Six Weeks—2-3 days per week)

*  I can use a range of maps to locate places in the United States, Canada and Mexico. (4.3.1.1.1)

*  I can create various kinds of maps of places in the United States, Canada and Mexico. (4.3.1.1.1)

*  I can use map features to locate places and answer questions about different kinds of maps. (4.3.1.1.2, 4.3.1.2.2)

*  I can use map data to answer questions about geographic issues in the different regions of the United States, Canada and Mexico. (4.3.1.2.1)

 

Unit 2: Geography – Places and Regions (2nd Six Weeks—2-3 days per week )

*  I can describe physical and human characteristics of places in the United States, Canada, or Mexico. (4.3.2.3.1)

*  I can name and locate states and territories in the United States. (4.3.2.4.1)

*  I can name and locate major cities and state capitals in the United States. (4.3.2.4.1)

*  I can name and locate countries neighboring the United States. (4.3.2.4.2)

*  I can name and locate the major cities of countries neighboring the United States. (4.3.2.4.2)

 

Unit 3: Geography – Human Systems/Human Environment Interaction (3rd Six Weeks—2 days per week)

*  I can use data to analyze and explain population changes in the United States and Canada over the last century. (4.3.3.5.1)

*  I can explain population distribution in the United States and Canada due to geographic factors. (4.3.3.6.1)

*  I can explain how people influence change in their physical environment, and how they are impacted by these changes. (4.3.4.9.1)

*  I can describe how the availability of resources has impacted the development of different regions in the United States and Canada. (4.3.4.10.1)

*  I can examine how geographic factors affect the growth of modern agricultural regions in Minnesota and the United States. (4.3.4.10.2)

 

Unit 4: Citizenship and Government (4th Six Weeks—2-3 days per week)

*  I can describe ways people can influence decisions on a specific issue at local, state, national or tribal level. (4.1.1.1.1)

*  I can describe tribal governments and the services they provide. (4.1.4.6.1)

*  I can explain the differences and similarities between the United States and tribal governmental systems. (4.1.4.6.1)

*  I can explain the roles and responsibilities of elected and appointed leaders in my community, state and nation. (4.1.4.6.2)

 

Unit 5: Geography and History (5th Six Weeks—2-3 days per week)

*  I can explain similarities and differences of a particular region in the United States and Canada or Mexico, using maps from different time periods. (4.4.1.2.1)

*  I can create a timeline of the migration and settlement patterns into Minnesota of the different immigrant groups. (4.4.2.4.1)

*  I can explain how and why different groups of people arrived in Minnesota. (4.4.2.4.1)

 

Unit 6: Economics (6th Six Weeks—2-3 days per week)

*  I can describe how people use a reasoned decision-making process to make an economic choice. (4.2.1.1.1)

*  I can explain what productivity means and describe ways to increase productivity for specific product or resource. (4.2.3.3.1)

*  I can describe the different ways that people exchange goods and services in markets. (4.2.3.5.1)

*  I can describe the factors that determine prices. (4.2.3.5.1)