| SOCIAL STUDIES | ||||
| Fifth Grade | ||||
| Internet Resources | ||||
| SPI | Skill Assessed | Resources | ||
| PowerPoint | United Streaming | Website | ||
| CULTURE | ||||
| Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures. | ||||
| 5.1.1 | Recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion). | America At Its Best: What It Means To Be An American Citizen (15:00) | Culture of the United_States | |
| 5.1.4 | Analyze graphs to discover cultural trends (i.e., clothing, music, or radio sales). | Cultural Differences (04:40) | ||
| 5.1.2 | Interrupt how culture changes over time as a consequence of industrialization, technology or cultural difussion (i.e., railroad transportation, telecommunication, building design, varied types or music and the growth government services). | A Growing Nation | Summary: How Economic Activities Define a Culture (01:05) | TennesseeHistoryforKids-Fifth Grade Culture |
| 5.1.3 | Recognize personal, religious, and national celebrations of various American cultures (i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King, Jr. Day, Veteran's Day, Memorial Day, or Thanksgiving). | Celebrations of Various American Cultures | U.S. Celebrations (13:00) | Holidays of the United States-Federal Holidays |
| World Religions-A Look at the Way the World Prays | Holiday Facts & Fun: Martin Luther King Day (2nd Edition) (11:10) | National Celebrations | ||
| Holiday Facts & Fun: Presidents' Day (2nd Edition) (14:34) | ||||
| Holiday Facts & Fun: Earth Day (2nd Edition) (14:05) | ||||
| Holiday Facts & Fun: Columbus Day (2nd Edition) (13:57) | ||||
| Holiday Facts & Fun: Thanksgiving (2nd Edition) (12:28) | ||||
| ECONOMICS | ||||
| Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making. | ||||
| 5.2.2 | Differentiate between an economic boom and bust. | The Global Economic Boom of the 1990's | ||
| U.S. Home Prices: Does Bust Always Follow Boom? | ||||
| Economic Boom | ||||
| 5.2.3 | Recognize the concept of buying on credit. | Credit Installment | Loan Terminology Basics (03:14) | Is Paying over Time Smart? |
| 5.2.6 | Recognize how Americans used credit/installment plans to purchase consumer goods in the 1920's (i.e., vacuum cleaners, washing machines, radios, and other home appliances). | Credit Installment | History in Focus: 1920-1929 (28:04) | 1920's + 1930's Vocab, People, Things Review |
| The 1920's Experience | ||||
| The Installment Plan | ||||
| 5.2.5 | Analyze how environmental changes and crisis affected the economy across the nation in the 1930's (i.e., Dust Bowl, Black Tuesday, Great Depression, and Hoovervilles). | Life in the 30's (05:26) | Timeline of the Dust Bowl | |
| Stock Market Crash (00:27) | TNHistoryforKids-5th Grade Economics | |||
| History in Focus: 1930-1939 (29:31) | ||||
| 5.2.4 | Interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production). | Understanding Economics (25:00) | ||
| 5.2.1 | Differentiate between needs and wants on a personal and national level. | Market Demand and Supply and Equilibrium Prices | Economics: The Production, Distribution, and Consumption of Goods and Services: Needs and Wants (15:17) | The Opportunity Cost of a Lifetime |
| Managing Money: Needs vs. Wants | ||||
| GEOGRAPHY | ||||
| Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography. | ||||
| 5.3.6 | Locate the 50 states using a map with each state outlined. | States and Capitals of the United States of America | Geography of the USA (19:00) | Graphicmaps-USstates |
| Interactive U.S. Geography Acttivities | ||||
| National Geographic-Geospy | ||||
| 5.3.1 | Locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific Oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence and Mississippi Rivers). | Continents (00:46) | Interactive U.S. Geography-Rivers and Lakes | |
| Land and Water (02:55) | USA Geography Games | |||
| 5.3.3 | Locate information from an atlas entry. | Interfact Atlas | ||
| Color Landform Atlas of the United States | ||||
| 5.3.4 | Locate a major United States city using latitude and longitude. | Lines on Maps and Globes | Using Latitude and Longitude to Find Locations (00:51) | National Geographic-xpeditions atlas |
| Latitude and Longitude of U.S. and Canadian Cities | ||||
| 5.3.7 | Recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee. | Tennessee | The Geography of Tennessee | |
| Tennessee Landforms | ||||
| The Natural History of Tennessee | ||||
| State TopoView | ||||
| 5.3.8 | Interpret a climograph. | Climograph | ||
| How to Read a Climograph | ||||
| 5.3.5 | Identify the physical and political boundaries of Tennessee. | Tennessee Counties,Landforms, & Regions | ||
| Printable Map of Tennessee | ||||
| 5.3.2 | Determine America's population shifts by interpreting a population map. | Animated Map of Human Population Growth Throughout History | ||
| GOVERNANCE AND CIVICS | ||||
| Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. | ||||
| 5.4.5 | Differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights. | The Revolutionary War | The Principles of the Declaration of Independence (01:38) | Constitution: The Work Begins |
| Constitution: The Bill of Rights | ||||
| Declaring Independence | ||||
| Ben's Guide to the US Government | ||||
| US Constitution-The Bill of Rights | ||||
| The Whitehouse.gov for Kids | ||||
| US Constitution | ||||
| 5.4.2 | Select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion). | Working on Documents | The Bill of Rights: Guarantees of Rights and Freedoms (01:02) | Lesson Plans for Teaching the First Amendment |
| Civil Rights adn the First Amendment | ||||
| Free Speech | ||||
| 5.4.3 | Recognize the rights established by the 13th, 14th, 15th and 19th amendments. | Working on Documents | The Constitution and Racial Discrimination: The 13th, 14th, and 15th Amendments (01:44) | The United State Constitution Online |
| Suffrage (01:36) | The Thirteenth Amendement | |||
| Recognize personal, religious, and national celebrations of various American cultures (i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King, Jr. Day, Veteran's Day, Memorial Day, or Thanksgiving). | U.S. Celebrations (13:00) | National Celebrations | ||
| Holiday Facts & Fun: Martin Luther King Day (2nd Edition) (11:10) | ||||
| Holiday Facts & Fun: Presidents' Day (2nd Edition) (14:34) | ||||
| Holiday Facts & Fun: Earth Day (2nd Edition) (14:05) | ||||
| Holiday Facts & Fun: Columbus Day (2nd Edition) (13:57) | ||||
| Holiday Facts & Fun: Thanksgiving (2nd Edition) (12:28) | ||||
| 5.4.4 | Recognize the differences between the Tennessee State Constitution and the United States Constitution. | Tennessee State Constitution | ||
| 5.4.1 | Distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government. | Journey to the Presidency | This is Our Government (18:00) | Important Documents in the US Government |
| Who Rules America? | ||||
| HISTORY | ||||
| History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. | ||||
| * Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. | ||||
| Civil War and Reconstruction (1850-1877) | ||||
| 5.5.1 | Interpret sectional differences in the North and South in pre-Civil War (i.e., a map of Union, Confederate, and border-states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and man-made resources). | Causes of the Civil War (14:00) | Using timelines as a resource | |
| The South During the Civil War | ||||
| The North During the Civil War | ||||
| 5.5.2 | Recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis). | Recognizing Military and Nonmilitary Leaders from the North and South During the Civil War | Leaders of the Civil War | |
| The Civil War Begins | Key People of the Civil War | |||
| Half Slave and Half Free | ||||
| 5.5.3 | Interpret timelines that depict major historical post-Civil War events. | Industrial Revolution (1750-1915), The (19:58) | Reconstruction Timelines | |
| Civil War Biographies | ||||
| Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services). | Growth of a Nation | Summary: How Economic Activities Define a Culture (01:05) | ||
| The Industrial Revolution | Industrial Revolution (1750-1915), The (19:58) | |||
| 5.5.6 | Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue). | Growth of a Nation | Westward Expansion: The Pioneer Challenge (17:00) | Building a Sod House |
| In the good old days, when owning a pair of shoes was a great luxury. | ||||
| 5.5.7 | Interpret a primary reading sample. | |||
| Use tools of social science inquiry such as surveys, statistics, maps, and documents. | Maps and Globes: Using Tables Charts and Diagrams (13:25) | |||
| Interpret timelines that depict major historical post-Civil War events. | Reconstruction Timelines | |||
| Era 6 - The Development of the Industrial United States (1870-1900) | ||||
| Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services). | Growth of a Nation | Summary: How Economic Activities Define a Culture (01:05) | ||
| The Industrial Revolution | Industrial Revolution (1750-1915), The (19:58) | |||
| Interpret a primary reading sample. | ||||
| 5.6.2 | Use tools of social science inquiry such as surveys, statistics, maps, and documents. | Maps and Globes: Using Tables Charts and Diagrams (13:25) | ||
| Era 7 - The Emergence of Modern America (1890-1930) | ||||
| 5.5.4 | Recognize the rights that workers fought for in the late 1800’s (i.e., wages, hours, insurance, and working conditions). | Unions and the Railroads: Reform of Labor Laws (03:03) | Labor In America | |
| Freedom- A History of US | ||||
| Conditions of the Working Classes and Child Labor | ||||
| Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley). | Notable Tennessans | American Heroes and Heroines: Dr. Martin Luther King, Jr. (14:43) | Jane Addams | |
| Tennessee | Martin Luther King, Jr. | |||
| Austin Peay | ||||
| Famous Tennesseans | ||||
| Samuel Gompers | ||||
| Anne Dallas Dudley | ||||
| Interpret timelines that depict major historical post-Civil War events. | ||||
| Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services). | Summary: How Economic Activities Define a Culture (01:05) | |||
| Industrial Revolution (1750-1915), The (19:58) | ||||
| Interpret a primary reading sample. | ||||
| Use tools of social science inquiry such as surveys, statistics, maps, and documents. | Maps and Globes: Using Tables Charts and Diagrams (13:25) | |||
| Era 8 - The Great Depression and World War II (1929-1945) | ||||
| Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley). | American Heroes and Heroines: Dr. Martin Luther King, Jr. (14:43) | Jane Addams | ||
| Martin Luther King, Jr. | ||||
| Austin Peay | ||||
| Samuel Gompers | ||||
| Anne Dallas Dudley | ||||
| Interpret timelines that depict major historical post-Civil War events. | ||||
| Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services). | Summary: How Economic Activities Define a Culture (01:05) | |||
| Industrial Revolution (1750-1915), The (19:58) | ||||
| Interpret a primary reading sample. | ||||
| Use tools of social science inquiry such as surveys, statistics, maps, and documents. | Maps and Globes: Using Tables Charts and Diagrams (13:25) | &n | ||
