Social Studies: 5th grade

Units 1-3, 2nd 9 Weeks

Standards

5.28
Map the sources of new
immigration from Southern and
Eastern Europe, China, and
Japan, and interpret narratives
and excerpts from informational
text describing the role that
Chinese and Irish laborers
played in the development of
the Transcontinental Railroad.
(C, E, G, H)

5.31
Analyze the appeal of the Great
Plains to settlers and
immigrants, including
geographical factors, railroads,
homesteading rights, and the
absence of American Indians. (G,
H)

Media Specialist/ Teacher

Connection

Tennessee Through
Time Text and/or
Exemplary Text
Correlation
Immigration and Westward Expansion (30 days)
*Read Coolies and discuss as
introduction to immigration
and Transcontinental Railroad
*Using a Jigsaw format, guide
student groups (create guided
notes) to explore various
Internet resources and then
remix groups to present
findings (or present whole
class)
Sites (linked on right):
Scholastic:
Immigration Stories of
Yesterday and Today
Relive a Boys Journey
to America (article)
Transcontinental
Railroad maps &
advertisement
Chinese and
Westward Expansion
sites (for advanced
readers)
*Student groups also look up
an immigrant group on NY
Times interactive immigration
map; add findings to a large,
whole class map and discuss
*Explore the Great Plains area
by investigating various maps
(current and past links to the
right)
*Read and explore firsthand
accounts, poems, songs, and
textbook articles from the
Westward Expansion/Great
Plains Settlement Era (tailor
th
selections and support for 5
grade readers could conduct
Socratic Seminar, Shared
Reading)
*Students use documents and
discussions to create
advertisements for moving
west

Tennessee Through
Time: Lesson 2, 118121

Web Resources

http://teacher.scholastic.com/a
ctivities/immigration/index.htm
http://www.scholastic.com/teac
hers/article/relive-boys-journey

Coolies by Yin
http://web.archive.org/web/20
060405095317/http://wwnorto
n.com/college/history/tindall/ti
melinf/tranrail.htm
http://cprr.org/Museum/Maps/
Overland_Route_1908_BCC.htm
l
http://publications.newberry.or
g/k12maps/module_11/index.ht
ml
http://memory.loc.gov:8081/am
mem/award99/cubhtml/themei
ndex.html
http://bancroft.berkeley.edu/co
llections/chineseinca/westward.
html

Tennessee Through
Time: Lesson 2, 122129

http://www.nytimes.com/intera
ctive/2009/03/10/us/20090310immigration-explorer.html?_r=0
http://mapmaker.education.nati
onalgeographic.com/?ar_a=1&b
=1&ls=000000000000#/

Prairie by Carl
Sandburg

http://www.pbs.org/weta/thew
est/places/states/index.htm

Across the Plains in

1844 by Catherine
Sager Pringle

http://www.pbs.org/weta/thew
est/places/trails_ter/indian.htm
Firsthand Accounts, etc.
http://www.bartleby.com/134/
1.html
http://www.balladofamerica.co
m/music/indexes/eras/era4.htm
http://memory.loc.gov/ammem
/cbhtml/cbhome.html

http://www.pbs.org/weta/thew
est/resources/archives/two/sag
er1.htm
Lesson Plan Idea
http://www.loc.gov/teachers/cl
assroommaterials/lessons/past/

5.30
Write an argumentative piece
from the viewpoint of American
Indians and the viewpoint of
American settlers about their
rights to the land west of the
Mississippi River.

* Read textbook pages 34-35

* Read Interview: Native
Americans
*Review documents and
articles from previous
standards

Tennessee Through
Time: Lesson 1, 34-35
Interview: Native
Americans from
pbs.org

*Use graphic organizer and

Shared Writing format to write
an essay from one of the two
viewpoints (whole class)

Shared Writing Strategy

http://www.readwritethink.org/
professionaldevelopment/strategyguides/shared-writing30686.html

*Students use models to

independently (or in partners)
write essay from other
viewpoint

5.32
Describe the role of Buffalo
Soldiers in settling the West,
including Tennessee native
George Jordan. (H, TN)

Find a variety of books

using Limitless Libraries
and your own
collection
Example:

*Explore the topic of Buffalo

Soldiers and George Jordan in
small research groups using
books and online resources
*Identify main ideas using
Cornell Notes; answer this
research question: Why/How
were the Buffalo Soldiers
important to Westward
Expansion?
*Students write a diary entry
or a letter home from the point
of view of a Buffalo Soldier;
Include details that
demonstrate an understanding
of a Buffalo Soldiers role

Pebble Go Next!
Lesson Plan Idea (might need to
th
be adapted for 5 grade)
http://www.loc.gov/teachers/cl
assroommaterials/lessons/reser
vation/

*Model evidence-based claims

using an graphic organizer
http://tinyurl.com/p76vrd9

*Another option: Use graphic

organizers to hold a debate;
splitting class into two groups
*Use photographs and art to
introduce Buffalo Soldiers (see
Library of Congress link).
Discuss observations, and then
share background info

http://www.pbs.org/wgbh/ame
ricanexperience/features/intervi
ew/tcrr-interview/

The Buffalo Soldiers by

Tracy Barnett

http://www.loc.gov/pictures/se
arch/?q=buffalo%20soldiers&sg
=true
http://www.blackpast.org/aaw/j
ordan-george-1849-1904
Databases:
TEL World Book Student
ABC CLIO

Industrialization (15 days)

5.27
Explain the need for the South
and Tennessee to move toward
industry and mechanization
after the Civil War and identify
examples of the effort, including
Coca Cola bottling in
Chattanooga, mining on the
Cumberland Plateau, coal and
iron processing, the growth of
urban areas, and the increase in
railroads. (G, E, H, TN)

5.39
Analyze the causes, course, and
consequences of the Spanish
American War, including: (C, E,
G, H, TN)
yellow journalism
USS Maine
Rough Riders
Imperialism

*Using various sources

(textbook, primary sources,
print, non-print, artifacts)
create stations for each of the
examples of industrialization
and mechanization. It might be
important to also include a
station about the economy

Tennessee Through
Time: Lesson 2, 114119

Background Info:
http://tennesseeencyclopedia.n
et/entry.php?rec=1104

*At each station, students

explore the topics and take
notes on a foldable. Ultimately,
students use their notes to
answer these questions
(through discussion, then in
writing): How did the South
and TN move toward industry
and mechanization after the
Civil War? Why was that
movement important?
*For an extension, students
can research present-day facts
about each topic and complete
Venn-Diagrams to compare
and contrast history and today
*Introduce the topic of the
Spanish-American War with
primary sources:
http://amhistory.si.edu/militar
yhistory/exhibition/zoomify.as
p?id=1915&type=g&width=640
&height=480&color=&hideAlt=
1

Lesson Idea (Railroads, p.2):

http://library.mtsu.edu/tps/new
sletters/TPSNewsletterAugust20
10.pdf

http://www.tn4me.org/era.cfm/
era_id/6
http://tennesseeencyclopedia.n
et/entry.php?rec=683
http://www.cocacolacompany.com/history/
http://www.tnhistoryforkids.org
/geography/a_6

Find various print

sources using Limitless
Libraries and your own
collection

Background Info:
http://www.loc.gov/rr/hispanic/
1898/intro.html
http://www.loc.gov/rr/hispanic/
1898/roughriders.html
http://www.pbs.org/crucible/fra
mes/_journalism.html

*Students explore topics

further using print and nonprint resources and other
primary sources (differentiate
research to support student
needs)

http://www.pbs.org/crucible/tl1
0.html
Online Sources for Students:
http://www.pbs.org/crucible/ti
meline.html

*Students develop a timeline

using a digital timeline creator
(examples: World Book
Timelines, Timetoast, Timeline
JS, Read Write Thinks Timeline
Creator, or HSTRY); Timelines
should identify causes, course,
and consequences of Spanish
American War

TEL Databases
ABC CLIO
Primary Sources
http://tinyurl.com/qzwxcbj

Timeline Creators
TimeToast
Timeline JS
Read Write Think Timelines
HSTRY

Progression Era Unit 3 (15 days)

5.34
Engage in a collaborative
discussion to explore the ideas

*Choose an excerpt from The

Gilded Age exemplar text to
read and study in preparation

The Gilded Age: A Tale

of Today by Mark
Twain and Charles

http://www.loc.gov/teachers/cl
assroommaterials/lessons/strivi
ngs/

and events of the Gilded Age

and determine the significance,
including: (C, E, H, P)
political machines
major scandals
economic disparity
industrial capitalists
5.35
Describe child labor and
working conditions in factories.
(C, E, H)

for a Socratic seminar

*In response to the seminar,
each student designs a political
cartoon that identifies one
idea, theme, or event that was
discussed (something related
to the Gilded Age)
*With the classroom teacher,
students read and discuss
exemplary texts as an
introduction to the topic
*Design a webquest that
students complete to learn
more about child labor and
working conditions (the
webquest can also direct
students to explore print
sources and primary sources)
*Ultimately, students write a
diary entry from the point of
view of a child worker

5.36
Analyze the role of Samuel
Gompers and the American
Federation of Labor in changing
standards for working
conditions. (E, H, P)

*Use various sources to read

about Samuel Gompers and
the early labor movement
*Create a class timeline that
illustrates important events in
the early labor movement,
Samuel Gompers
contributions, and the
formation of the AFL

Dudley Warner
The Gilded Age E-Book (Project
Gutenberg)
http://www.gutenberg.org/files
/3178/3178-h/3178-h.htm

Tennessee Through
Time: 126
excerpts from Twenty
Years at Hull House,
Jane Addams

http://www.loc.gov/pictures/col
lection/nclc/

excerpts from The

Jungle, Upton Sinclair

http://www.loc.gov/teachers/cl
assroommaterials/lessons/built/

Lyddie by Katherine
Paterson

http://www.loc.gov/teachers/cl
assroommaterials/lessons/childlabor/
http://www.aflcio.org/About/O
ur-History/Key-People-in-LaborHistory/Samuel-Gompers-18501924

Tennessee Through
Time: 128-129
Triangle: The Fire That
Changed America by
David von Drehle

PBS Video and Lesson

http://www.pbs.org/wgbh/ame
ricanexperience/films/triangle/p
layer/
http://wwwtc.pbs.org/wnet/historyofus/tea
chers/pdfs/segment9-7.pdf
Triangle Fire Info
http://trianglefire.ilr.cornell.edu
/

*Discuss how the work of

Samuel Gompers could have
impacted the outcome of the
Triangle Fire and how the fire
affected the union movement

5.37
Use a graphic organizer to
provide information about
important business leaders,

http://www.scholastic.com/teac
hers/article/history-child-labor

excerpts from How the

Other Half Lives, Jacob
Riis

*Introduce students to the

Triangle Shirtwaist Factory Fire
by reading exemplar texts and
watching the PBS video

*Have students organize and

participate in a mock trial of
the Triangle Factory owners.
Pull evidence and testimony
from all that has been learned
about the labor movement in
America.
*Add other people to the list,
and students choose one
person to learn about through
research (or partner groups

http://www.digitalhistory.uh.ed
u/era.cfm?eraID=9&smtID=1
http://library.mtsu.edu/tps/less
onplans&ideas/Lesson_Plan-Child_Labor_in_the_United_Stat
es.pdf

Tennessee Through
Time: 130-131
Use biography sources

Fake Facebook Tools

http://www.classtools.net/FB/h
ome-page

inventors, and entrepreneurs

and the impact they had on
American society, including: (C,
E, H)
Thomas Edison
Alexander Graham Bell
Henry Ford
George Eastman
George Washington
Carver
Henry Bessemer
Swift and Armour
Cornelius Vanderbilt

5.38
Use multiple media elements to
create a presentation describing
the 1897 Centennial Exposition,
including its purpose, sights,
exhibits, and impact on the
state. (TN)

work together on one topic)

from your collection

and Limitless Libraries

*Collaborate with the

classroom teacher to design a
graphic organizer that students
can use to take research notes
(or use Cornell Notes)
*To present their findings,
students create fake Facebook
pages about the person they
researched
*Another option: plan a Wax
Museum during which students
pretend to be their person and
give brief bio presentations to
museum-goers (other
students, administrators,
community members, parents)
*In research groups, students
explore one aspect of the
Centennial Exposition. Using
their findings, students take a
first-hand point of view to
make presentations using
multi-media.
Presentation Examples:
Video commercial to
present and advertise
the exhibits
Glogster or
infographic tool to
explain the purpose
Scrapbook to archive
and show the sights
Newscast or
newspaper article to
share the impact
Model or blueprint to
show the planning
*As a whole class, put together
an ABC book that identifies
different parts, people, and
events related to Jim Crow in
America and TN. Use web and
print resources.

5.41
Describe the effects of Jim Crow
Laws on the nation and
Tennessee and the efforts of Ida
B. Wells and Randolph Miller to
bring attention to the
inequalities of segregation. (C, H, *Students can work in partner
P, TN)
groups or as individuals.
Students get 1 or 2 alphabet
letters and create a page for
that letters topic with
information and visuals.

*Students present their pages

so all information is shared and
discussed by everyone.

http://techtoolsforschools.blogs
pot.com/2010/01/facebookproject-template.html
World Book Student Biography
Center (TEL)
http://classic.worldbookonline.c
om/student/biocenter?id=home
Student Resources in Context
Biography page (TEL)
Sweet Search Biographies
http://www.sweetsearch.com/b
iographies

Tennessee Through
Time: 134-135

A few books about the

exposition might be
available through the
Nashville Public Library

http://www.loc.gov/item/77696
328
https://web.archive.org/web/20
120512044911/http://www.nas
hville.gov/Parthenon/PhotoGall
ery.asp
http://www.conservancyonline.
com/centennial_park/history_c
entennial
http://www.conservancyonline.
com/the_parthenon/history_pa
rthenon

Tennessee Through
Time: 156-157, 137

http://www.tnhistoryforkids.org
/primary/ida_wells
http://americanhistory.si.edu/br
own/history/1segregated/white-only-1.html
http://www.tn.gov/tsla/exhibits
/blackhistory/jimcrow.htm

5.40
Analyze the major goals,
struggles, and achievements of
the Progressive Era, including
attacking racial discrimination,
child labor, big business,
conservation, and alcohol use:
(C, E, P)
Anti-Trust laws
16th, 17th, 18th and
19th Amendments
immigration reform

*Collaborate with the

classroom teacher to design a
graphic organizer that guides
students to identify goals,
struggles, and achievements.

Tennessee Through
Time: Lesson 1, 140159

http://www.loc.gov/teachers/cl
assroommaterials/lessons/rabbi
t/
http://www.digitalhistory.uh.ed
u/era.cfm?eraid=11

*Using a variety of sources

(print and non-print), students
should read about and discuss
the Progressive Era, taking
notes on the graphic organizer.
*After gathering information
from various sources, students
write editorial articles that
highlight and analyze a goal,
struggle, or achievement.
Articles should be written with
an evidence-based claim
structure.

Additional Notes/Explanations:
The texts, web resources, and lesson ideas included in this document are meant to be suggestions and starting points.
Please adapt them to fit the needs of your teachers and students.
Great sites with a variety of resources/lesson plans:
http://library.mtsu.edu/tps/
http://www.loc.gov/teachers/classroommaterials/lessons/
http://tennesseeencyclopedia.net/index.php
http://www.tn4me.org/
http://www.tnhistoryforkids.org/students/5_front