Ten-year olds have the capacity to understand abstract concepts as well as cause-and-effect relationships. Generally they are enthusiastic and interested in places and problems in the news; they want to understand why events occurred and the reasons for them. This enthusiasm and interest can be capitalized on in the understanding of historical events provided these events are made personally meaningful.
|
Intermediate : US HISTORY: CIVIC IDEALS & PRACTICES |
||||
|
A. Colonization and Settlement |
||||
|
WHAT
|
Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
|
|
Students will come to their own understanding of the following questions: |
||||
|
CBAs |
||||
|
History H1.1.1b Identify and analyze relationships between historical events US1.2.1 Describe and compare patterns of life over time in the following historical periods: · Worlds Meet: Western Europe, West Africa, the Americas · Settlement and Colonization (1607-1776) H1.3.1 Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. history H2.1.1 Explain how an idea has affected the way people live |
Analyzes the religious, political, and economic motives of immigrants from different parts of Europe who came to the colonies. Explains why and how African people were imported as slaves to the colonies. Explain why there were conflicts among European nations over the colonies. |
See Dig Deep CBA
|
Why did Europeans want to settle in the Americas?
Why were enslaved Africans brought to the colonies?
Why did different European nations want to control North America and the Caribbean?
How did the encounter between native and non-native peoples shape early colonization? |
|
|
Geography G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) G3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place) G3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross-cultural communication |
Use maps and globes to describe the movement of people from Europe and Africa to the colonies. Compare and contrast the colonies in terms of geographic region, economic activity, and cultural and religious norms. Explain why and how African people were enslaved and forcibly brought to the colonies. Explain the consequences of European immigration for the native peoples of the Americas. |
See People on the Move CBA
|
How was life different from one colony to another?
How did the encounter between native and non-native peoples shape early colonization?
Why were enslaved Africans brought to the colonies |
|
CONTINUED
|
A. Colonization and Settlement CONTINUED |
|||
|
WHAT
|
Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
|
Students will come to their own understanding of the following questions: |
|||
|
Economics E2.1.1a Recognize that people trade or exchange goods and services only when they think they will gain E2.1.1b Describe how markets are created by buyers and sellers exchanging goods and services E2.1.1c Understand that exchange will lead to specialization E2.4.1a Explain how economic change affects individuals and societies in neighborhoods, communities, and countries E2.4.1b Analyze the impact of technology and tools of the production of goods and services |
Examine how people made a living in the colonies. Compare and contrast the economic regions in the Americas and explain how labor systems developed to support them. Explain the role of entrepreneurship in the establishment of the colonies. |
|
How was life different from one colony to another?
Why was life different from one colony to another?
|
|
Intermediate : US HISTORY: CIVIC IDEALS & PRACTICES |
|||
|
B. Independence |
|||
|
WHAT
|
Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
|
Students will come to their own understanding of the following questions: |
|||
|
History H1.1.1a Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline. H1.1.1b Identify and analyze relationships between historical events US1.2.1 Describe and compare patterns of life over time in the following historical periods: · Settlement and Colonization (1607-1776) · Revolution and Constitution (1754-1789) H2.1.1 Explain how an idea has affected the way people live |
· Explain how critical events led to the Revolutionary War. · Create a time line of the critical events leading to the American Revolution. · Compare and contrast the perspectives of the Loyalists and Patriots. |
See Dig Deep CBA
|
What were the causes of the American Revolution?
|
|
Civics C1.1.1a Identify and describe the essential characteristics of the Declaration of Independence C1.2.1a Identify key democratic ideals of U.S. government C1.3.1a Identify examples of rights and responsibilities of citizenship C2.2.1 Explain the purpose of rules and laws C2.3.1a Explain what government is and what governments do C2.3.1b Understand that different societies have different forms of government C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations C3.2.1b Explain why a nation would want to develop relationships with other nations C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community C4.2.1b Explain the important characteristics of U.S. citizenship C4.3.1a Describe how one person can make a difference in school or the local community |
· Analyze origins of democratic ideals. · Examine the grievances and infractions imposed on the colonists that led them to revolt. · Examine the major ideas expressed in the Declaration of Independence and how these ideas shaped the thinking of the founders of the nation. · Recognize the inconsistencies stated in the Declaration of Independence and the conditions of the time (e.g. slavery, women rights, treaties with native peoples).
|
See You Decide CBA
|
Where does our democratic system come from?
What were the causes of the American Revolution?
What is the Declaration of Independence and why is it important?
|
|
Intermediate : US HISTORY: CIVIC IDEALS & PRACTICES |
|||
|
C. Founding the Nation |
|||
|
WHAT
|
Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
|
Students will come to their own understanding of the following questions: |
|||
|
History US1.2.1 Describe and compare patterns of life over time in the following historical periods: · Revolution and Constitution (1754-1789) H1.3.1 Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. history H2.1.1 Explain how an idea has affected the way people live |
· Describe how the colonies changed as they established themselves as one nation. · Describe the major conflicts among the colonies as they created one nation. · Describe the contribution of various cultural groups to the early development of the United States |
|
What were the challenges facing the new nation?
|
|
Civics C1.1.1b Identify and describe the essential characteristics of the Constitution C1.2.1a Identify key democratic ideals of U.S. government C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal C1.3.1a Identify examples of rights and responsibilities of citizenship C2.1.1a Identify the people and entities who make, apply, and enforce rules and laws C2.2.1 Explain the purpose of rules and laws C2.3.1a Explain what government is and what governments do C3.1.1a Explain what a nation is and how the world is divided into many nations C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community C4.2.1b Explain the important characteristics of U.S. citizenship |
· Identify the key values and principles of the Constitution--individual human dignity, liberty, justice, equality, and the rule of law and applies these values and principles to specific situations. · Examine how well the national government and our Constitution has protected individual rights and promoted the common good both then and now. · Analyze the significance of the Bill of Rights both then and now. · Examine how the three branches of check and balance each other. · Explain the role of citizen in American democracy. |
See You Decide CBA
|
What values and principles are basic to our democracy?
What is the purpose of the Constitution?
What is the Bill of Rights and why is it important?
What is the legacy of our founding documents?
|
|
Social studies skills |
Communications Frameworks Fifth Grade |
|
1.1 Inquiry and Information Skills Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1): Identifies key works; identifies appropriate and varied sources, uses basic search skills, use table of contents and indexes in social studies reference material Evaluates information (Reading 2.3) (Math 2.1): Locates particular facts in social studies documents, identifies the main idea Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience 1.2 Interpersonal and Group Process Skills Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers 1.3 Critical Thinking Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line Takes Perspective: Assumes and portrays others' point(s) of view |
Reading See New Reading GLEs at www.k12.wa.us Shows awareness of techniques authors use to create, link, and contrast characters, events, ideas, and information Uses more than one type of technology, and a range of references within each, to consider other levels of meaning to explore unanswered questions, or to determine authenticity Demonstrates understanding that culture and values affect the connotations of words, through seeking the opinions of others, offering more than one option, or using a range of reference material Selects, interprets, synthesizes, summarizes, and presents information from more than one text type and source and more than one type of technology and describes the method and sequence used Evaluates, contrasts, and discusses the reliability and validity of information gained through text and illustration Considers the audience and the author's possible intended message and emphases with reading orally Distinguishes inferences and opinions when summarizing text for a specific purpose Writing Writes clear, coherent explanations, instructions, and factual reports on a range of issues and topics Works to develop interesting introduction and a satisfying or thought-provoking ending with a logical and engaging middle Expresses opinion or point of view with sufficient supporting information and appropriate emphasis Links incidents, facts, and opinions logically and effectively through language, organization, and format Uses formal, informal, and specialized vocabulary appropriate for audience and purpose Writes with a clearly defined voice Considers audience and purpose at all stages of the writing process Includes cause and effect, opinions, and other or opposing opinions in persuasive writing Determines emphasis by considering purpose and audiences' probable interest and knowledge of topic Gathers information from a range of sources and uses an organizer to analyze, synthesize, select and plan writing Listening And Observing Listens and observes to gain information using a teacher-provided study guide Listens for important as well as extraneous details Describes observed body language Presenting Identifies various ways of delivering speeches (e.g., impromptu, planned, recitation, manuscript) Delivers brief, simple speeches in a variety of ways Begins to consider audience, purpose, and context in making choices regarding language and forms of support Selects data from credible sources Organizes material with a clear beginning, middle, and end (Exposition: main idea and support with examples, anecdotes, descriptive details, and/or facts; Persuasion: topic/issue and argument supported by reasons, descriptive details, examples, and/or anecdotes) Speaks at an appropriate pace and volume Uses appropriate eye contact and facial expression Uses posture and body language effectively, avoiding distracting mannerisms Begins to be aware of the need for a correspondence between verbal and nonverbal messages Illustrates presentations using a limited variety of media appropriate to audience and purpose (e.g., charts/graphs, maps, illustrations, props) Collaborating Understands basic collaborative skills and assumes various assigned roles to further the progress of a group (e.g., task master, encourager, checker, recorder) Contributes to group with examples and suggestions Responds actively, with courtesy and tact, both in group work and in informal interactions Checks for group understanding by asking questions Brainstorms and prioritizes alternative ideas to choose a solution or a plan Evaluating Evaluates the strengths and needs for improvement for self and group performance and group results (with teacher direction) |