Grade+5+Social+Studies

(Week 1, 4 Weeks) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
 * ~  ||~ Enduring Understandings ||~ Essential Questions ||~ Content ||~ Resources ||
 * Unit 1: Connecting Themes in 5th Grade Social Stud
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * **Conflict and Change:** The student will understand that when there is conflict between or within societies, change is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Individuals, Groups, Institutions:** The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Location:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Movement/Migration:** The student will understand that the movement or migration of people and ideas affects all societies involved.
 * **K-5 EU:** The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.
 * **Production, Distribution, and Consumption:** The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
 * **Scarcity:** The student will understand that scarcity of all resources forces parties to make choices and that these choices always incur a cost.
 * **K-5 EU:** The student will understand that because people cannot have everything they want, they have to make choices.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Beliefs and Ideals:** How do the beliefs and ideals of a society influence the social, political, and economic decisions of that society? How does our school’s belief statement affect the decisions teachers and students make? How does the school’s belief statement enhance my personal learning? How do my own beliefs influence the decisions I make?
 * **Conflict and Change:** How does conflict lead to change within societies? How do we resolve conflict within our school and classroom? How do we resolve conflicts when we’re at home? How can conflict lead to positive changes? How can conflict lead to negative changes?
 * **Individuals, Groups, Institutions:** How do the actions of individuals, groups, and/or institutions affect society? How do my behavior and actions affect other people in the classroom?
 * **Location:** How does location affect society’s economy, culture, and development? How does the location of our classroom affect the way our classroom operates? How is our school affected by the area around us? How is the area around us affected by cultures represented in our school?
 * **Movement/Migration:** How are societies affected by the movement or migration of people and ideas? Why do people move to new places? How do people change when they move to a new place? How do our diverse experiences affect us and our classroom community?
 * **Production, Distribution, and Consumption:** How do societies decide what goods and services to produce, distribute, and consume? How do the adults in our school contribute to our learning environment? How does our class work reflect our beliefs about learning? How do we decide what classroom jobs are necessary for our classroom to run efficiently and effectively?
 * **Scarcity:** How does scarcity of resources force people to make choices? If you had $100, how would you spend it? How do people determine what a necessity is?
 * **Technological Innovation:** How does technology change society? What is technology? What are the positive and negative consequences of technology? How does the technology in our classroom influence the way we learn? How does technology affect the way we live our lives when we are not as school? || * **Vocabulary**: beliefs, ideals, society, influence, social, political, economic decision, personal conflict, change, resolve, cause/effect, institutions, intended consequences/unintended consequences, affect, action, behavior, culture, development, location, migration, diversity, community, production, distribution, consumption, goods/services, customs, scarcity, resource, cost, necessity, technology, innovation (this is a suggested list of vocabulary that can be modified at teachers' discretion) || * Photo of sample 5th Grade SS Theme Display, 5th Grade theme signs, theme clip art, 5th Grade Enduring Understandings signs


 * National Council for the Social Studies - 10 Themes [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.socialstudies.org/standards/strands/"]] http://www.socialstudies.org/standards/strands/


 * Kid-friendly resource that covers multiple SS topics [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.socialstudiesforkids.com/"]] http://www.socialstudiesforkids.com

(Week 5, 4 Weeks) || * The **beliefs and ideals** of a society influence the social, political, and economic decisions of that society. (Week 9, 4 Weeks) || * The **beliefs and ideals** of a society influence the social, political, and economic decisions of that society. The following major battles and campaigns of the Civil War: The roles of the following people related to the Civil War: (Week 13, 4 Weeks) || * The **beliefs and ideals** of a society influence the social, political, and economic decisions of that society. Unit 2 Lesson from //United States Economic History//, created by Georgia Council on Economic Education http://www.pbs.org/wgbh/amex/reconstruction/ http://www.digitalhistory.uh.edu/reconstruction/index.html http://www.abanet.org/publiced/lawday/schools/lessons/46_dueprocess_play.html http://www.abanet.org/publiced/lawday/schools/lessons/46_dueprocess_yertle.htmlSample of a mock trial Additional links provided within assessment tasks and performance task. The teacher may choose to use elements of these websites within their classroom instruction and assessment. || (Week 17, 4 Weeks) || * **Conflict and Change:** The student will understand that when there is conflict between or within societies, change is the result. What the Great Western Cattle Trail was. What the Chisholm Trail was. The role of the cattle trails in the late 19th century. The impact on American life of the Wright brothers (flight). The impact on American life of George Washington Carver (science). The impact on American life of Alexander Graham Bell (communication). The impact on American life of Thomas Edison (electricity). How William McKinley expanded America’s role in the world. How Theodore Roosevelt expanded America’s role in the world Explain the Spanish-American War. About the building of the Panama Canal. The reasons people emigrated to the United States. From where people emigrated to the United States. Where people settled when they emigrated to the United States. These important U.S. landmarks: the Grand Canyon, the Salton Sea, the Great Salt Lake, the Mojave Desert, the Chisholm Trail, Pittsburgh, PA, Kitty Hawk, NC. The factors influencing industrial location in the United States after the Civil War. How the primary economic activities within the United States since the turn of the century were dispersed. What the economic concept of trade is. What the economic concept of specialization is. How specialization improves standards of living (such as how specific economies in the north and south developed at the beginning of the 20th century). How trade promotes economic activity. How the private business function in producing goods. How the private business function in producing services. How competition influence people’s behavior. How markets influence people’s behavior. How prices influence people’s behavior. How people earn income by selling their labor to businesses. How entrepreneurs take risks to develop new goods and services to start a business. || [|www.mybrochuremaker.com] http://office.microsoft.com/en-us/templates/TC062062991033.aspx?pid=CT101043031033 http://interactives.mped.org/view_interactive.aspx?id=110&title
 * Scholastic News [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www2.scholastic.com/browse/scholasticNews.jsp?FromBrowseMod=true&Ns=Pub_Date_Sort%7C1&CurrPage=scholasticNews.jsp&TopicValue=Scholastic%20News"]] http://www2.scholastic.com/browse/scholasticNews.jsp?FromBrowseMod=true&Ns=Pub_Date_Sort%7C1&CurrPage=scholasticNews.jsp&TopicValue=Scholastic%20News ||
 * Unit 2: Effective Citizenship Introduction
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * The **production, distribution, and consumption** of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
 * **K-5 EU:** The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services. || * **Beliefs and Ideals:**How do the beliefs and ideals of a society influence the social, political, and economic decisions of that society? Why does the United States use "e pluribus unum" as its motto? Why is it important for us to be responsible citizens? How do our responsibilities as citizens influence the decisions we make as a society? How did the revolutionary movement influence the writing of the Bill of Rights? How does the Bill of Rights influence the freedoms you have in your everyday life?
 * **Production, Distribution, and Consumption:** How does competition affect prices? How do local stores decide what to sell? How do consumers choose where to buy their goods and services? How do our customs and beliefs determine the goods and services we purchase and where we purchase them? || **Vocabulary:**
 * motto
 * Bill of Rights
 * rights
 * privileges
 * responsibilities
 * ten amendments
 * competition
 * consumer
 * producer
 * goods
 * services
 * purchase ||
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.quiltart.com/challenges/epu/"]] http://www.quiltart.com/challenges/epu/ - Quilters interpretations of the motto, e pluribus unum
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.constitutioncenter.org/explore/ForKids/index.shtml"]] http://www.constitutioncenter.org/explore/ForKids/index.shtml - Students can test their knowledge of the Bill of Rights by playing an interactive game called "Save the Bill of Rights!"
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://bensguide.gpo.gov/6-8/citizenship/rights.html"]] http://bensguide.gpo.gov/6-8/citizenship/rights.html -Learn about the rights of American citizens- available on several reading levels
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html"]] http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html - Focus on the responsibilities of citizens
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.assumption.edu/ahc/"]] http://www.assumption.edu/ahc/ - Examine the motto, e pluribus unum, as it relates to historical events and time periods
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.kidseconposters.com/econsongs.html"]] http://www.kidseconposters.com/econsongs.html - Lyrics for songs about all aspects of elementary economics
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.omsi.edu/visit/featured/moneyville/activities/lemonade/lemonadestand.htm"]] http://www.omsi.edu/visit/featured/moneyville/activities/lemonade/lemonadestand.htm - Open a virtual lemonade stand and discover how weather, news, and different market conditions affect your choices. ||
 * Unit 3: The Civil War: The Nation Divided
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * When there is **conflict** between or within societies, **change** is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * The actions of **individuals, groups, and/or institutions** affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Location** affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters. || * **Beliefs and Ideals:** How do the beliefs and ideals of a society influence the social, political, and economic decisions of that society? How do the beliefs of the North compare to the beliefs of the South? How did John Brown’s beliefs and ideals influence his actions? Why did the beliefs of states’ rights cause conflict between the North and South? Why did slavery increase tension between the North and South?
 * **Conflict and Change:** How does conflict lead to change within societies? How did conflict between the North and South create change? Why was the Atlanta Campaign and Sherman’s March to the Sea important to the North’s plan to win the Civil War? How did the attack at Fort Sumter create conflict between the North and South? How did Sherman’s March to the Sea change the South’s plan? How did the conflict at Appomattox Court house change the course of the war? Why was the Battle of Gettysburg a turning point in the conflict?
 * **Individuals, Groups, Institutions:** How do the actions of individuals, groups, and/or institutions affect society? How did the actions of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson affect society through intended and unintended consequences? How did the actions and views of the North and South create intended and unintended consequences?
 * **Location**: How does location affect society’s economy, culture, and development? Why was the location of Gettysburg important in the Civil War? || * How the writing of "Uncle Tom's Cabin" related to the Civil War
 * How John Brown's raid on Harper's Ferry was related to the Civil War
 * How the issue of states' rights increased tensions between the North and the South
 * How the issue of slavery increased tensions between the North and the South
 * Fort Sumter
 * Gettysburg
 * the Atlanta Campaign
 * Sherman's March to the Sea
 * Appomattox Court House
 * Abraham Lincoln
 * Robert E. Lee
 * Ulysses S. Grant
 * Jefferson Davis
 * Thomas "Stonewall" Jackson
 * The effects of the Civil War on the North
 * The effects of the Civil War on the South
 * How the freedoms granted by the Bill of Rights help protect a U.S. citizen's rights
 * The government's function in taxation and providing certain goods and services. || * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://206.137.17.63/melrose/melrose.htmMelrose"]] http://206.137.17.63/melrose/melrose.htmMelrose Mansion Plantation interactive tour
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://edtech.kennesaw.edu/web/civwar.html"]] http://edtech.kennesaw.edu/web/civwar.html Kennesaw Civil War Resource Page
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.socialstudiesforkids.com/subjects/civilwar.htm"]] http://www.socialstudiesforkids.com/subjects/civilwar.htm Social Studies for Kids—Civil War
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.nationalgeographic.com/railroad/"]] http://www.nationalgeographic.com/railroad/ Underground Railroad Interactive Activity
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://pathways.thinkport.org/following/"]] http://pathways.thinkport.org/following/ Travel back to the 1800s and become an eyewitness to history. You become a young slave who must make some important and life-changing decisions.
 * //American Heroes and Heroines: Abraham Lincoln// United Streaming
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://school.discoveryeducation.com/clipart/clip/lincoln3.html"]] http://school.discoveryeducation.com/clipart/clip/lincoln3.html Discovery Education Clipart ||
 * Unit 4: Reconstruction: The Nation Reunited
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * When there is **conflict** between or within societies, **change** is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * The actions of **individuals, groups, and/or institutions** affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * The **production, distribution, and consumption** of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
 * **K-5 EU:** The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services. || * **Beliefs and Ideals:** How did the beliefs and ideals of the North and South during the Civil War influence the social, political, and economic decisions of this time? How did the 13th, 14th, and 15th Amendments influence the beliefs and ideals of the country? What is due process of law? Why did the treatment of African Americans in the South lead to the creation of the 14th Amendment? How does the 14th Amendment protect citizen’s rights?
 * **Conflict and Change:** How did conflict between the North and South lead to change in the country? How did the effects of Reconstruction change American life? How did the Jim Crow laws restrict the new freedoms of African Americans? How did Congress change the Constitution to protect the rights of African Americans?
 * I**ndividuals, Groups, Institutions:** How did the actions of Congress affect society? How did the Freedman’s Bureau affect African Americans?
 * **Production, Distribution, and Consumption:** How did people decide what goods and services to produce, distribute, and consume during Reconstruction? How did the destruction caused by the Civil War affect the production of goods and services? In what ways were slavery and sharecropping similar and different? || * The effects of the war on the North
 * The effects of the war on the South
 * The 13th amendment
 * The 14th amendment
 * The 15th amendment
 * The Freedman's Bureau's work
 * Slavery replaced sharecropping
 * African-Americans were prevented from exercising their rights
 * How the Jim Crow laws and customs impacted the rights of African-Americans
 * The concept of due process of law
 * How the Constitution protects a citizen’s rights by due process
 * How voting rights were protected by the 15th amendment
 * How voting rights were protected by the 23rd amendment
 * How voting rights were protected by the 26th amendment
 * The private business function in producing goods
 * The private business function in producing services
 * How competition influences people’s behavior
 * How prices influence people’s behavior
 * How prices influence people’s behavior
 * How people earn income by selling their labor to businesses ||
 * Reconstruction**
 * PBS site titled ―Reconstruction: The Second Civil War‖
 * Features extensive information about many aspects of the Reconstruction Era
 * Due Process**
 * Information about due process of law for students and teachers
 * Unit 5: Bigger, Better, Faster:The Changing Nation
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Location:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Movement/Migration:** The student will understand that the movement or migration of people and ideas affects all societies involved.
 * **K-5 EU:** The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Conflict and Change:** How did expanding our territory change America’s role in the world? Why is the Spanish-American War considered a "turning point" in American History? How did the Panama Canal and the Spanish-American War play a role in global expansion of the United States?
 * **Location:** How did location affect the society’s economy, culture, and development at the turn of the century? How did factors influence the location of industry after the Civil War? How were economic activities dispersed within the United States at the turn of the century? Why are the locations of the Grand Canyon, Mojave Desert, and the Great Salt Lake important to history? Why was Kitty Hawk’s location important to the Wright brothers’ flight? How did the location of Pittsburgh make it a perfect place for steel industry? How did specialization improve the standard of living at the turn of the century?
 * **Movement/Migration:** How did the movement or migration of people and ideas during the turn of the century affect the societies? How did trade promote economic activity? How did the movement of the western cattle industry affect society in the years following the Civil War? How did the movement of cattle affect the price? Why did people immigrate to the United States? How did the creation of the current Salton Sea affect the Southern California society?
 * **Technological Innovation:** How did technological innovations have intended and unintended consequences on society? Why did technological advancements at the turn of the century influence people’s behavior? How the Panama Canal improve trade? How did inventors such as the Wright Brothers, George Washington Carver, Alexander Graham Bell, and Thomas Edison help strengthen the nation? How were entrepreneurs taking risks at the turn of the century? || Who the Black Cowboys of Texas were.
 * Unit 3 Lesson "Turn of the Century America" from //United States Economic History//, created by Georgia Council on Economic Education ([|www.gcee.org])
 * Sample Teacher Checklist (as described by consultant Kay Burke). See attached.
 * Brochure Templates

United Streaming //Story of the Wright Brothers, The: From Kites to Kitty Hawk// http://pbskids.org/wayback/flight/feature_wright.html http://kids.discovery.com/convergence/wright/wright.html http://www.pbs.org/wnet/aaworld/reference/articles/george_washington_carver.html http://www.pbs.org/wgbh/amex/telephone/peopleevents/mabell.html
 * The Black Cowboys of Texas [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.blackcowboys.com/blackcowboys.htm"]] http://www.blackcowboys.com/blackcowboys.htm
 * **The Wright Brothers**
 * George Washington Carver
 * **Alexander Graham Bell**
 * United Streaming** //Alexander Graham Bell: The Voice Heard 'round The World//

http://www.classbrain.com/artbiographies/publish/thomas_edison.shtml
 * **Thomas Edison United Streaming** //20th Century History Game, The: Industry: The Rise of Big Business Video Segment: Thomas Edison//

http://www.whitehouse.gov/history/presidents/wm25.html http://www.mckinley.lib.oh.us/McKinley/biography.htm
 * **William McKinley United Streaming** //History in Focus: 1900-1909//

http://www.whitehouse.gov/history/presidents/tr26.html http://www.theodoreroosevelt.net/ http://rebelcherokee.labdiva.com/cattletrail.html
 * **Theodore Roosevelt United Streaming** //Discovering History: 20th-Century Biographies: American Presidents Volume 1 Video Segment: Theodore Roosevelt//
 * The Great Western Cattle Trail Drives

http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm http://www.pocanticohills.org/amprogress/The_Spanish_American_War.htm
 * Spanish-American War United Streaming //America Becomes a World Power//

http://teacher.scholastic.com/activities/immigration/tour/index.htm http://www.suffolk.lib.ny.us/youth/jcssimmigration.html
 * **Immigration United Streaming** //New York Up Close: Immigration and the Industrial Revolution Immigration to the United States: American Heritage Series//

http://www.thechisholmtrail.com/
 * **The Chisholm Trail**

http://www.pbs.org/wgbh/amex/tr/panama.html http://www.state.gov/r/pa/ho/time/ip/17456.htm http://www.pancanal.com/eng/persona/k/index.html || (Week 21, 4 Weeks) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. Unit 4 and Unit 5 Lessons from //United States Economic History//, created by Georgia Council on Economic Education ( www.gcee.org ) World War I Websites http://www.pbs.org/lostliners/lusitania.html Provides information on the sinking of the Lusitania http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/jazz Features an number of short articles for kids about events around the time period of World War I http://www.pbs.org/greatwar/timeline/index.html Interactive timeline for students interested in learning more about World War I http://www.learner.org/biographyofamerica/prog20/index.html Students can learn about different elements of the 1920s and decide if the decade roared or if it was a big yawn.
 * Panama Canal
 * Unit 6: WWI, Jazz Age, Great Depression
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * **Conflict and Change:** The student will understand that when there is conflict between or within societies, change is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Individuals, Groups, Institutions:** The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Location:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Movement/Migration:** The student will understand that the movement or migration of people and ideas affects all societies involved.
 * **K-5 EU:** The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.
 * **Scarcity:** The student will understand that scarcity of all resources forces parties to make choices and that these choices always incur a cost.
 * **K-5 EU:** The student will understand that because people cannot have everything they want, they have to make choices.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Beliefs and Ideals:** Why were women given the right to vote? What impact did baseball and baseball stars like Babe Ruth have on American society? How did Americans help the poor during the Great Depression?
 * **Conflict and Change:** Why did America choose to remain neutral for so long? How did German attacks on US shipping change America’s policy of neutrality? Why is the period from 1918 to 1929 called the "Jazz Age"? How did the Jazz Age change America?
 * **Individuals, Groups, Institutions:** How did individuals such as Louis Armstrong, Langston Hughes, Babe Ruth, Duke Ellington, Margaret Mitchell, and Jesse Owens influence American culture? How did individuals such as Henry Ford and Charles Lindbergh change the face of American transportation? How did Herbert Hoover and Franklin D. Roosevelt handle the problems facing Americans during the Great Depression? How did groups like the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority help to improve the country while putting unemployed Americans back to work? What role did institutions such as banks play in the Great Depression?
 * **Location:** How did the location of the "fighting zone" of WWI affect how the United States used their resources (money, food, weapons)? How does a business choose the best location to build its factories or shops? Why is choosing a good location important in distributing goods and services among the United States and other countries?
 * **Movement/Migration:** How did the ideas of the artists, musicians, and writers of the Harlem Renaissance impact the rest of American society? How did ideas from Harlem, New York spread to other parts of the United States? Why did farmers living in the Dust Bowl move to other regions of the United States? How did areas change when farmers from the Dust Bowl moved in?
 * **Scarcity:** What is the stock market? How did life change for Americans during the Great Depression? How did the stock market crash of 1929 affect American’s economic choices? How did price incentives help Americans to get out of debt during the Great Depression?
 * **Technological Innovation**: How did the greater availability of the automobile and airplane transportation affect American society? What new technologies were created during the 1920s and 1930s? How did these technological advancements change the lives of Americans? How did technological advancements change American business? || * How German attacks on U.S. shipping during the war in Europe (1914-1917) led the U.S. to join the fight against Germany.
 * How the sinking of the Lusitania and concerns over safety of U.S. ships helped lead the U.S. to join the fight against Germany.
 * The following cultural developments and individual contributions in the 1920s:
 * the Jazz Age
 * Louis Armstrong
 * the Harlem Renaissance
 * Langston Hughes
 * baseball
 * Babe Ruth
 * the automobile
 * Henry Ford
 * the airplane
 * Charles Lindbergh
 * how the Great Depression affected the lives of millions of Americans
 * how the New Deal affected the lives of millions of Americans
 * how the Stock Market Crash of 1929 affected the lives of millions of Americans
 * how the policies of Herbert Hoover affected the lives of millions of Americans
 * how the policies of Franklin Roosevelt affected the lives of millions of Americans
 * how the Dust Bowl was related to the Great Depression
 * how soup kitchens were related to the Great Depression
 * the main features of the New Deal
 * the significance of the Civilian Conservation Corps
 * the function of the Works Progress Administration
 * the function of the Tennessee Valley Authority
 * the important cultural developments of the 1930s
 * the cultural contributions of Duke Ellington
 * the cultural contributions of Margaret Mitchell
 * the cultural contributions of Jesse Owens
 * about the dispersion of the primary economic activities within the United States since the turn of the century
 * how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power
 * how voting rights were protected by the 15th amendment
 * how voting rights were protected by the 19th amendment
 * how voting rights were protected by the 23rd amendment
 * how voting rights were protected by the 24th amendment
 * how voting rights were protected by the 26th amendment
 * how price incentives affect people's behavior and choices (such as monetary policy during the Great Depression)
 * how specialization improves standards of living, (such as how development of specific economies in the north and south developed at the beginning of the 20th century)
 * how trade promotes economic activity (such as trade activities today under NAFTA)
 * how the bank functions in providing checking accounts
 * how the bank functions in providing savings accounts
 * how the bank functions in providing loans
 * the government's function in taxation
 * the government's function in providing certain goods and services ||
 * The Roaring Twenties**

http://165.29.91.7/classes/humanities/amstud/97-98/harren/HARREN.HTM Learn about the leaders, writers, and entertainers of the Harlem Renaissance.

http://pbskids.org/bigapplehistory/activities/a_business/activity7/index.html Instructions for activity in which students invest $10,000 in imaginary money in the stock market and track the results of their investments. http://newdeal.feri.org/eleanor/index.htm Features letters written by children to Eleanor Roosevelt during the Great Depression
 * Great Depression Websites**

http://newdeal.feri.org/library/default.cfm Photo library provides thousands of photographs from the New Deal era. http://www.pbs.org/wgbh/amex/dustbowl/index.html Resources including firsthand accounts of life in the Dust Bowl. || (Week 25, 4 Weeks) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. http://www.biography.com
 * Unit 7: Hot and Cold: WWII & Its Aftermath
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * **Conflict and Change:** The student will understand that when there is conflict between or within societies, change is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Individuals, Groups, Institutions:** The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Location****:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Production, Distribution, Consumption:** The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society**.**
 * **K-5 EU:** The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Beliefs and Ideals:** How does democracy differ from communism and socialism? How did the United States and other sympathetic European nations try to contain the spread of communism or socialism in the world? How successful was the United States and other nations in limiting and containing communism or socialism in the world? Why did the United States get involved in the Berlin Airlift? Why were organizations like the United Nations and NATO created?
 * **Conflict and Change:** What were the causes for World War II? How did the attack on Pearl Harbor change the American public’s view of entering into World War II? Who were the significant leaders for the Axis and Allied powers? How did Truman arrive at the decision to use nuclear weapons? How did the Germans keep the Holocaust secret until the end of World War II? How is the memory of the Holocaust kept alive today? How did the use of nuclear weapons shift the balance of world power away from Europe and towards the United States? How did the term "Cold War" and the term "Iron Curtain" originate and are the terms accurate descriptions of the time immediately following WWII? What was the significance of the Cuban Missile Crisis?
 * **Individuals, Groups, Institutions:** How did the leaders of the Allied and Axis forces help or harm the people of their countries? How did the role of women change during period of time prior to World War II and the period of time immediately following World War II? How were African Americans perceived prior to World War II and how did the perception change after World War II? How did the actions of Joseph McCarthy impact the lives of innocent Americans? How did the actions of Nikita Khrushchev influence the Cuban Missile Crisis?
 * **Location:** How did industry develop during WWII to meet the needs of its armed forces? How was the United States able to supply its armed forces overseas in Europe and Asia?
 * **Production, Distribution, Consumption:** How does rationing change consumer and manufacturing behavior? What was the opportunity cost for Americans that supported the efforts of the home front during WWII?
 * **Technological Innovation:** How did technology help the military forces engaged in WWII? Why were businesses able to recover from the Great Depression as a result of new technology and WWII? || * The reasons for America's involvement in World War I
 * The reasons for Germany's aggression in Europe
 * The reasons for Japan's aggression in Asia
 * The major events of the war in Europe
 * The major events of the war in the Pacific
 * The following major events:
 * Pearl Harbor
 * Iwo Jima
 * D-Day
 * VE and VJ Days
 * The Holocaust
 * About President Truman's decision to drop the atomic bomb on Hiroshima and Nagaskai
 * The significance of the following people during World War I:
 * Roosevelt
 * Stalin
 * Churchill
 * Hitler
 * About the effects of rationing during World War I
 * About the changing role of women during World War I
 * About the changing role of African Americans during World War I
 * Who "Rosie the Riveter" was
 * Who the Tuskegee Airmen were
 * The United State's role in the formation of the United Nations
 * The origins of the Cold War
 * The consequences of the Cold War
 * The origin of the term the "Iron Curtain"
 * The meaning of the term the "Iron Curtain"
 * How the United States sought to stop the spread of communism through the Berlin Airlift
 * How the United States sought to stop the spread of communism through their participation in the Korean War
 * How the United States sought to stop the spread of communism through their involvement in the North Atlantic Treaty Organization
 * How Joseph McCarthy was involved in the Cold War
 * How Nikita Khrushchev was involved in the Cold War || Biographies and Information

Biographical Dictionary http://www.s9.com

The Biography Maker http://www.fno.org/bio/biomak2.htm

Education Place [|http://www.eduplace.com" target="_blank">][| http://www.eduplace.com/">http://www.eduplace.com]

Department of Homeland Security Website and Historical Documents for Civil Defense A Short History of National Preparedness Efforts http://www.tacda.org/resources/civil_defense.htm || (Week 29, 4 Weeks) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
 * Unit 8: Overcoming the Past: Age of Civil Rights
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * **Conflict and Change:** The student will understand that when there is conflict between or within societies, change is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Individuals, Groups, Institutions:** The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Location:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Beliefs and Ideals:** Why were American people divided about the Vietnam War? How did media and television have an affect on American’s perception of the Vietnam War? In what ways did the Civil Rights movement change the lives of Americans? How was the Civil Rights movement influenced by people’s beliefs and ideals?
 * **Conflict and Change:** How did the conflict of the Montgomery Bus Boycott create change? How did the March on Washington create positive changes in America?
 * **Individuals, Groups, Institutions:**How did Thurgood Marshall help create change for African Americans in his positions as a member of the NAACP and United States Supreme Court? Why would others be affected by Rosa Parks’ actions during the Civil Rights movement? How did Martin Luther King Jr. influence others by his actions? How did the assassination of JFK and RFK affect America? How did the assassination of Martin Luther King Jr. affect the Civil Rights movement?
 * **Location:** How does a producer choose where to establish a business? Why is location important in determining what business to create? How do natural resources available to a location influence the decisions made by the business?
 * **Technological Innovation:** How does technology help people? How can new technology be harmful to people in the community? Why was the invention of the television important to society? Why was space exploration so important to the United States? How has the United States benefited from the development of new technology since space exploration? || * The importance of the Cuban Missile Crisis
 * The importance of the Vietnam War
 * The following key events of the Civil Rights movement:
 * Brown v. Board of Education 1954.
 * Montgomery Bus Boycott.
 * The March on Washington.
 * The Civil Rights Act.
 * The Voting Rights Act.
 * The following key people of the Civil Rights movement:
 * Thurgood Marshall
 * Rosa Parks
 * Martin Luther King Jr.
 * The impact on American society of the assassination of President John F. Kennedy.
 * The impact on American society of the assassination of Robert F. Kennedy.
 * The impact on American society of the assassination of Martin Luther King Jr.
 * The significance of the new technology of television.
 * The significance of the new technology of space exploration.
 * How voting rights were protected by the 15th amendment.
 * How voting rights were protected by the 19th amendment.
 * How voting rights were protected by the 23rd amendment.
 * How voting rights were protected by the 24th amendment.
 * How voting rights were protected by the 26th amendment.
 * The following important man-made places in the United States:
 * The Chisholm Trail
 * Pittsburg, PA
 * Gettysburg, PA
 * Kitty Hawk, NC
 * Pearl Harbor, HI
 * Montgomery, AL
 * About the dispersion of the primary economic activities within the United States since the turn of the century.
 * About opportunity costs and their relationship to decision-making across time.
 * How opportunity costs were reflected in decisions to remain unengaged at the beginning of World War II in Europe.
 * How specialization improves standards of living.
 * How development of specific economies in the north and south developed at the beginning of the 20th century.
 * How trade promotes economic activity.
 * How trade activities today under NAFTA promote economic activity.
 * How technological advancements and their impact on business productivity during the development of the United States.
 * How the private business function in producing goods and services.
 * How competition, markets, and prices influence people's behavior.
 * How entrepreneurs take risks to develop new goods and services to start a business. || **Civil Rights Movement**


 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.infoplease.com/spot/bhmheroes1.html"]] http://www.infoplease.com/spot/bhmheroes1.html
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.kidskonnect.com/content/view/410/27/"]] http://www.kidskonnect.com/content/view/410/27/
 * Brown v. Board of Education [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://brownvboard.org/actvtybk/cover.htm"]] http://brownvboard.org/actvtybk/cover.htm
 * Montgomery Bus Boycott [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.montgomeryboycott.com/"]] http://www.montgomeryboycott.com/


 * The March on Washington**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.infoplease.com/spot/marchonwashington.html"]] http://www.infoplease.com/spot/marchonwashington.html
 * Voting Rights Act**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.historylearningsite.co.uk/1965_voting_rights_act.htm"]] http://www.historylearningsite.co.uk/1965_voting_rights_act.htm


 * Thurgood Marshall**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://myhero.com/myhero/hero.asp?hero=t_marshall"]] http://myhero.com/myhero/hero.asp?hero=t_marshall


 * Rosa Parks**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://myhero.com/myhero/hero.asp?hero=rosaParks"]] http://myhero.com/myhero/hero.asp?hero=rosaParks

(Week 33, 3 Weeks) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
 * Martin King Luther, Jr.**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.thekingceter.org/"]] http://www.thekingceter.org/
 * Graphic Organizer-Web**
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf"]] http://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf ||
 * Unit 9:What is America's Role in the 21st Century?
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions.
 * **Conflict** **and Change:** The student will understand that when there is conflict between or within societies, change is the result.
 * **K-5 EU:** The student will understand that conflict causes change.
 * **Location:** The student will understand that location affects a society’s economy, culture, and development.
 * **K-5 EU:** The student will understand that where people live matters.
 * **Production, Distribution, and Consumption:** The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
 * **K-5 EU:** The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.
 * **Technological Innovation:** The student will understand that technological innovations have consequences, both intended and unintended, for a society.
 * **K-5 EU:** The student will understand that new technology has many types of different consequences, depending on how people use that technology. || * **Beliefs and Ideals:** How did Americans’ fears of communism influence the government’s decision to enter the Vietnam War? How did Americans respond to the Vietnam War? What led to the collapse of the Soviet Union?
 * **Conflict and Change:** What did the United States do to try to bring peace to the Middle East? Why did the United States get involved in efforts to bring peace to the Middle East? Why did the United States enter the Persian Gulf War? What changes have occurred in America as a result of events in the Middle East? What events have occurred as a result of the attack on America on September 11, 2001? What efforts have Americans made to combat terrorism?
 * **Location:** How does the geography of a location affect the economic activities that occur there? How can maps help us to understand how locations have changed over time? How do maps relate to other sources of information? How do opportunity costs affect the economic decisions people make? How does location affect economic specialization? How has NAFTA connected the United States with Canada and Mexico? What role does private business play in the United States economy? How does competition influence people’s economic decisions? How do prices influence people’s economic decisions? How does location affect the labor that people can sell to businesses to earn an income? How does location affect the risks entrepreneurs are able to take?
 * **Production, Distribution, and Consumption:** How does voluntary exchange help buyers and sellers? How are the G8 countries helped by voluntary exchange? How has NAFTA helped the economies of the United States Canada, and Mexico to grow?
 * **Technological Innovation:** How has technology changed the way businesses produce their goods? How has technology affected the businesses that exist in America? How would your life be different without computers or the Internet? How have Americans’ lives changed as a result of the personal computer? How have Americans’ lives changed as a result of the Internet? || * The importance of key people, events, and developments between 1950-1975.
 * The importance of the Cuban Missile Crisis.
 * The importance of the Vietnam War.
 * The important developments in America since 1975.
 * How the U.S. was involved in world events since 1975.
 * How the U.S. was involved in bringing peace to the Middle East.
 * How the U.S. was involved in the collapse of the Soviet Union.
 * How the U.S. was involved in the Persian Gulf War.
 * How the U.S. was involved in the War on Terrorism in response to September 11, 2001.
 * How the development of the personal computer and Internet has affected American life.
 * The reasons for the spatial patterns of economic activities.
 * The dispersion of the primary economic activities within the United States since the turn of the century.
 * The basic economic concept of trade.
 * The basic economic concept of opportunity cost.
 * The basic economic concept of specialization.
 * The basic economic concept of voluntary exchange.
 * The basic economic concept of productivity.
 * The functions of the three major institutions in the U.S. economy in each era of United States history.
 * The private business function in producing goods.
 * The private business function in producing services.
 * How consumers and businesses interact in the United States economy across time.
 * How competition influences people's behavior.
 * How markets influence people's behavior.
 * How prices influence people's behavior.
 * How people earn income by selling their labor to businesses.
 * How entrepreneurs take risks to develop new goods and services to start a business. ||
 * Vietnam
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.archives.gov/education/lessons/vietnam-photos/"]] http://www.archives.gov/education/lessons/vietnam-photos/ - Photographs from the War in Vietnam provided by the National Archives, includes a lesson plan
 * **Economics**

http://content.scholastic.com/browse/article.jsp?id=7192 provides a list of picture books that may be used to teach economic concepts || (Week 36, 1 Week) || * **Beliefs and Ideals:** The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. || * How amendments to the U.S. Constitution have maintained a representative democracy Examples of Educational Song Lyrics:
 * **Georgia Port Authority** [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.gaports.com/"]] http://www.gaports.com/
 * **Georgia Department of Agriculture** [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://agr.georgia.gov/02/doa/home"]] http://agr.georgia.gov/02/doa/home
 * **Georgia** [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.georgia.org/"]] http://www.georgia.org/
 * Unit 10: Effective Citizenship: Conclusion
 * **K-5 EU:** The student will understand that people’s ideas and feelings influence their decisions//.//
 * **Individuals, Groups, Institutions:** The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
 * **K-5 EU:** The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
 * **Production, Distribution, and Consumption**: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
 * **K-5 EU:** The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services. || * **Beliefs and Ideals:**
 * How did the 12th Amendment change the American political system?
 * How did the 17th Amendment make the Senate more representative of the American people?
 * Why did the 23rd Amendment give electoral votes to Washington D.C.?
 * How did the 24th Amendment’s elimination of poll taxes allow more people to vote?
 * Why is it important that all Americans have the opportunity to vote?
 * **Individuals, Groups, Institutions:**
 * How do private businesses know what goods and services to produce?
 * Why do banks offer checking accounts?
 * How do checking accounts help people?
 * Why do banks offer savings accounts?
 * How do savings accounts help people?
 * Why do banks offer loans?
 * How do loans help people?
 * ** Production, Distribution, and Consumption: **
 * What elements should be part of a personal budget?
 * How do I make good decisions about when to spend and when to save my money?
 * The purpose of the 12th amendment
 * The purpose of the 17th amendment
 * How voting rights were protected by the 15th amendment
 * How voting rights were protected by the 19th amendment
 * How voting rights were protected by the 23rd amendment
 * How voting rights were protected by the 24th amendment
 * How voting rights were protected by the 26th amendment
 * The functions of the three major institutions in the U.S. economy in each era of United States history
 * The private business function in producing goods and services
 * The bank function in providing checking accounts, savings accounts, and loans
 * The government function in taxation and providing certain goods and services
 * The elements of a personal budget
 * The reasons why personal spending and saving decisions are important ||
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.kidseconposters.com/econsongs.html"]] http://www.kidseconposters.com/econsongs.html - Educational songs about economic concepts

Atlas Version 7.1.1P © Rubicon International 2010. All rights reserved
 * [[image:http://clarke-public.rubiconatlas.org/common_images/attach.png?v=Atlas7.1.1b10707 link="@http://www.songsforteaching.com/index.html"]] http://www.songsforteaching.com/index.html - Educational songs in all subject areas
 * Banking**
 * - Cartoons that explain spending, saving, budgeting, etc. to children ||