Social Studies: 5th grade Units 1-3, 2nd 9 Weeks

Standards

Media Specialist/ Teacher Connection

Tennessee Through Time Text and/or Exemplary Text

Correlation

Web Resources

Immigration and Westward Expansion (30 days)

5.28 Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and interpret narratives and excerpts from informational text describing the role that Chinese and Irish laborers played in the development of the Transcontinental Railroad. (C, E, G, H)

*Read Coolies and discuss as introduction to immigration and Transcontinental Railroad *Using a Jigsaw format, guide student groups (create guided notes) to explore various Internet resources and then remix groups to present findings (or present whole class)

Sites (linked on right):

Scholastic: Immigration Stories of Yesterday and Today

Relive a Boys Journey to America (article)

Transcontinental Railroad maps & advertisement

Chinese and Westward Expansion sites (for advanced readers)

*Student groups also look up an immigrant group on NY Times interactive immigration map; add findings to a large, whole class map and discuss

Tennessee Through Time: Lesson 2, 118-121 Coolies by Yin

http://teacher.scholastic.com/activities/immigration/index.htm http://www.scholastic.com/teachers/article/relive-boys-journey http://web.archive.org/web/20060405095317/http://wwnorton.com/college/history/tindall/timelinf/tranrail.htm http://cprr.org/Museum/Maps/Overland_Route_1908_BCC.html http://publications.newberry.org/k12maps/module_11/index.html http://memory.loc.gov:8081/ammem/award99/cubhtml/themeindex.html http://bancroft.berkeley.edu/collections/chineseinca/westward.html http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html?_r=0

5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians. (G, H)

*Explore the Great Plains area by investigating various maps (current and past links to the right) *Read and explore firsthand accounts, poems, songs, and textbook articles from the Westward Expansion/Great Plains Settlement Era (tailor selections and support for 5

th

grade readers could conduct Socratic Seminar, Shared Reading) *Students use documents and discussions to create advertisements for moving west

Tennessee Through Time: Lesson 2, 122-129 Prairie by Carl Sandburg Across the Plains in 1844 by Catherine Sager Pringle

http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000#/ http://www.pbs.org/weta/thewest/places/states/index.htm http://www.pbs.org/weta/thewest/places/trails_ter/indian.htm Firsthand Accounts, etc. http://www.bartleby.com/134/1.html http://www.balladofamerica.com/music/indexes/eras/era4.htm http://memory.loc.gov/ammem/cbhtml/cbhome.html

http://www.pbs.org/weta/thewest/resources/archives/two/sager1.htm Lesson Plan Idea http://www.loc.gov/teachers/classroommaterials/lessons/past/

5.30 Write an argumentative piece from the viewpoint of American Indians and the viewpoint of American settlers about their rights to the land west of the Mississippi River.

* Read textbook pages 34-35 * Read Interview: Native Americans *Review documents and articles from previous standards *Model evidence-based claims using an graphic organizer http://tinyurl.com/p76vrd9 *Use graphic organizer and Shared Writing format to write an essay from one of the two viewpoints (whole class) *Students use models to independently (or in partners) write essay from other viewpoint *Another option: Use graphic organizers to hold a debate; splitting class into two groups

Tennessee Through Time: Lesson 1, 34-35 Interview: Native Americans from pbs.org

http://www.pbs.org/wgbh/americanexperience/features/interview/tcrr-interview/ Pebble Go Next! Lesson Plan Idea (might need to be adapted for 5

th grade)

http://www.loc.gov/teachers/classroommaterials/lessons/reservation/ Shared Writing Strategy http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.html

5.32 Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan. (H, TN)

*Use photographs and art to introduce Buffalo Soldiers (see Library of Congress link). Discuss observations, and then share background info *Explore the topic of Buffalo Soldiers and George Jordan in small research groups using books and online resources *Identify main ideas using Cornell Notes; answer this research question: Why/How were the Buffalo Soldiers important to Westward Expansion? *Students write a diary entry or a letter home from the point of view of a Buffalo Soldier; Include details that demonstrate an understanding of a Buffalo Soldiers role

Find a variety of books using Limitless Libraries and your own collection Example: The Buffalo Soldiers by Tracy Barnett

http://www.loc.gov/pictures/search/?q=buffalo%20soldiers&sg=true http://www.blackpast.org/aaw/jordan-george-1849-1904 Databases: TEL World Book Student ABC CLIO

Industrialization (15 days)

5.27 Explain the need for the South and Tennessee to move toward industry and mechanization after the Civil War and identify examples of the effort, including Coca Cola bottling in Chattanooga, mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads. (G, E, H, TN)

*Using various sources (textbook, primary sources, print, non-print, artifacts) create stations for each of the examples of industrialization and mechanization. It might be important to also include a station about the economy *At each station, students explore the topics and take notes on a foldable. Ultimately, students use their notes to answer these questions (through discussion, then in writing): How did the South and TN move toward industry and mechanization after the Civil War? Why was that movement important? *For an extension, students can research present-day facts about each topic and complete Venn-Diagrams to compare and contrast history and today

Tennessee Through Time: Lesson 2, 114-119

Lesson Idea (Railroads, p.2): http://library.mtsu.edu/tps/newsletters/TPSNewsletterAugust2010.pdf Background Info: http://tennesseeencyclopedia.net/entry.php?rec=1104 http://www.tn4me.org/era.cfm/era_id/6 http://tennesseeencyclopedia.net/entry.php?rec=683 http://www.coca-colacompany.com/history/ http://www.tnhistoryforkids.org/geography/a_6

5.39 Analyze the causes, course, and consequences of the Spanish American War, including: (C, E, G, H, TN)

yellow journalism USS Maine Rough Riders Imperialism

*Introduce the topic of the Spanish-American War with primary sources: http://amhistory.si.edu/militaryhistory/exhibition/zoomify.asp?id=1915&type=g&width=640&height=480&color=&hideAlt=1 *Students explore topics further using print and non-print resources and other primary sources (differentiate research to support student needs) *Students develop a timeline using a digital timeline creator (examples: World Book Timelines, Timetoast, Timeline JS, Read Write Thinks Timeline Creator, or HSTRY); Timelines should identify causes, course, and consequences of Spanish American War

Find various print sources using Limitless Libraries and your own collection

Background Info: http://www.loc.gov/rr/hispanic/1898/intro.html http://www.loc.gov/rr/hispanic/1898/roughriders.html http://www.pbs.org/crucible/frames/_journalism.html http://www.pbs.org/crucible/tl10.html Online Sources for Students: http://www.pbs.org/crucible/timeline.html TEL Databases ABC CLIO Primary Sources http://tinyurl.com/qzwxcbj

Timeline Creators TimeToast Timeline JS Read Write Think Timelines HSTRY

Progression Era Unit 3 (15 days)

5.34 Engage in a collaborative discussion to explore the ideas

*Choose an excerpt from The Gilded Age exemplar text to read and study in preparation

The Gilded Age: A Tale of Today by Mark Twain and Charles

http://www.loc.gov/teachers/classroommaterials/lessons/strivings/

and events of the Gilded Age and determine the significance, including: (C, E, H, P)

political machines

major scandals

economic disparity

industrial capitalists

for a Socratic seminar *In response to the seminar, each student designs a political cartoon that identifies one idea, theme, or event that was discussed (something related to the Gilded Age)

Dudley Warner The Gilded Age E-Book (Project Gutenberg) http://www.gutenberg.org/files/3178/3178-h/3178-h.htm http://www.digitalhistory.uh.edu/era.cfm?eraID=9&smtID=1

5.35 Describe child labor and working conditions in factories. (C, E, H)

*With the classroom teacher, students read and discuss exemplary texts as an introduction to the topic *Design a webquest that students complete to learn more about child labor and working conditions (the webquest can also direct students to explore print sources and primary sources) *Ultimately, students write a diary entry from the point of view of a child worker

Tennessee Through Time: 126 excerpts from Twenty Years at Hull House, Jane Addams excerpts from How the Other Half Lives, Jacob Riis excerpts from The Jungle, Upton Sinclair Lyddie by Katherine Paterson

http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Child_Labor_in_the_United_States.pdf http://www.scholastic.com/teachers/article/history-child-labor http://www.loc.gov/pictures/collection/nclc/ http://www.loc.gov/teachers/classroommaterials/lessons/built/ http://www.loc.gov/teachers/classroommaterials/lessons/child-labor/

5.36 Analyze the role of Samuel Gompers and the American Federation of Labor in changing standards for working conditions. (E, H, P)

*Use various sources to read about Samuel Gompers and the early labor movement *Create a class timeline that illustrates important events in the early labor movement, Samuel Gompers contributions, and the formation of the AFL *Introduce students to the Triangle Shirtwaist Factory Fire by reading exemplar texts and watching the PBS video *Discuss how the work of Samuel Gompers could have impacted the outcome of the Triangle Fire and how the fire affected the union movement *Have students organize and participate in a mock trial of the Triangle Factory owners. Pull evidence and testimony from all that has been learned about the labor movement in America.

Tennessee Through Time: 128-129 Triangle: The Fire That Changed America by David von Drehle

http://www.aflcio.org/About/Our-History/Key-People-in-Labor-History/Samuel-Gompers-1850-1924 PBS Video and Lesson http://www.pbs.org/wgbh/americanexperience/films/triangle/player/ http://www-tc.pbs.org/wnet/historyofus/teachers/pdfs/segment9-7.pdf Triangle Fire Info http://trianglefire.ilr.cornell.edu/

5.37 Use a graphic organizer to provide information about important business leaders,

*Add other people to the list, and students choose one person to learn about through research (or partner groups

Tennessee Through Time: 130-131 Use biography sources

Fake Facebook Tools http://www.classtools.net/FB/home-page

inventors, and entrepreneurs and the impact they had on American society, including: (C, E, H)

Thomas Edison Alexander Graham Bell Henry Ford George Eastman George Washington

Carver Henry Bessemer Swift and Armour Cornelius Vanderbilt

work together on one topic) *Collaborate with the classroom teacher to design a graphic organizer that students can use to take research notes (or use Cornell Notes) *To present their findings, students create fake Facebook pages about the person they researched *Another option: plan a Wax Museum during which students pretend to be their person and give brief bio presentations to museum-goers (other students, administrators, community members, parents)

from your collection and Limitless Libraries

http://techtoolsforschools.blogspot.com/2010/01/facebook-project-template.html World Book Student Biography Center (TEL) http://classic.worldbookonline.com/student/biocenter?id=home Student Resources in Context Biography page (TEL) Sweet Search Biographies http://www.sweetsearch.com/biographies

5.38 Use multiple media elements to create a presentation describing the 1897 Centennial Exposition, including its purpose, sights, exhibits, and impact on the state. (TN)

*In research groups, students explore one aspect of the Centennial Exposition. Using their findings, students take a first-hand point of view to make presentations using multi-media. Presentation Examples:

Video commercial to present and advertise the exhibits

Glogster or infographic tool to explain the purpose

Scrapbook to archive and show the sights

Newscast or newspaper article to share the impact

Model or blueprint to show the planning

Tennessee Through Time: 134-135 A few books about the exposition might be available through the Nashville Public Library

http://www.loc.gov/item/77696328 https://web.archive.org/web/20120512044911/http://www.nashville.gov/Parthenon/PhotoGallery.asp http://www.conservancyonline.com/centennial_park/history_centennial http://www.conservancyonline.com/the_parthenon/history_parthenon

5.41 Describe the effects of Jim Crow Laws on the nation and Tennessee and the efforts of Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation. (C, H, P, TN)

*As a whole class, put together an ABC book that identifies different parts, people, and events related to Jim Crow in America and TN. Use web and print resources. *Students can work in partner groups or as individuals. Students get 1 or 2 alphabet letters and create a page for that letters topic with information and visuals. *Students present their pages so all information is shared and discussed by everyone.

Tennessee Through Time: 156-157, 137

http://www.tnhistoryforkids.org/primary/ida_wells http://americanhistory.si.edu/brown/history/1-segregated/white-only-1.html http://www.tn.gov/tsla/exhibits/blackhistory/jimcrow.htm

5.40 Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking racial discrimination, child labor, big business, conservation, and alcohol use: (C, E, P)

Anti-Trust laws 16th, 17th, 18th and

19th Amendments immigration reform

*Collaborate with the classroom teacher to design a graphic organizer that guides students to identify goals, struggles, and achievements. *Using a variety of sources (print and non-print), students should read about and discuss the Progressive Era, taking notes on the graphic organizer. *After gathering information from various sources, students write editorial articles that highlight and analyze a goal, struggle, or achievement. Articles should be written with an evidence-based claim structure.

Tennessee Through Time: Lesson 1, 140-159

http://www.loc.gov/teachers/classroommaterials/lessons/rabbit/ http://www.digitalhistory.uh.edu/era.cfm?eraid=11

Additional Notes/Explanations: The texts, web resources, and lesson ideas included in this document are meant to be suggestions and starting points. Please adapt them to fit the needs of your teachers and students. Great sites with a variety of resources/lesson plans: http://library.mtsu.edu/tps/ http://www.loc.gov/teachers/classroommaterials/lessons/ http://tennesseeencyclopedia.net/index.php http://www.tn4me.org/ http://www.tnhistoryforkids.org/students/5_front