Updated 6/26/19 Department Of Teaching & Learning Fifth Grade Social .
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideFirst Nine WeeksWeeks1Second Nine WeeksTopicsContentTN GeographyStandard 5.53: 3 Grand Divisions of TN (industry, tourism,agriculture/livestock, & geography)(Also helpful to review major U.S. landforms, SEstates, & 13 Colonies)1-4Standards 5.26-5.28: Tennessee Origins Early Indigenous Tribes American Indian Tribes2AmericanIndians3-5TennesseeSettlement &StatehoodStandards 5.29-5.36, 5.54: 1st Tennessee Settlements Conflicts with American Indians American Revolution Road to Statehood & TN’s GovernmentImportantTennesseansStandards 5.37-5.40: Andrew Jackson David Crockett & Sam Houston James K. Polk Sequoyah*Review & Unit Test6-8Weeks5-8TopicsTennessee inthe Civil War &ReconstructionIndustrialism,Immigration, &Expansion1-2TopicsWorld War I3-41920’s -1930’s5-8World War II9-101950’s-1960’sStandards 5.41-5.46 & Civil War Background: Slavery Civil War Background Battles Discrimination Helping Freed SlavesStandards 5.01-5.09, 5.47: Industrialism Settling the Great Plains The Gilded Age Inventors & Entrepreneurs Immigration Labor Unions & Progressivism Spanish-American War*Review & Unit TestThird Nine WeeksWeeksContentFourth Nine WeeksContentStandards 5.10-13, 5.49: Central & Allied Powers U.S. InvolvementStandards 5.14-5.16, 5.47-5.48: Roaring 20’s Great Depression New DealStandards 5.17-5.21, 5.49: Axis & Allied Powers U.S. Involvement Holocaust*Review & Unit TestStandards 5.22 & 5.51: Fabulous 1950’s Tennessee Music IndustryWeeksTopics1-31960’s &InfluentialTennesseans4-6Review/TNReady7-9Intro toAncientCivilizationsContentStandards 5.23-5.25, 5.50, 5.52: Cold War Civil Rights Movement & JFK Influential Tennesseans*Review & Unit Test-Stay tuned or more info about testing & testing blueprints!How civilizations began; GRAPES: Government, Religion,Accomplishments, Politics, & Economics. Can model thisby studying 1 or more ancient civilizations.
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum Guide*Revised June 2019First Nine WeeksWeek 1: The 3 Grand Divisions of TN & Review of U.S. GeographyStandards5.53 Compare and contrastthe 3 grand divisions ofTennessee in terms of thefollowing: major industries(Eastman, FedEx, &Nissan) Tourism (Bristol MotorSpeedway, Civil Warsites, & Graceland) Agriculture & livestock(soybeans in West TN,tobacco in Middle TN, &diary in East TN) Geography (Gulf CoastalPlains, Nashville Basin,Highland Rim,Cumberland Plateau,Great Valley, & GreatSmoky ystateoceanriverlandformclimateresourcecompass roselegend/keyGuiding QuestionsHow do thephysical featuresof a region affectits economy?What geographicfeatures arefound inTennessee & theU.S.?What areimportant naturalboundaries in TN& the U.S.?How do I find aspecific locationon a map?How can I useinformation fromdifferent types ofmaps to drawconclusions abouta place and itspeople?LearningOutcomes I cancompare &contrast theindustries,agriculture,&geographyof the 3granddivisions ofTN. I canidentifygeographicregions andlandmarksin TN. I can use amap tolocateplaces anddrawconclusionsabout aregion orplace.ContentStudies Weekly:Week 32“Isn’t It Grand?” “Moo-ving on the Farms,”“Heading Out Around the World,” “Exciting Innovation,” &“Going Around in Circles,”Gibbs, TN (Later Years):Chapter 1: p. 4-9, Map/World Geography Reviewp. 12-13, Major TN Landformsp. 17-27, 3 Grand Divisions of TN*It would also be helpful to review major U.S. landforms, theSoutheastern states, & 13 Colonies, as time allows.Houghton-Mifflin SS Textbook:Chapter 1: p. 2-3, 12-13, Map Skill Reviewp. 16-17, Regions & Economyp. 26-31, TN’s 3 RegionsBrainPop:Continents of the World*Map SkillsBuilding the 13 Colonies*Websites:Eastman https://www.eastman.com/Company/About Eastman/Pages/Profile.aspxCivil War Sites in TN - civil-war-destinations-tennesseeProject Idea: Have students use a template to create a map of TNfeaturing its geography, agriculture, industries, tourism, & surroundingstates.
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideFirst Nine WeeksWeek 2: American IndiansStandards5.26 Explain how the name“Tennessee” originated fromthe Yuchi language, referring towhere the rivers come together.5.27 Identify the cultures of themajor indigenous settlements inTennessee, including: thePaleo (Coats-Hines Site),Archaic, Woodland (Old StoneFort, Pinson Mounds), andMississippian (ChucalissaIndian Village).5.28 Identify the pre-colonialAmerican Indian tribes residingin Tennessee (e.g., Cherokee,Chickasaw, Creek, andShawnee), and analyze theirvarious customs and traditions.VocabularyAmerican IndianYuchi sharvestGuiding QuestionsHow do places get theirnames?How did the indigenoustribes change over time?What are similarities &differences amongindigenous & pre-colonialAmerican Indian tribes?How were American Indiantribes similar & different tocolonial settlers?*Denotes a Brainpop video that has useful activities and/or primary sources.Learning Outcomes I can explain howTennessee got itsname. I can identify thecultures of themajor indigenoustribes in TN. I can explain howthe indigenoustribes in TNchanged over time. I can identify thepre-colonialAmerican Indiantribes living inTennessee. I analyze thecustoms & traditionsof the pre-colonialAmerican Indiantribes in TN.ContentStudies Weekly:Week 21“Overview of Early American Time Periods”“The Early Peoples of TN”Gibbs, TN (Early Years):Chapter 3: p. 60-71, 74-75, Indigenous Tribesp. 78-84, American IndiansBrainPop:American IndiansWebsites:Indigenous Tribes Rap (3 min.) https://www.youtube.com/watch?v Ns4mIbnv-mEProject Idea: Students can use the “ResearchReport” following the “American Indians”BrainPop to organize information about one ofthe indigenous or pre-colonial tribes. They canshare their findings using Keynote, PhotoBooth,iMovie, Chatterpix, etc.
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideSecond Nine WeeksWeeks 3-5: Tennessee Settlement & StatehoodStandards5.29 Explain how theCumberland Gap &Wilderness Roadinfluenced migration intothe Tennessee regionfollowing theProclamation of 1763.VocabularyCumberland GapWilderness RoadmigrationProclamation of 1763Westward ExpansionWatauga SettlementWatauga CompactDragging Canoe5.30 Explain theJohn Seviersignificance of theNancy WardWatauga Settlement onfrontierTennessee history,leaseincluding the following:Cumberland SettlementsWatauga Compact,Battle of the BluffsDragging Canoe, JohnJohn DonelsonSevier, & Nancy Ward.James Robertsonpioneer5.31 Describe thewildernessfounding of & theobstacles faced with the Fort NashboroughOvermountain Menestablishment of theBattle of Kings MountainCumberlandAmerican RevolutionSettlements, including:Loyaliststhe Battle of the Bluffs,John Donelson, & James PatriotsLost State of FranklinRobertson.statehoodconstitution5.32 Explain thepopulationimportance ofSouthwest TerritoryTennesseans (i.e.,treatyOvermountain Men) incapitalthe Battle of KingsdemocracyMountain during theexecutiveAmerican Revolution.Guiding QuestionsHow didfrontiersmen helpsettle new placesin America?How dotransportationroutes improveover time?How did theProclamation of1763 affectsettlers &AmericanIndians?How does a newsettlementorganize itselfefficiently?Learning Outcomes I can explain how theCumberland Gap & WildernessRoad lead to migration into theTennessee area despite theProclamation of 1763. I can explain why the WataugaSettlement is important toTennessee history. I can explain how DraggingCanoe, John Sevier, & NancyWard influenced settlement inTennessee. I can describe how theCumberland Settlements werefounded & who establishedthem.Why did settlers& government I can describe the challengesleaders continuethat the Cumberlandto take land fromSettlements faced.American Indianswho were already I can describe the Battle of theliving there?Bluffs.What challenges I can describe how theare there increating a newOvermountain Men helped insettlement?the Battle of Kings Mountainduring the AmericanIn what ways canRevolution.civilians stand upto governmentofficials?ContentStudies Weekly: Weeks 22-25Week 22:“Beyond the Appalachian Mts,”“The Watauga Association,”“A Hope for Peace Brings War Instead,”& “The Washington District”Week 23:“The Battle of the Bluffs,”“Cumberland Settlements,” &“Battle of Kings Mountain”Week 24:“Where Did It Go?”“Taking It One Step at a Time,”“The Southwest Territory,” &“Country, Territory, or State?”Week 25:“5th Grade Branches Out” &“Tennessee’s 3 Branches of Government”Gibbs, TN (Early Years):Chapter 5: p. 151, 154-157, Nancy Ward,Proclamation of 1763, &WataugaChapter 6: p. 166-167, Wataugap. 178-187, Watauga &Cumberland Settlementsp. 188-191, 193-195,Overmountain Men & Kings Mt.Chapter 7: p. 202-205, State of Franklinp. 222-227, SW Territory &Statehoodp. 228-229, Review & Activities
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum Guide5.33 Identify the LostState of Franklin asTennessee’s first attemptat statehood, & explainthe reasons for its failure.5.34 Locate the TerritorySouth of the River Ohio(i.e., SouthwestTerritory), identify itsleaders, & explain how itwas the first step toTennessee’s statehood.5.35 Describe the stepsthat Tennessee took tobecome a state (i.e.,population requirement,vote by the citizens,creation of a stateconstitution, &Congressional approval).(T.C.A. § 49-6-1028)5.36 Identify the yearTennessee became astate, its first governor, &the original capital.5.54 Describe thestructure of Tennessee’sgovernment, includingthe role of each of thethree branches, thegovernor, & staterepresentatives.governorlegislativeGeneral cks & balancesHow does aterritory becomea state?How is a stategovernmentsimilar & differentfrom the nationalgovernment?What checks &balances doesour governmenthave in place toshare power? I can explain how the LostState of Franklin & the TerritorySouth of the River Ohio(Southwest Territory) wereTennessee’s first attempts atstatehood. I can explain why the state ofFranklin failed. I can locate the Territory Southof the River Ohio (SouthwestTerritory) & identify its leaders. I can describe the steps thatTennessee took to become astate. I can identify the year thatTennessee became a state, aswell as its first governor &capital. I can describe how theTennessee government isorganized. I can describe the roles of the 3branches of the Tennesseegovernment, including thegovernor & staterepresentatives.Gibbs, TN (Later Years):Chapter 10: p. 334-337, TN GovernmentHoughton-Mifflin SS Textbook:p. 66-67, 70-71, TN GovernmentBrainPop:Branches of GovernmentWebsites:Wilderness Road (3 min.) tory/daniel-boones-wildernessroad/Watauga/Battle of Kings Mountain (8 min.) https://www.youtube.com/watch?v siUUA6KpY4sPrimary Source:Proclamation of 1763 -1763-day-october-7-1763Project Idea: Have students create atimeline with graphics (using technology orhand-drawn) tracking Tennessee fromAmerican Indian land, the Watauga &Cumberland settlements, the Lost State ofFranklin, and finally, statehood.
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideFirst Nine WeeksWeeks 6-8: Important Tennesseans of the 1800’sStandards5.37 DescribeTennessee’sinvolvement in theWar of 1812,including: AndrewJackson, theTennesseevolunteers, & Battleof Horseshoe Bend.5.38 Analyze theimpact of AndrewJackson’spresidency on theAmerican Indianpopulation ofTennessee,including: the IndianRemoval Act, Trail ofTears, Treaty ofEchota, & JohnRoss.5.39 Explain how thewestern boundary ofTennessee wasexpanded with theJackson Purchase.VocabularyWar of 1812Andrew JacksonvolunteerBattle of HorseshoeBendWar HawksimpressmentIndian Removal ActTrail of TearsTreaty of EchotaJohn RosscivilizedIndian TerritoryJackson PurchasebriberyDavid CrockettSam HoustonTexas War forIndependenceBattle of the AlamorevolutionrebellionJames K. PolkManifest DestinySequoyahsyllabaryGuiding QuestionsLearning OutcomesHow do conflicts lead to I can describe Andrew Jackson’swar?& Tennessean’s roles in the Warof 1812.How do leaders’decisions affect others? I can describe what happened atthe Battle of Horseshoe Bend.How did AndrewJackson’s Presidencyaffect American Indians I can analyze how Andrewin Tennessee?Jackson’s Presidency affectedAmerican Indians in Tennessee.How did John Ross’sviews of American I can explain the terms of theIndians differ fromTreaty of Echota & the IndianAndrew Jackson’s?Removal Act, & describe theTrail of Tears.How did variousAmerican Indian tribesview settlers? I can explain how John Rosstried to help American Indians.Why did governmentleaders continue to take I can explain how the Jacksonland from AmericanPurchase extended the westernIndians who wereboundary of Tennessee.already living there?In what ways cancivilians stand up to agovernment?How did ManifestDestiny affect differentgroups of people in &around America? I can describe the impact ofDavid Crockett’s & SamHouston’s roles in the TexasWar for Independence. I can identify President James K.Polk’s goal of Manifest Destiny.How did Sequoyah help I can explain how Sequoyahthe Cherokee peopleimproved Studies Weekly: Weeks 26, 27Week 26: “Tennessee and the War of 1812”Week 27: “Tennessee’s Growing Pains” &“The Jackson Purchase”Week 26:“Dangers on the Trail,”“Winfield Scott: Friend or Foe to theTribes?” &“Principal Chief John Ross”“First Group Report: James K. Polk,”“James K. Polk’s Manifest Destiny,”“Alana’s Report: Sequoyah,”“Jackson’s Group Report: Sam Houston,”“Remember the Alamo!” & “Davy Crockett”Gibbs, TN (Early Years)Chapter 8: p. 255, 258-262, 266-267,War of 1812Chapter 9: p. 270-274, 276-277,Jackson Purchase & Sequoyahp. 296-298, Texas Revolutionp. 299-303, Indian Removalp. 304-305, Review/ActivitiesChapter 10: p. 308-309, James K. PolkBrainPop:Andrew Jackson Trail of Tears*Texas Revolution Westward ExpansionWebsites:Texas War for Independence (3 min.) https://www.youtube.com/watch?v r76FhmeKP2IPrimary Documents:
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum Guide5.40 Identify theimpact of importantTennesseans prior tothe Civil War,including: David Crockett &Sam Houston(Texas War forIndependence &the Alamo) President JamesK. Polk (ManifestDestiny) Sequoyah(Cherokeesyllabary)Indian Removal Act:https://memory.loc.gov/cgibin/ampage?collId llsl&fileName 004/llsl004.db&recNum 458Treaty of Echota: and-the-trailof-tears/sources/1507Project Idea: Conduct a Gallery Walkwhere students give pros & cons ofAndrew Jackson’s choices as a politicaland military leader.
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideSecond Nine WeeksWeeks 1-4: Tennessee in the Civil War & ReconstructionStandardsVocabularystates’ rights5.41 Examine the issue ofplantationslavery in the three grandsecededivisions & the impact their secessiondifferences had onpro-slaveryanti-slaveryTennessee’s secessionUnionfrom the Union.Confederacyadvantagedisadvantage5.42 Describe thesignificance of the following strategyretreatCivil War events & battlesdefeaton Tennessee:casualties Siege of Fort Donelsonsiegetotal war Battle of Stones RiverMarch to the Sea Battle of FranklinReconstruction Battle of NashvilleConstitutionalConventionamendment5.43 Explain the impact ofpoll taxthe TennesseesegregationConstitutional Conventionpublicof 1870, including: pollBlack Codestaxes, segregation, & funds vigilante justiceJim Crow lawsfor public education.Freedman’s Bureau(T.C.A. § 49-6-1028)Fisk Universitysharecropping5.44 Explain thedevelopment & efforts ofthe Freedmen’s Bureau inhelping former slaves begina new life, including FiskUniversity. (T.C.A. § 49-61028)Guiding QuestionsLearning OutcomesContentHow did I can analyze how thegeography affectgeography of a regionTennesseans’affected Tennesseans’ viewsviews ofon slavery.secession? I can determine whyWhatTennessee seceded fromadvantagesthe Union.helped the Unionwin the Civil War I can describe the?significance of the followingbattles in the Civil War: FortHow did theDonelson, Stones River,following battlesFranklin, & Nashville.help the Uniongain an I can explain how theadvantageTennessee Constitutional(Donelson,Convention of 1870 affectedStones River,African-Americans inFranklin, &Tennessee.Nashville)? I can explain how theHow canFreedman’s Bureau & Fisklawmakers’University helped slavesdecisions affectbegin a new life after thepeople’s libertiesCivil War.& freedoms? I can identify how the KuHow did peopleKlux Klan, Black Codes, &use terrorism toJim Crow laws negativelylimit freedmen’saffected Tennessee & thenew rights?U.S.Studies Weekly: Weeks 25, 28-30Week 28:“Slavery and the Grand Divisions”“Tennessee’s Path to Secession,”“The Siege of Fort Donelson,” &“Major Battles of Tennessee”Week 29:“A Visit with Gramps,”“Opportunities for Schools,” &“Jim Crow Erases 2 Decades of Progress (end part)”Week 30:“Continuing Racism,”“A New Start in School,”“School to University,” &“Questions, Questions, So Many Questions”Week 25:“African Americans in Government”How does the I can explain why Africanevaluation ofAmericans were no longerpast events helpelected to governmentus to makepositions afterfuture decisions?Reconstruction.Houghton-Mifflin SS Textbook:Chapter 4: p. 132-133, Map of TN Battlesp. 138-141, 146-148, 150-151,ReconstructionGibbs, TN (Early Years):Chapter 9: p. 283, Slavery & GeographyChapter 10: p. 334-335, TN & SecessionGibbs, TN (Later Years):Chapter 3: p. 59, 63-65, Secession & Civil Warp. 72-74, 82-83, 92-93, BattlesChapter 4: p. 103-105, 109-110, 112, ReconstructionBrainPop:
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideSlaveryCivil War*Jim Crow*5.45 Identify how the rise ofvigilante justice (e.g., KuKlux Klan), black codes, &Jim Crow laws impactedTennessee & the nation.(T.C.A. § 49-6-1028)Civil War Causes*Reconstruction*Websites:Battles of Nashville (6 & 7 min.) tstennessee-civil-war-150-dn8gft/5.46 Explain how the endof Reconstruction impactedTennessee’s AfricanAmerican elected officials.(T.C.A. § shvillebattlefields-tn-civil-war-150/Battle of Franklin (6 min.) elds-tncivil-war-150-fnps99/Freedmen After the Civil War (5 min.) https://www.youtube.com/watch?v wkMy0PsUZIwPrimary Documents:Tennessee Constitutional Convention of ction/tfd/id/557 (click on the Transcription link to read)Books: Pink & SayProject Ideas: Have students create a pamphlet or commercial forthe Freedmen’s Bureau. Have students write an opinion piece arguing whichlegislation or group most negatively affectedfreedmen starting a new life after the Civil War.Second Nine Weeks
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideWeeks 5-8: Industrialism, Immigration, & ExpansionStandards5.01 Explain the need for theSouth’s move towardindustrialization after the CivilWar.5.02 Examine the appeal &challenges of settling theGreat Plains from variouscultural perspectives,including: settlers,immigrants, Buffalo Soldiers,& American Indians.5.03 Analyze the ideas &events of the Gilded Age,including economic disparity(e.g., mistrust of money) &industrial capitalists (e.g.,John D. Rockefeller).5.04 Explain the role of laborunions & the AmericanFederation of Labor inchanging the standards ofworking conditions.5.05 Examine thecontributions & impact ofinventors on Americansociety, including: AlexanderGraham Bell, GeorgeWashington Carver, &Thomas Edison.5.06 Examine the impact ofimportant entrepreneurs ndustrymininglumbereconomylaborGreat d lo SoldiersGilded Agegildedprosperityeconomic disparityindustrialcapitalistsrobber baroncaptain of competitionentrepreneurassembly lineGuiding QuestionsWhat are causes &examples of economicchange?What are the positive &negative effects ofeconomic change?What were the pros &cons of settling on afrontier?What groups of peoplewere more likely to settleon the Great Plains andwhy?Why are theredifferences in people’sincomes?Do wealthier peoplehave more responsibilityto others & thegovernment?Should businesses beclosely regulated by thegovernment?Learning Outcomes I can explain whythe South neededto become moreindustrialized afterthe Civil War. I can analyze thepros & cons ofsettling on theGreat Plains. I can analyze howdifferent groups feltabouthomesteading onthe Great Plains. I can analyze theideas & events ofthe Gilded Age. I can explain howthe increase inindustrializationnegatively affectedfamilies & children.What strategies canlaborers & leaders use toimprove workers’ rights? I can explain howthe AFL changedHow do businessworking conditionsleaders, entrepreneurs,& inventors impact thefor laborers.country?What efforts were I can analyze theimpact of businessContentStudies Weekly: Weeks 1-7Week 1: 2nd column of “Starting Over After the War” &“Industrial Age in the New South”Week 2:“The Homestead Act of 1862,”“The Transcontinental Railroad,”“Indian Removal Act,”“The Wonders of the West”“Chief Black Kettle Powerful Peacemaker,” &“Buffalo Soldiers Keep the Peace”Week 3:“A Tale of Today,”“The Gilded Age,” &“Who Was John Rockefeller?”Week 4: “Inventors & Entrepreneurs: What’s theDifference?” &“How Entrepreneurs & Inventors Change theWorld”Week 6:“Welcome to the Land of Opportunity,”“Ellis & Angel Island Inspections,”“Immigration in the United States,” &“The Work Was Hard, & the Pay Was Low”Week 3:“How Do Labor Unions Work?”“The American Federation of Labor,” &“Gilded Age Timeline”Week 7:“The Life of Secrecy: The Progressive Era,”“Tennessee Influences the Vote,”“Bootleggers & Moonshine,”“Challenges of the Progressive Era,” &“Successful Outcomes of the Progressive Era”Week 5:“The Spanish-American War,” &
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum GuideAmerican society, including:Andrew Carnegie, Henry T.Ford, & Cornelius Vanderbilt.phonographimmigrantdeportedethnic group5.07 Analyze the causes,persecutioncourse, & consequences ofpovertythe Spanish-American War,discriminationincluding: Imperialism,tenement/slumRough Riders, USS Maine, & Ellis IslandYellow journalism.Angel Island5.08 Describe the challenges wage, salary,incomeof the journey & process forstrikesuccessful entry into the U.S.labor unionthrough Ellis Island & AngelIsland, & examine the role of collectivebargainingimmigrants in thecompromisedevelopment of the U.S.AmericanFederation of5.09 Analyze the majorLaborgoals, struggles, &Progressivesachievements of thereformProgressive Era, including:ProhibitionProhibition (18th18th AmendmentAmendment), women’ssuffrage (19th Amendment), 19th Amendment& the lack of child labor laws. Perfect 36suffrage5.47 Identify Tennessee’sinequalityrole in the passage of theNAACP19th Amendment, includingsegregatethe impact of Anne DallasSpanish-AmericanDudley & Harry Burn.Waryellow journalismimperialismrebellionProgressives successful& unsuccessful inachieving?How do immigrantscontribute to America’sgrowth?Can reform movementsimprove Americansociety & politics?Can one person’s votereally change the lives’ ofothers?Why did Americaexperience an increasein immigration?Did America fulfill thedreams of immigrants?How do Americansrespond to increasesimmigration?How did immigrantsshape our countryeconomically, politically,and geographically?How did the SpanishAmerican War changethe role of the U.S. in theworld?How can we know if themedia is being honest?What economic &political lessons can welearn from this timeperiod?leaders, inventors,& entrepreneurs onAmerican society. I can analyze thecauses, course, &consequences ofthe SpanishAmerican War. I can describe thechallengesimmigrants facedon their journey toAmerica. I can describe howimmigrants wereprocessed at EllisIsland & AngelIsland. I can analyze howimmigrants helpedto develop the U.S. I can analyze thegoals, work, &successes of theProgressive Era. I can explain howTennessee aidedin the passage ofthe 19thamendment.“Imperialism” (1st paragraph only)Gibbs, TN (The Later Years)Chapter 4: p. 114-117, Southern Industrialismp. 118-121, Immigrationp. 122-125, Great Plainsp. 126-129, Labor Unionsp. 130-131, Inventorsp. 132-133, Prohibitionp. 138-139, Activities & ReviewChapter 5: p. 140-142, Timeline & Industrializationp. 144, 150, 152-157, Progressivismp. 170-171, 174-177, 19th Amendmentp. 178-179, Review & ActivitiesHoughton-Mifflin TextbookChapter 5: p. 163-165, Transcontinental Railroadp. 170-177, Great Plainsp. 186, 190-191, American IndiansChapter 6: p. 198-204, Industrialism, Inventors, &Labor Unionsp. 206-209, Immigrationp. 216-219, ProgressivismChapter 7: p. 236-237, Spanish-American WarChapter 8: p. 267, Roaring 20’sp. 271, ProhibitionBrainPop:Industrial Revolution*Thomas Edison*Immigration*George Washington Carver*Assembly LineStocks & Shares*Railroad History*Women’s Suffrage*Websites:Gilded Age, Industrialism, & Entrepreneurs (10 min.) https://www.pbs.org/video/gilded-age-chapter-1-
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum Guide2gdqo8/Real Immigrants’ Stories ies.htmImmigration, Prohibition, & Corruption (1st 5 min.) http://video.pbs.org/video/2082544299/Buffalo Soldiers Video (4 min.) https://www.youtube.com/watch?v y13RwS95PIMBob Marley’s “Buffalo Soldier” Song (4 min.) https://www.youtube.com/watch?v eksV02us5DQPrimary Documents:18th Amendment https://www.loc.gov/resource/hec.14201/19th Amendment https://www.ourdocuments.gov/doc.php?flash false&doc 63#Project Idea: Have students go through asimulation of life as an immigrant: the journey, entry,& achieving the American dream, using theImmigrants’ Stories link above. Students cancompare/contrast immigrants’ experiences at EllisIsland & Angel Island.Third Nine WeeksWeeks 1-2: World War I
Updated 6/26/19Department of Teaching & LearningFifth Grade Social Studies Curriculum alLusitaniaU-boatsZimmerman5.11 Identify & locate the majorTelegramcountries of the Central &allianceAllied Powers during WorldCentralWar I, including: AustriaPowersHungary, Great Britain, France, Allied PowersRussia, & Germany.neutraldraft5.12 Describe the impact oftrenchesU.S. involvement on World War casualtiesI.victorygardens5.13 Explain the aims of world propagandaleaders in the Treaty ofAlvin C. YorkVersailles & why the U.S.doughboysSenate rejected PresidentwartimeWoodrow Wilson’s League ofproductionNations.Treaty ofVersailles5.49 Describe Tennessee’sLeagueofcontributions during World WarNationsI & World War II, including: theisolationismconversion of factories towartime production, theimportance of Oak Ridge, & theinfluence of Tennesseans (i.e.,Cornelia Fort, Cordell Hull, &Alvin C. York).5.10 Summarize the eventsleading to U.S. entry into WorldWar I, including the attack onthe RMS Lusitania & theZimmerman Telegram.GuidingQuestionsLearning OutcomesWhat causes a I can summarizecountry to staywhy the U.S.neutral orentered World Warenter a war?I.What countries I can identify &were involvedlocate the 5 majorin World War I,countries of theand whatCentral & Alliedideas andbeliefs did theyPowers.share? I can describe howHow canimportant leaders,civilians begroups, & civilianshelpful duringwartime?helped to winWorld War I.How did theU.S. & I can describe howTennesseeTennesseehelp endcontributed to theWorld War I?war effort.What are thepros and cons I can explain theof forming agoals of worldworldwideleaders in writingpeacethe Treaty oforganization?Versailles.Why didn’t theU.S. want to I can explain whybe part of thethe U.S. SenateLeague ofdid not joinNations?Wilson’s League ofNations.ContentStudies Weekly: Weeks 8-9Week 8: “Telegraphing the News” & Map,“War Half a World Away,” & “The First Modern War”Week 9: “Tennesseans Help Win the War,”“Alvin C. York, Pacifist War Hero,” “Did It Make a Difference?”“Woodrow Wilson & the League of Nations,” & “Timeline of WWI”Gibbs, TN (Later Years):Chapter 5: p. 160-165, Beginning of WWI & US Entryp.167-169, Alvin C. York & League of NationsHoughton-Mifflin SS Textbook:Chapter 7: p. 242-245, Beginning of WWI & US Entryp. 250-255, US Helps & League of Nationsp. 256-257, Review & ActivitiesBrainPop: World War ILeague of NationsWebsites:Interactive WWI Timeline i-timelineU.S. Enters WWI (4 min.) rs-world-war-i-americanexperience/Primary Documents and Supporting Texts to Read:Zimmerman /zimmermann/index.html#documentsTreaty of Versailles-(download transcript on right side of l00knox/page/16Project Idea: Have students debate if the U.S. should have joined theLeague of Nations or not.Third Nine WeeksWeeks 3-4: 1920’s – 1930’s
Updated 6/26/19
Fifth Grade Social Studies Curriculum Guide First Nine Weeks Second Nine Weeks Weeks Topics Content Weeks Topics Content Standard 5. 1 TN Geography . Sequoyah *Review & Unit Test Third Nine Weeks Fourth Nine Weeks Weeks Topics Content Weeks Topics Content 1-2 World War I Standards 5.10-13, 5.49: Central & Allied Powers .
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Companion Guide, Outpatient Companion Guide and Long Term Care Companion Guide into a single Institutional Companion Guide; Updated logo, name, and hyperlinks from DPW to DHS; Updated Appendix A, Updated name from HP to HPE; Section "PROMISe specific HIPAA Data Elements" was updated to align with ASC X12 guidelines; Updated TR3
Section 2 Mass versus C.G. definition updated Clarifications on deployment direction Updated CubeSat and multi-deploy velocities Updated Launch Vehicle pre-separation rates Section 3 Updated cleanroom environments Updated combined loads including clarification on random vibration interaction
New York (NY) - withholding tables updated North Carolina (NC) - standard deduction updated Ohio (OH) - withholding tables updated . (VT) - withholding tables and personal allowance updated . The state withholding form will change for: Maine (ME) - W-4ME updated Nebraska (NE) -
manual. Para 4.1.2.4 - Updated Locations Para 4.3 - Updated Scope Of The CMS Para 4.4.1 - Company Management System principles Para 5.1 - Updated Leadership And Commitment Para 5.3.1 - Added Satair Quality And Safety Policy Para 5.3.2 - Updated Satair Values Para 5.4 - Updated Organization Chart
Updated VDDC and VDDA voltage to 1.1V (Section 2.7, Table 14-2) Updated Temperature Support Range from Extended Commercial to Industrial 01/14/2011 0.3g Updated DC Spec Parameters 08/19/2011 1.0 Updated Figure 15-1 Package outline drawing Datasheet Released 09/7/2011 1.1 Updated VDDC and VDDA voltage to 1.0V (Section 2.7, Table 14-2)
