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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Chronology organizes
people and events and helps explain historical relationships.
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Historians use
primary and secondary sources to ask and answer questions about the past
and the present.
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Societies are
diverse and change over time.
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Technology has
changed societies throughout history.
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Rules, laws and
governments develop and change over time.
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Beliefs of
individuals and groups have powerful effects on societies.
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Maps, globes and
other geographic tools show places events occur.
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Physical and human
characteristics of places define regions.
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People migrate and
settle in different places for a variety of reasons.
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Human activity
changes and is changed by the physical environment.
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Government involves
people acquiring and using power and authority.
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Individuals and
groups make, enforce and apply rules and laws (government).
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People and nations
interact politically.
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Citizens have
rights, roles and responsibilities.
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Decisions must be
made about the use of scarce resources.
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Resources are used
to produce and distribute goods and services.
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The exchange of
goods and services leads to trade and interdependence.
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
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What are the
physical regions of the U.S. and what are characteristics that define
them?
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What sources of
information do we use to find out about Native Americans?
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When and why did the
first migration to America take place?
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What were the
origins of the Native Americans, according to their sources?
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How were Native
Americans in different regions alike, and how were they different?
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How did Native
Americans use natural, human, and capital resources?
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Why did Europeans
explore the New World?
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What new inventions
helped guide explorers on their journeys?
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When did individual
Europeans explore the New World?
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Which early
explorers had the greatest impact?
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What impact did the
explorers have on the New/Old World?
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How are maps used to
show routes taken to the New World?
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Why did people
migrate and settle in these places?
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How did the beliefs
of individuals and groups influence the formation of governments and
societies?
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How were the beliefs
of individuals/groups in the colonies similar/different?
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What physical
characteristics aided/challenged inhabitants of the first colonies?
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What were the key
political challenges and successes of the first English colonies?
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How and why were
early colonial governments formed?
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How did scarcity of
resources lead to trade, exchange and interdependence with Native
Americans?
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In what ways were
the New England, Middle and Southern colonies most alike? Most
different?
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How did the
environment affect human activities?
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What role did
slavery play in colonization and settlement in different colonies and
regions?
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How have the ways
people live changed over time?
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How can events
leading up to the Revolutionary War be organized chronologically?
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What were some of
the causes and effects of the laws and taxes imposed on the colonists?
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How did Britain and
the colonies interact before, during, and after the Revolution?
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What was the outcome
of the 2nd Continental Congress?
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What were the key
factors that enabled the colonists to defeat the British?
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Who were the key
players in the founding of the United States government?
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Under Articles of
Confederation, how was power acquired and used by people and by the
states?
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How did this change
under the Constitution?
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What are the main
components of the Constitution?
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How are laws made?
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What rights and
responsibilities are associated with the Bill of Rights?
Standards and Benchmarks
Standard History 1:
Students understand the chronological organization of history and know how
to organize events and people into major eras to identify and explain
historical relationships.
Benchmark H1 A: Students know the general chronological order of events and
people in history.
Standard History 2:
Students know how to use the processes and resources of historical inquiry.
Benchmark H2 A: Students know how to formulate questions and hypotheses
regarding what happened in the past to obtain and analyze historical data to
answer questions and test hypotheses.
Standard History 3:
Students understand that societies are diverse and change over time.
Benchmark H3 A: Students know how various societies were affected by
contracts and exchanges among diverse people.
Standard History 4:
Students understand how science, technology, and economic activity have
developed, changed, and affected societies throughout history.
Benchmark H4 A: Students understand the impact of scientific and
technological developments of individuals and societies.
Standard History 5:
Students understand political institutions and theories that developed and
changed over time.
Benchmark H5 A: Students understand how democratic ideas and institutions
in the United States have developed, changed, and/or been maintained.
Standard History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
Benchmark H6 B: Students know how societies have been affected by religions
and philosophies.
Standard Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Benchmark G1 A: Students know how to use maps, globes, and other geographic
tools to acquire, process, and report information from a spatial
perspective.
Standard Geography 2:
Students know the physical and human characteristics of places, and use this
knowledge to define and study regions and their patterns of change.
Benchmark G2 A: Students know the physical and human characteristics of
places.
Benchmark G2 B: Students know how and why people define regions.
Standard Geography 4:
Students understand how economic, political, cultural and social processes
interact to shape patterns of human populations, interdependence,
cooperation and conflict.
Benchmark G4 B: Students know the nature and spatial distributions of
cultural patterns.
Benchmark G4 E: Students know how cooperation and conflict among people
influence the division and control of the earth's surface.
Standard Civics 1:
Students understand the purposes of government, and the basic constitutional
principles of the United States republican form of government.
Benchmark C1 C: Students understand the principles of the United States
Constitutional Government.
Standard Civics 2:
Students know how to use structure and function of local, state, and
nationally government and how citizen involvement shapes public policy.
Benchmark C2 A: Students know the organization and functions of local,
state, and national governments.
Benchmark C2 D: Students know how public policy is developed at the local,
state, and national levels.
Standard Civics 3:
Students know the political relationship of the United States and its
citizens to other nations and to world affairs.
Benchmark C3 C: Students understand the domestic and foreign policy
influence the United States has on other nations and how the actions of
other nations influence the politics and the society of the United States.
Standard Civics 4:
Students understand how citizens exercise the roles, rights, and
responsibilities of participation in civic life at all levels.
Benchmark C4 C: Students know how citizens can exercise their rights.
Standard Economics 2:
Students understand how different economic systems impact
decisions about the use of resources and the production and distribution of
goods and services.
Benchmark E2 A: Students understand that different economic systems employ
different means to produce, distribute, and exchange goods and services.
Standard Economics 3:
Students understand the results of trade, exchange, and interdependence
among individuals, households, businesses, governments, and societies.
Benchmark E3 A: Students understand that the exchange of goods and services
creates economic interdependence and change.
Elementary Social Studies D-11 Indicators, K-5
History
1.Chronological Organization: Organize events and people in history
chronologically (time lines, lists, sequencing).
2.Historical Inquiry: Use primary and secondary sources to ask and answer
questions (who, what, when, why, how) about the past and present, and to
determine cause and effect relationships.
3.Diverse and Changing Societies: Describe cultural similarities,
differences and interactions among various groups in both past and present.
4.Science, Technology, and Economic Activity: Identify and explain changes
in technology (scientific achievements and inventions) and how they changed
history.
5.Political Institutions and Theories: Describe how and why rules and laws
(government) have been made and enforced.
6.Religious and Philosophical Ideas: Identify beliefs of individuals and
groups and their effects on societies.
Geography
1.Use of Geographic Tools: Use tools (maps, globes, photographs, graphs,
charts, and databases) to locate information about places.
2.and 3.Physical Processes/Physical and Human Characteristics of Places and
Regions: Identify and describe human and physical characteristics of places,
and use them to define regions.
4.Patterns of Human Population: Explain why people migrate and settle in
different places.
5.Human and Physical Systems: Describe ways humans change the physical
environment and how the physical environment affects human activity.
6.Apply Knowledge of Geography: Describe how and why places change over
time.
Civics
1.Purpose of Government and US Constitutional Principles: Explain how people
get, use, and misuse power and authority.
2.Structure and Function of Government: Explain how governments are
organized at the local, state, and national levels and the responsibilities
of each.
3.Political Relationships: Describe ways that peoples and nations interact.
4.Citizenship Participation: Explain the rights, roles, and responsibilities
of students as citizens in the classroom, school, community, state, and
nation.
Economics
1.Scarcity and Decision-Making: Identify scarce natural, human, and capital
resources and evaluate decisions about how they are used.
2.Resources and Production of Goods and Services: Explain how, why, and for
whom goods and services are produced.
3.Trade, Exchange, and Economic Interdependence: Identify ways goods and
services are distributed through trade, exchange and interdependence.
Grade 5 Conceptual Vocabulary
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Use the
Visual Thesaurus and
use the approved user name and password to the right: |
User Name:
es35@d11.org
Password:
d112009 |
Research confirms that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy
to Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1: Teacher provides
a description, explanation, or example of the term
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Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student designs a
visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students review and
discuss word meanings
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Step 6: Students practice
words with games
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