Grade+5


 * Teachers****:** Karen Keller
 * Textbook**: __The United States__ Houghton Mifflin Harcourt 2010

"The learner will . . ." || **Standard(s) and Indicators** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || **Cross- curricular connections** || Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || **SS 5.1.1 **
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Unit** || **Objective:**
 * || **Civics**:
 * Forms and Functions of Government **


 * Students will describe the foundation, structure, and function of the United States government. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 5.1.1.a Explain the historical foundation that led to the formation of the United States constitutional government (e.g., early state constitutions, Declaration of Independence, and the Articles of Confederation) ||   || federal system, compromise, constitution, republic || Ch8 Lesson 1: //TheConstitutional Convention;//

copies of Dec of Ind; Articles of Conf, and Constitution ||  || Ch 8 Test ||   ||
 * ||  || SS 5.1.1.b Explain the origins, structure, and functions of the three branches of the United States government ||   || separation of powers, legislative, executive, and judicial branches; veto, justices, House of Representatives, Senate, cabinet,VA Plan, NJ Plan, CT Compromise || Ch 8 Lesson 1&2: Three Branches of Government; American Documents R27-R37 ||   || Ch 8&9 Tests; Unit 4 Test ||   ||
 * ||  || SS 5.1.1.c Describe how colonial and new states’ governments laws affected groups within their population (e.g., citizens, slaves, immigrants, women, class systems, tribes) ||   || three-fifths compromise, suffrage, women in Wyoming govt.; proprietor, refuge, expel, || Constitutional Amendments 15 & 19 (R43-R44); Ch 4 //Building the First Colonies;// Ch 5 //The Thirteen Colonies;// || "A Long Way to Go" story: p 488-491 || Ch 4&5 Tests; Unit 2 Test || Rdg story "When Esther Morris Headed West" ||
 * ||  || SS 5.1.1.d Describe how the decisions of the national government affect local and state government ||   || federal/national government; states' rights, state govt, || Ch 8 Lesson 1; U.S. Constitution: R37-R38 ||   || Ch 8&9 Tests; Unit 4 Test ||   ||
 * ||  || SS 5.1.1.e Identify the principles of the American Republic (e.g., liberty, democracy, United States Constitution, Bill of Rights) ||   || republic, || American documents section of SS book: R23-R47; Ch8 p318 ||   ||   ||   ||
 * ||  || SS 5.1.1.f Compare and contrast tribal forms of government, British monarchy, and early American colonial governments ||   || class, Parliament, representative, confederation, Iroquois League, || Ch 2 Lesson 2; ||   ||   ||   ||
 * ||  || **SS 5.1.2**
 * Civic Participation **


 * Students will apply democratic principles that are the foundation of the United States government systems to daily life. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 5.1.2.a Explain the constitutional rights and civic responsibilities of U.S. citizens (e.g., freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group) ||   || Bill of Rights, ratify, political party, || Am Documents- Constitutional Amendments R40-R47; Ch 8 Lesson 3 ||   || Ch 8 Test, Unit 4 Test ||   ||
 * ||  || SS 5.1.2.b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", "America", commemorating state and national holidays) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.1.2.c Give examples of group and individual actions that illustrate civic ideas in the founding of the United States (e.g., freedom, rule of law, equality, civility, cooperation, respect) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.1.2.d Analyze how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.1.2.e Identify the roles and influences of individuals, groups, and the media on governments (e.g., George Washington, John Adams, Thomas Jefferson, Benjamin Franklin) ||   ||   ||   ||   ||   ||   ||
 * || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">**Economics**: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.1 Markets **

inventions/ inventors research project ||  || science research project: inventors, scientific discoveries || artisan || Ch 5 Lesson2 ||  ||   ||   ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will analyze various markets where buyers and sellers exchange goods or services. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.1.a Describe how competition among sellers results in lower costs and prices, higher product quality, and better customer service ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.12.b Investigate and report on entrepreneurs and inventors ||   || Henry Ford p 507; Andrew Carnegie p 464; ||   || Research Handbook R57;
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.2 Students will make observations about how human capital can be improved by education, training, and standard of living. ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.2.a Give examples of how additional education/training improves productivity and increases standard of living (e.g., apprentice, journeyman, master electrician) ||   || apprentice,
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.3 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Institutions **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will summarize characteristics of economic institutions in the United States. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.3.a Identify the functions and characteristics of money (e.g., store value, medium of exchange, unit of accounting) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.3.b Identify the importance of financial institutions to households and businesses (e.g., loans to agriculture, business, and individuals in order to provide capital) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.3.c Identify rules and laws that protect and support consumers (e.g., private property, contracts, agreements, and product safety) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.6 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Financial Literacy **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will summarize characteristics of financial institutions. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.6.a Explain/explore how various financial services are provided by local financial institutions ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.10 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Government **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will understand what goods and services the national government provides. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.10.a Identify goods and services funded through federal taxes (e.g., armed forces, courts, parks) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.12 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Globalization **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will explain how specialization, division of labor, and technology increases productivity and interdependence. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.2.12.a Investigate Early United States specialization and trade (e.g., fur, tobacco, cotton, lumber) ||   ||   ||   ||   ||   ||   ||
 * || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">**Geography**: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.1 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">The World in Spatial Terms **

latitude, longitude, absolute location, relative location, parallels, meridians || Ch 1 //Map and Globe Skills// ||  ||   ||   ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will explore where (spatial) and why people, places and environments are organized in the United States. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.1.a Name and locate major human and physical features in the United States (e.g., states, capitals, and major cities in the United States, Rocky Mountains, Appalachian Mountains, Great Lakes) ||   || landform region, mountain range, piedmont, prairie, Coastal Plain, Great Basin, Rock Mountains, Appalachian Mountains, Sierra Nevada Mtns, inlet, gulf, sound, Great Lakes, tributary, river system, drainage basin, Mississippi River, fall line, Continental Divide || Ch 1 //Our Nation's Geography// || geography terms-pg.i18&i19 || Ch 1 Test ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.1.b Apply map skills to analyze physical/political maps of the United States (e.g., identify latitude longitude, and the global grid and identify the location and purpose of time zones) ||   || grid system
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.1.c Analyze why things are located where they are in the United States (e.g., Why were the 13 colonies located on the eastern side of the United States? Why was corn raised in Pennsylvania and Ohio and cotton in Virginia and Georgia?) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.2 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Places and Regions **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will compare the characteristics of places and regions and draw conclusions on their impact on human decisions. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.2.a Define regions within the United States using multiple criteria. (e.g., Silicon Valley, Bread Basket) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.2.b Classify regions and places within the United States using physical and human features (e.g., Rocky Mountains, The Southwest, Great Plains, Corn Belt, Cotton Belt) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.2.c Identify and classify regions (e.g., cities, states, and congressional districts) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.3 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Physical Systems **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will draw conclusions about the natural processes in the physical world. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.3.a Explain how physical processes shape the United States’ features and patterns (e.g., weathering, erosion, plate tectonics and internal forces and climate) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.3.b Identify examples of ecosystems located in the United States (e.g., forests, deserts, grasslands) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.4 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Human Systems **

Ch 5 Lesson 2 ||  || Ch 11 Test ||   ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will compare, contrast and draw conclusions about the characteristics of culture and migration in the United States. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.4.a Compare and contrast patterns of culture within the United States (e.g., language, religion, food) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.4.b Compare and contrast population characteristics of the United States (e.g., density, distribution, growth rates) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.4.c Compare and contrast historical and present day migrations to and within the United States ||   || Ellis Island, Angel Island, immigration, migration, || Ch 11 Lesson 4;
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Human/Environment Interaction **

"Deconstructing History: Empire State Bldg" || Ch 12 Test, Unit 6 Test ||  ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will describe how humans have adapted to and modified different environments in Early American history. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5.a Describe the impact of extreme natural events in Early United States History on the human and physical environment (e.g., blizzards, floods, drought) ||   || Dust Bowl, drought, Dirty Thirties, Great Depression || Ch 12 Lesson 3 p 510 || history.com videos;"Hoover Dam"
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5.b Describe how humans have utilized natural resources in the United States (e.g., construction of dams, Transcontinental RR, Erie Canal, National Road, land use changes from prairie and forests to agriculture and ranching) ||   || Transcontinental RR, Erie Canal, Panama Canal, Hoover Dam, isthmus of Panama; Mesabi Range-iron ore; petroleum-Pennsylvania; || Ch 11 Lesson 3; ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5.c Analyze issues related to the natural setting in Early America (e.g., access to water, construction materials, and raw materials for daily living and economic development; impact of climate and terrain on living conditions and movement of people goods and services) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5.d Examine patterns of resource distribution and utilization in Early America (e.g., fisheries, forests, agricultural development, early manufacturing regions) ||   || Colonies: New England, Middle, and Southern; ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities, soil testing, erosion control) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">S ****<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">S 5.3.6 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Application of Geography to Issues and Events **

<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">(United States: First Americans to the Constitution) || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.1 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will use geographic skills to interpret issues and events. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.6.a Explain the influences of physical and human geographic features on historical events in the United States (e.g., railroads building along river valley floodplains, building the Erie Canal to connect the East Coast with the Great Lakes, migrating through the Cumberland Gap into the Kentucky bluegrass region) ||   || Transcontinental RR || Ch 11 Lesson 3 || history.com video ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.3.6.b Analyze aspects of human and physical geography that have shaped the settlement and development of Early America, latitude and longitude in the role of early navigation (e.g., groundwater and irrigation, westward expansion of European immigrants, seeds, fertile soils, agriculture, transportation systems, water power) ||   ||   ||   ||   ||   ||   ||
 * || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">**History**: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Chronological Thinking **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will examine chronological relationships and patterns, and describe the connections among them. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.1.a Describe concepts of time and chronology (e.g., BC, BCE, AD, CE and eras) ||   || decade, century, millennium, B.C., A.D. (anno domini), B.C.E., C.E. || Ch 1 //​Read Time Lines// ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.1.b Select and record key national events in chronological order (e.g., timelines) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.1.c Examine the chronology of historical events in the United States and their impact on the past, present, and future ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.2 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Historical Comprehension **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will demonstrate an understanding of the impact of people, events, ideas, and symbols upon US history using multiple types of sources. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.2.a Demonstrate an understanding of the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, by era (e.g., Early America/Exploration: American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley, Coronado, DeSoto, LaSalle; Colonization and Rise of Democratic Institutions: Spanish Missions, French and Indian War: Chief Pontiac; Establishing a Nation: Revolutionary War; Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols) ||   ||   || Unit 1 //The Land and Early People// ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.2.b Describe how the United States and its neighbors in the Western Hemisphere have changed over the course of time using maps, documents, and other artifacts ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.2.c Describe the appropriate uses of primary and secondary sources ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.3 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Multiple Perspectives **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will describe and explain multiple perspectives of historical events. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.3.a Describe how multiple perspectives facilitate the understanding of the full story of US history (e.g., The events surrounding the Boston Massacre, Indian Removal) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Court records of the Boston Massacre, The Declaration of Independence, The Constitution, historical biographies, oral histories) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4 **
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Historical Analysis and Interpretation **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will analyze past and current events, issues, and problems. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4.a Analyze sources on Early American History through determination of credibility, contextualization, and corroboration ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4.b Examine alternative courses of action in United States history (e.g., What were the causes of the American Revolution?) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4.c Identify how decisions affected events in the United States (e.g., secession of the American Colonies from Britain) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4.d Describe the cause and effect relationships among key events in history (e.g., Revolutionary War, founding of the United States) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.4.e Describe the relationships among historical events in the United States and the students' lives today (i.e., current events) ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.5 Historical Research Skills **


 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Students will develop historical research skills. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.5.a Develop questions about United States history ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.5.b Identify, obtain, and cite appropriate sources for research about Early U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.5.c Gather historical information about the United States (e.g., document archives, newspapers, interviews) ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">SS 5.4.5.d Present historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations) ||   ||   ||   ||   ||   ||   ||