Grade 5 Unpacking Document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 5

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 3-5The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band. Teachersshould be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 5, students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Category Indicator

Compelling Questions I.1.1 Identify content required to provide an answer to compelling questions.I.1.2 Construct compelling questions that promote inquiry with peers.

Supporting Questions I.1.3 Understand how responses to supporting questions provide responses to compelling questions.I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.

Gathering and EvaluatingSources

I.1.5 Understand academic and domain-specific words in sources to create responses to compellingquestions.I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,structure, credibility, reliability, and context of the sources to guide the selection.

Developing Claims and UsingEvidence

I.1.7 Construct claims in response to compelling and supporting questions.I.1.8 Accurately use information from sources when making claims.I.1.9 Make inferences from information in sources.

Communicating Ideas I.1.10 Construct responses to compelling questions with specific claims and information fromteacher-provided sources.

Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.

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The time period and focus for this course is from pre-colonial through the present day.

Unpacking the Behavioral Science ObjectivesStandard 5.B.1 Understand ways in which values and beliefs have influenced the development of the United StatesOverarching Concepts: Values and Beliefs, Development, United States

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment5.B.1.1 Explainhow traditions,social structure,and artisticexpression havecontributed tothe uniqueidentity of theUnited States

Students must beable to demonstrateknowledge andunderstanding ofhow traditions,social structure, andartistic expressionhave influenced theidentity of the UnitedStates.

Artistic expressions areoften used to express thevalues, traditions, andreligious beliefs ofcultures within a nation

Diverse cultures arevaluable to thedevelopment of theidentity of a nation

How the identity of theUnited States was shapedby various traditions

How the identity of theUnited States was shapedby social structures

How the identity of theUnited States was shapedby artistic expression

Artistic Expressions● Music, dance, and

fashion of theRoaring 20s

● Jazz music● Gullah crafts and

traditions● Songs of the

UndergroundRailroad

● Freedom Quilts● Quilt making● Painting● Music● Murals● Pottery● Poetry and dramatic

productions● Harlem

Renaissance● Arts and dance

from variousAmerican IndianTribes

Traditions● Southern Traditions

○ Creole○ Cajun○ Gullah○ Indigenous

Students learn about 6Indigenous tribes fromacross the United States(one Plains area, oneSouthwestern, oneNortheastern, oneSoutheastern, oneHawaii, and oneNorthwestern/Alaska).Based on their research,students describe howthe beliefs andtraditions of each tribeinfluenced the culture ofthe various regions ofthe United States.

Students study theorigins of jazz music inthe United States andcreate a multimediapresentation thatdemonstrates how jazzmusic has contributedto the unique identity ofthe United States.

Students read about theroles of women duringWorld War II andresearch Rosie the

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communities● Northeast

○ Italian○ Irish○ Greek○ Polish○ Indigenous

communities● Midwest

○ Indigenouscommunities

○ EasternEuropean

● Southwestern○ Indigenous

communities○ Hispanic

● Western○ Hispanic○ Asian○ Indigenous

communities● Hawaiian

○ Indigenouscommunities

● Religious Groups○ Quakers○ Catholics○ Mormons○ Puritans○ Jews

Social Structure● Colonial Women

○ New England○ Middle○ Southern

colonies● Women during the

Riveter, her origins, andwhat she represents.Afterwards, studentscreate a poster thatdemonstrates how theroles of Women in WorldWar II contributed to theunique identity of theUnited States.

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Civil War● Women during

Revolutionary War● Plantation life● Slavery● Segregation● Indiginous people● Women during

World War II



Assessment5.B.1.2 Explainhow the valuesand beliefs ofvariousindigenous,religious, andracial groupshave contributedto thedevelopment ofAmerican identity

Students must beable to demonstrateknowledge andunderstanding ofhow the values andbeliefs of variousgroups haveinfluenced thedevelopment ofAmerican identity,paying specificattention to race,religion, andindigenous peoples.

Values, beliefs, andpractices of variouscultures influence thedevelopment of a society

A nation’s identity isinfluenced by the valuesand beliefs of diversegroups that reside in thatnation

Examples of values andbeliefs of variousindigenous, religious, andracial groups

Examples of how the valuesand belief systems ofindigenous, religious, andracial groups contributed tothe development ofAmerican Identity

American Indians inNorth Carolina● The Eastern Band of

Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of

the Saponi Nation● Waccamaw Siouan

Quakers

Amish

Hmong

Montagnard

African Americans

Asian Americans

Pacific Islanders

Latinx

Students study the lifeof indigenouspopulations before andafter contact with othercultural groups.Students then design amuseum exhibit,complete with artifactswith descriptions, thatdemonstrates theirfindings and howAmerican identity wasinfluenced byindigenous populations.

After studying basicinformation about theMaryland Act ofToleration, studentsexplain how the desirefor freedom or religioninfluenced Americanidentity in oneparagraph.

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White Anglo SaxonProtestants

Sikh

Islam

Protestantism

American Indians

Caribbean

Catholicism

Judaism

Unpacking the Civics and Government ObjectivesStandard 5.C&G.1 Analyze the structure and function of the United States government in terms of cooperation and compromiseOverarching Concepts: Structure, Function, Government



Assessment5.C&G.1.1Distinguish theroles andresponsibilities ofthe three branchesof government interms of how thebranchescooperate

Students must be ableto differentiate the rolesof the three branches ofgovernment.

Students must be ableto differentiate theresponsibilities of thethree branches ofgovernment.

Students must be ableto discuss ways thethree branches of

Branches ofgovernment ofteninvolve a complexsystem of checksand balances

Cooperationamong individualsand groups withina government maylead to benefits forcitizens

The roles of the threebranches of government

The responsibilities of thethree branches ofgovernment

Examples of how the threebranches cooperate

United StatesConstitution

Powers and functions ofeach branch

Elements of checks andbalances

Roles of executive,judicial, and legislativebranches

Responsibilities of

Given a worksheet,students matchexamples of cooperativeefforts with the correctset of branches ofgovernment.

Students are providedwith a list of actionseach of the threebranches could take in agiven scenario.Students distinguish theones that are most likely

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government cooperate. executive, judicial, andlegislative branches

Checks and balances

State Supreme Court

General Assembly

President

Governor

State representative forstudents district

Judicial review

Impeachment

Senate confirmations

Veto

Veto overrides

Amendments

to help the branchessuccessfully worktogether to resolve theissue and explain whythey chose what theydid.



Assessment5.C&G.1.2 Explainhow the threebranches ofgovernment worktogether to protectfreedom, equality,and justice

Students must be able todemonstrate how theprotection of freedom,equality, and justice isimpacted by the threebranches of government.

Branches ofgovernment ofteninvolve a complexsystem of checksand balances thatmay be designedto protectfreedom, equality,

The roles of the threebranches of government

Examples of laws that havebeen passed to protectfreedom, equality, andjustice

United StatesConstitution

Bill of Rights

Ending of slavery

Civil Rights Acts of 1964

Students study the 13th,14th, and 15thamendments andcomplete a flow chartthat demonstrates howeach of the threebranches supportedeach amendment.

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and justice

The protection ofindividualfreedoms andequality are oftenwritten into anation’s system ofgovernment

Examples of judicial rulingsthat have protectedfreedom, equality, andjustice

Examples of executiveactions that have protectedfreedom, equality, andjustice

and 1968

13th, 14th, 15th, 19thamendments

Integration of armedforces

Americans withDisabilities Act

Integration of schools

Expansion of votingrights

Based on what eachbranch did, the chartshould have a shortstatement of how allthree branches workedtogether to protect therights of freedom andequality of all people.

Students explain howeach of the threebranches contributed tothe effort of integratingschools and what effectit had on equality.

Students are separatedinto three groups, eachgroup representing abranch of thegovernment. Studentsare given a scenario inwhich they will need toprotect freedom.Students then try tocome up with a solutionto the issue. Finally,each group writes a two-paragraph conclusionabout how the threebranches of governmentcan work together toprotect freedom.

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Standard 5.C&G.2 Understand the ways in which the federal government has protected individual rights of citizensOverarching Concepts: Government, Rights, Citizens



Assessment5.C&G.2.1Summarize theways in whichwomen,indigenous,religious, and racialgroups use civicparticipation andadvocacy toencouragegovernmentprotection of rights

Students must be able todemonstrate the ability tocreate a summary orabstract of ways in whichvarious groupsparticipate, advocate,and encouragegovernment protection ofrights, paying specificattention to women,indigenous, religious, andracial groups.

Democraticgovernments mayprovideopportunities forpeople toadvocate for theprotection ofindividual rights

Democraticgovernments aremost effectivewhen citizensactively participate

Civic participationallows individualsthe opportunity tobe directlyinvolved in thepolitical processby stayinginformed aboutpolitical issues,communicatingwith electedofficials, andvoting

Examples of advocacy bywomen, indigenous,religious, and racial groupsthat have influenced theprotection of rights

Examples of civicparticipation by women,indigenous, religious, andracial groups that haveinfluenced the protection ofrights

Voting

Voter registration drives

Registering to votepetition for changeCommunicating ideas orconcerns with electedofficials

Protest

Letter writing campaigns

Lobby groups

Marches

Sit-Ins

Boycotts

Students read about theLongest Walk thatbegan July 15, 1978 asa peacefultranscontinental walkfor justice for AmericanIndian groups in theUnited States. Afterreading about the walk,students create anInstagram postfeaturing a picturerepresenting the walk,with a 1-2 sentencecaption summarizinghow the walkrepresented a way toencourage governmentprotection of AmericanIndian rights.

Students read a letter tothe United StatesCongress written byElizabeth Cady Stanton,Susan B. Anthony, andothers in support ofWomen's Suffrage.Based on the letter,students write a 250character tweetsummarizing how theletter advocated forwomen’s suffrage and

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encouraged governmentprotection of the rightsof women.



Assessment5.C&G.2.2Exemplify ways inwhich rights areprotected under theUnited StatesConstitution

Students must be able touse material presented tothem to come up withnew examples of ways inwhich rights areprotected under theUnited StatesConstitution.

A nation’sconstitution mayor may not providewritten protectionsof individual rights

Citizens may haverights that areoutlined by anation's foundingdocuments

Examples of rights andprivileges in the UnitedStates’ Constitution

Examples of how rights andprivileges are protected

Amendments in theUnited StatesConstitution (Bill ofRights and others)

Laws

Judicial System as a wayto protect people’s rightsVoting

Rights vs. responsibilities

Right to a fair trial

Right to free speech

Right to assemble

Right to petition

In groups, studentsstudy a list of existinglaws within our country.Students then explainwhy some of those lawsmay need to change inthe future and why it’simportant for some lawsto change. Finally,students generate a listof new laws that may beneeded in the future andexplain why these newlaws might be neededas well as how theyprotect the rights ofcitizens.

Students are givenscenarios in whichrights are threatened inthe United States.Students come up withexamples of how thoserights are protected bythe Constitution.

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Unpacking the Economics ObjectivesStandard 5.E.1 Understand how economic decisions have impacted the United States in terms of consequence, growth, and tradeOverarching Concepts: Economic Decision, Impact, Consequence, Growth, Trade



Assessment5.E.1.1 Explainfactors that led toeconomic growthand decline withinthe United States atvarious times inhistory

Students must beable to demonstratean understanding ofthe causes that ledto economic growthin the United Statesover time.

Students must beable to demonstratean understanding ofthe causes that ledto economic declinein the United Statesover time.

Governments oftencreate policiesdesigned to stimulateeconomic growth

A nation’s availability ofresources ofteninfluences economicgrowth or decline

Supply and demand areimportant factors thatimpact economicgrowth and decline

Examples of factors thatled to economic growth inthe United States

Examples of factors thatled to economic decline inthe United States

Mass production● Factories● Assembly line

FDR’s New Deal led to anincrease in jobs

The Dust Bowl (cropproduction had extremelosses)

Housing crisis

Economic boom of the1920s

Credit

Buying on margin

Great Depression

War manufacturing

Panics of 1800s

Stock Market crashes

Industrialization

The teacher asksstudents to readinformation about threeof the five New Dealprograms designed tospecifically help theeconomy “recover:”Civilian ConservationCorps (CCC), CivilWorks Administration(CWA), Farm SecurityAdministration (FSA),National IndustrialRecovery Act of 1933(NIRA), and SocialSecurity Administration(SSA). The studentsexplain how eachprogram stimulatedeconomic growth duringthe Great Depression.

Students read aboutassembly lines andmass production andwrite one paragraphexplaining howindustrializationimpacted economicgrowth in the UnitedStates.

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Assessment5.E.1.2 Compareeconomic decisionsin terms of benefitsand consequences

Students must beable to discuss thebenefits andconsequences ofthe outcomes of aneconomic decision.

Students must beable to recognizethat someconsequences ofeconomic decisionsare beneficial to thenation and othersare not.

Bad economicdecisions may hindershort or long-termeconomic goals

Positive economicdecisions may helplong-term economicgoals

Opportunity costrequires citizens tomake economicdecisions that havebenefits andconsequences.The government oftenmakes economicdecisions that havebenefits andconsequences forbusiness, individuals,and the economy

The consequences ofeconomic decisions

The benefits of economicdecisions

Trade

Investing

FDR New Deal

Government stimulusdecisions

Government bailoutdecisions

Government subsidyprograms● Students● Housing● Renewable energy● Corporations● Farming

Raising or lowering ofinterest rates

Increase in wages

Students read about themoon landing and thespace race and write acomparison of thebenefits andconsequences of thegovernment investingmoney into NASA.

After studying reasonsfor governmentdecisions to increasethe federal minimumwage, studentscompare the benefitsand consequences ofmaking such a decision.



Assessment5.E.1.3 Explain theimpact ofproduction,specialization,technology, anddivision of labor onthe economicgrowth of theUnited States

Students must beable to demonstratehow economicgrowth is impactedby production,specialization,technology, anddivision of labor.

Theinterconnectedness oflabor, capital, andmarkets contribute tothe complexity of anation’s economicsystem and drive orlimit opportunities foreconomic growth

Examples of howeconomic growth of theUnited States is shaped byproduction, specialization,technology, and division oflabor

How factors of productioninfluence the growth of a

Automobile

Factors of Production● Land● Labor● Capital● Entrepreneurship

Assembly lines

Students study theautomotive industryduring the early 1900s.Students then explainthe ways in which thedivision of labor andtechnology within theautomotive industryduring the 1920s

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A nation’s economicsuccess may be linkedto its access to theresources, goods, andservices it provides

nation’s economyCash crops

Overproduction

Surplus

Stockpiles

Decline of the cottageindustry

Division of labor

Industrial parks

Income gap

Automation

Outsourcing

impacted economicgrowth.

Students are given asheet with a table listing5-10 jobs and industriesin the first column.Students fill in theremaining columns ofthe table to describehow each concept ofproduction impactedthe job or industry:column 2 isSpecialization, column 3is Division of Labor, andcolumn 4 is Technology.



Assessment5.E.1.4 Summarizethe role of tradebetween the UnitedStates and othercountries

Students must beable to demonstratethe ability to create asummary or abstracton the role tradeplays between theUnited States andother countries.

Imports and exportsplay an important rolefor trade betweennations

Nations trade with oneanother based upontheir desire or need forresources

The purpose of trade

Why the United Statesdevelops trading partners

Examples of major importsand exports in the UnitedStates

Imports● Computers● Hardware● Vehicles● Minerals● Oil● Medical equipment

and supplies● Furniture● Gems● Metals● Plastics● Food● Crops

The teacher givesstudents a politicalcartoon depicting tradebetween the UnitedStates and countriesthat have resourcesneeded to produceUnited States’ products.Based on the cartoon,students write a 250character tweetsummarizing the roletrade plays in trying toget the needed

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Exports● Computers● Oil● Minerals● Vehicles● Medical equipment● Aircraft● Food● Crops

products.

Students are assigned aproduct that is notentirely built in theUnited States. Theteacher provides asheet to students thatlists all of the differentparts of the product andwhere they come from.Students write aparagraph summarizingthe role trade plays ingetting that product toconsumers in the UnitedStates.

Standard 5.E.2 Understand the impact of personal financial decisionsOverarching Concepts: Impact, personal financial decisions.



Assessment5.E.2.1 Explain howpersonal financialdecisions affecteveryday life

Students must beable to demonstrateknowledge andunderstanding ofhow personalfinancial decisionsimpact the lives ofindividuals.

The personal financialdecisions of anindividual can influencethe way people live,work, and enjoy leisuretime

Personal financialdecisions can havebenefits andconsequences oneveryday life

Every spendingdecision hasopportunity costs that

Examples of personalfinancial decisions

Examples of benefits thatan individual mayexperience because ofpositive financial decisions

Examples ofconsequences that mayimpact an individualbecause of negativefinancial decisions

Loans

Borrowing

Debt

Credit

Saving

Budgeting

Savings account at bank

Saving cash at home

Students are given achart with differentcategories that areimportant to everydaylife (e.g., housing, food,clothing, savings,healthcare,transportation,entertainment, utilities,etc.). Underneath eachcategory are varyingdescriptors that are“worth” differentamounts (e.g., under thefood category, eatingout often might be

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may or may notimprove a person’squality of life

Budget

Spending money onneeds

Spending money onwants

Saving for future vs.spending right now

Interest

Investing

Planning for the future

Charitable Contributions

Insurance

Wages

worth 8 points, whileeating out sometimesmight be worth 6 pointsand rarely eating outmight be worth 3points). Students aregiven a total number ofpoints that their finaltally must not exceedand are required tochoose something fromeach category.Afterward, studentsexplain how theirchoices in one categoryimpacted their choicesin other categories andthe impact that thesechoices have oneveryday life.

Students write from theperspective of someonewho spent beyond theirmeans in the 1920s andexplain how theirfinancial decisions inthe 1920s impactedtheir everyday life in thefollowing years.



Assessment5.E.2.2 Explain theimportance ofdeveloping a basicbudget forspending and

Students must beable to demonstrateknowledge andunderstanding ofcreating a budget

A personal budget canlead to informeddecisions on spendingand saving

Examples of plans for bothspending and saving

Identifying wants vs.needs

Debt

Students selectsomething they wantfrom a list ofhigher-priced items.Students are then given

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saving that leads todecisions forspending andsaving.

Needs and wants oftendetermine howindividuals plan, budget,spend, and save

Opportunity cost

Saving money

Investing

Budgeting

Paying bills on time

Wages

a spreadsheet withcategories in which theyneed to budget (e.g.,food, clothing, schoolsupplies, etc.), includinga category for savings.Students are given aweekly or monthly“income” and are askedto budget their amountearned by makingchoices for how muchto spend on eachcategory, including howmuch to put in savings.Students then explainhow their choices ofhow much to spend andsave impacted theirability to buy the itemthey wanted.

Students view analready created budgetplan of a person who issaving for a higherpriced item. Studentsexplain how the choicesmade in creating thebudget demonstratesinformed decisions inspending and saving.



Assessment5.E.2.3 Explain howpersonal financialdecisions impact

Students must beable to demonstratean understanding ofhow personal

The personal financialdecisions of anindividual can influence

Examples of wayspersonal decisions impacteconomic growth

Loans

Debt

Students read about theeconomy in the 1920sand write an explanation

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economic growthand decline in theUnited States

financial decisionshave led to varioustypes of economicgrowth in the UnitedStates over time.

Students must beable to demonstratean understanding ofhow personalfinancial decisionshave led toeconomic decline inthe United Statesover time.

the economic growthof a nation

A nation’s economicgrowth or decline canbe related to thepersonal financialdecisions of itscitizens.

Examples of ways personaldecisions impacteconomic decline

Opportunity cost

Overspending

Housing crisis

Investing

Comparison shopping

Saving money

Spending money

Borrowing

of how personalfinancial decisions ofthis time led to a periodof short term economicgrowth.

Students look at a graphof the Stock MarketCrash in 1929 andexplain how thefinancial decisions ofthe 1920s ultimately ledto a period of long- termeconomic decline.

Unpacking the Geography ObjectivesStandard 5.G.1 Understand the ways in which geographic factors and features have influenced development of the United StatesOverarching Concepts: Geographic Factors, Geography Features, Development



Assessment5.G.1.1 Explainthe relationshipbetweenlocation,physicalenvironment,and humanactivity in theUnited States

Students must beable to demonstratehow thedevelopment of theUnited States hasbeen impacted bylocation, physicalenvironment, andhuman activity.

Human activity canmodify the physicalenvironment of a place

The physicalenvironment of alocation may determinethe kinds ofmodifications humansmake to theenvironment

Examples of how peopleadapt their lives toenvironmental conditions

Examples of how peoplechange their naturalenvironment

Examples of positive andnegative effects of humanactivity on the UnitedStates

Westward expansion

Pollution

American Indians

Tourism

Plains Indians

Agriculture

Irrigation

Settlement along rivers

After examining severalpictures and readingabout the role humansplay in creating waterpollution with plasticdebris, students write aletter to governmentleaders explaining howplastic debris isaffecting the marineenvironment andpolluting water sourcesessential for people’slives.

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Canals

Forestry

Slash and burn

Stripmining

Hydropower

Fishing

Sod housing

Reservoir systems

Students study farmingpatterns of farms in thecentral United Statesduring the 1920s andthen study the DustBowl. Students create avisual timeline withpictures and captions.The timeline shouldexplain the impact oftoo much farming onthe same land and howthis human activityimpacts theenvironment.



Assessment5.G.1.2 Explainways in whichvoluntary andforced migrationand slavery ledto changes inthe landscape ofthe UnitedStates, usingmaps

Students must beable to demonstratethey understandhow the landscapeof the United Stateshas been impactedby voluntarymigration.

Students must beable to demonstratethey understandhow the landscapeof the United Stateshas been impactedby forcedmigration.

Students must be

People may move todifferent places as aresult of involuntary orvoluntary action

The migration andimmigration of peopleto a place or regionscan lead to changes inthe physical landscape

Examples of how forcedmigration led to changesin the landscape of theUnited States

Examples of howvoluntary migration led tochanges in the landscapeof the United States

Examples of how slaveryled to changes in thelandscape of the UnitedStates

Examples of push and pullfactors that led tomigration or immigration

Great Migration

Indian removal/Trail of Tears

Indian Wars (First NationsWars)

Treaties signed with FirstNation Peoples

California Gold Rush

Dust Bowl

Homesteaders

Western Expansion

Slavery

Students look at avariety of maps thatdemonstrate thechanges to the UnitedStates from the timeperiod of the 13colonies throughoutWestern expansion. Themaps should show theacquisition of territoriesand purchases of land.Students then explainthe connection betweenthe voluntary migrationof Western expansionand the changes to theUnited States landscapeovertime.

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able to demonstratethey understandhow the landscapeof the United Stateshas been impactedby slavery.

Urbanization

Religious freedom

Underground Railroad

Industrialization

Agricultural opportunities

Employment

Louisiana Purchase

Internment camps

Students study maps oforiginal locations ofAmerican Indiancommunities and mapsof designatedreservation areas.Students then explainhow the forcedmigration of AmericanIndian populationsresulted in changes tothe landscape of theUnited States.



Assessment5.G.1.3 Explainhowtechnologicalinnovation hasimpacted thegeography of theUnited States

Students must beable to demonstratethey understandhow the geographyof the United Stateshas been impactedby technology,invention, andinnovation.

Geographic challengescan be resolved throughtechnologicalinnovation

Innovation andtechnology maycontribute to social andeconomic growth

Examples of technologicalinnovation that hasimpacted the geographyof the United States

Examples of inventionsthat have impacted thegeography of the UnitedStates

Transcontinental Railroad

Pony Express

Erie Canal

Steamboat

Cotton Gin

Plow

Cars

Planes

Innovations in transportation● Roads● Canals

Students read aboutWestern expansion andstudy a map of theTranscontinentalRailroad route.Students then explainhow railroads impactedthe geography of theUnited States.

After studying the JohnDeere Plow, studentscreate an ad for theJohn Deere plow. Thead must persuadefarmers to move Westwith the assurance thatthe John Deere Plow willhelp them overcome

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● Railroads● Airports

Tractors

Mass Production

Telegraph/telephone

Mills

Industrialization

Barbed wire

Grain elevator

geographic challenges.The ad must addresshow the invention of theJohn Deere Plowimpacted the geographyof the United States.

Students make a visualtimeline with picturesand captions to explainhow inventions from theAmerican IndustrialRevolution throughpresent day changed thegeography of the UnitedStates.



Assessment5.G.1.4 Explainthe reasons forforced andvoluntarymigration to,from, and withinthe UnitedStates

Students must beable to demonstrateknowledge andunderstanding of thecauses of forcedand voluntarymigration in theUnited States.

Students must beable to demonstrateknowledge andunderstanding of theeffects of forced andvoluntary migrationin the United States.

The introduction of newor expanded economicmarkets can lead toboth forced andvoluntary migration oflabor

The migration andimmigration of peopleto various places in astate or nation can bevoluntary or forced

People may choose tomove to a new place insearch of opportunities

Migration andimmigration patterns

Reasons why peoplemigrate (both forced andvoluntary) to the UnitedStates

Reasons why peoplemigrate (both forced andvoluntary) from the UnitedStates

Reasons why peoplemigrate (both forced andvoluntary) within theUnited States

Indian Removal Act

American Internment Camps

American Indian Wars

Treaties signed withAmerican Indian Tribes

Ellis Island

Angel Island

Employment opportunities

Slave trade

Educational opportunities

Students create a posterthat explains thepush/pull factors forimmigrants entering theUnited States, between1880 - 1920, through theEllis Island and AngelIsland immigrationstations.

Students create astoryboard outlining thereasons why AfricanAmericans migrated toNorthern states duringthe Great Migration.

Students read an articleabout Internment

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are often determined byenvironmental,economic, and societalchanges

Natural disasters


Early European exploration

Refugees

Religious freedom

Political stability

Freedoms

Holocaust

Cuban Revolution

Debtor refuge

Escape poverty

Escape warfare

Famine

camps for Japanese-Americans and write awritten explanation ofthe reasons behind thisforced migration.

Unpacking the History ObjectivesStandard 5.H.1 Understand the role of various people, events, and ideas in shaping the United StatesOverarching Concepts: Roles, People, Events, Ideas



Assessment5.H.1.1 Explain howthe experiences andachievements ofwomen, minorities,indigenous groups,and marginalized

Students must be ableto demonstrate howthe experiences ofvarious groups havecontributed to changeand innovation in the

Marginalized groupsoften contribute tochange and innovationin a country despitelimited opportunitiesfor social mobility

Examples of howminorities helped tobring about change andinnovation in the UnitedStates

Individuals● Martin Luther King

Jr.● Susan B. Anthony● Sojourner Truth● Abigail Adams

Students read aboutAmerican Indians’contributions andcreate a Google slidespresentation thatexplains the impact

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people havecontributed tochange andinnovation in theUnited States

United States, payingspecific attention tominorities, indigenousgroups, andmarginalized people.

Students must be ableto demonstrate howthe achievements ofvarious groups havecontributed to changeinnovation in theUnited States, payingspecific attention tominorities, indigenousgroups, andmarginalized people.

The traditions andpractices of variousgroups play a role incontributing to changeand innovation within anation

The lives of people in anation may be improvedby the innovations andachievements ofdiverse groups ofpeople.

People’s achievementsoften influence andcontribute to thedevelopment of stateor nation.

Examples of howindigenous groupshelped to bring aboutchange and innovationin the United States

Examples of howmarginalized peoplehelped to bring aboutchange and innovationin the United States

● Eleanor Roosevelt● Ella Baker● Cesear Chavez● Mary Jackson,

Katherine Johnson,and Dorothy Vaughn

● Jerry Yang● Ruth Bader Ginsburg● Dolores Huerta● Thurgood Marshall

Groups● American Indians● Enslaved persons● National

Organization ofWomen

● Civil rights groups● Abolitionists

Achievements● Suffrage rights● Chinese workers &

the TranscontinentalRailroad

● Labor rights for farmworkers

● Inventions ofBenjamin Banneker

● Desegregation ofpublic facilities

● Montgomery BusBoycott ends racialsegregation ofpublic transportation

● Clara Barton foundsthe Red Cross

American Indians hadon the development ofthe United States.

Students read aboutMary Jackson,Katherine Johnson, andDorothy Vaughn andcreate a multimediapresentation explaininghow their experiencesand achievements havecontributed to changeand innovation in theUnited States.

Students study the wayin which society viewedthe roles of Womenthrough World War II inthe United States.Afterwards, studentswrite a letter to womenof the past explaininghow their contributionhelped shape the livesof women today in theUnited States.

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Assessment5.H.1.2 Summarizethe changing roles ofwomen, indigenous,racial and otherminority groups inthe United States

Students must be ableto demonstrate theability to create asummary or abstractof how the roles ofwomen, indigenouspopulations, and racialgroups have changedover time in the UnitedStates.

The laws and policiesof a nation oftenimpact the roles ofgroups or individuals invarious ways

As individuals andgroups work to acquirefreedom and equality,their roles within anation may change

How the role and statusof women havechanged in the UnitedStates over time

How the role and statusof indiengeouspopulations havechanged in the UnitedStates over time

How the role and statusof various racial groupshave changed in theUnited States over time

Roles of women andchildren during war● American Revolution● Civil War● World War II● Women in

contemporarymilitary roles

Roles of women &minorities in colonialtimes vs. now

Minorities & AmericanIndians during war● American Revolution● Civil War● World War II● Contemporary

military roles

Amendments to theUnited States Constitution

Changes to citizenshiplaws over time

Changes to voting lawsand rights over time

Civil Rights

Migrant workers

Immigrants (at variouspoints in United Stateshistory)

Students read articlesabout the roles ofwomen before andduring the AmericanRevolution. Afterwards,students write a 250character Tweet tosummarize how the roleof women changedduring the Revolutionaryera.

Students study atimeline of voting rightsand citizenship acts andlaws, paying particularattention to women,American Indian, racialand other minorities.Students then write a3-5 sentence summaryof how the roles ofthese groups changedafter they acquiredrights and various lawschanged.

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Women, indigenous, andracial minorities in politicsand government



Assessment5.H.1.3 Explain theways in whichrevolution, reform,and resistance haveshaped the UnitedStates

Students must be ableto demonstrate howthe causes ofrevolution, reform, andresistance haveshaped the UnitedStates.

Students must be ableto demonstrate howthe effects ofrevolution, reform, andresistance haveshaped the UnitedStates.

When governmentactions are contrary tothe will of the people,citizens may takeactions to demandreform

Individuals and groupsmay protest anddemand equaltreatment which canlead to reforms thatcan transform a nation

The demand for social,political, or economicchange can lead toresistance, revolution,or societal reform

Examples of historicaland contemporaryrevolutions that haveshaped the UnitedStates

Examples of historicaland contemporaryreforms that haveshaped the UnitedStates

Examples of historicaland contemporaryresistance that haveshaped the UnitedStates

Civil Rights Movements

Latino Civil RightsMovement

Student Sit-Ins

Stono Rebellion

Nat Turner’s Rebellion

Gabriel Prosser’sRebellion

Slave Revolts

13th and 14thAmendments

The writing of theDeclaration ofIndependence

Revolutionary War

Industrial Revolution

Abolition of slavery


Students study the Sonsof Liberty and write anexplanation of how theiractions sparked ademand for reformthrough the Declarationof Independence and adesire for change withinthe 13 colonies.

Students study thecauses of the AmericanRevolution and theAmerican Revolutionarywar. Students thencreate a cause-and-effect flow chartdemonstrating theirunderstanding of howthis revolution led to thebeginning of a new andindependent nation.

Students study theactions of Civil Rightsleaders and create amultimediapresentation explaininghow their demand forsocial, political, andeconomic change led to

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Suffrage: 15th & 19thamendments

Missouri Compromise

Compromise of 1850

Slave States vs. FreeStates

Election of AbrahamLincoln

Secession

Sons of Liberty

Integration of Schools

Boycotts

Internet/smartphones/social media

changes in the UnitedStates.



Assessment5.H.1.4 Explain theimpact of majorconflicts and eventson the developmentof the United States

Students must be ableto demonstrate theyunderstand the effectsof conflicts and eventson the development ofthe United States.

Social, political,geographic, oreconomic conflict mayhave an impact on thedevelopment of anation

The outcome ofpolitical and socialconflict may impact thepolicies and decisionsof a nation

The United States’ rolein major conflicts andevents

How and why variousconflicts impacted thedevelopment of theUnited States

How and why variousevents impacted thedevelopment of the

Revolutionary War

War of 1812

Civil War

Reconstruction

World War I

World War II

Students create acause-and-effect flowchart of theRevolutionary War andthe road toindependence fromGreat Britain. The flowchart should explain theimpact of theRevolutionary War onthe development of theUnited States.

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United States Pearl Harbor

Trail of Tears

Great Depression

Dust Bowl

Japanese InternmentCamps

9/11

Global War on Terrorism

Pandemic

Vietnam War

Students study theevents leading up to theGreat Depression andthe impact of the GreatDepression on society(e.g., ways of life,entertainment,employment,“Hoovervilles,” etc.).Students then create aposter explaining theirunderstanding of theeffects of the GreatDepression on societyand the development ofthe United States.

Students learn aboutthe basic events ofWorld War II and PearlHarbor. Students thencreate a multimediapresentationdemonstrating theirunderstanding of therole of the United Statesin the war and how thisimpacted thedevelopment of theUnited States.

Students read about thebasic events ofSeptember 11, 2001.Students then write anexplanation of how theevents of September11th impacted the

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development of theUnited States.



Assessment5.H.1.5 Comparemultiple perspectivesof various historicalevents using primaryand secondarysources

Students must beable to discuss thesimilarities anddifferences betweenthe multipleperspectives ofevents that haveoccurred in history.

Students must beable to use primaryand secondarysources to masterthis objective.

Historical events orissues can beunderstood throughinformation fromvarious sources

Interpreting multiplehistorical perspectivesis necessary tounderstanding the past

The credibility ofhistorical sources mustbe examined in order toensure accuracy andappropriateness

Examples of significanthistorical events in theUnited States

How perspective canaffect the way ahistorical event isinterpreted

Historical maps

Photographs

Graphs

Charts

Newspaper articles

Diary entries

Original texts of historicaldocuments

Song lyrics relevant tohistorical time periods

Events● Indian Removal● Integration of

schools● Civil Rights

Movements● American Revolution● Vietnam War● Emancipation

Proclamation● Civil War● Reconstruction● Atomic bomb● Suffrage

movements

Students comparemultiple primary andsecondary sources withopposing points of viewaround one event.Students then write amock interview wherethey play the role of theinterviewer who isinterviewing two peoplewith differingviewpoints from thetime period studied.Students should thencompare the twodiffering accounts ofthe event to findsimilarities anddifferences.

Students read 2-3primary sources withdiffering opinions(Loyalists/Patriots)about the Stamp Act.After closely readingthese sources, studentscomplete a JanusFigure that comparesthe Loyalist and Patriotperspectives.

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● Space Race



Assessment5.H.1.6 Explain thesignificance ofnational symbols andtraditions fromvarious perspectives

Students must be ableto demonstrate theyunderstand thesignificance of whysymbols and traditionsare interpreted fromvarious perspectives.

A nation’s values andbiases are evidenced bywhat it chooses tomemorialize

People often usesymbols to exemplifythe culture and historyof places

Symbols often carrydifferent meanings to avariety of differentcultures within a nation

Examples of thevarious symbols thatwere chosen to honorthe culture and historyof the United States

The historicalsignificance of variousmonuments in theUnited States fromvarious perspectives

Bald Eagle

Liberty Bell

Uncle Sam

Statue of Liberty

4th of July

Pledge of Allegiance

National/state flags

Rosie the Riveter

Thanksgiving

Monuments inWashington, D.C.

Mount Rushmore

The Capitol

The White House

Veteran’s Day

Tomb of the UnknownSoldier

Presidential Seal

Students study andanalyze the poemwritten on the base ofthe Statue of Liberty,“The New Colossus.”After studying thepoem, teachersfacilitate a WagonWheel discussion aboutthe symbolism,significance to life in theUnited States from pastto present, and thevarious perspectives ofthis poem.

Students study thehistorical significanceof various monumentsand memorials inWashington, D.C.Afterwards, studentswrite a writtenexplanation of howthese monuments andmemorials can havedifferent levels ofsignificance to differentpeople based on theirexperiences andbackgrounds (e.g.,World War II andVietnam and KoreanWar memorials may

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Groundhog Day

New Year’s

have a differentmeaning to someonewho fought in one ofthese wars thansomeone who did not).

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