Social Studies: 5th Grade Pacing Resource Document
Unit 1: Geography of Early America
Essential Question: How do geographic regions vary across America?
4.3.1 Use latitude and longitude to identify physical and human features of Indiana.
4.3.2 Estimate distances between two places on a map when referring to relative locations.
4.3.13 Read and interpret texts (written, graphs, maps, timelines, etc.) to answer geographic questions.
5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be
precisely located where these lines intersect, and that location can be stated in terms of degrees north or
south of the equator and east or west of the prime meridian.
5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain
ranges in the United States
5.3.5 Locate the continental divide and the major drainage basins in the United States.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional
communities.
5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain
ranges in the United States.
4.3.1 Use latitude and longitude to identify physical and human features of Indiana.
5.3.6 Use maps to describe the characteristics of climate regions of the United States.
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to contact with
Europeans.
Suggested Target Questions:
What are the ways distance and location is measured on a map?
Where are the unique geographic regions of America located on a map?
What are some important states, cities and physical features that match these geographic regions?
What are some specific and important geographic features of Indiana?
What kind of early Native American settlements existed in these geographic regions?
How did simple technology (stone tools) play a role in the ways Native Americans chose and developed their communities?
Suggested Learning Targets:
Review and model how lines of longitude and latitude, keys and other symbols help locate and measure space on a map. Emphasize that a map
measures distance in relative terms (one place compared to another) 4.3.2, 5.3.1, 4.3.13
Identify the five major geographic regions of the United States and emphasize their unique climates and landforms 5.3.3, 5.3.5, 5.3.6, 5.3.7
Create maps or translate maps using keys, legends and categorization schemes for important features, especially students’ state, city, neighborhood 4.3.1, 4.3.13, 5.3.3
Explain the concept of culture and illustrate how it varied across early Native American regions through maps 5.1.1, 5.3.4
Social Studies: 5th Grade Pacing Resource Document
Explore ways that Native Americans shaped and adapted to their environment to survive through visual aids like maps (cultural groups over
space), charts (categorize lifeways) and concept webs (diagram Native American ecology, economy, agriculture, etc.) 5.1.3, 5.3.11
Compare Native American society to other cultures around the globe in similar time frames comparative timelines and comparison diagrams in
areas of social complexity, economics and trade, religion and belief, politics, etc.: 5.1.3, 5.4.1
Text-based Practice:
Timelinks: The United States, Early Years
(Macmillan/McGraw-Hill)
Focus on Indiana
Map Skill: Indiana’s Landforms, IN5 w/ outline map on IN24
Unit 1, pp.17-48
Perform timeline activity: p.19
Check Understanding: Venn Diagram Comparisons, p.26
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/socialstudies
IDOE Online Communities of Practice (see “5th Grades”) http://www.doe.in.gov/elearning/online-communities-practice
IDOE-ISTEP Testing Information
http://www.doe.in.gov/assessment/mclass-k-2
IDOE-ISTEP+ Grades 3-8
http://www.doe.in.gov/assessment/istep-grades-3-8
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Question for American History\
https://www.gilderlehrman.org/history-by-era/resources/essentialquestions-teaching-american-history
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map10-ways-to-teach-about-geography/
Stanford History Education Group – Introduction to Historical
Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Web-based Practice:
National Atlas.gov --Printable and Viewable Maps – This is a great resource that is
free and can be broken down from U.S. maps into individual state maps for a wide
variety of categories
http://nationalatlas.gov/printable.html
Native American Adaptation to Environment (IPS Online Elementary SS Resource
Group)
https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120813-151315-CEB
Creating Maps and Map Activities for the Classroom
http://hea-www.harvard.edu/ECT/the_book/Chap4/Chapter4.html
U.S. Geological Survey – Longitude and Latitude Guide
http://nationalatlas.gov/articles/mapping/a_latlong.html#one
GENI Geography Lesson Resource Site (many elementary level)
http://www.iupui.edu/~geni/lesson_plans.html
General Middle School Geography Resource
http://www.sldirectory.com/studf/geography.html
Teacher-Created 5th Grade Native American Unit with full-blown Rationale, Lessons
and Assessments (created by Allison Gallahan, 2010)
http://users.manchester.edu/student/amgallahan/profweb/GallahanAM327AUnit.pdf
Cahokia Mounds State Historic Site
http://cahokiamounds.org/learn/video/
Native American Creation Stories
http://chnm.gmu.edu/exploring/pre_18thcentury/creationstories/index.php
Mesa Verde National Park Teacher Materials Covering Prehistoric Puebla (great
lessons!)
http://home.nps.gov/meve/forteachers/classrooms/curriculummaterials.htm
Detailed Map of Native American Cultures and Languages
https://store.usgs.gov/yimages/PDF/101013.pdf
Social Studies: 5th Grade Pacing Resource Document
Beyond the Bubble -- Integrating Historical Thinking into Classroom
Assessment (assessments available)
https://beyondthebubble.stanford.edu/
Example Unit Application
Unit Assessment Question: How did simple technology (stone tools) play a role in the way Native Americans established and developed their
communities?
1) Use the link coupled with the image below to explore the essential question.
2) Students should be able to explain how tools helped Native Americans adapt to their environment and how it created economics connected
with other communities
The Power of Tools (created by Mesa Verde National Park)
http://home.nps.gov/petr/forteachers/classrooms/ancestral-puebloanlifestyle.htm
3) Compare the impact of tools in early Native American society to
our adoption of technology today
Social Studies: 5th Grade Pacing Resource Document
Unit 2: Native American Settlement
Essential Question: How did Native Americans cooperate and live with each other before European contact?
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to contact with
Europeans.
5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great
Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and
sixteenth centuries.
5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical
environment.
5.4.1 Describe the economic activities within and among Native American Indian cultures prior to contact with
Europeans. Examine the economic incentives that helped motivate European exploration and colonization.
5.1.20 Using primary* and secondary sources* to examine an historical account about an issue of the time,
reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it
happened, what events led to these developments and what consequences or outcomes followed.
Europeans. Examine the economic incentives that helped motivate European exploration and colonization.
Suggested Target Questions:
In what ways did early Native Americans adapt to their environment before contact with explorers? 5.1.1, 5.4.1
How did the geographic, climate and natural resources determine the variety of Native American cultures across America? 5.1.3, 5.3.11,
How did Native American groups cooperate to promote economic trade among communities? 5.4.1
What evidence is left behind from the past that helps better understand how Native Americans lived? 5.1.20
Suggested Learning Targets:
Explain the concept of culture and illustrate how it varied across early Native American regions through maps 5.1.1, 5.3.4
Explore ways that Native Americans shaped and adapted to their environment to survive through visual aids like maps (cultural groups over
space), charts (categorize lifeways) and concept webs (diagram Native American ecology, economy, agriculture, etc.) 5.1.3, 5.3.11
Compare Native American society to other cultures around the globe in similar time frames comparative timelines and comparison diagrams in
areas of social complexity, economics and trade, religion and belief, politics, etc.: 5.1.3, 5.4.1, 5.1.20
Text-based Practice:
Timelinks: The United States, Early Years
(Macmillan/McGraw-Hill)
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
Web-based Practice:
Native American Adaptation to Environment (IPS Online Elementary SS Resource Group)
https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120813-151315-CEB
Creating Maps and Map Activities for the Classroom
http://hea-www.harvard.edu/ECT/the_book/Chap4/Chapter4.html
IPS Online 5th Grade Quarter 1 (Social Studies Elementary Group 2013-2014)
https://portal.ips.k12.in.us/login/home.jsp
GENI Geography Lesson Resource Site (many elementary level)
Social Studies: 5th Grade Pacing Resource Document
IDOE-Social Studies page http://www.doe.in.gov/standards/socialstudies
IDOE Online Communities of Practice (see “5th Grades”) http://www.doe.in.gov/elearning/online-communities-practice
IDOE-ISTEP Testing Information
http://www.doe.in.gov/assessment/mclass-k-2
IDOE-ISTEP+ Grades 3-8
http://www.doe.in.gov/assessment/istep-grades-3-8
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Question for American History\
https://www.gilderlehrman.org/history-by-era/resources/essentialquestions-teaching-american-history
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map10-ways-to-teach-about-geography/
Stanford History Education Group – Introduction to Historical
Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom
Assessment (assessments available)
https://beyondthebubble.stanford.edu/
http://www.iupui.edu/~geni/lesson_plans.html
General Middle School Geography Resource
http://www.sldirectory.com/studf/geography.html
Teacher-Created 5th Grade Native American Unit with full-blown Rationale, Lessons and
Assessments (created by Allison Gallahan, 2010)
http://users.manchester.edu/student/amgallahan/profweb/GallahanAM327AUnit.pdf
Cahokia Mounds State Historic Site
http://cahokiamounds.org/learn/video/
Native American Creation Stories
http://chnm.gmu.edu/exploring/pre_18thcentury/creationstories/index.php
Mesa Verde National Park Teacher Materials Covering Prehistoric Puebla (great lessons!)
http://home.nps.gov/meve/forteachers/classrooms/curriculummaterials.htm
Mr. Umphrey’s Native American Web Quest (good comparative lessons across many
groups)
http://visalia.k12.ca.us/teachers/tlieberman/indians5/teacher.htm
American Indian Responses to Environmental Challenges – Excellent resource through the
Smithsonian Institute about how current Native Americans use their environment in a
sustainable way – video and content are well integrated!
http://www.nmai.si.edu/environment/
Detailed Map of Native American Cultures and Languages
https://store.usgs.gov/yimages/PDF/101013.pdf
Example Unit Application
Social Studies: 5th Grade Pacing Resource Document
Sample Assessment Question: What can you learn about the relationship between the
Native Americans of the plains and the buffalo?
To explore this question go to: http://historyexplorer.si.edu/resource/?key=16
1.
Examine the hide painting and write interpretation for at least 4 elements of the
whole picture.
2.
Weave those interpretations together into a short summary description of why an
historian would be interested in its message
Social Studies: 5th Grade Pacing Resource Document
Unit 3: Exploration of America
Essential Question: How were the Native American and European views of land influenced by culture?
5.1.2 Examine accounts of early European explorations of North America including major land and water routes,
reasons for exploration and the impact the exploration had.
5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by
Europe.
5.3.8 Explain how the Spanish, British and French colonists altered the character and use of land in early America
4.3.13 Read and interpret texts (written, graphs, maps, timelines, etc.) to answer geographic questions
5.1.6 Identify and explain instances of both cooperation and conflict that existed between Native American Indians
and colonists
5.3.10 Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, etc.)
locate and explain the conflict over the use of land by Native American Indians and the European colonists.
4.1.16 Identify different opinions in historical documents and other information resources and identify the central
question each narrative addresses.
5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical
environment.
5.3.9 Identify the major manufacturing and agricultural regions in colonial America and summarize the ways that
agriculture and manufacturing changed between 1600 and 1800
4.3.2 Estimate distances between two places on a map when referring to relative locations.
Suggested Target Questions:
What examples of trade routes and exploration existed in the world before European exploration of the New World? 5.1.2
How did explorers use technology to estimate and plan their voyages? 4.3.13, 4.3.2
What desires and conditions led Europeans to want to explore new lands? 5.1.2, 5.5.5
What were the major geographic routes explorers chose to reach the New World? 4.3.2, 5.1.2
How did Native Americans and explorers see each other at first contact? And how did it change? 5.1.5, 5.1.6
In what ways did Native Americans and explorers see the land of America differently? 5.3.9, 5.3.10,5.3.11
Suggested Learning Targets:
Explain the concept of culture and illustrate how it varied across early Native American regions through maps 5.1.1, 5.3.4
Explore ways that Native Americans shaped and adapted to their environment to survive through visual aids like maps (cultural groups over
space), charts (categorize lifeways) and concept webs (diagram Native American ecology, economy, agriculture, etc.) 5.1.3, 5.3.11
Compare Native American society to other cultures around the globe in similar time frames comparative timelines and comparison diagrams in
areas of social complexity, economics and trade, religion and belief, politics, etc.: 5.1.3, 5.4.1, 5.1.20
Text-based Practice:
Web-based Practice:
Social Studies: 5th Grade Pacing Resource Document
Timelinks: The United States, Early Years
(Macmillan/McGraw-Hill)
Unit 2: Lessons 1-6, pp.52-85
Native American Adaptation to Environment (IPS Online Elementary SS Resource
Group)
https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120813-151315-CEB
Creating Maps and Map Activities for the Classroom
http://hea-www.harvard.edu/ECT/the_book/Chap4/Chapter4.html
IPS Online 5th Grade Quarter 1 (Social Studies Elementary Group 2013-2014)
https://portal.ips.k12.in.us/login/home.jsp
GENI Geography Lesson Resource Site (many elementary level)
http://www.iupui.edu/~geni/lesson_plans.html
Teacher-Created 5th Grade Native American Unit with full-blown Rationale,
Lessons and Assessments (created by Allison Gallahan, 2010)
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/socialstudies
IDOE Online Communities of Practice (see “5th Grades”) http://www.doe.in.gov/elearning/online-communities-practice
IDOE-ISTEP Testing Information
http://www.doe.in.gov/assessment/mclass-k-2
IDOE-ISTEP+ Grades 3-8
http://www.doe.in.gov/assessment/istep-grades-3-8
http://users.manchester.edu/student/amgallahan/profweb/GallahanAM327AUnit.pdf
General Resources for Best Practices and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Question for American History\
https://www.gilderlehrman.org/history-by-era/resources/essentialquestions-teaching-american-history
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10ways-to-teach-about-geography/
Stanford History Education Group – Introduction to Historical
Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom
Assessment (assessments available)
https://beyondthebubble.stanford.edu/
Cahokia Mounds State Historic Site
http://cahokiamounds.org/learn/video/
Native American Creation Stories
European Explorers
http://www.heritage.nf.ca/exploration/early_ex.html
NYC Dept. of Education – Three Worlds Meet – Early Exploration in America
http://schools.nyc.gov/documents/teachandlearn/ss/4.2_guide.pdf
U.S. Geological Survey Map of Early Explorers of America – Very detailed routes
across all 48 contiguous states
https://store.usgs.gov/yimages/PDF/101216.pdf
Detailed Map of Native American Cultures and Languages
https://store.usgs.gov/yimages/PDF/101013.pdf
Example Unit Application
Social Studies: 5th Grade Pacing Resource Document
Unit Assessment Question: Compare views about the environment and its resources for each of
the historical individuals below:
a.
b.
Native American :
Spanish Explorer:
1)
Ask students to read text and search internet for one supporting document (primary or
secondary) that backs up their depiction of each individuals view
2)
Students must cite the evidence from its source to back up their claim