1. Room Mothers Sangeeta Appel sangeetaappel@yahoo.com
Gina Madrazo

2. Grade 5 Social Studies

3. Social Studies in 4th Grade
Units: US Immigration Past and Present, Africa and Ancient Timbuktu, Exploration
Some of the Concepts: migration, identity, contributions, point of view, power, diversity, motivation, power
Some of the Skills: analyzing primary and secondary sources, reading a variety of text, research, working in groups to solve problems, using and creating maps.

4. Fifth Grade: A study of early US History
Units:
Colonization
Colonial Life and the Development of a New World Identity
Revolution (includes a research project)
US Government and Civics
Expansion
Current Unit Concepts:
Motivation, Organization, Survival, Change
Skills continued and strengthened: historical thinking through analyzing primary and secondary sources, reading a variety of text, note taking, research, writing, working in groups to solve problems, using and creating maps.

5. Essential Questions for our Unit Long Inquiry:
Is colonization ever justified?
Why do people form colonies?  How do people form colonies?
How does colonization change a region?

6. Topical Understanding 1:
Political, economic, geographic, and religious motivations led to the colonization of North America.
Topical Understanding 2:
Colonies developed and organized based on their self-interests and their need to survive.
Topical Understanding 3:
The complex interactions between colonists, Africans, and indigenous peoples caused change in the region.
Topical Understanding 4:
The colonists believed their self-interests provided justification for colonizing North America.
Our units are broken down into topical understandings. The facts and information that students learn are sorted into these 4 categories. Along with key concepts, they help students answer the essential questions.

7. A Snapshot of inquiry... CSI: Roanoke
Our students started the year with a mystery:
Using primary and secondary sources they look for evidence of …
What caused the colonists of Roanoke to disappear?
In small groups they developed theories and then checked theirs against the prevailing theories of historians.

8. At the end of the colonization unit students …
…will take a stance: Using their evidence from their learning, they will need to choose one colony and explain from their point of view why it was the most justified in settling in the New World.

9. Concepts
How did a colony’s organization allow for the survival of its people?
What kinds of political systems were created to provide order and justice?
Motivation
Survival
Why concepts?
Over the course of the unit students use these concepts to deepen their understanding of people and events.
Organization

10. And our next unit will be…
Colonial Life and the Development of a New World Identity
Unit will be a 3-4 week unit starting in November
How did colonization set the stage for the Revolution?

11. Concepts: Identity and Diversity
Topical Understanding 1: Geography and economics helped form 3 distinct colonial regions.
Topical Understanding 2: Governance and organization differed among the North American colonies
Topical Understanding 3: Colonial life and experiences led to the development of a New World identity.

12. Learning across the Year

13. PERSIA +GT
Students are introduced to a framework that they will use throughout their schooling. It is a way to categorize a society or group of people. Using this, we can compare and contrast groups.
P – Political
E – Economic
R – Religious
S – Social
I – Intellectual
A - Aesthetic
G – Geography
T -- Technology

14. Multiple Sources Our curriculum is supported by a variety of different primary and secondary sources. Students learn how to read and analyze different text. They also compare how information is presented and why.
Primary Sources
Secondary Sources:

15. Maps and Timelines
As history is a story, students will also use and create maps and timelines to deepen their understanding of the setting of the story. These help students to draw conclusions and interpret the “why” of events.

16. Additional Information
As they were in elementary school, parent letters are sent out via e-blast at the beginning of each unit.
Our district website also has information about our K-12 SS program. It will be re-vamped over the course of the year.