Curriculum Map Quarter 4 Social Studies Grade 5

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

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Curriculum Map Quarter 4 Social Studies Grade 5

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

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Key

ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Map Quarter 4 Social Studies Grade 5

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

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Curriculum Map Quarter 4 Social Studies Grade 5

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

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Curriculum Map Quarter 4 Social Studies Grade 5

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are

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Curriculum Map Quarter 4 Social Studies Grade 5

provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: Writing 3-5 Historical eventsEntering:Reproduce historical highlights (in historical journals) from labeled timelines or visually supported headlines

Beginning:Create phrases or short sentences (in historical journals) from timelines or visually supported headlines

Developing:Make entries of related sentences in historical journals or logs based on timelines or visually supported text

Expanding:Produce reports by summarizing information from historical journals or logs (using first person)

Bridging:Compose historical documentaries from multiple sources (using third person)

Example: Reading 3-5Historical events, figures, and leadersEntering:Match examples of historical events with illustrations and labels

Beginning:Identify features, people, or events depicted in illustrations and phrases

Developing:Compare/contrast different time periods or people using graphic organizers and sentences

Expanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and text

Bridging:Detect trends based on historical events or people's actions using grade-level text

Grade 5 Pacing Guide

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WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Curriculum Map Quarter 4 Social Studies Grade 5

Time 1st Quarter Time 3rd Quarter

Weeks 1-3 U.S. Prior to Civil War Compare and contrast the differences between the North

and South prior to the Civil War

Weeks 1-3 World War I and Women’s Suffrage Analyze the involvement of the US during World War I. Evaluate the role of Tennessee and specific people in women's fight

for equal rights.

Weeks 4-6 U.S. Prior to Civil War Evaluate the election of 1860 and states decisions to

secede from the Union

Weeks 4-6 The Roaring Twenties and The Great Depression Summarize the growth of popular culture and the economy in the

1920s. Analyze the events that caused the Great Depressions and examine

how the country recoveredWeeks 7-9 The Civil War

Understands the causes, courses, and consequences of the Civil War.

Weeks 7-9 World War II Research and analyze the cultural, economic, and political

developments that contributed to the causes and courses of WWII. Testing BLITZ (Review)

Time 2nd Quarter Time 4th Quarter

Weeks 1-3 Reconstruction Understand the successes and failures of Reconstruction.

Weeks 1-6 The Modern United States Analyze key events of the Civil Rights Movement Summarize contributions of innovators and musicians of 20th century

Weeks 4-6 Industrial America & Westward Expansion Explains the various causes and consequences of Second

Industrial Revolution and events in TN, and describe the nation’s growing role in world affairs.

Weeks 7-9 Africa in April and Memphis in May Compare and contrast culture, holidays, and national symbols.

Weeks 7-9 Progressive Era & Jim Crow Laws Research major topics on Westward Expansion,

Spanish American War; Progressive Era, Jim Crow Laws

* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

The Modern United StatesWeeks: 1 - 6

TN State Primary Documents and Supporting Texts:"I have a Dream Speech", Martin Luther King, Jr."Letter from Birmingham Jail", Martin Luther King, Jr.5.61 Identify the reasons for the growth of suburbs, home ownership, mass media, Interstate Highway System, and a consumer society after the war. (C, E, G)

5.62 Examine the meaning and the main events of the “Cold War,” including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis. (C, E, H, P)

5.63 Trace the Korean War, its outcome, and the use of United Nations peacekeeping troops. (E, H, P)

5.61 What caused the economic boom after World War II?

5.62 How have particular events shaped the United States after World War II?

5.63 How have particular events of Korean War, its outcome, and the use of United Nations peacekeeping troops shaped the United States after World War II?

5.61 Have students create different types of graphs to depict the growth of the economy in the U.S. after WWII.https://www.fhwa.dot.gov/interstate/history.htmhttp://www.ushistoryscene.com/uncategorized/levittown/

5.62 Define and explain the impact of the main events of the “Cold War,” including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis.Space Race:http://www.history.com/topics/space-raceCold War:http://www.history.com/topics/cold-war/berlin-wallhttp://www.ducksters.com/history/cold_war/arms_race.phpthe Rosenbergs executionhttp://www.history.com/this-day-in-history/rosenbergs-executedCubahttp://www.history.com/topics/cold-war/cuban-missile-crisis

5.63 Create a flow chart that shows the Korean War, its outcome, and the use of United Nations peacekeeping troops. (E, H, P)http://www.history.com/topics/korean-war

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN)

5.64 What role did Tennessee play in the development of American music in the fifties, sixties, and seventies?

5.64 Create a Bobble Map that refers to details and examples about the significance of Tennessee in popular music, including: Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (Links below)

5.64 Create Four-tab book from page 26- Foldable guide -Use the links on the lesson plan for TN music(listed below) to find information about Country Music, Rock-n-roll-Elvis and Sun Studios, and STAX Records and the Blues. (Literacy W5.7)

http://www.history-of-rock.com/stax_records.htm

https://www.sunstudio.com/http://www.elvis.com.au/presley/biography/how-sam-phillips-discovered-elvis-presley-sun-records-1954.shtml

https://en.wikipedia.org/wiki/B.B._King

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

The Civil Rights Movement5.65 Analyze the key events and struggles during the Civil Rights Movement, including: (C, E,H, P)• Brown v. Board of Education• Non-violent protest and the influence of the Highlander Folk School• Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee• Montgomery Bus Boycott and Rosa Parks• Tent Cities in Fayette and Haywood Counties• Nashville Sit-Ins and Diane Nash• Freedom Riders• Dr. Martin Luther King, Jr.

5.65 – 5.68 What events led to the Civil Right Act of 1964?What was the goal of each of the events?

5.65 Create Top-tab book from page 30- Foldable guide -Use the key events listed in the standard as the tab titles. Summarize the details of each and its goal. Literacy.RI.5.3

Group/Partner reports…

Brown v. Board of Educationhttp://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html

Non-violent protest and the influence of the Highlander Folk Schoolhttp://www.tnhistoryforkids.org/places/highlander

Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennesseehttp://newyorktrendnyc.com/2013/06/11/little-rock-central-high-school-a-milestone-in-the-civil-rights-struggle/

Montgomery Bus Boycott and Rosa Parkshttps://www.thehenryford.org/exhibits/rosaparks/story.asp

Tent Cities in Fayette and Haywood Countieshttps://tennesseeencyclopedia.net/entry.php?rec=136

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.66 Explain the effect President Kennedy’s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program. (H, P)

5.67 Integrate information from a variety of texts to explain the cause, controversy of, and outcome of the Vietnam War. (C, E, G, H, P)

5.66 What was the effect President Kennedy’s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program?

5.67 What was the cause, controversy of, and outcome of the Vietnam War?

https://tennesseeencyclopedia.net/entry.php?rec=1368

Freedom Ridershttp://www.pbs.org/wgbh/americanexperience/freedomriders/

Dr. Martin Luther King, Jr.http://www.biography.com/people/martin-luther-king-jr-9365086"I have a Dream Speech", Martin Luther King, Jr."Letter from Birmingham Jail", Martin Luther King, Jr.

5.66 Write a summary on the effects of Kennedy’s assassination.http://abcnews.go.com/Politics/ways-kennedys-assassination-changed-presidential-security-forever/story?id=20776254

http://mic.com/articles/74069/5-ways-jfk-s-assassination-changed-america-forever#.seHHO56Uh

5.67 Write a summary of the cause, controversy of, and outcome of the Vietnam War.https://prezi.com/vk-lg51zhxht/why-was-the-vietnam-war-so-controversial-in-the-united-states/

http://www.ushistory.org/us/55.asp

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.68 Determine the main ideas surrounding the presidency of Nixon, including the end of the Vietnam War, the trip to China, Watergate, and resignation. (E, H, P)

5. 69 Investigate the works of Alex Haley and his influence on American culture. (C, TN)

5.68 What was the cause of presidency of Nixon, including the end of the Vietnam War, the trip to China, Watergate, and resignation?

5.69 Did Alex Haley influence American culture?

5.68 Did Alex Haley influence American culture? Write and opinion Paper justifying your response.

http://articles.latimes.com/1992-02-12/news/vw-1608_1_alex-haley

http://www.graphicnovelreporter.com/features/articles/2015/11/12/robert-j-norrell-on-alex-haley-and-the-roots-of-autobiographical-storytelling

5.69 Write a summary of Alex Haley’s most notable literary works and explain how he influenced American culture. (Literacy W5.8)

http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.70 Analyze the significant events of Reagan’s presidency, including: (C, E, H, P)• return of national pride• economic recovery• decline of the Cold War• immigration policy change

5.71 Explain the events that lead to the Persian Gulf War and its outcome. (E, G, H, P)

5.70 What were the significant events of the Reagan Presidency?

5.71 What led to the Persian Gulf War and its outcome? And what was the Persian Gulf War about?

http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html

Alex Haleyhttp://www.biography.com/people/alex-haley-39420

5.70 Write a summary for Reagan’s presidency on the following topics: • return of national pride• economic recovery• decline of the Cold War• immigration policy change

http://www.history.com/topics/us-presidents/ronald-reagan

5.71 Create a ‘bubble map with the Persian ‘gulf War in the center.http://www.history.com/topics/persian-gulf-war

In pairs or small groups, assign each group one of the events listed this quarter. Each group will then research the event including all aspects of the event as directed in the standard to which it correlates. Students will prepare a product to display and present their findings to the class. During class presentations, have all students create a

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.72 Summarize the significant contributions to American culture of entrepreneurs and innovators, including: (C, E, TN)• Ray Kroc• Sam Walton• Fred Smith• Bill Gates• Michael Dell• Steve Jobs

5.73 Analyze the increase in terrorism, the tragedy of September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq. (C, G, H, P)

Content Vocabulary Tier 3:civil rights, desegregation, nonviolent, protest, sit-ins, baby boom, veteran, vaccine

Academic Vocabulary Tier 2: executive, override, upheld, rhetoric, platform, biased, prosperity

5.72 How has innovation impacted American culture?

5.73 Was there an increase in terrorism, the tragedy of September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq?

5.74 What was the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama?

timeline that includes each event and add notes to their timeline from each presentation. Create a timeline to display the product of each group in the classroom.Product suggestions: (Literacy IT 5.3, W5.2)

PowerPoint Essay Foldable guide Newspaper Poster Presentation on Prezi Poster on Glogster Brochure

5.72 Have groups research the contributions of one entrepreneur/innovator listed in the standard made for American culture and create a poster that summarizes their findings.(Literacy W5.9)

Economy after WWII:http://economics.about.com/od/useconomichistory/a/post_war.htm

American Innovators:http://www.thefamouspeople.com/business-people.php

5.73 Analyze the increase in terrorism, the tragedy of September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq.http://ww2.kqed.org/lowdown/2014/09/10/13-years-later-four-major-lasting-impacts-of-911/

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Curriculum Map Quarter 4 Social Studies Grade 5

Curriculum Framework Quarter 4 Social StudiesGrade 5

TN State Social Studies Standards Guiding Questions &Vocabulary

Instructional Activities & Resources

5.74 Identify the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama. (C, H, P)

5.74 Write a report that summarizes the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama?

2008 presidential electionhttp://www.britannica.com/event/United-States-presidential-election-of-2008

Africa In April & Memphis In May (Canada)Weeks 7-9

Africa In Aprilhttp://www.africainapril.org/

Memphis In Mayhttp://www.memphisinmay.org/international-salute-education

Cinco De Mayohttp://www.history.com/topics/holidays/cinco-de-mayo

Italian Festivalhttp://memphisitalianfestival.com/

Sample Literacy Lessons and Activities:

“I Have a Dream”:Read "I have a Dream Speech", Martin Luther King, Jr.

The Little Rock Nine:Read about the Little Rock Ninehttp://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=723

Fred Smith:Read “The Father of the Overnight Delivery Business”http://www.achievement.org/autodoc/page/smi0bio-1

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Curriculum Map Quarter 4 Social Studies Grade 5

Have a discussion to help students summarize Dr. King’s main ideas in the speech.Students will write an opinion piece with supporting evidence from the text that answers the question- Has Dr. King’s dream become a reality?

Writing: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Have students write an informative essay about the Little Rock Nine and the desegregation of schools.

Writing: Write informative/explanatory texts to examine a topic and convey ideas and information clearly

After reading about Fred Smith and FedEx, imagine that you are Fred Smith and write a story describing how you started your business using details from the text.

Writing: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Additional Resources

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Curriculum Map Quarter 4 Social Studies Grade 5

The “Cold War”:http://www.history.com/topics/cold-warKorean War:https://history.state.gov/milestones/1945-1952/korean-war-2Kennedy’s Assassination:http://www.cnn.com/2013/11/22/opinion/opinion-kennedy-world-badger/Vietnam War:http://www.history.com/topics/vietnam-war/vietnam-war-historyNixon’s Presidency:http://www.biography.com/people/richard-nixon-9424076#us-presidentReagan’s Presidency:http://www.whitehouse.gov/about/presidents/ronaldreaganPersian Gulf War:http://www.history.com/topics/persian-gulf-warSeptember 11, 2001:http://www.britannica.com/EBchecked/topic/762320/September-11-attacksPresidential Election 2008:

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