The School District of Palm Beach County Fifth Grade Scope & Sequence st Trimester

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Content Literacy Location affects how people live. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 Unit 1 - Geography Unit 1 Geography I can explain the physical and political features of the United States. I will use a variety of geographic skills to identify and locate physical features, and to construct and interpret maps. 2-3 Treasures Unit 1, Trees for Life, pages 78-87 & Unit 2, Seasons in the Tropics, pages 222-225 Location affects how people live. Location affects how people live. LAFS.5.RI.1.3 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. LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 geographer latitude longitude absolute location relative location contiguous territory canyon Foldable I can explain the physical and political features of the United States. I will use a variety of geographic skills to identify and locate physical features, and to construct and interpret maps. I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this unit. 4-5 6-8 Location affects how people live. SS.5.G.2.1 Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States. climate Primary and Secondary Sources I can learn about the physical and political features of the United States. I can discover how to use a variety of geographic skills to identify and locate physical features, and to construct and interpret maps. 9

Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Location affects how people live. Location affects how people live. How do we show location? How do we show location? historical information using a variety of geographic tools. SS.5.G.1.2 Use latitude and longitude to locate places. SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information. SS.5.G.4.1 Use geographic knowledge and skills when discussing current events. SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems. understand Interpret current and historical information using a variety of geographic tools. SS.5.G.1.2 Use latitude and longitude to locate places.ss.5.g.1.4 Construct maps, charts, and graphs to display geographic information.ss.5.g.4.1use geographic knowledge and skills when discussing current events. SS.5.G.4.2Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems. The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester geographer latitude longitude relative location absolute location *intersect Lesson 1 The World in Spatial Terms Lesson 1 The World in Spatial Terms I can construct maps to display geographic information. I can use geographic concepts and skills to find solutions for local problems. I can construct maps to display geographic information. I can use geographic concepts and skills to find solutions for local problems. Content Literacy 10-15 Leveled Reader James Franklin: Hurricane Specialist 10-15

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Location affects how people live. Location affects how people live. Location affects how people live. How do we describe location? historical information using a variety of geographic tools. SS.5.G.1.3 Identify major United States physical features on a map of North America. SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information. SS.5.G.1.6 Locate and identify states, capitals, and United States Territories on a map. LAFS.5.RI.1.3 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. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 influence contiguous territory navigable tributary canyon Lesson 2 Geography of the United States Unit 1 Review Unit 1 Wrap Up I can describe the geographical features of the United States. I can review the physical and political features of the United States. I can review the variety of geographic skills used to identify and locate physical features, and to construct and interpret maps. I can review the physical and political features of the United States. I can review the variety of geographic skills used to identify and locate physical features, and to construct and interpret maps. 16-27 28 29 Content Literacy

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Location affects how people live. Location affects how people live. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.1.3 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. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Unit 1 Big Idea Project Florida Test Preparation I can demonstrate the knowledge gained while studying the world geography and how the United States fits into the space of the world. I can demonstrate the knowledge gained while studying the world geography and how the United States fits into the space of the world. 29 30-31 Content Literacy Culture influences the way people live. Unit 2 - Native Peoples of North America meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Unit 2 Native Peoples of North America I can identify the cultures of Native American societies that have lived in North America. I will use a variety of social studies skills to develop an understanding of the societies that populated the continent before the arrival of the Europeans. 32-33 Treasures Unit 5, The Unbreakable Code, pages 582-599

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Culture influences the way people live. Culture influences the way people live. Culture influences the way people live. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. archaeologist culture migrate Hogan totem pole potlatch teepee longhouse Reading Skill Foldable I can review the cultures of Native American societies that have lived in North America. I will use a variety of social skills to develop an understanding of the societies that populated the continent before the arrival of Europeans. I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this Unit. archaeologists Primary Sources I can learn about the cultures of Native American societies that have lived in North America. I can discover how to use a variety of social studies skills to develop an understanding of the societies that populated the continent before the arrival of Europeans. 34-35 36-38 39 Content Literacy

Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Culture influences the way people live. Culture influences the way people live. Culture influences the way people live. What makes a civilization? How does location affect the way people live? How does location affect the way people live? SS.5.A.2.1 Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit). historical information using a variety of geographic tools. SS.5.A.2.2Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. Interpret current and historical information using a variety of geographic tools. SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. historical information using a variety of geographic tools. The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester culture civilization slavery empire irrigation Lesson 1 Ancient Cultures kachina Lesson 2 Native Americans of the Southwest *typically totem pole potlatch Lesson 3 Native Americans of the Pacific Northwest I can identify ancient Native American civilizations. I can complete activities that ask them to compare and contrast different aspects of culture. I can identify Native American tribes from the American Southwest region. I can identify, describe, and compare and contrast different aspects of culture. I can study Native American tribes from the Pacific Northwest region. I can identify, describe, and compare and contrast different aspects of culture. Content Literacy 40-49 Leveled Reader Cahokia 50-53 54-57 Leveled Reader People of the Alaskan Rain Forest

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Culture influences the way people live. Culture influences the way people live. How does location affect the way people live? How does location affect the way people live? SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. historical information using a variety of geographic tools. SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River). SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment. historical information using a variety of geographic tools. prairies nomads teepee lodge characteristic slash-and-burn longhouse wampum confederacy Lesson 4 I can study Native Native Americans of the Great American tribes from the Plains Great Plains. I can identify, describe, and compare and contrast different aspects of culture. Lesson 5 Native Americans of the Eastern Woodlands I can study Native American tribes from the Eastern Woodlands. I can identify, describe, and compare and contrast different aspects of culture. 58-61 62-67 Content Literacy

The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 1st Trimester Big Idea Essential Question NGSSS Florida Standards Vocabulary Topic/Suggested Pacing Student Target/I Can Core pg Culture influences the way people live. Culture influences the way people live. Culture influences the way people live. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. meaning of general academic and domain-specific phrases in a text relevant to a grade 5 LAFS.5.RI.2.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Unit 2 Review Unit 2 Wrap Up Unit 2 Big Idea Project I can review the cultures of Native American societies that have lived in North America. I can review the variety of social studies skills used to develop an understanding of the societies that populated the continent before the arrival of the Europeans. I can review the cultures of Native American societies that have lived in North America. I can review the variety of social studies skills used to develop an understanding of the societies that populated the continent before the arrival of the Europeans. I can create a museum exhibit about a Native American tribe or region using the knowledge gained while learning about the Native Peoples of North America. 68 68 69 Content Literacy

Big Idea Essential Question NGSSS Florida Standards Vocabulary People s actions affect others. People s actions affect others. understand understand historical information using a variety of geographic tools. The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 2nd Trimester Unit 3 - The Age of Exploration LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Topic/Suggested Pacing Unit 3 The Age of Exploration Reading Skill Student Target/I Can I can learn about the European explorers who came to North and South America in search of a western route to Asia, land, treasure, and conquest. I can discover a variety of social studies skills to develop an understanding of the tools that enabled exploration, the forces that drew Europeans to the Americas, and how Europeans and Native Americans interacted with each other. I can learn about the European explorers who came to North and South America in search of a western route to Asia, land, treasure, and conquest. I can discover a variety of social studies skills to develop an understanding of the tools that enabled exploration, the forces that drew Europeans to the Americas, and how Europeans and Native Americans interacted with each other. Core pg Content Literacy 72-73 Treasures Unit 1, Observing the Night Sky, pages 72-75 Unit 5, Spirit of Endurance, pages 518-533 74-75

People s actions affect others. People s actions affect others. People s actions affect others. Why do people take risks? understand historical information using a variety of geographic tools understand historical information using a variety of geographic tools. understand SS.5.A.3.1 Describe technological developments that shaped European exploration. historical information using a variety of geographic tools. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.3 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. merchant navigation enslave missionary ally merchant navigation Foldable I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this Unit. 76-78 Primary Sources 79 Lesson 1 A Changing World I can explain the reasons why Europeans sought new trade routes and how tools new to them helped Europeans travel farther over the oceans than they ever had before. I can complete activities that ask them to identify new exploration tools and explain how they improved Europeans ability to travel. 80-85

People s actions affect others. People s actions affect others. What happens when different cultures meet? What happens when different cultures meet? SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. historical information using a variety of geographic tools. SS.5.G.1.2 Use latitude and longitude to locate places. SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-columbian times to 1850. SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. historical information using a variety of geographic tools. LAFS.5.RI.1.2 enslaved Determine two or more missionary main ideas of a text and explain how they are supported by key details; summarize the text. Lesson 2 Spanish Exploration and Conquest LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. ally Lesson 3 French and Dutch Exploration I can investigate the exploration and conquests of the Spanish, including Columbus, Cortés, Pizarro, and others. I can master activities that ask me to recognize and explain ways in which Native Americans and Europeans interacted with each other. I can investigate the exploration of North America by the English, French, and Dutch. I can master activities that ask me to recognize and explain ways in which Native Americans and Europeans interacted with each other. 86-91 Leveled Reader The End of An Empire 92-97

People s actions affect others. People s actions affect others. People s actions affect others. understand understand historical information using a variety of geographic tools. understand historical information using a variety of geographic tools. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Unit 3 Review Unit 3 Wrap Up Unit 3 Big Idea Project I can review the European explorers who came to North and South America in search of a western route to Asia, land, treasure, and conquest. I can review a variety of social studies skills to develop an understanding of the tools that enabled exploration, the forces that drew Europeans to the Americas, and how Europeans and Native Americans interacted with each other. I can learn about the European explorers who came to North and South America in search of a western route to Asia, land, treasure, and conquest. I can discover a variety of social studies skills to develop an understanding of the tools that enabled exploration, the forces that drew Europeans to the Americas, and how Europeans and Native Americans interacted with each other. I can create a deck of trading cards to educate others about European explorers in North America. 98 98-99 99

People s actions affect others. Location affects how people live. Location affects how people live. understand historical information using a variety of geographic tools. understand understand LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Unit 4 - Colonial America LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Florida Test Preparation Unit 4 Colonial America Reading Skill I can demonstrate the knowledge gained while studying the age of exploration. I can describe how and why the original thirteen colonies were settled. beginnings of the New England, Middle, and Southern colonies individually. I can identify the similarities and differences in daily life in the colonies. introduction, impact, and role of slavery in the colonies. I can practice my reading skills while studying about how to draw inferences. 100-101 102-103 Treasures Unit 5, Weslandia, pages 546-561 104-105

Location affects how people live. Location affects how people live. Location affects how people live. Why do people move? understand understand SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.1 Identify the economic, political and sociocultural motivation for colonial settlement. SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. pilgrim covenant tolerate proprietor act assembly occupation indentured servant charter persecution Pilgrim Foldable Primary Sources Lesson 1 Early Settlements I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this Unit. I can describe how and why the original thirteen colonies were settled. beginnings of the New England, Middle, and Southern colonies individually. I can identify the similarities and differences in daily life in the colonies. introduction, impact, and role of slavery in the colonies. I can explain the motivations for early English colonization in North America. early interactions between colonists and Native Americans. 106-108 109 110-113

Location affects how people live. Location affects how people live. How do societies develop? How do societies develop? SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods. SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.1 Identify the economic, political and sociocultural motivation for colonial settlement. SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. historical information using a variety of geographic tools. SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America. SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.1 Identify the economic, political and sociocultural motivation for colonial settlement. SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. covenant tyrant tolerate constitution ratify delegates Lesson 2 Settling New England Lesson 3 Settling the Middle Colonies I can identify the motivations for settling in the New England colonies. I can identify significant individuals responsible for developing the New England colonies. interactions between colonists and Native Americans. I can identify the motivations for settling in the Middle colonies. I can identify significant individuals responsible for developing the Middle colonies. interactions between colonists and Native Americans. 114-119 Leveled Reader King Philip s 120-123

Location affects how people live. How do societies develop? SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.1 Identify the economic, political and sociocultural motivation for colonial settlement. SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. historical information using a variety of geographic tools. SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America. SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-columbian times to 1850. frontier act profit debt Lesson 4 Settling the Southern Colonies I can identify the motivations for settling in the Southern colonies. I can identify significant individuals responsible for developing the Southern colonies. interactions between colonists and Native Americans. 124-127

Location affects how people live. How do societies develop? SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-columbian times to 1850. SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. assembly market economy barter occupation Lesson 5 Life in the Colonies I can explain about the political, economic, and social aspects of daily colonial life. I can compare and contrast the similarities and differences of these aspects of daily colonial life among the New England, Middle, and Southern colonies. 128-137

Location affects how people live. How do cultures change? SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. SS.5.A.4.1 Identify the economic, political and sociocultural motivation for colonial settlement. SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies. SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe. SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-columbian times to 1850. indentured servant Lesson 6 Slavery and the Triangular Trade I can explain how slavery was introduced to the thirteen colonies. impact and role of slavery in the colonies. 138-145

Location affects how people live. Location affects how people live. Location affects how people live. understand understand understand LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Unit 4 Review Unit 4 Wrap Up Unit 4 Big Idea Project I can describe how and why the original thirteen colonies were settled. beginnings of the New England, Middle, and Southern colonies individually. I can identify the similarities and differences in daily life in the colonies. introduction, impact, and role of slavery in the colonies. I can describe how and why the original thirteen colonies were settled. beginnings of the New England, Middle, and Southern colonies individually. I can identify the similarities and differences in daily life in the colonies. introduction, impact, and role of slavery in the colonies. I can create a sales pitch and a pamphlet to convince Europeans to move to my colonial region. 146 146 147

Location affects how people live. Conflict causes change. Conflict causes change. understand understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Florida Test Preparation Unit 5 - The American Revolution LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Unit 5 The American Revolution Reading Skill I can demonstrate the knowledge gained while studying about Colonial America. events that led up to the American Revolution and the Declaration of Independence, important battles of the Revolutionary War, and factors that contributed to Great Britain s defeat. I will use a variety of social study skills to develop an understanding of how conflict evolved between the colonists and the British government, as well as how the conflict affected all Americans. I can practice my reading skills while explaining an author s purpose for writing about a topic. 148-149 150-151 Treasures Unit 3,Sleds on Boston Common, pages 264-283 152-153

Conflict causes change. Conflict causes change. understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). rivalry boycott militia Patriot Loyalist profiteering desert blockade Foldable Primary Sources I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this Unit. events that led up to the American Revolution and the Declaration of Independence, important battles of the Revolutionary War, and factors that contributed to Great Britain s defeat. I will use a variety of social study skills to develop an understanding of how conflict evolved between the colonists and the British government, as well as how the conflict affected all Americans. 154-156 157

Conflict causes change. Conflict causes change. What is worth fighting for? Why do people take risks? SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers. SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America. historical information using a variety of geographic tools. SS.5.G.1.2 Use latitude and longitude to locate places. SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists. SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. SS.5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. SS.5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution. SS.5.C.1.3 Explain the definition and origin of rights. SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses. SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution. LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.2 militia Determine two or more Loyalist main ideas of a text Patriot and explain how they are supported by key details; summarize the text. tributary treaty Proclamation (of 1763) boycott repeal Lesson 1 The Road to Revolution Lesson 2 The Revolution Begins I can distinguish events in the thirteen colonies that led to the conflict between colonists and the British government. I can identify and explain significant events leading up to the American Revolution and the individuals and groups who participated in the events. I can distinguish the early battles of the Revolutionary War and the different needs and motivations that caused colonists to become divided over the issue of independence. I can identify the Second Continental Congress, the colonists ideas about rights, and the grievances contained in the Declaration of Independence. 158-163 164-171

Conflict causes change. Conflict causes change. Why do people get involved? How do conflicts evolve? SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution. LAFS.5.RI.1.1 Quote mercenary accurately from a text inflation when explaining what profiteering the text says explicitly and when drawing inferences from the text. LAFS.5.RI.1.3 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. LAFS.5.RI.1.2 desert Determine two or more spy understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. SS.5.A.5.5 Examine and compare main ideas of a text and explain how they are supported by key details; summarize the text. LAFS.5.RI.1.3 Explain the relationships or interactions between two or more blockade major battles and military individuals, events, campaigns of the American Revolution. SS.5.A.5.6 Identify the contributions of foreign alliances and ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. individuals to the outcome of the Revolution. SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War. SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution. SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. Lesson 3 Fighting the War Lesson 4 A Nation Born I can explain that victory for the Americans was by no means assured, and that Americans in the colonies both assisted and impeded the cause of independence. I can expound upon new opportunities for women and African Americans and the various problems caused by war. I can master activities that ask me to identify, examine, and explain ways individuals and groups impacted the war effort. I can describe key battles that decided the outcome of the Revolutionary War and learn about the help the Patriot soldiers received from foreign governments and individuals. I can discover the many hardships individuals faced as a result of the war. I can discuss factors that led to the end of the war and the war s consequences. 172-177 178-185 Leveled Reader Thaddeus Kociuszko: A Hero of Two Worlds

Conflict causes change. Conflict causes change. understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. understand SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Unit 5 Review Unit 5 Wrap Up events that led up to the American Revolution and the Declaration of Independence, important battles of the Revolutionary War, and factors that contributed to Great Britain s defeat. I will use a variety of social study skills to develop an understanding of how conflict evolved between the colonists and the British government, as well as how the conflict affected all Americans. events that led up to the American Revolution and the Declaration of Independence, important battles of the Revolutionary War, and factors that contributed to Great Britain s defeat. I will use a variety of social study skills to develop an understanding of how conflict evolved between the colonists and the British government, as well as how the conflict affected all Americans. 186 186

Big Idea Essential Question NGSSS Florida Standards Vocabulary Rules provide order. The School District of Palm Beach County Fifth Grade Scope & Sequence 2015-2016 3rd Trimester LAFS.5.RI.1.3 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. Determine the relevant to a grade 5 topic or subject area. LAFS.5.RI.1.3 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. Determine the relevant to a grade 5 topic or subject area. Determine the relevant to a grade 5 topic or subject area. Unit 6 - Founding the Nation constitution ratify veto impeach amendment guarantee fundamental responsibility Topic/Suggested Pacing Unit 6 Founding the Nation Reading Skill Foldable Student Target/I Can Core pg Content Literacy I will discover the story of our nation s Constitution; including how and why the Constitution was written and approved. I will understand the different articles of the Constitution and how they form the structure of our government. I can explore the Bill of Rights and other important amendments. I will understand what it means to be an active citizen of the United States. I will understand the different articles of the Constitution and how they form the structure of our government. I can explore the Bill of Rights and other important amendments. I will understand what it means to be an active citizen of the United States. I will discover the story of our nation s Constitution; including how and why the Constitution was written and approved. I can construct a Foldable learning tool to help me understand the meaning of new words I will discover in this unit. 190-191 Treasures Unit 3, Everybody Can Serve, pages 390-391 & Unit 4, Getting Out the Vote, pages 452-455 192-193 194-196

Rules provide order. What is the purpose of government? SS.5.A.5.9 Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787). SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. SS.5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion. SS.5.C.1.1 Explain how and why the United States government was created. SS.5.C.1.2 Define a constitution, and discuss its purposes. SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses. LAFS.5.RI.1.3 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. constitution ratify delegates Lesson 1 Struggles of a New Nation early government of the United States: the Articles of Confederation. I can explain the weaknesses of the Articles of Confederation and why the Constitution Convention was called. 198-205

What are the functions of government? understand SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. SS.5.C.1.1 Explain how and why the United States government was created. SS.5.C.1.3 Explain the definition and origin of rights. SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. SS.5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights. SS.5.C.3.3 Give examples of powers granted to the federal government and those reserved for the states. SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples. SS.5.C.3.6 Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling conflicts. veto appeal impeach federalism amendment Lesson 2 Writing the Constitution different discussions held at the Constitutional Convention. I can explain different political concepts, the origins of those concepts, and their role in democracy. I can identify how the different branches of government work together. I can explain federalism and describe the amendment process. 206-215 How do people make decisions? SS.5.C.1.1 Explain how and why the United States government was created. SS.5.C.1.5 Describe how concerns LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. guarantee submit about individual rights led to LAFS.5.RI.1.2 Determine the inclusion of the Bill of Rights in the U.S. Constitution. SS.5.C.1.6 Compare Federalist and two or more main ideas of a text and explain how they are supported by key details; summarize the text. Anti-Federalist views of government. Lesson 3 I can explain how the Convincing the People Constitution was ratified. I can explain the difference between Federalists and Anti-Federalists. I can explain how the Federalists and Anti- Federalists compromised to get the Constitution ratified. 216-221 Leveled Reader The Life of Alexander Hamilton

How do we protect our rights? How do citizens participate? SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today. SS.5.C.3.2 Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights. SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples. SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. SS.5.C.2.2 Compare forms of political participation in the colonial period to today. SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. LAFS.5.RI.1.3 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. Determine the relevant to a grade 5 topic or subject area. fundamental press due process jury responsibility politics Lesson 4 Protecting and Expanding Rights Lesson 5 Active Citizenship Unit 6 Review I can explain the different rights guaranteed by amendments to the Constitution. I can explain about the Bill of Rights. I can describe how different amendments have affected voting rights in our country. I can explain what it means to be an active citizen. I can explain different civic responsibilities. I can compare political participation from the colonial period and today. I can review the story of our nation s Constitution; including how and why the Constitution was written and approved. I can review the different articles of the Constitution and how they form the structure of our government. I can review the Bill of Rights and other important amendments. I can review what it means to be an active citizen of the United States. 222-227 228-233 234