MCSD Social Studies Curriculum Map ~Civics and Government~ Grade 5 State Standard PA Core Standard 5.1.5 Principles and Documents of Government Taught in Unit(s) Unit Explanation/Example of Standard 5.1.5.A. Understand the rule of law in protecting property rights, individual rights and the common good. 5.1.5.B. Describe the basic purposes of government in the classroom, school, community, state, and nation. Common Misconceptions The government only makes laws and collects taxes. Not having the knowledge of local and state government and what happens on those levels The government doesn t affect me as a student. As a student, I can t make a difference. Big Idea(s) In order for a democratic society to function, citizens need to understand how laws protect the rights of individuals and their property and help the common good. All students need to have the knowledge that government affects them in the classroom, school, their community, state, and nation. Essential Question(s) What is a law? What is the definition of property rights and individual rights and how are they different? What is common good? How does government affect you in all aspects of your life? What is civic participation and how can I be involved? How can I make a positive difference? How do members of a community interact to help each other meet their basic needs? Teacher Observation Assessments Concepts (what students need to know) Rule of Law Laws and Government Vocabulary property Rights (redefine) common good (redefine) Community (redefine) nation Skills (what students must be able to do) Compare and contrast property and individual right. Define and give examples of laws. Define all vocab and use in context. Give an example of how each aspect of their life is affected by each level of government. I Can Statements I can define property rights and individual rights and explain their differences. I can define and give examples of specific laws. I can identify ways the government plays a part in my life.
Resources https://kids.usa.gov/government/index.shtml http://www.learningtogive.org/units/core democratic values action/role playingcommon good http://pbskids.org/democracy/my government/
MCSD Social Studies Curriculum Map ~Civics and Government~ Grade 5 Unit State Standard PA Core Standard 5.1.5 Principles and Documents of Government Taught in Unit(s) Explanation/Example of Standard Standard 5.1.5 C Describe the principles and ideals shaping local, state, and national government. Liberty / Freedom Democracy Justice Equality Common Misconceptions Local, state, and national government are based on the elected officials that run them. Big Idea(s) Essential Question(s) The principles and ideals help shape Describe how liberty/freedom shape local, state, and national government. local, state, and national government. Some of those include; liberty/freedom, Describe how democracy shapes local, democracy, justice, and equality. state and national government. Describe how justice shapes local, state, and national government. Describe how equality shapes local, state, and national government. Assessments Concepts (what students need to know) Principles and Ideas that Shape Government Vocabulary justice Skills (what students must be able to do) Describe how the bulleted list above help shape local, state, and national government. Define vocabulary. I Can Statements I can describe how the bulleted list above help shape local, state, and national government. Resources
MCSD Social Studies Curriculum Map ~ Civics and Government ~ Grade 5 Unit State Standard PA Core Standard 5.1.5 Principles and Documents of Government Taught in Unit(s) Explanation/Example of Standard Standard 5.1.5.D Interpret key ideas about government found in significant documents: Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution Common Misconceptions Significant documents were created a long time ago to give us freedom. Big Idea(s) Essential Question(s) Understand key ideas about government What key ideas about government from found in the above bulleted documents. the above documents can be interpreted? Assessments Concepts (what students need to know) Documents and Ideas that Shape PA and US Government Skills (what students must be able to do) Interpret key ideas found in Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution I Can Statements I can interpret key ideas found in significant documents such as The Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania Constitution. Resources
MCSD Social Studies Curriculum Map ~Civics and Government~ Grade 5 Unit State Standard PA Core Standard 5.1.5 Principles and Documents of Government Taught in Unit(s) Explanation/Example of Standard 5.1.5.E. Identify the individual rights guaranteed by the PA Constitution and the U.S. Constitution. 5.1.5.F. Explain the significance of state symbols, national symbols, and national holidays. Common Misconceptions There is only one Constitution. The Constitution and The Declaration of Independence are essentially the same document. All holidays are national holidays. Big Idea(s) Citizens understand the rights and practice their responsibilities in a democratic society. Recognize the significance of state symbols, national symbols, and national holidays. Essential Question(s) What are your responsibilities as an American citizen? What are the roles of a citizen in our democracy? What does the concept of equality mean? Assessments Concepts (what students need to know) Individual Rights Symbols Vocabulary equality democracy society Skills (what students must be able to do) Compare and contrast the US Constitution and the PA Constitution. Describe their rights and roles as a US citizen. Describe the significance of state symbols, national symbols, and national holidays. Define vocabulary and use in context. I Can Statements I can identify similarities and differences in the PA Constitution and the US Constitution. I can describe my rights and roles as a US citizen. I can describe the significance of state symbols, national symbols, and national holidays. I can define and use the vocabulary terms. Resources https://www.pabar.org/public/lre/rlpa/lessons/lookatconst 05.pdf http://www.socialstudiesforkids.com/usstates/pennsylvania.htm http://constitutioncenter.org/learn/educational resources/constitution faqs/ http://www.atozkidsstuff.com/symbols.html https://www.youtube.com/watch?v=0efnnut_nwy
MCSD Social Studies Curriculum Map ~Civics ~ Grade 5 State Standard PA Core Standard 5.2.5 Rights and Responsibilities of Citizenship Taught in Unit(s) Unit Explanation/Example of Standard 5.2.5.A Identify individual rights and needs and the rights and needs of others in the classroom, school, community, state, and nation. 5.2.5.B. Identify behaviors that promote cooperation among individuals. Common Misconceptions People have different rights based on race, culture, or gender. Big Idea(s) In a democratic society, students need to recognize their own rights and needs, as well as, others rights and needs in life. Cooperation is an essential skill to be a successful citizen. Essential Question(s) What is an individual right and need? List some individual rights and needs of fellow classmates? What are examples of behaviors that promote cooperation? Teacher Observation Concepts (what students need to know) Civics Rights and Responsibilities Conflict and Resolution Vocabulary conflict resolution civics citizenship Assessments Skills (what students must be able to do) Identify rights and needs of yourself and others in the classroom. Demonstrate the ability to cooperate with others and function in a community. I Can Statements I can cooperate with others in the classroom. I can identify and respond to the needs and rights of others, as well as myself. I can make positive decisions that benefit my community. The Second Step Program Resources https://www.youtube.com/watch?v=pxf6etskprs&list=pljtw61qz4j7vwkgjhjoer4iyr00tdd rmu https://www.youtube.com/watch?v=ynonfsnjyhy
MCSD Social Studies Curriculum Map ~Civics and Government~ Grade 5 Unit State Standard PA Core Standard 5.2.5 Rights and Responsibilities of Citizenship Taught in Unit(s) Explanation/Example of Standard 5.2.5.C. Explain why individuals become involved in leadership and public service. 5.2.5.D. Identify specific ways individuals participate in school and community activities. Common Misconceptions You will become wealthy if you are in a leadership position. Big Idea(s) Some individuals are drawn to be in leadership positions for a variety of reasons. There are many ways to participate in school and community activities. Assessments Essential Question(s) Why do some people choose to be in leadership positions? List activities that individuals can participate in at school and their community. What is public service? And give examples. Concepts (what students need to know) Leadership and Public Service Competent and Responsible Citizens Vocabulary public service Skills (what students must be able to do) Identify public service positions. Define public service. List activities that are available to students within the school and community. Describe why some people are interested in leadership positions. I Can Statements I can identify public service positions. I can define public service. I can list activities that are available to students within the school and community. I can describe why some people are interested in leadership positions. Resources http://www.kidactivities.net/category/community service ideas.aspx
MCSD Social Studies Curriculum Map ~Civics ~ Grade 5 State Standard PA Core Standard 5.3.5 How Government Works Taught in Unit(s) Explanation/Example of Standard 5.3.5.A Describe the responsibilities and powers of the three branches of government. 5.3.5.B Describe how the elected representative bodies function in making local, state, and national laws. 5.3.5.C Describe the role of local and state government officials. 5.3.5.D Describe the primary duties of elected local, state, and national positions. Common Misconceptions All levels of government function the same way Limited knowledge of the number of elected officials The difference between national and state laws Big Idea(s) Students need to understand there are 3 branches of government where each has its own specific powers and responsibilities. At local, state, and national levels students will be able to understand the function of elected representative bodies. Assessments Essential Question(s) Why do we need government? What responsibilities does each level of government have from the national level to the local level? What process is required to make laws at each level? Concepts (what students need to know) Branches of Government Structure, Organization, and Operation of Government Government Services Leadership and Political Elections Vocabulary law Skills (what students must be able to do) Identify the 3 branches of government Define a law. Distinguish between national, state, and local government and their responsibilities. Be familiar with the process of how each level makes laws. I Can Statements I can identify the 3 branches of government. I can define a law. I can distinguish between national, state, and local government and their responsibilities. I can be familiar with the process of how each level makes laws.
Resources https://www.teachervision.com/tv/printables/tcr/1576903133_254 260.pdf https://kids.usa.gov/government/index.shtml https://www.youtube.com/watch?v= EISWIY9bG8 https://www.youtube.com/watch?v=2nkyihov9z8 http://www.congressforkids.net/games/threebranches/2_threebranches.htm Benchmark Formation of Government Level W
MCSD Social Studies Curriculum Map ~Civics ~ Grade 5 Unit State Standard PA Core Standard 5.3.5 How Government Works Taught in Unit(s) Explanation/Example of Standard 5.3.5.E Identify the requirements to vote in local, state, and national elections. Common Misconceptions Everyone can vote. Everyone exercises their right to vote. Big Idea(s) There are certain requirements one must have in order to be a voting member of our democratic society. Essential Question(s) How old do you need to be in order to vote? What are the citizenship requirements in order to vote? Assessments Concepts (what students need to know) Elements of the Election Process Skills (what students must be able to do) Students will be able to identify the requirements for the eligibility to vote in the local, state and national elections. I Can Statements I can identify the citizenship requirements in order to vote in local, state, and national elections. Resources https://www.youtube.com/watch?v=ar7r5ag_b0y&spfreload=10 http://www.eac.gov/assets/1/documents/voter'sguide_508.pdf http://pbskids.org/democracy/vote/
MCSD Social Studies Curriculum ~ Civics and Government ~ Grade 5 Unit State Standard PA Core Standard 5.3.5 How Government Works Taught in Unit(s) Explanation/Example of Standard 5.3.5.F Examine different ways conflicts can be resolved. Common Misconceptions Conflict means war. All conflicts can be resolved. Big Idea(s) Conflict can arise in many different scenarios; person to person or group to group. Only certain conflicts are eligible to go to court. A judge or jury decides on the resolution of the conflict. Essential Question(s) What are some peaceful ways conflict can be resolved? Who can have conflicts? How are conflicts resolved in the court system? What kinds of conflicts can be taken to court? Who in the court system is in charge of resolving conflicts? What is the definition of: Negotiation, Mediation, Arbitration and Litigation? Assessments Concepts (what students need to know) Conflict and the Court System Vocabulary Negotiation Mediation Arbitration Litigation I can identify peaceful ways to resolve conflict. I can discuss who can have conflicts. I can tell who resolves conflicts in the court system. I Can Statements Skills (what students must be able to do) Identify peaceful ways to resolve conflict. Discuss who can have conflicts. Tell who resolves conflicts in the court system. Define vocabulary terms Resources http://www.dummies.com/how to/content/getting to know the us court systems.html http://www.okbar.org/public/brochures/methodsforresolvingconflictsanddisputes.aspx
MCSD Social Studies Curriculum Map ~Civics and Government ~ Grade 5 Unit State Standard PA Core Standard 5.3.5 How Government Works Taught in Unit(s) Explanation/Example of Standard 5.3.5.G Describe how groups try to influence others Common Misconceptions All interest groups are bad. Big Idea(s) There are interest groups that try to sway your opinion. Essential Question(s) What are some examples of interest groups? Describe how interest groups try to influence others around them. Assessments Concepts (what students need to know) Interest Groups Vocabulary Interest group Skills (what students must be able to do) List a variety of interest groups Discuss different ways that interest groups try to influence others. Define interest group I Can Statements I can identify various interest groups. I can list multiple ways that interest groups influence others. I can define interest group. Resources http://www.businessdictionary.com/definition/interest group.html
MCSD Social Studies Curriculum Map ~Geography ~ Grade 5 Unit State Standard PA Core Standard 5.3.5 How Government Works Taught in Unit(s) Explanation/Example of Standard 5.3.5.H Identify various sources of mass media. Common Misconceptions Mass media means television. Big Idea(s) Identify various sources of mass media Vocabulary Media Essential Question(s) What are some examples of mass media? Assessments Concepts (what students need to know) Media Influences I can identify examples of mass media. I Can Statements Skills (what students must be able to do) Students will identify examples of mass media. Resources
MCSD Social Studies Curriculum Map ~Civics and Government~ Grade 5 Unit State Standard PA Core Standard 5.4.5 How International Relationships Function Taught in Unit(s) Explanation/Example of Standard 5.4.5.B Describe the difference between nation and country. Common Misconceptions Nation and country mean the same thing. Big Idea(s) Differentiate between nation and country. Essential Question(s) What is the difference between nation and country? Assessments Concepts (what students need to know) Tools of Foreign Policy Vocabulary Nation Country I can define nation and country. I can give examples of nations and countries. I Can Statements Skills (what students must be able to do) Students will be able to define nation and country. Students will be able to give examples of each. Resources http://www.differencebetween.net/language/words language/difference between nationand country/ http://www.infoplease.com/world/statistics/state country nation.html
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 State Standard PA Core Standard 6.1.5 Scarcity and Choice Taught in Unit(s) Unit Explanation/Example of Standard 6.1.5.A Explain how limited resources and unlimited wants cause scarcity. 6.1.5.B Explain ways in which people meet their basic needs and wants. Demonstrate the use of human and capital resources in the production of a specific good. Common Misconceptions We will not run out of resource if are careful with what we use. Our country will never run out of goods or we will just make more. Big Idea(s) Limited resources and unlimited wants require choices by individuals, groups, and nations. There are different ways that people meet their basic needs and wants based on their resources. Essential Question(s) How does scarcity affect the economic decisions of individuals, businesses, and governments? Why should an individual, business, or government identify and consider opportunity cost when making an economic decision? What factors can cause the scarcity of a particular good or service to change? Assessments Concepts (what students need to know) Scarcity and Choice Limited Resources Scarcity is an economic condition that exists when demand is greater than supply. Different methods can be used to allocate goods and services. Vocabulary: Scarcity Capital Resources Skills (what students must be able to do) Predict the impact of scarcity on price. Explain different ways that people meet their basic needs and wants. Define all vocabulary. I Can Statements I can define scarcity and how it impacts the price of a resource. I can explain different ways that people meet their basic needs and wants.
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MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.1.5 Scarcity and Choice Taught in Unit(s) Explanation/Example of Standard 6.1.5.C Explain how people s choices have different economic consequences. 6.1.5.D Demonstrate how availability of resources affects choices. Common Misconceptions Humans can get any resource anytime if they want to. Our economy is not affected by the choices of individuals. Big Idea(s) People s choices have different economic consequences and some of those choices are affected by the availability of their resources. Assessments Essential Question(s) How do people s choices impact the economy? How does the availability of resources affect the choices that people make? Concepts Skills (what students need to know) (what students must be able to do) Opportunity Costs Describe what is gained and what is Incentives and Choice given up when a choice is made. Because productive resources are Identify the benefit, profit, or value of limited, people cannot have all the goods something that must be given up to and services they want, so they must acquire or achieve something else. choose some things and give up others. Define all vocabulary The opportunity cost of a choice is the most highly valued alternative forfeited when a choice is made. Vocabulary: Opportunity costs Incentives I Can Statements I can describe what is gained and what is given up when a choice is made. I can identify the benefit, profit, or value of something that must be given up to acquire or achieve something else. I can define all vocabulary. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.2.5 Markets and Economic Systems Taught in Unit(s) Explanation/Example of Standard Standard 6.2.5.A Describe how goods and services are distributed. Common Misconceptions Goods and services are local in nature and there is very little distribution. Big Idea(s) Essential Question(s) All economic systems must answer what, and how goods and services will be produced, and who will consume those goods and services. What distribution methods are most useful in solving the scarcity of goods and services? Assessments Concepts Skills (what students need to know) (what students must be able to do) Goods and services Compare the advantages and Different methods can be used to allocate disadvantages of different methods of goods and services. allocating various goods and service. Vocabulary: Define vocabulary Goods Services I Can Statements I can compare methods of allocating goods and services and their advantages and disadvantages. I can define vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Career Education and Work~ Grade 5 State Standard PA Core Standard 6.2.5 Markets and Economic Systems Taught in Unit(s) Unit Explanation/Example of Standard Standard 6.2.5.B Identify how pricing influences sellers and consumers. Standard 6.2.5.D Identify factors that cause changes in price. Common Misconceptions Price has a minor influence on sellers and consumers. Price is set by the government and few factors cause changes in price. Big Idea(s) Have a general idea of how the economy affects the changes in prices. Be able to identify factors that cause changes in prices Pricing influences sellers and consumers. Essential Question(s) Explain why most societies depend on money. How do we know if an economy is going up or down? What effect does competition between sellers and competition among buyers have on price? Assessments Concepts (what students need to know) Market Competition Price Determination o Money makes trading easier by replacing barter with transactions involving currency, coins, or checks. o Changes in the price of one good or service can lead to changes in prices of many other goods and services. Skills (what students must be able to do) Identify factors that cause changes in price. Explain how pricing influences sellers and consumers. I Can Statements I can explain why most societies use, and depend on, money in their economy. I can explain the various characteristics that determine if an economy is going up or down. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.2.5 Markets and Economic Systems Taught in Unit(s) Explanation/Example of Standard Standard 6.2.5.C Explain how advertising causes people to change their behavior in predictable ways. Common Misconceptions Commercials and TV are the only forms of advertising. Advertising always makes people want to buy things. Big Idea(s) Advertising causes people to change their behavior in predictable ways. There are many forms of advertising. Essential Question(s) How does advertising cause people to change their behavior in predictable ways? Identify different forms of advertising. Explain the relationship of advertising and people s behavior. Assessments Concepts (what students need to know) Advertising and Media Advertising and the media have potential influence on people s behavior. Vocabulary: Advertising Media Skills (what students must be able to do) List or identify different forms of advertising. Discuss the relationship between advertising and people s behavior. Discuss how advertising affects what consumers purchase. Define vocabulary I Can Statements I can list, identify, and discuss different forms of advertising. I can discuss how advertising affects people s behavior. I can discuss how advertising affects what consumers purchase. I can define all vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.2.5 Markets and Economic Systems Taught in Unit(s) Explanation/Example of Standard Standard 6.2.5.E Describe the impact of businesses opening and closing on Pennsylvania economy. Common Misconceptions The opening and closing of businesses only affect the owner of the business. When businesses open and close, they only affect local economies. Pennsylvania s economy is too big to be dependent on individual businesses. Big Idea(s) The PA economy is impacted by businesses opening and closing. Businesses opening and closing affects the community and surrounding areas. Assessments Essential Question(s) Describe how the PA economy is impacted by businesses opening and closing. Explain how this would affect our local town and people that live here. Concepts (what students need to know) Economic Health o Fluctuations of economic activity refer to an economic cycle. o Businesses opening and closing impacts many people. Skills (what students must be able to do) Describe how growth and decline of economic activity predicts future trends. Describe how the opening and closing of businesses affects our community as well as the state of PA. I Can Statements I can explain how future trends predict growth and decline of economic activity. I can describe how the opening and closing of businesses affects our community as well as the state of PA. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.2.5 Markets and Economic Systems Taught in Unit(s) Explanation/Example of Standard Standard 6.2.5.F Compare and contrast types of private economic institutions. Standard 6.2.5.G Describe various economic systems: Traditional Market Command Common Misconceptions All economic systems are the same. Big Idea(s) There are a variety of private economic institutions. There are 3 main economic systems: traditional, market, and command Essential Question(s) What are some examples of private economic institutions? What are some similarities and differences between traditional, market, and command systems? Assessments Concepts (what students need to know) Private Economic Institutions Economic Systems Vocabulary traditional economy market economy command economy private economic institutions Skills (what students must be able to do) Compare and contrast types of private economic institutions. Identify different types of economic systems. Describe traditional, market, and command, economic systems. Define all vocabulary I Can Statements I can compare and contrast different types of private institutions. I can identify different types of economic systems. I can describe traditional, market, and command economy. I can define all vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.3.5 Functions of Government Taught in Unit(s) Explanation/Example of Standard Standard 6.3.5.A Describe the cost and benefits of government economic programs. Common Misconceptions Government economic programs do not have any costs or benefits for its citizens. Big Idea(s) Essential Question(s) Be aware that there are costs and What are the various costs of benefits of government economic government economic programs? programs. What are the benefits of government economic systems? Assessments Concepts (what students need to know) Goods and Service Vocabulary: Government economic programs When consumers make purchases, goods and services are transferred from businesses to households in exchange for money payments. Skills (what students must be able to do) Create a flowchart to explain the interrelated roles of households, businesses, and government in the economy. Identify the costs of government economic programs. Identify the benefits of government economic programs. Define vocabulary terms I Can Statements I can create a flowchart that demonstrates the connection between households, businesses, and the government within an economy. I can identify the costs of government economic programs. I can identify the benefits of government economic programs. I can define the vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.3.5 Functions of Government Taught in Unit(s) Explanation/Example of Standard Standard 6.3.5.B Describe factors that influence government s economic decision making. Common Misconceptions The government basis its economic decisions on its wants and needs. Big Idea(s) Essential Question(s) There are many factors that influence the What factors influence the government s government s economic decision making. economic decision making? The interaction of buyers and sellers How do those factors affect you, as a determines prices and quantities consumer? exchanged, except when influenced by governmental policies. Assessments Concepts (what students need to know) Government Involvement in the economy Vocabulary: Economic vocabulary In market economies, governments provide some goods and services. Skills (what students must be able to do) Identify several goods and services that would not be provided if the national, state, and local governments had no power to tax. Define vocabulary I Can Statements I can identify several goods and services that would not be provided at various levels of government if there was no taxation. I can define vocabulary. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.3.5 Functions of Government Taught in Unit(s) Explanation/Example of Standard Standard 6.3.5.C Explore ways in which tax revenue is collected. Common Misconceptions Taxes are collected at the bank. All taxes are paid to the president. Big Idea(s) There are many ways in which tax revenue is collected. Essential Question(s) Who collects tax revenue? Who pays taxes? Assessments Concepts (what students need to know) Taxation Vocabulary: Revenue Tax Skills (what students must be able to do) List ways in which tax revenue is collected. Identify who pays taxes. I Can Statements I can list ways that tax revenue is collected. I can identify who pays taxes. I can define Vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.4.5 Economic Independence Taught in Unit(s) Explanation/Example of Standard 6.4.5.A Explain why people specialize in the production of goods and services and divide labor. Common Misconceptions A person going to their job simply creates the product or provides a service, they are involved in all steps of the process. Big Idea(s) People specialize in the production of goods and services for many reasons. Labor is divided to ensure efficiency when producing goods and services. Essential Question(s) Why do people specialize in the production of goods and services? Why is the labor divided into different parts? Assessments Concepts (what students need to know) Specialization Vocabulary Labor Production Services Skills (what students must be able to do) Explain why people specialize in the production of goods and services. Explain why labor is divided in the production of goods and services. I Can Statements I can explain why people specialize in the production of goods and services. I can explain why labor is divided in the production of goods and services. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 State Standard PA Core Standard 6.4.5 Economic Independence Taught in Unit(s) Unit Explanation/Example of Standard Standard 6.4.5.B Explain the growth in international trade. Standard 6.4.5.C Explain how and where multinational corporations operate. Common Misconceptions Our country does very little international trading. Most of our goods come from a few countries. International trade is done by the government only. Companies build in the US and ship overseas only. Big Idea(s) Economic decision making by entities and individuals impact others locally, regionally, and around the globe. The operations of multinational corporations will vary depending on products or services provided. Essential Question(s) Why is comparative advantage an asset to a nation involved in international trade? How does free trade within an international market benefit those nations that participate? What is international trading? What is a multinational corporation? Assessments Concepts (what students need to know) Trade Multinational and Non Governmental Organization o Trade occurs only when all participating parties expect to gain. This voluntary exchange is influenced by comparative advantage, competition, productivity, and trade barriers. Vocabulary International Trade Multi National Corporation Skills (what students must be able to do) Analyze the benefits of voluntary exchange among people or organizations in different countries. Identify where and how multinational corporations operate. Determine growth and how it s measured in international trade. Define vocabulary I Can Statements I can analyze the benefits of voluntary exchange among people, or organizations, in different countries. I can identify where and how multinational corporations operate. I can determine growth and how it is determined in international trade. I can define the vocabulary terms.
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MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.4.5 Economic Independence Taught in Unit(s) Explanation/Example of Standard Standard 6.4.5.D Identify various economic and non economic organizations that contribute to interaction among individuals and nations. Common Misconceptions Interaction between individuals and nations are simply based on the government's rules. Big Idea(s) There are various economic and noneconomic organizations that contribute to interaction among individuals and nations. Essential Question(s) What is an economic organization? What is a non economic organization? What is the difference between the two above? How do they contribute to interaction among individuals and nations? Assessments Concepts (what students need to know) Economic conditions and policies in one nation increasingly affect economic conditions and policies in other nations. Vocabulary Economic organization Non economic organization interaction Skills (what students must be able to do) Compare the international economic interdependence of the United States today with statistics from a decade ago. Identify economic and non economic organizations that contribute to interaction among individuals and nations. Define vocabulary I Can Statements I can compare the international interdependence of today s United States with many years ago. I can identify economic and non economic organizations that contribute to interaction among individuals and nations. I can define the vocabulary terms. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 State Standard PA Core Standard 6.5.5 Income, Profit and Wealth Taught in Unit(s) Explanation/Example of Standard 6.5.5.A Describe how the availability of goods and services is made possible by the work of members of the society. Common Misconceptions Stores, factories, and businesses make and sell their own goods with little help from other entities. Big Idea(s) Essential Question(s) Members of society work and How is the availability of goods and produce goods and provide services. services, made possible by the work of members of society? What are examples of goods and services in our community? Assessments Concepts (what students need to know) Skills (what students must be able to do) Factors Influencing Wages Describe how members of society o The availability of goods and services is made possible by members of society. influence the availability of goods and services. Define all vocab Vocabulary: Goods and services availability I Can Statements I can describe how the availability of goods and services is made possible by the work of members of the society. I can define all vocabulary. Resources
Unit MCSD Social Studies Curriculum Map ~Economics~ Grade 5 State Standard PA Core Standard 6.5.5 Income, Profit and Wealth Taught in Unit(s) Explanation/Example of Standard 6.5.5.B Differentiate the requirements for different careers and occupations. 6.5.5.D Explain how positive and negative incentives affect individual choices. Common Misconceptions Most careers and jobs require a specific skill set. Workers choose jobs that they like or find interesting. Big Idea(s) Individuals and entities endeavor to obtain goods and services and to accumulate wealth. There are many different requirements for different careers and occupations. There are pros and cons that affect one s decisions. Assessments Essential Question(s) What can a wage earner (worker) do to increase his income and accumulate wealth? What is the different requirements or different careers and occupations? How do positive and negative incentives affect individual choices? Concepts (what students need to know) Labor Productivity Profits and Losses o The accumulation of resources, whether abundant or not, is wealth. o Changes in education, incentives, technology, and capital investment alter productivity. Vocabulary: Positive and negative incentives Wealth Resources Skills (what students must be able to do) Assess factors that impact an individual and entities standards of living. Define all vocabulary Identify the pros and cons of individual choices Identify different requirements for different careers and occupations. Compare and contrast different occupations and their requirements. I Can Statements I can assess factors that impact and individual and entities standards of living. I can identify the pros and cons of individual choices. I can identify different requirements for different careers and occupations. I can compare and contrast different occupations and their requirements. I can define all vocabulary terms.
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MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.5.5 Income, Profit and Wealth Taught in Unit(s) Explanation/Example of Standard 6.5.5.E Identify tangible and intangible assets. Common Misconceptions There is no difference between tangible and Intangible assets. Big Idea(s) There are two types of assets; tangible and intangible. Assessments Essential Question(s) What is a tangible asset? What is an intangible asset? Concepts (what students need to know) Distribution of Wealth o Tangible assets have a physical existence (cash, real estate, etc.) o Examples of intangible assets are one s knowledge and skills used to acquire wealth and /or productivity. Vocabulary Tangible asset Intangible asset Skills (what students must be able to do) Define tangible assets. Define intangible assets. Identify examples of tangible assets Identify examples of intangible assets. Compare and contrast tangible and intangible assets. I Can Statements I can define tangible assets. I can define intangible assets. I can identify examples of tangible assets. I can identify examples of intangible assets. I can compare and contrast tangible and intangible assets. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.5.5 Income, Profit and Wealth Taught in Unit(s) Explanation/Example of Standard 6.5.5.F Define entrepreneurship and its role in the local community. Common Misconceptions Only large communities and cities have entrepreneurs. All entrepreneurs are wealthy. Big Idea(s) Entrepreneurship has a role in the local community. Entrepreneurs are business owners. Assessments Essential Question(s) How does an entrepreneur increase the possibility of reward while decreasing the risk of the venture? What are the basic differences between a wage earner and an entrepreneur in a market economy? What is the role of an entrepreneur in a local community? Concepts (what students need to know) Entrepreneurship o Profit is an important incentive that leads entrepreneurs to accept the risks of failure. o Entrepreneurs have an effect on local communities. Vocabulary Entrepreneurship Skills (what students must be able to do) Compare the risks, returns, and other characteristics of entrepreneurship. Identify the role of an entrepreneur. Explain how entrepreneurs affect the people in the community. Identify examples of entrepreneurships in our community. I Can Statements I can compare the risks, returns, and other characteristics of entrepreneurship. I can identify the role of an entrepreneur. I can explain how entrepreneurs affect the people within a community. I can identify entrepreneurs within our community. I can define all vocabulary. Resources
MCSD Social Studies Curriculum Map ~Economics~ Grade 5 Unit State Standard PA Core Standard 6.5.5 Income, Profit and Wealth Taught in Unit(s) Explanation/Example of Standard 6.5.5.G Identify the costs and benefits of saving. 6.5.5.H Identify the costs and benefits of borrowing. Common Misconceptions Saving money has benefits but not costs. Borrowing money has costs but no benefits. Big Idea(s) There are costs and benefits of saving and borrowing. There are many financial in our community. There are steps involved in the borrowing process. Essential Question(s) What are the costs and benefits of saving? What are the costs and benefits of borrowing? Where can you save and borrow in our local community? Assessments Concepts (what students need to know) Costs and Benefits of Saving Interest Rates Vocabulary Saving Borrowing Skills (what students must be able to do) Identify costs and benefits of saving. Identify costs and benefits of borrowing. Identify local financial institutions in our community. Explain the steps involved in the borrowing process. I Can Statements I can identify costs and benefits of saving. I can identify costs and benefits of borrowing. I can identify local financial institutions. I can explain the steps involved in the borrowing process. I can define all vocabulary terms. Resources Kishacoquillas Valley National Bank presentation.
MCSD Social Studies Curriculum Map ~Geography ~ Grade 5 Unit State Standard PA Core Standard 7.1.5 Basic Geographic Literacy Taught in Unit(s) Explanation/Example of Standard 7.1.5.A Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.5.B Describe and locate places and regions as defined by physical and human features. Common Misconceptions Big Idea(s) Geographic tools will be used to organize and interpret information about people, places, and environment. Describe how physical and human features define and locate places and regions. Essential Question(s) What is a geographic tool? What is an environment? Can you use geographic tools to locate places and regions? Can you define regions based on their physical features? What is GIS and how is it used? Assessments Concepts (what students need to know) Geographic Tools 1. Maps a. Elevation b. Population c. Topographical d. Political GIS (Geographic Information System) e. Scale, Key/legend Location of Places and Regions Vocabulary human features physical features environment I can define nation and country. I can give examples of nations and countries. I Can Statements Skills (what students must be able to do) Compare and contrast human and physical features. Able to use geographic tools. Define and identify human and physical features. Define environment. Define and be able to use GIS. Identify states and capitals. Resources
MCSD Social Studies Curriculum Map ~ Geography ~ Grade 5 Unit State Standard PA Core Standard 7.2.5 Physical Characteristics of Places and Regions Taught in Unit(s) Explanation/Example of Standard 7.2.5.A Describe the characteristics of places and regions. 7.2.5.B Identify the basic physical processes that affect the physical characteristics of places and regions. Common Misconceptions Big Idea(s) Students need to be able to identify the characteristics of places and regions. Examples of physical processes: 1. erosion 2. weathering 3. water cycle 4. frost 5. wind 6. glacier movement/melting 7. etc. Define physical processes within the U.S. (including Alaska and Hawaii) Understand basic physical processes that affect the physical characteristics of places and regions within the U.S Essential Question(s) What are the physical characteristics of a place (specific)? What are the physical characteristics of regions? Why are the physical processes of the Earth critical to the study of physical geography? How do specific examples of physical processes affect or change places or regions? Assessments Concepts (what students need to know) Physical characteristics Physical Processes Skills (what students must be able to do) Identify physical processes within the US, including Alaska and Hawaii. Identify characteristics of places and regions. Demonstrate an understanding of physical processes that affect the physical characteristics of places and regions within the US. I Can Statements I can identify physical processes within the US, including Alaska and Hawaii. I can identify characteristics of places and regions. I can demonstrate an understanding of physical processes that affect the physical characteristics of places and regions within the US.
Resources http://education.nationalgeographic.org/map skills elementary students/ http://www.worldmapsonline.com/lesson PLANS/table of contents lesson plans.htm http://serc.carleton.edu/k12/k 8_browse.html?search_text=physical+processes&Search=search
MCSD Social Studies Curriculum Map ~Geography~ Grade 5 Unit State Standard PA Core Standard 7.3.5 Human Characteristics of Regions and Places Taught in Unit(s) Explanation/Example of Standard 7.3.5.A Identify the human characteristics of places and regions in the United States using the following criteria: Population Culture Settlement Economic activities Political activities Common Misconceptions Big Idea(s) Places and regions are directly affected by a number of human characteristics such as population, culture, settlement, economic activity, and political activity. Essential Question(s) Why does population fluctuation impact physical and human systems? Why is economic interdependence a function of geography? (for example, PA purchases oranges from FL) Why do the functions of cities differ from town and villages throughout the United States? Assessments Concepts (what students need to know) Human Characteristics Vocabulary Culture Skills (what students must be able to do) Interpret how places and regions are affected by human characteristics. I Can Statements I can tell why population fluctuation impacts physical and human systems of the US. I can identify why economic interdependence a function of geography. I can compare and contrast the functions of cities and town/ villages throughout the United States. Resources
MCSD Social Studies Curriculum Map ~Geography~ Grade 5 Unit State Standard PA Core Standard 7.4.5 Interactions Between People and the Environment Taught in Unit(s) Explanation/Example of Standard 7.4.5.A Describe and explain the effects of the physical systems on people within regions. 7.4.5.B Identify the effect of people on the physical systems within the United States. Common Misconceptions Big Idea(s) Human actions modify the physical environment, and physical systems affect human systems. Development due to population increase Farming Pollution Deforestation Climate Environment Natural disaster specific to region Essential Question(s) How could human modification of the physical environment significantly impact a region? How could physical systems affect human systems? Assessments Concepts (what students need to know) Impact of Physical Systems on People Impact of People on Physical Systems Skills (what students must be able to do) Identify ways that humans affect physical systems. Identify ways that physical systems affect human systems. I Can Statements I can identify ways that humans affect physical systems. I can identify ways that physical systems affect human systems. Resources
MCSD Social Studies Curriculum Map ~History ~ Grade 5 Unit State Standard PA Core Standard 8.1.5 Historical Analysis and Skills Development Taught in Unit(s) Explanation/Example of Standard 8.1.5.A Identify and explain the influences of economic features on continuity and change over time Common Misconceptions Big Idea(s) Economic features Understanding how continuity and change are different Essential Question(s) What are economic features? What is the difference between continuity and change? How do economic features influence continuity and change? Assessments Concepts (what students need to know) Continuity and Change over Time Vocabulary economic features continuity I can identify define all vocabulary terms. I can discuss how continuity and change are different. I can identify economic features. I can identify ways economic features influence continuity and change. Skills (what students must be able to do) Define all vocabulary terms. Discuss how continuity and change are different. Identify economic features. Identify ways economic features influence continuity and change. I Can Statements Resources
MCSD Social Studies Curriculum Map ~History~ Grade 5 Unit State Standard 8.1.5.B PA Core Standard Historical Analysis and Skills Development Taught in Unit(s) Explanation/Example of Standard 8.1.5.B - Classify and analyze fact and opinion from multiple points of view, and secondary sources as related to historical events. Common Misconceptions Not understanding points of view from a historical perspective Big Idea(s) Analyzing fact and opinion Identifying point of view using secondary sources as related to historical events Assessments Essential Question(s) What is the difference between a fact and opinion? What is point of view? How can we use the above skills and relate them to historical events? What is a secondary source? Concepts (what students need to know) Fact/Opinion and Points of View Vocabulary: secondary source Skills (what students must be able to do) Students can classify fact from opinion. Identify multiple points of view. Use a secondary source and relate it to historical events. Define a secondary source. I Can Statements I can identify multiple points of view. I can classify fact from opinion. I can use a secondary source and relate it to historical events. I can define a secondary source. Resources