Historical Inquiry: What is evidence? What processes support analysis of sources? The learners will understand: The study of the past is the story of communities, nations and the world. Key concepts: past, present, future, similarity, difference, change. That we our personal past and the past of communities, nations, and the world by means of stories, biographies, interviews, and original sources such as documents, letters, photographs, and artifacts. That people view and interpret historical events differently because of the times in which they live, the experiences they have, and the point of view they hold. That historical events occurred in times that differed from our own, but often have lasting consequences for the present and future. Learners will be able to: Ask and find answers. Use a variety of sources. Describe cause-effect relationships. Compare and contrast differing stories or accounts and offer reasons for the differences. Describe how people in the past lived. Use historical methods of inquiry and literacy skills to research and present findings. TIME, CONTINUITY AND CHANGE: UNIT ORGANIZER Lesson: -- Analyzing Sources Documents: Sam Smiley Document Set Lesson Tools: Timeline, Detectives Notebook First Nine Weeks Time, Continuity and Change Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. Essential Questions Essential Knowledge Processes/Skills Instructional Resources
Historical Inquiry: What is evidence? What processes support analysis of sources? The learners will understand: The study of the past is the story of communities, nations and the world. Key concepts: past, present, future, similarity, difference, change. That we learn our personal past and the past of communities, nations, and the world by means of stories, biographies, interviews, and original sources such as documents, letters, photographs, and artifacts. That people view and interpret historical events differently because of the times in which they live, the experiences they have, and the point of view they hold. That historical events occurred in times that differed from our own, but often have lasting consequences for the present and future. Learners will be able to: Ask and find answers. Use a variety of sources. Describe cause-effect relationships. Compare and contrast differing stories or accounts and offer reasons for the differences. Describe how people in the past lived. Use historical methods of inquiry and literacy skills to research and present findings. What is Evidence? Types of Evidence Teacher Background Types of Primary Sources pgs 4-17 Lessons developed from Using Primary Sources in the Classroom Shell Publication (copies of resource made available to each 5th grade team.) First Nine Weeks
Time, Continuity and Change Through the of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. Essential Questions Essential Knowledge Processes/Skills Instructional Resources What is in a map? How do we design and use maps to about my place in time and space? How have maps changed over time? Why? The learners will understand: The study of the past is the story of communities, nations, and the world. Key concepts: past, present, future, similarity, difference, change. That we learn our personal past and the past of communities, nations, and the world by means of stories, biographies, interviews, and original sources such as documents, letters, photographs, and artifacts. That people view and interpret historical events differently because of the in which they live, the experiences they have, and the point of view they hold. That historical events occurred in times that differed from our own, but often have lasting consequences for the present and future. Learners will be able to: Ask and find answers. Use a variety of sources. Describe cause-effect relationships. Compare and contrast differing stories or accounts and offer reasons for the differences. Describe how people in the past lived. Use historical methods of inquiry and literacy skills to research and present findings. NSAB 72: How does the US affect other countries? pp. 72-73 Lesson: Lesson: Lesson: Library of Congress - TIME, CONTINUITY AND CHANGE: UNIT ORGANIZER First Nine Weeks
Culture Learners will understand how human beings create, learn, share, and adapt to culture. They will appreciate the role of culture in shaping their lives and the society in which they live. By recognizing various cultural perspectives, learners become capable of understanding diverse perspectives, acquiring the potential to foster more positive relations and interactions with diverse people. Essential Questions Essential Knowledge Processes/Skills Instructional Resources What is culture and cultural diversity? How are cultures different and also the same across time and Learners will understand: “Culture” refers to behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people. Concepts such as: similarities, differences, beliefs, values, cohesion, and diversity. How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. How culture may change in response to changing and concerns. How individuals learn the elements of their culture through interactions with other members of the culture group. How peoples from different cultures develop different values and ways of interpreting experience. Learners will be able to: Ask and find answers to questions school and community. Explore and describe similarities and differences in the ways various culture groups meet similar needs. Give examples of how information and experiences may be interpreted differently. Describe the value of both cultural unity and diversity. Demonstrate how holding different values and beliefs can post obstacles to understanding between people and groups. NSAB 4: Who Were the Americans? pp. 8-9 NSAB 5: Which Europeans and Africans went to America first? pp. 10-11
How do cultures change over time? What does it mean to be from “a town,” “a region”, or a Learners will understand: “Culture” refers to behaviors, beliefs, values, traditions, institutions, and ways of living together of a of people. Concepts such as: similarities, differences, beliefs, values, cohesion, and diversity. How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. How culture may change in response to changing needs and concerns. How individuals the elements of their culture through interactions with other members of the culture group. How peoples from different cultures develop different values and ways of interpreting experience. Learners will be able to: Ask and find answers to questions about school and community. Explore and describe similarities and differences in the ways various culture groups meet similar needs. Give examples of how information and experiences may be interpreted differently. Describe the value of both cultural unity and diversity. Demonstrate how holding different values and beliefs can post obstacles to understanding between people and groups. Second Nine Weeks
How do individuals grow and change physically, emotionally, and intellectually? How do my interactions with others support the development of my identity? Learners will understand: The study of individual development and how identity helps us know who we are and how we change. Key concepts such as: growth, change, learning, self, family, and groups. Individuals have characteristics that are both different and similar to others. Individuals bring specific abilities, interests, and talents in working with others to make decisions and solve problems. Individuals change over time. Physical, intellectual and emotional growth affects individual identity, growth and interactions with others. People’s interactions with social and physical surroundings influence individual identity and growth. Individual choices are influenced by personal and social factors. Learners will be able to: Ask and find answers. Describe their personal characteristics, including interests, capabilities and perceptions. Explore factors that contribute to personal identity, such as physical attributes, gender, race and culture. Evaluate how they can express their own identity and work productively with others. Identify people, groups, and institutions that contribute to development. NSAB 19: How did settlers move west in the late pp. 38-39 NSAB 20: How did growth change the US? pp. 40-41 NSAB 21: Who explored the Far West? pp. 42-43 NSAB 24: Why did Americans move the Far West? pp. 48-49 Third Nine Weeks
Individuals, Groups, Institutions Institutions such as families, and educational, governmental, and religious organizations exert great influence in daily life. Organizations embody the core social values of the individuals and groups who comprise them. It is important that students know how they influence individuals, groups and other institutions. Essential Questions Essential Knowledge Processes/Skills Instructional Resources How am I influenced by individuals, groups, and institutions? How do I impact groups or institutions? What groups and institutions can I see around me? Learners will understand: People belong to groups and institutions that influence them and by they are influenced. Key concepts such as: community, culture, role, competition, cooperation, rules, and norms. Individuals have unique characteristics. Groups and institutions also have unique characteristics. The impact of families, schools, religious institutions, government agencies, financial institutions, and civic groups on their lives. How rules and norms of groups to which they belong impact their lives. Learners will be able to: Ask and find answers. Describe interactions between individuals and groups. Identify and describe examples of tensions between individuals and groups. Provide examples of the role of institutions. Show how groups and institutions work to meet needs. Gather information groups in their school community. NSAB 26-27: Where were Civil War battles fought? pp. 52-55 NSAB 29: How did the lives of Indians change in the late 1800s? pp. 58-59 NSAB 31: How did immigration and war change the US? pp. 62-63 NSAB 32: Who fought in WWII? pp. NSAB 33: did the Cold War turn hot? pp. 66-67 NSAB 34: did struggles for equal rights occur? pp. 68-69
Production, Consumption, Distribution Scarcity and unequal distribution of resources dictate the need for economic systems of exchange, including trade, to improve the well-being of the economy. The role of government in different economic systems varies over time and from place to place, resulting in diverse economic policies. Essential Questions Essential Knowledge Processes/Skills Instructional Resources What factors influence decision making on issues of production, consumption, and distribution of goods? Who are the producers around me? What is my economy? How do I participate? Learners will understand: How people and communities deal with scarcity of resources. The difference between wants and needs. What people and communities gain and give up when they make a decision. How economic incentives affect people’s behavior. The characteristics and functions of money and its uses. Various organizations that help people achieve their individual economic goals (banks, businesses, labor unions). The characteristics of a market economy. The goods and services produced in the market and those produced by the government. Learners will be able to: Ask and find answers. Analyze the differences between and needs. Evaluate how the decisions that people make are influenced by the trade-offs of different options. Examine and evaluate different methods for allocating scarce goods and services in the school and community. Assess how consumers will react to rising and falling prices for goods and services. Lesson: Closing the Riner Cannery, Part 1 Lesson: Closing the Riner Cannery, Part 2
How have children participated in production, consumption, distribution over time and space? How have events effected what I buy? Learners will understand: How people and communities deal with scarcity of resources. The difference between wants and needs. What people and communities gain and give up when they make a decision. How economic incentives affect people’s behavior. The characteristics and functions of money and its uses. Various organizations that help people achieve their individual economic goals (banks, businesses, labor unions). The characteristics of a market economy The goods and services produced in the market and those produced by the government. Learners will be able to: Ask and find answers. Analyze the differences between wants and needs. Evaluate how the decisions that people make are influenced by the trade-offs of different options. Examine and evaluate different methods for allocating scarce and services in the school and community. Assess how consumers will react to rising and falling prices for goods and services. Lesson: Lesson: Lesson: Lesson: Lesson: Lesson: Project: Third Nine Weeks Science, Technology, Society This theme explores how developments in science and technology impact individuals, groups, institutions, and societies. Wants and needs stimulated advances in science and technology. An understanding of science and technology in their social contests allows learners to question and analyze the impact both in the past and in the present, as well as to analyze what the future may bring. Essential Questions Essential Knowledge Processes/Skills Instructional Resources