Bedford County Department of Education - Fifth Grade Curriculum Science Resources

Fifth Grade Curriculum Social Studies Resources

Submit a resource by emailing Mary S. Pitner.

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Culture

At Level 1, the student is able to

5.1.spi.1. recognize components of American culture (i.e., holidays, language, clothing, food, art, music, and religion).

Resources: Culture Quest on North America, http://www.ipl.org/div/kidspace/cquest/northamerica/northamerica.html

At Level 2, the student is able to

5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services).

Resources:

5.1.spi.3. recognize personal, religious, and national celebrations of various American cultures (i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King Jr. Day, Veteran's Day, Memorial Day, or Thanksgiving)

Resources: Comparing Chinese, Afro-American, and Mexican Holidays, http://www.libsci.sc.edu/miller/holidays.htm; Resources on Different Cultures, http://members.tripod.com/exworthy/cult.htm; Comparative Holidays Lesson Plan, http://library.thinkquest.org/C0110291/interact/lessons/holiday.php

At Level 3, the student is able to

5.1.spi.4. analyze graphs to discover cultural trends (i.e., clothing, music, or radio sales).

Resources: Reading Charts and Graphs Online Slide Show, http://www.tv411.org/lessons/cfm/reading.cfm?str=reading&num=10&act=1

Economics

At Level 1, the student is able to

5.2.spi.1. differentiate between needs and wants on a personal and national level.

Resources: A Perfect Pet, http://www.econedlink.org/lessons/index.cfm?lesson=EM468&page=teacher; Economic Spotter: Resources During WWII, http://www.econedlink.org/lessons/index.cfm?lesson=EM364&page=teacher; Why Do I Want All This Stuff? http://ecedweb.unomaha.edu/lessons/want3-5.pdf

5.2.spi.2. differentiate between an economic boom and bust.

Resources: Get Rich Quick! Lesson Plan, http://www.pbs.org/wnet/newyork/laic/lessons/e3_t4-lp.html

At Level 2, the student is able to

5.2.spi.3. recognize the concept of buying on credit.

Resources: Owing Money and Credit Cards, http://www.themint.org/owing/index.php; Credit-Buy Now and Pay More Later, http://www.themint.org/teachers/credit.php; Spending Challenge, http://www.themint.org/tryit/spendingchallenge.php

5.2.spi.4. interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production).

Resources:

At Level 3, the student is able to

5.2.spi.5. analyze how environmental changes and crisis affected the economy across the nation in the 1930's (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles).

Resources: Labor Related Issues of The Great Depression, http://www.kentlaw.edu/ilhs/curricul.htm#9; Surviving the Dust Bowl from The American Experience, http://www.pbs.org/wgbh/amex/dustbowl/; Visions in the Dust, A Child's Perspective of the Dust Bowl, http://memory.loc.gov/ammem/ndlpedu/lessons/99/dust/intro.html

5.2.spi.6. recognize how Americans used credit/installment plans to purchase consumer goods in the 1920's (i.e., vacuum cleaners, washing machines, radios, and other home appliances).

Resources: PowerPoint presentation, http://www.bedfordk12tn.com/ppt/CreditInstallment52spi6.zip

Geography

At Level 1, the student is able to

5.3.spi.1. locate continents and significant bodies of water (i.e., the Great Lakes, Atlantic, Arctic and Pacific oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence and Mississippi rivers).

Resources: Interactive U. S. Geography,http://scottbryce.com/us_geo/index2.htm; World Continents and Oceans Games, http://www.sheppardsoftware.com/World_Continents.htm; Explore the Seven Continents, http://www.ri.net/schools/Central_Falls/v/218/t7con.html

5.3.spi.2. determine America's population shifts by interpreting a population map.

Resources: Historical Census Browser (After you have defined a query, be sure to use the Map It! feature), http://fisher.lib.virginia.edu/collections/stats/histcensus/php/start.php?year=V1790; Human Population through History, http://desip.igc.org/populationmaps.html; Peopling North America, http://www.ucalgary.ca/applied_history/tutor/migrations/

At Level 2, the student is able to

5.3.spi.3. locate information from an atlas entry.

Resources: My World Atlas, http://members.tripod.com/zhenghe/;

5.3.spi.4. locate a major United States city using latitude and longitude.

Resources: Where on Earth? http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/longlatquiz1.html; USA Latitude and Longitude Activity, http://www.allaboutspace.com/usa/activity/latlong2/; Find Your Longitude Interactive Game, http://www.pbs.org/wgbh/nova/longitude/find.html

5.3.spi.5. identify the physical and political boundaries of Tennessee.

Resources:

At Level 3, the student is able to

5.3.spi.6. locate the 50 states using a map with each state outlined.

Resources: Interactive U. S. Geography Map, http://scottbryce.com/us_geo/states/states.htm

5.3.spi.7. recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee.

Resources:

5.3.spi.8. interpret a climograph.

Resources: Climograph for Memphis, TN, http://www.uwsp.edu/geo/faculty/ritter/glossary/A_D/climograph.html; How to Read a Climograph, http://www.cotf.edu/ete/modules/msese/earthsysflr/climograph.html

Governance and Civics

At Level 1, the student is able to

5.4.spi.1 distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.

Resources: U. S. Constitution and Amendments, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0044.html; Ben's Guide, http://bensguide.gpo.gov/3-5/government/branches.html; Congress for Kids, http://congressforkids.net/cartoonintro.htm; Bill of Rights Flash Cards, http://www.quia.com/jfc/142682.html

At Level 2, the student is able to

5.4.spi.2. select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion).

Resources: What's It All About? An Introduction to the First Amendment, http://www.freedomforum.org/templates/document.asp?documentID=13588; Lessons on the First Amendment, http://www.freedomforum.org/templates/document.asp?documentID=13588; The First Amendment, What's Fair in a Free Country, http://edsitement.neh.gov/view_lesson_plan.asp?id=339; Lesson Plans from the First Amendment Center, http://www.firstamendmentschools.org/resources/lessonplans.aspx; Bill of Rights Flash Cards, http://www.quia.com/jfc/142682.html

5.4.spi.3. recognize the rights established by the 13^th, 14^th, 15^th and 19^h amendments.

Resources: Constitutional Amendments, http://www.house.gov/Constitution/Amend.html; Amendments 11-27 of hte U. S. Constitution from The National Archives, http://www.archives.gov/national_archives_experience/charters/constitution_amendments_11-27.html; The Constitution for Kids, Grades 4-7, http://www.usconstitution.net/constkids4.html

5.4.spi.4. recognize the differences between the Tennessee State Constitution and the United States Constitution.

Resources: U. S. Constitution and Amendments, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0044.html; national vs. State Government (Ben's Guide), http://bensguide.gpo.gov/3-5/government/index.html; Kids Net and the Constitution, http://www.kids.net.au/encyclopedia-wiki/un/United_States_Constitution

At Level 3, the student is able to

5.4.spi.5. differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

Resources: The Preamble to the Constitution; How Do You Make a More Perfect Union? http://edsitement.neh.gov/view_lesson_plan.asp?id=233; U. S. Constitution and Amendments, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_Government/GOV0044.html; Basic Readings in Democracy, http://usinfo.state.gov/usa/infousa/facts/democrac/demo.htm; Our Documents, http://www.ourdocuments.gov/index.php?flash=true&

History

At Level 1, the student is able to

5.5.spi.1. interpret sectional differences in the North and South in pre-Civil War (i.e., a map of Union, Confederate, and border-states, pictorial representations of crop production, reading timelines, and interpreting bar graphs showing human, natural, and manmade resources).

Resources:

5.5.spi.2. recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis).

Resources: All Aboard the Underground Railroad, http://www.valdosta.edu/~tross/lesson5.htm

At Level 2, the student is able to

5.5.spi.3. interpret timelines that depict major historical post-Civil War events.

Resources: Post Civil War Events, http://www.authentichistory.com/images/postcivilwar/pcw_timeline/presidential.html

5.5.spi.4. recognize the rights that workers fought for in the late 1800's (i.e., wages, hours, insurance, and working conditions).

Resources:

5.5.spi.5. interpret a visual contrasting life before and after Word War II (i.e., education, family size, transportation, urbanization, and the role of women).

Resources:

5.5.spi.6. determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, lack of revenue).

Resources:

At Level 3, the student is able to

5.5.spi.7. interpret a primary reading sample.

Resources:

5.5.spi.8. recognize examples of how the how the United States confronted Civil Rights issues, (i.e., Brown v. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights march, American Indian Movement (AIM) Civil Rights Act of 1964).

Resources: Civil Rights from The Library of Congress, http://memory.loc.gov/learn/community/cc_civilrights.php; With an Even Hand from The Library of Congress, http://www.loc.gov/exhibits/brown/

Individuals, Groups, and Interactions

At Level 1, the student is able to

5.6.spi.1. recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers, Jane Addams, Martin Luther King Jr., Gov. Austin Peay, Anne Dallas Dudley).

Resources:

At Level 2, the student is able to

5.6.spi.2. use tools of social science inquiry such as surveys, statistics, maps, and documents.

Resources:

At Level 3, the student is able to

5.6.spi.3. recognize situations requiring conflict resolution.

Resources:

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