Curriculum Framework 3rd Quarter Social Studies Grade 5

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Curriculum Framework

3rd Quarter

Social Studies

Grade 5


In 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.

Purpose of the Framework

The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our students graduate ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become efficient readers, writers, and communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.

There are three instructional shifts that teachers should remember when planning and teaching:

  1. Regular practice with complex text and its academic language.

  2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

  3. Building knowledge through content-rich nonfiction.

Framework Layout

Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities

& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.

  1. This curriculum framework has Social Studies Literacy Activities, suggested lessons and additional resources at the end of the framework.

  2. Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at:

  3. The Common Core Literacy can be found at:

  4. This framework includes activities at the end of each quarter are examples of how the Literacy Standards are used in Social Studies instruction. These Sample Lessons and Activities are provided to give teachers ideas about how the Literacy Standards can be used to create activities and to serve as models for lesson creations.

  5. The suggested texts may include texts recommended by the Tennessee Department of Education as well as additional texts needed to complete suggested instructional activities in the third column of the framework. Texts may be read aloud, used independently or referenced during instruction.

Literacy in Social Studies

The Tennessee state standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical subjects. These literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the literacy standards provide expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding students accountable to that reading through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will do the following:

  • Support school-wide literacy efforts;

  • Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant discipline; and

  • Reinforce students’ learning of subject-area content.

Using the Social Studies Curriculum Framework

  • The pacing guide’s suggested time frames for instruction are flexible and may vary from classroom to classroom.

  • The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)

  • The guiding questions are used to gain student interest in learning and should be written on the board for the class to reference.(column 2)

  • Key content and academic vocabulary are listed (column 2).

  • Lessons, activities and student tasks are in the third column which lists the textbook pages and/or links to valuable resources.

  • At the end of each framework, the Literacy Activities/Lessons, should lead teachers to create additional activities on their own.

  • If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Reference Resources:

Please register for these free sites:

Read Works

Britannica Username: Shelby Password: county

Teacher Tube (Uses your SCS Log-in)

These sites can be used as you develop your lesson plans!


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 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.


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

Example: Writing 3-5 Historical events


Reproduce historical highlights (in historical journals) from labeled timelines or visually supported headlines


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


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


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


Compose historical documentaries from multiple sources (using third person)

Example: Reading 3-5

Historical events, figures, and leaders


Match examples of historical events with illustrations and labels


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


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


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


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

Grade 5th Pacing Guide


1st Quarter


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 recovered

Weeks 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)


2nd Quarter


4th Quarter

Weeks 1-3


  • Understand the successes and failures of Reconstruction.

Weeks 1-2

History and Culture

  • Testing BLITZ (continues)

  • 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 3-6


  • Examine the history of the United States since the conclusion of WWII.

Weeks 7-9

Progressive Era & Jim Crow Laws

Weeks 7-9

Culture – Geography – History – Economics

  • Recognize Global and Environmental Issues

  • Africa in April and Memphis in May

  • Locate AA and MM country on a map/globe.

  • Compare and contrast culture, holidays, and national symbols.

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

A Word About Vocabulary Instruction

Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing. Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.

In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech, semantic word webs, and other evidence-based vocabulary practice. The second column will include words from the unit, other examples of the affixes. Connections to Language Standards can also be found under the “Morpheme” references in the second column when applicable.
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary

  • Tier 1 Basic words commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.

  • Tier 2 High frequency words are used by mature language users across several content areas. Because of their lack of redundancy 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.

  • Tier 3 Words 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 should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.

Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum maps.

Links to Support Vocabulary Instruction & Development (Supplemental Resources, click Vocabulary Quadrant)

TN State Social Studies Standards

Guiding Questions/ Vocabulary

Tier 2 & Tier 3

Instructional Activities & Resources

World War I and Women’s Suffrage

Weeks: 1-3

Suggested Texts:

World War I for Kids by R. Kent Rasmussen (Lexile – 1210L)

Zimmerman Telegram

The Perfect 36: Tennessee Delivers Woman Suffrage (Lexile – NA)

You Want Women to Vote, Lizzie Stanton? (Lexile – 870L)

Telegram to Harry Burn from his mother (Lexile – 650L)

Why Women Should Vote by Alice Stone Blackwell (Lexile – 730L)

5.43 Locate and map the countries of the Central and Allied Powers during World War I. (G)

5.42 Summarize the reasons for American entry into World War I, including submarine attacks on the Lusitania and the Zimmerman Telegram. (H, P)

5.44 Explain the roles of significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York. (H, TN)

5.45 Refer to details and examples in a text to explain the aims of world leaders in the Treaty of Versailles and why the United States rejected Wilson’s League of Nations. (C, E, G, H, P)

Women’s Suffrage

5.46 Evaluate the role of Tennessee as the “Perfect 36” and the work of Anne Dallas Dudley, Harry Burn, and Governor Roberts in the fight for women’s suffrage and Josephine Pearson’s opposition. (C, P, TN)

5.43 What are alliances and how can they impact world events? How have alliances impacted history?

5.42 What events led to the United States entry into World War I?

5.44 How did the following Americans contribute to WWI:

  • Herbert Hoover

  • John J. Pershing

  • Lawrence Tyson

  • Alvin C. York

  • The Doughboys

5.45 What was the purpose of the Treaty of Versailles and the League of Nations?

5.46 Why was it important for women to gain the right to vote? What were the arguments for and against allowing women to vote? What people and events led to the passing of the 19th Amendment?

Content Vocabulary Tier 3:

Nationalism, rations, militarism, propaganda, alliance, armistice, trench warfare, isolationism, Suffrage, civil rights, equality, tolerance, prejudice, opposition, enfranchise, fascism, racism

Academic Vocabulary: Tier 2: rights, fairness, freedom, govern, confirm, decree, petition

(For Vocabulary Strategies- see page 4)

Connection to Language Standards

Greek & Latin Roots and Affixes (Morphemes)

ism- the act, state or theory of

Examples from the unit: nationalism, militarism, isolationism, racism, fascism, totalitarianism, Nazism

Other examples: nativism, creationism, individualism, criticism, optimism, capitalism

For More on Morphemes:

Lists words related to a particular morpheme

Lists of Common Latin and Greek roots & affixes

Connection to Language Standards

L. 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.5.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

5.43 Using a blank map of Europe (just before WWI), identify the nations involved in WWI, label these nations on the map and then color-code them to identify the allies, central powers, and neutral nations. Literacy RI.5.3

5.42-5.45 Create an accordion book from page 32- Foldable guide– to create a timeline of “Key Events of World War I”. Color code to include events before (5.42), during (5.44), and after (5.45). Literacy RI.5.3

5.42-5.45 Create a PowerPoint presentation that summarizes the events that led to American entry into WWI (5.42), significant people involved in the war (5.44), a map of the central and allied powers (5.43), and the Treaty of Versailles and League of Nations (5.45). Literacy SL.5.5

5.42After researching the Zimmerman Telegram, students will determine its importance and write comparative paragraph on how coding was used during WWI and how it is used today.

Literacy W 5.8

5.45 After reading The Paris Peace Conference and the Treaty of Versailles via and The League of Nations, 1920 via students will students will write to give their opinion of President Wilson rejecting the League of Nations. Students will support their opinions with details from the texts. W.5.9b

5.46 Complete the unit plan on the Women’s suffrage movement from Scholastic Teacher.

Literacy IT.5.3

5.46 Create a t-chart that summarizes the events both for and against the women’s suffrage movement including Tennessee becoming the “Perfect 36”. Literacy W.5.9

5.46 Using the links, and - scenes, students will create posters with slogans that suffragettes could have used in a march. Write a paragraph explaining how your slogan would have helped them win equal rights. Literacy W 5.9

Roaring 20’s, Great Depression

Weeks: 4 - 6

Suggested Texts:

Roaring 20s & the Depression: 1920-1940- Graphic U.S. History (Lexile – GN710L)

The Roaring Twenties (World History Series) by David Pietrusza (Lexile – 1300L)

Langston Hughes Poems (Lexile – NP)

The American Dream and Consumer Credit by Stephen Smith (Lexile – 1550L)

Great Depression by Gene Smiley (Lexile – 1540L)

Harlem Renaissance:

Overview of the 1920’s:

A Consumer Economy:

An Evaluation of the New Deal via

The Roaring Twenties

5.47 Make connections with the growth of popular culture of the “Roaring Twenties” with the following: (C, E, TN)

• W.C. Handy, Bessie Smith

• Automobiles, radios, and nickelodeons

• Harlem Renaissance

• WSM, Grand Ole Opry

• Charles Lindbergh and the Spirit of St. Louis

• mass production, “just in time” inventory, appliances

5.48 Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. (E)

The Great Depression

5.49 Analyze the events that caused the Great Depression and its impact on the nation and

Tennessee, including mass unemployment, Hoovervilles, and soup kitchens. (C, E, H, TN)

5.50 Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt’s New Deal policies, including: (C, E, G,H, TN)

• Social Security

• Civilian Conservation Corps

• Federal Deposit Insurance Corporation

• Tennessee Valley Authority

• Cumberland Homesteads

• Great Smoky Mountains National Park

5.51 Compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the 1930s. (E, G, C)

5.47 How did American culture change in the 1920’s? What developments impacted this change?

5.48 How did buying on credit and installment payments change the economy in the 1920’s?

Content Vocabulary (Tier 3):

economic boom, credit, interest, stock market, nickelodeons, broadcast, mass production, aviation

Academic Vocabulary (Tier 2): bill, representative, guarantee, conserve

5.49 What events led up to the Great Depression? How did the Great Depression impact the nation?

5.50 Using primary and secondary sources, can you summarize the policies of President Roosevelt’s New Deal?

5.51 Can you explain the Dust Bowl?

How do different accounts of the same event aid in you understanding of the event?

Content Vocabulary (Tier 3):

economic bust, unemployment, regulation, debt, Social Security, diplomat, minimum wage, Great Depression

Academic Vocabulary Tier 2: majority, nominee, landslide, involvement, district, proposed, platform

(See Vocabulary Strategies on page 4)

5.47 Students will create newspaper articles concerning all of the things that shaped popular culture of the 1920’s. Students will also include advertisements and pictures from that era. Students may refer to Harlem Renaissance via the link and Overview of the 1920’s via Literacy W.5.7

5.47 Write an essay that compares three of the people, events, time periods or things listed. Explain how each impacted American culture and explain the lingering impact of each that citizens can still experience today.

Literacy RI.5.3, W5.2a

Charles Lindbergh

W.C. Handy

Bessie Smith




Harlem Renaissance

Grand Ole Opry

Spirit of St. Louis

Mass production

The New Deal

Social Security

Civilian Conservation Corps

Federal Deposit Insurance Corporation (Lexile – 1250L)


Cumberland Homesteads

Great Smoky Mountains National Park

5.48 Using A Consumer Economy as a reference, students will explain how the author uses reasons and evidence to support his point on the effect of credit on America.

Literacy RI.5.8

5.49 Write an essay that summarizes the causes and effects of the Great Depression. Students will also create a photo journal of the Great Depression and write summaries with each picture. Students may refer to The Great Depression via the link Literacy W5.2

5.50 After reading An Evaluation of the New Deal via, students will summarize the success, failures, and challenges of President Roosevelt’s New Deal. Literacy RI.5.6

5.51 Using the links below, students will write a summary of the Dust Bowl experience. Students will also compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the 1930s using a t-chart to organize thoughts and a comparative writing piece to express their comprehension of both accounts.

Dust Bowl- firsthand account:

Dust Bowl- second hand account:

Literacy W5.5, W5.9b

World War II

Weeks: 7 - 9

Suggested Texts:

Articles about Pearl Harbor (Lexile – 1220L)

World War II for Kids: A History with 21 Activities by (Lexile – 1030)

Day of Infamy, 60th Anniversary: The Classic Account of the Bombing of Pearl Harbor by Walter Lord (Lexile – 1030L)

World War II for Kids: A History with 21 Activities By Richard Panchyk (Lexile – NA)

Anne Frank: The Diary of a Young Girl by Anne Frank: (Lexile 1080 L)

Understanding the Decision to Drop the Atomic Bomb on Japan By Nathan Donohue (Lexile – 1490L)

5.52 Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and the goals of the Germany, Italy, and Japan. (P, H)

5.53 Compare and contrast different stories from media, and informational text regarding the bombing of Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and America’s entry in the war. (H, TN)

5.54 Evaluate the constitutionality of Japanese internment during the war. (C, E, P, H)

5.55 Locate the Axis and Allied Powers and the major theaters of war on a map. (G)

5.56 With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots-Cornelia Fort. (C, E, H, TN)

5.57 Write an informative text about the Holocaust and its impact. (C, P, H)

5.58 Clarify the reasons for the German surrender and reasons for the European division of Germany. (G, H)

5.59 Describe the role of the Manhattan Project and Oak Ridge, Tennessee in ending World War II and the decision to drop the atom bomb on Japan. (H, TN)

5.60 Explain the purpose of the formation of the United Nations and the role of Cordell Hull. (H, TN)

5.52 What were the goals of the leaders of the Axis Powers during WWII?

5.53 According to the texts, how did the bombing of Pearl Harbor impact the United States? Did it lead to America’s entry to WWII?

5.54 Was it Constitutional to place Japanese Americans in Internment Camps after the Pearl Harbor attacks?

5.55 Who were the Axis Powers and who were the Allies? How did these alliances impact the war?

Content Vocabulary Tier 3:

internment camp, racism, dictator, atomic bomb, mobilize, concentration camp, infamy

Academic Vocabulary Tier 2:

Constitute, empower, impact

5.56 How did life change for Americans during WWII? Why did these changes occur?

5.57 What was the Holocaust? How did it impact the world?

5.58 What events led to Germany’s surrender?

What were the reasons for the European division of Germany?

5.59 What role did the Manhattan Project, Oak Ridge, TN, and the atomic bomb have in ending WWII?

5.60 What was the purpose of the United Nations?

What role did Cordell Hull play in the formation of the UN?

Content Vocabulary Tier 3: fort, surrender, service, propaganda

Academic Vocabulary Tier 2: project, formation, impact, division, milestone

(See Vocabulary Strategies on page 4)

5.52 – 5.58 Create a project board with tabs Foldable guide- You could use this project board to incorporate all standards from WWII. Literacy W.5.8

5.52 Create a Concept Map Book Foldable guide- label the top Axis Powers of WWII with Germany, Italy, and Japan on each tab. Have students summarize the leaders, form of government, and goals of each country and create a triple venn diagram on the inside to compare and contrast. Literacy W.5.2

5.53 Write an essay about the attacks on Pearl Harbor and America’s entry into the war after reading the articles and researching the attack. Literacy W.5.2

5.54 Have a class discussion about the Constitutionality of Japanese Internment camps using the 14th Amendment as a guideline. Have students write an opinion piece using information from both the Constitution and research on internment camps. Refer to Japanese Internment Camps: Literacy SL.5.1 and W.5.1

5.55 Using a blank map of Europe WWII with teaching instructions have students locate the Axis and Allied Powers. Students may refer to Map of Europe WWII: and Axis Powers: during the assignment.

5.56 Have students create propaganda posters similar to the Rosie the Riveter that include reasons supported by facts and details found in their research.

Literacy IT5.1

5.57 Write an informative essay about the Holocaust and its impact on the world. Literacy W.5.2

5.57-5.58 Students will read different diary entries from Anne Frank: The Diary of a Young Girl by Anne Frank: Students will then write summaries of the diary entries that clearly depicts the main focus and reasoning of the diary entry.

5.58 Using a graphic organizer have students explain the reasons for Germany’s surrender and the European division of Germany. Students will use the notes from their graphic organizers to produce and informative essay on the topic. Literacy W.5.2

5.59 Create a Half book Foldable guide- Titled ending World War II. Inside, have students to explain the Manhattan Project, Oak Ridge, TN and dropping the atomic bomb on Japan. Literacy IT.5.9

5.60 Create a Matchbook Foldable guide- Title United Nations- inside explain the purpose of the United Nations and Cordell Hull’s role in the formation of the UN. Students ,ay refer to The Manhattan Project: and Oak Ridge, TN: Literacy IT.5.9

Sample Literacy Lessons and Activities

Pearl Harbor:

Read Pearl Harbor Attack: Lieutenant Lawrence Ruff Survived the Attack Aboard the USS Nevada

By Mark J. Perry

After reading, have students use the information provided in the article to construct a narrative detailing the events of Pearl Harbor from the point of view of Lieutenant Lawrence Ruff.
Writing: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Literacy W.5.3

The Holocaust:

Read Children During the Holocaust

Have students read and annotate the text determining the main ideas and supporting details of the text. Students will write a summary of the text.

Informational Text: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Literacy RI.5.2

The Manhattan Project:

Read The Manhattan Project

After reading the article, explain what the Manhattan Project was, how it related to the events of WWII, and how it relates to world security today.

Informational Text: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Literacy RI.5.3

Additional Resources

14th Amendment

Freeman’s Bureau

Civic Clients

Andrew Johnson

Teaching U. S. History

White Resistance



War Aftermath

Historic Memphis


Jim Crow


Gilder Lehman


Related topics and Websites:

The Great Depression:

The Great Depression


Depression cultural effects

Causes of the Depression

Depression turn around

Dust Bowl

New Deal:





Teacher Tube (Uses your SCS Log-in)




America in the Second World War

The Home Front

The Holocaust

Germany surrenders

United Nations

Primary Documents and Supporting Texts to Read:

Understanding the Decision to Drop the Atomic Bomb on Japan By Nathan Donohue

Shelby County Schools

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