Social Studies
By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore
interactions among American Indians, Africans, and Europeans in North America. Students also examine how these interactions affected colonization and settlement. They explore how geography of North America influenced daily life
and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain
influenced the decision to declare independence. Within the historical study emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary
issues facing the nation.(Derived from Oakland County SCOPE curriculum)
If you are interested in viewing the MC3 Curriculum in its entirety please visit: http://scope.oakland.k12.mi.us/grade.aspx?id=56
interactions among American Indians, Africans, and Europeans in North America. Students also examine how these interactions affected colonization and settlement. They explore how geography of North America influenced daily life
and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain
influenced the decision to declare independence. Within the historical study emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary
issues facing the nation.(Derived from Oakland County SCOPE curriculum)
If you are interested in viewing the MC3 Curriculum in its entirety please visit: http://scope.oakland.k12.mi.us/grade.aspx?id=56
5th Grade Social Studies Units
Unit 1: Our Government
Content Expectations
* Explain probable consequences of an absence of government and of rules and laws.
* Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom
of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.
* Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver’s license, marriage license).
* Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).
* Describe how the powers of the federal government are separated among the branches.
* Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).
* Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
Government Review Sheet
* Explain probable consequences of an absence of government and of rules and laws.
* Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom
of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.
* Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver’s license, marriage license).
* Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).
* Describe how the powers of the federal government are separated among the branches.
* Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).
* Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
Government Review Sheet
Unit 2: Three World Meet
Content Expectations
* Identify questions historians ask in examining the past (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
* Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).
* Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.
* Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.
Click Here for the Study Guide for the Native American Test
Early Explorers Vocabulary
Click Here for the Study Guide for the Explorers Test
* Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible.
* Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
* Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).
* Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade.
* Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.
* Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
* Identify questions historians ask in examining the past (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
* Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).
* Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.
* Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.
Click Here for the Study Guide for the Native American Test
Early Explorers Vocabulary
Click Here for the Study Guide for the Explorers Test
* Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible.
* Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
* Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).
* Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade.
* Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.
* Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
Unit 3: Colonization and Settlement
Spanish and French Colonization Notes
Click Here for the Study Guide for the Southern and New England Colonies Test
Content Expectations
* Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the
migration.
* Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
* Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.
* Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
* Describe significant developments in the Southern colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• establishment of Jamestown
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia)[1]
• relationships with American Indians (e.g., Powhatan)
• development of colonial representative assemblies (House of Burgesses) and royal government
• development of slavery.
* Describe significant developments in the New England colonies, including:
.patterns of settlement and control including the impact of geography (landforms and climate) on settlement
.relations with American Indians (e.g., Pequot/King Phillip’s War)
• growth of agricultural (small farms) and non-agricultural (shipping, fishing, manufacturing) economies
• the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government[2]
• religious tensions in Massachusetts that led to the establishment of other colonies in New England.
* Describe significant developments in the Middle colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• the growth of Middle colonies economies (e.g., breadbasket)
• the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies
• immigration patterns leading to ethnic diversity in the Middle colonies.
* Compare the regional settlement patterns of the Southern, New England, and the Middle colonies.
* Locate the New England, Middle, and Southern colonies on a map.
Click Here for the Study Guide for the Southern and New England Colonies Test
Content Expectations
* Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the
migration.
* Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
* Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.
* Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
* Describe significant developments in the Southern colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• establishment of Jamestown
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia)[1]
• relationships with American Indians (e.g., Powhatan)
• development of colonial representative assemblies (House of Burgesses) and royal government
• development of slavery.
* Describe significant developments in the New England colonies, including:
.patterns of settlement and control including the impact of geography (landforms and climate) on settlement
.relations with American Indians (e.g., Pequot/King Phillip’s War)
• growth of agricultural (small farms) and non-agricultural (shipping, fishing, manufacturing) economies
• the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government[2]
• religious tensions in Massachusetts that led to the establishment of other colonies in New England.
* Describe significant developments in the Middle colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• the growth of Middle colonies economies (e.g., breadbasket)
• the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies
• immigration patterns leading to ethnic diversity in the Middle colonies.
* Compare the regional settlement patterns of the Southern, New England, and the Middle colonies.
* Locate the New England, Middle, and Southern colonies on a map.
Unit 4: Life in Colonial America
Content Expectations
*Describe significant developments in the Southern colonies, including:
· development of colonial representative assemblies (House of Burgesses)
· development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
*Describe significant developments in the New England colonies, including:
· the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government
· growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
*Describe significant developments in the Middle Colonies, including:
· patterns of settlement and control including the impact of geography (landforms and climate) on settlement
· the growth of Middle Colonies economies (e.g., breadbasket).
*Describe Triangular Trade including:
· the trade routes
· the people and goods that were traded
· the Middle Passage
· its impact on life in Africa.
*Describe the life of enslaved Africans and free Africans in the American colonies.
*Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.
*Locate the New England, Middle, and Southern colonies on a map.
*Describe the daily life of people living in the New England, Middle, and Southern colonies.
*Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).
*Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).
*Make generalizations about the reasons for regional differences in colonial America.
Click Here for a Copy of the 13 Colonies Review Sheet
*Describe significant developments in the Southern colonies, including:
· development of colonial representative assemblies (House of Burgesses)
· development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
*Describe significant developments in the New England colonies, including:
· the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government
· growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
*Describe significant developments in the Middle Colonies, including:
· patterns of settlement and control including the impact of geography (landforms and climate) on settlement
· the growth of Middle Colonies economies (e.g., breadbasket).
*Describe Triangular Trade including:
· the trade routes
· the people and goods that were traded
· the Middle Passage
· its impact on life in Africa.
*Describe the life of enslaved Africans and free Africans in the American colonies.
*Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.
*Locate the New England, Middle, and Southern colonies on a map.
*Describe the daily life of people living in the New England, Middle, and Southern colonies.
*Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).
*Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).
*Make generalizations about the reasons for regional differences in colonial America.
Click Here for a Copy of the 13 Colonies Review Sheet
Unit 5: Road to Revolution
Content Expectations
*Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
*Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.
*Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).345
*Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
*Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
*Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.
Click here for a copy of the "Road to the Revolution" Review Sheet
*Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
*Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.
*Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).345
*Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
*Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
*Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.
Click here for a copy of the "Road to the Revolution" Review Sheet
Unit 6: The American Revolution
Content Expectations
*Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
*Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so.
*Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
*Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence.
*Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives.
*Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.
*Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.
*Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries).
*Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
*Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so.
*Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
*Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence.
*Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives.
*Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.
*Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.
*Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries).
Unit 7: A New Nation
Content Expectations
*Describe the powers of the national government and state governments under the Articles of Confederation.
*Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money).
*Explain why the Constitutional Convention was convened and why the Constitution was written.
* Describe the disagreements over representation and slavery at the
Constitutional Convention and how the Framers addressed them in the Constitution
(Great Compromise, Three-Fifths Compromise).
*Give reasons why
the Framers wanted to limit the power of government (e.g., fear of a strong
executive, representative government, importance of individual rights).
*Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
*Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.
*Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.
*Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.
*Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.
*Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.
*Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.
*Describe the powers of the national government and state governments under the Articles of Confederation.
*Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money).
*Explain why the Constitutional Convention was convened and why the Constitution was written.
* Describe the disagreements over representation and slavery at the
Constitutional Convention and how the Framers addressed them in the Constitution
(Great Compromise, Three-Fifths Compromise).
*Give reasons why
the Framers wanted to limit the power of government (e.g., fear of a strong
executive, representative government, importance of individual rights).
*Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
*Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.
*Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.
*Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.
*Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.
*Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.
*Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.