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Chester Township Public Schools
Social Studies
Social Studies - Fifth Grade

War of 1812
War of 1812
The learner will be able to discuss the relationship between the United States and Great Britain after the Revolutionary with specific emphasis on the Treaty of Paris, War of 1812, Burning of Washington, DC, the Star Spangled Banner and the Monroe Doctrine. Activities/Evaluation Discuss the terms of the Treaty of Paris - 1783 and list the benefits for the United States. describe the major events in the War of 1812. List the heroes of the War of 1812 and describe their major contributions. Describe the events surrounding the Treaty of 1818. List the key idea associated with the Monroe doctrine.
Strand Bloom's Scope Source Activities
Relationship with England Comprehension Master Chester Township Public Schools(a) Classroom
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United States History
Territorial: Western/Events
The learner will be able to identify events leading up to U.S. territorial expansion in the Western Hemisphere describing America's expansion to the Pacific coast with particular emphasis on Crossing the Appalachians, Northwest Ordinance of 1787, Lewis and Clark Expedition, Louisiana Purchase and Pike Expedition. (6.1) Activities/Evaluation Discuss the problems and motivation associated with crossing the Appalachians. Draw a map depicting routes through the Appalachians. List the provisions of the Northwest Ordinance of 1787. Develop a storyboard of the adventures of Lewis and Clark. Draw a map of the Louisiana Purchase. Construct a visual depicting the route of Pike.
Strand Bloom's Scope Source Activities
Expansion: Territorial Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Territorial: Native American/Affect
The learner will be able to comprehend the effect of U.S. territorial expansion on Native Americans with specific emphasis on the crossing of the Appalachians, Northwest ordinance of 1787, Lewis and Clark Expedition, the Louisiana Purchase and the Pike Expedition. (6.1, 6.2, 6.8, 6.9) Activities/Evaluation Discuss the impact of western expansion on the Indians of North America. List the Indian Tribes the were native to the territories. Debate the impact of western expansion emphasizing both the settler's point of view and Indian perspective.
Strand Bloom's Scope Source Activities
Expansion: Territorial Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Mexican-American War: Causes
The learner will be able to identify the causes of the Mexican-American War with specific emphasis on the settlers move into Mexico (Texas), the Alamo, Texas becomes a nation , Texas admitted into the Union, Mexican War and how different cultures blend. (6.2, 6.3, 6.4, 6.5) Activities/Evaluation Discuss and list the reasons for the Mexican War. Describe the events surrounding the Alamo, Construct a timeline of events the led to Texas admission to the Union.
Strand Bloom's Scope Source Activities
Mexican-American War Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Louisiana Purchase: Results
The learner will be able to identify events resulting from the Louisiana Purchase. (6.1) Activities/Evaluation List the events that resulted from the Louisiana Purchase. Draw a chart of the Louisiana Purchase.
Strand Bloom's Scope Source Activities
Louisiana Purchase Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Relations: Native Americans/Settlers
The learner will be able to compare and contrast how the English settlers interacted with Native Americans in New England, Mid-Atlantic, and Southern regions. (6.1, 6.8) Activities/Evaluation Describe the conditions and relations that existed between the Native Americans and settlers prior to western expansion. Discuss the problems of displacement of Native American and that this problem existed before western expansion.
Strand Bloom's Scope Source Activities
Indigenous People: Relations Application Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Relations: Removal/Resettlement
The learner will be able to analyze the impact of the removal and resettlement of Native Americans, including the Cherokee, Creek, Chickasaw, Choctaw, and Seminole (6.1, 6.8) Activities/Evaluation List the problems associated with the remove and resettlement of the Native Americans. Discuss the issue of fairness.
Strand Bloom's Scope Source Activities
Indigenous People: Relations Analysis Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Western Development: Lure
The learner will be able to examine the lure of the West. (6.2) Activities/Evaluation Create a poster that depicts and illustrates the lure of the West.
Strand Bloom's Scope Source Activities
Western Development Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Western Development: Lifestyle
The learner will be able to examine the lifestyles on the Western frontier. (6.2) Activities/Evaluation Write a diary of a day in the life of a young boy of girl living on the Western frontier. Draw a picture of life on the frontier.
Strand Bloom's Scope Source Activities
Western Development Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Western Development: Native Americans
The learner will be able to understand the effects western development had on Native Americans and other American minorities with specific interest in how Native Americans were treated. Special emphasis will be place on the circumstances surrounding Trails to the West, Indian Wars, Oregon country, Mormons, Gold Rush, Pony Express, Transcontinental Railroad, Trail of Tears, Reservations and Immigration. (6.2, 6.4, 6.8) Activities/Evaluation Discuss the effects of western development on American Native and immigrants. Create a poster that depicts the impact of the trails to the West, Indian wars. Oregon country, Mormons, gold Rush,Trail of Tears, Reservations and Immigration.
Strand Bloom's Scope Source Activities
Western Development Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Western Development: Routes/Identify
The learner will be able to identify routes taken by early settlers of the western United States. (6.8) Activities/Evaluation Draw maps or other graphic illustrations that identifies the routes taken by early settlers of the western United States.
Strand Bloom's Scope Source Activities
Western Development Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Civil War: Cause/Effect
The learner will be able to identify the causes and effects of the Civil War with a special emphasis on the slavery issue. (6.2, 6.3, 6,4, 6.5) Activities/Evaluation Discuss and identify the following people and events and place them in context of the issue of slavery and the Civil War: Indentured servant, Frederick Douglas, Nat Turner, Sojourner Truth, Harriet Beecher Stowe, Dred Scott, John Brown and the Missouri compromise.
Strand Bloom's Scope Source Activities
Civil War Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Civil War: Leaders/Analyze
The learner will be able to analyze Civil War leaders, including Abraham Lincoln, Jefferson Davis, and Robert E. Lee. (6.2, 6.3) Activities/Evaluation Discuss and list the historical, political and cultural contributions of the leaders of the Civil War. Write a brief biography of Abraham Lincoln, Jefferson Davis or Robert E. Lee.
Strand Bloom's Scope Source Activities
Civil War Analysis Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Civil War: North/South
The learner will be able to identify the economic and philosophical differences that existed between the North and South with a particular emphasis on Slavery. (6.1, 6.2, 6.3) Activities/Evaluation Discuss and list the causes of the Civil War. Draw a poster that emphasizes the economic impact of slavery. Create a visual that compares and contrasts the economics of the North and South.
Strand Bloom's Scope Source Activities
Civil War Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Reconstruction Era: Southern Relations
The learner will be able to identify differences in social relations in the South during the Reconstruction era.
Strand Bloom's Scope Source Activities
Reconstruction Era Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Manifest Destiny
The learner will be able to discuss how the United States continued to expand as territory is ceded to the United States to fulfill a Manifest Destiny. Specific emphasis will be focused on the Acquisition of Florida, Oregon Territory, Gadsden Purchase, the Purchase of Alaska and the Webster-Ashburton Treaty. (6.1, 6.2, 6.3). Activities/Evaluation Draw a map of the territory acquired via the Acquisition of Florida, Oregon Territory, Gadsden Purchase, Purchase of Alaska, the Webster-Ashburton Treaty. Discuss how new states are admitted into the union.
Strand Bloom's Scope Source Activities
Expansion: Territorial   Master Chester Township Public Schools(a) Classroom
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Civics and Government
Identity: Democracy/Further/Enhance
The learner will be able to describe the significance of an American identity sharing values, principles, and/or beliefs to the furthering and enhancement of American democracy and relate this to the issues of western expansion. (6.1) Activities/Evaluation Identify and list specific examples of an American identity and values shared. List examples of success and disappointment in relation to values and principles shared.
Strand Bloom's Scope Source Activities
American Identity   Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Cultural Perspective
Past: Pioneer/Challenges
The learner will be able to understand the challenges faced by early pioneer farmers. (6.1, 6.2, 6.4) Activities/ Evaluation Discuss the problems facing pioneer farmers. Draw or construct a model of a pioneer farm. Describe a day in the life of a pioneer farmer.
Strand Bloom's Scope Source Activities
Community: Past Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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People Need People: Holocaust
The learner will be able to discuss the concept that prejudice hurts each of us as individuals and weakens the group as a whole. (6.2, 6.3) Activities/Evaluation Create a poster that illustrates the point that each of us has traits and attributes in which we can take pride. List the values that influence students. Identify the sources from which people learn their values. Define the term "Kristallnacht." Expalin why it is important to us today to study about the Holocaust and genocide.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Chester Township Public Schools(a) Classroom
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First Global Era (1450 - 1750)
Slave Trade: European/Organize
The learner will be able to describe how European businesses and governments organized the trans-Atlantic slave trade and the social impact on the life of a slave in America. (6.2, 6.3, 6,4, 6.5) Activities/Evaluation Discuss the origin of slave trade and its racial overtones and economic impact on America. Write a diary focusing on a day in the life of a slave.
Strand Bloom's Scope Source Activities
African Slave Trade Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Populations: Connect/Resources
The learner will be able to establish a connection between population growth and use of physical resources and relate this connection to western expansion. (6.1, 6.8, 6.9) Activities/ Evaluation Construct a chart of population grow in the United States utilizing population and chronology.
Strand Bloom's Scope Source Activities
Populations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Map: Latitudes
The learner will be able to locate a place on a map between given latitudes and longitudes and recognize various topographical features and map characteristics. (6.7, 6.8, 6.9) Activities/Evaluation Locate places utilizing coordinates. Interpret grid depicting topographical features.
Strand Bloom's Scope Source Activities
Map/Globe Skills Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Map: Special Purpose/Draw Conclusion
The learner will be able to draw conclusions based on the information presented in special purpose maps with particular emphasis on America's expansion. (6.7) Activities/Evaluation Examine maps that contain information that requires conclusions to be drawn. Interpret information from maps.
Strand Bloom's Scope Source Activities
Map/Globe Skills Application Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Ecosystems: Human Changes/Recognize
The learner will be able to recognize how humans can change ecosystems. (6.8) Activities/Evaluation List the ways that humans have impacted on the ecosystem.
Strand Bloom's Scope Source Activities
Ecosystems Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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Historical Perspective
Time: Associate/Historical Event
The learner will be able to associate a time period with important historical events and people focusing on the Nineteenth Century emphasizing the concepts: Democracy spreads in the United States, America established its own literature. American inventions create a better lifestyle and the Suffrage movement creates equality for women. (6.1, 6.2, 6.3) Activities/Evaluation Discuss and identify the historical contribution and impact of the following names and events in the 19th Century: Erie Canal, Robert Fulton, Barbery Pirates, Jackson Era, Samuel Morse, Elias Howe, American literature/art, Lucretia Mott, Elizabeth Stanton , Telegraph, Thomas Edison, Spanish-American War.
Strand Bloom's Scope Source Activities
Time Comprehension, Synthesis Master Tudor Foundation Core Curriculum, September 1998, Fifth Grade Classroom
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