Curriculum Map Rubric (100 points) Please complete and hand in with assignment.

Candidate Name: Course/Section ____

Score and Comments

Indicator
1. CONCEPTUAL STRUCTURE:
Standards and objectives are organized into
big ideas appropriate to teach together as a
unit. Most units have 2-4 objectives. Units
are organized and outlined on the conceptual 1 2 3 4 5 6 7 8 9 10
structure form in a sequential order
appropriate to teach. All standards and
objectives are identified by number and
accounted for.
2. MAP: Social studies units are listed on the
curriculum map in the appropriate sequential
1 2 3 4 5
order, taking into account appropriate timing
throughout the year.
3. MAP: At least three (3) big ideas, or
appropriate themes are listed for each 1 2 3 4 5 6 7 8 9 10
social studies unit.
4. MAP: An appropriate text set with at
least five (5) titles per set is included for 1 2 3 4 5 6 7 8 9 10

at least two (2) units.

5. MAP: At least three (3) ideas for
integration with other curriculum at the
1 2 3 4 5 6 7 8 9 10
grade level are aligned appropriately
with each social studies unit.
6. WRITTEN EXPLANATION: A brief
explanation of your intended social studies
teaching schedule and why the social studies
1 2 3 4 5 6 7 8 9 10
units are ordered as they are is included.
Rationale for each theme as well as the
integration with each unit is explained.
7. OUTLINE: The content is complete. 1 2 3 4 5 6 7 8 9 10
The content is logical and sequential. 1 2 3 4 5
Any objectives taught are identified. 1 2 3 4 5
An appropriate, engaging method is
1 2 3 4 5 6 7 8 9 10
described for teaching content each day.
At least three (3) appropriate websites
1 2 3 4 5
for student use are listed.
8. The hard copy of the Curriculum Map is
completely prepared and handed in for 0 5
grading on the due date.
9. The electronic copy of the Curriculum Map is
submitted and received by the instructor on
the date and time it is due. Each map is one
complete document and is titled as follows: 0 5
map(grade)_yourfirstnameyourlastname.doc
(ie. map(5th grade)_janaeoveson.doc)
 SOCIAL STUDIES

CONCEPTUAL UNIT STRUCTURE

GRADE LEVEL: 5TH OVERALL BIG IDEA FOR THE YEAR: OUR NATION
I. Your Title of Unit: Exploration and Maps
a. S1, O1a, b: Using maps—including pre-1492 maps—and other geographic tools,
locate and analyze the routes used by the explorers and how advances in technology
lead to an increase in exploration
b. S1, O1 c: Identify explorers who came to the Americas and the nations they
represented.
c. S1, O1 d: Determine reasons for the exploration of North America

II. Title of Unit: Colonization

a. S1, O1, e O2 a: Compare the geographic and cultural differences between the New
England, Middle, and Southern colonies and the impacts that occurred as a result of
trade between North American and other markets.
b. S1, O3, b: Explain how early leaders established the first colonial governments

III. Title of Unit: Native Americans

a. S1, O3, a: Compare the varying degrees of freedom held by different groups (e.g.
American Indians, landowners, women, indentured servants, enslaved people).
b. S1, O1, f: Analyze contributions of American Indian people to the colonial
settlements
c. S1, O2, b: Analyze and explain the population decline in American Indian
populations

IV. Title of Unit: Declaration of Independence

a. S2, O1, a: Explain the role of events that led to declaring independence (e.g. French
and Indian War, Stamp Act, Boston Tea Party)
b. S2, O1 b: Analyze arguments both for and against declaring independence using
primary sources from Loyalist and Patriot perspectives.
c. S2, O1 c: Explain the content and purpose for the Declaration of Independence.

V. Title of Unit: Revolutionary War’s impact on self-rule

a. S2, O2 a: Plot a time line of the key events of the Revolutionary War
b. S2, O2 b: Profile citizens who rose to greatness as leaders
c. S2, O2, c: Assess how the Revolutionary War changed the way people thought about
their own rights
d. S2, O2, d: Explain how the winning of the war set in motion a need for a new
government that would serve the needs of the new states.

VI. Title of Unit: US Constitution

a. S1, O3, c, S3, O1 a: Describe the basic principles and purposes of the Iroquois
Confederacy and recognize ideas from documents used to develop the Constitution
(e.g. Magna Carta, Articles of Confederation, Virginia Plan)
b. S3, O1 b: Analyze goals outlined in the Preamble
 c. S3, O1, c, d, e: Distinguish between the role of the Legislative, Executive, and
Judicial branches of government including the process of passing a law and checks
and balances
d. S3. O1, f: Discover the basis for the patriotic and citizenship traditions we have
today (i.e. Pledge of Allegiance, flag etiquette, voting)
e. S3, O2, a: Explain the significance of the Bill of Rights
f. S3, O2 b: Identify how the rights of selected groups have changed and how the
Constitution reflects those changes
g. S3, O2, c: Analyze the impact of the Constitution on their lives today (e.g. freedom of
religion, speech, press, assembly, petition).

VII. Title of Unit: America’s Expansion

a. S4, O1, a: Identify key reasons why people move and the traits necessary for survival
b. S4, O1, b: Examine cause and consequences of important events in the United States
expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, etc..)
c. S4, O1, c: Compare the trails that were important during westward expansion
d. S4, O1, d: Assess the impact of expansion on native inhabitants of the West.

VIII. Title of Unit: Civil War

a. S4, O2, a, b: Describe the impact of physical geography on the cultures of the
northern and southern regions and compare how cultural and economic differences of
the North and South led to tensions.
b. S4, O2, c: Identify the range of individual responses to the growing political conflicts
between the North and South (e.g. states rights advocates, abolitionists, slaveholders,
enslaved people).
c. S4, O3, a: Identify the key ideas, events, and leaders of the Civil War using primary
sources (e.g. Gettysburg Address, Emancipation Proclamation, etc..)
d. S4, O3, b: Contrast the impact of the war on individuals in various regions (e.g.
North, South, West)
e. S4, O3 c, d: Explain how the Civil War helped forge ideas of national identity and the
difficulties of reconciliation with in the nation.

IX. Title of Unit: Industrial Revolution

a. S4, O4, a: Assess how the free-market system in the United States serves as an
engine of change and innovation
b. S4, O4, b: Describe the wide-ranging impact of the Industrial Revolution (e.g.
inventions, industries, innovations).
c. S4, O4, c: Evaluate the roles new immigrants played in the economy of this time

X. Title of Unit: World War I and II and the Great Depression and the United States as a
superpower
a. S5, O1, a: Review the impact of World War I on the United States
b. S5, O1, b: Summarize the consequence of the Great Depression on the United States
(e.g. mass migration, the New Deal)
c. S5, O1, c: Analyze how the United States’ involvement in World War II led to its
emergence as a superpower.
d. S5, O3, a: Assess differing points of view on the role of the US as a world power (e.g.
influencing the spread of democracy, supporting the rule of law, advocating human
rights, promoting environmental stewardship)
 e. S5, O3, b: Identify a current issue facing the world and propose a role the United
States could play in being part of a solution (e.g. genocide, child labor, civil rights,
education, public health, environmental protections, suffrage, economic disparities).

XI. Title of Unit: Social and Political Movements

a. S5, O2, a: Identify major social movements of the 20th Century (e.g. the women’s
movement, the civil rights movement, child labor reforms)
b. S5, O2, b: Identify leaders of social and political movements.

continue for appropriate number of units created

 SOCIAL STUDIES
CURRICULUM MAP

Literacy: Arts:
Grade
Related Writing, music, Science or
level: Social Studies Units Math Technology P.E.
Theme(s) genre study, dance, art, Health
5
etc. drama etc.
Courage, Google
August 4 Exploration and Maps leadership maps of
routes
Morning Girl
by Michael
1 Exploration and Maps Dorris
Buoyancy
(perspective)
Hard work, Present www.social
Write a poem
resilience, poems in studiesforki
2 Colonization courage
about assigned
choral ds.com
colony
readings (13 colonies)
Sept. Culture, Indian
government Write own artwork Native
3 Native Americans legend based (symbols, American
on rubric belt or dance
drum)
Spirit, Debate
4 Declaration of Freedom, between
Camouflage Taxation
Independence determination Wigs and
Torys
1 Declaration of
Independence
Loyalty, “Midnight
Google
2 Revolutionary War patriotism Ride of Paul
earth tour
October Revere”
3 Revolutionary War Rhythm

4 Revolutionary War
November 1 US Constitution Equal rights, Class School
freedom Constitutions House
Rock
 proportiona
l
2 US Constitution Representat
ion
3 US Constitution
4
Determination, Use of
dreams technology Google
1 America’s Expansion in earth-
populated compare
areas
Creating
December dwellings,
2 American’s Expansion or
transportati
-on
3
4

Grade Related Literacy: Arts: music, Science or

level: Social Studies Units Theme(s) Writing, genre dance, art, Math Technology P.E.
study, etc. drama etc. Health
5
Charity, Compare Followthedrinkin
1 Civil War loyalty reasons for g
death-rates gourd.org
Follow the Astronomy:
January 2 Civil War Drinking Constellation
Gourd by s
3 Civil War
4 Civil War
February innovation Diseases and Compare
1 Industrial Revolution plagues technology then
and now
2 Industrial Revolution Music from
immigratin
g countries
 3 Industrial Revolution
4 WWI and II and the Power,
Great Depression and determination,
America as a courage
Superpower
1 WWI and II and the Process Economics
Great Depression and Drama
America as a
Superpower
2 WWI and II and the Number the
Great Depression and Stars
March America as a
Superpower
3 WWI and II and the
Study of
Great Depression and
development of
America as a new technology
Superpower
4
1
Courage, Read MLK
Persistence, “I have a
2 Social and Political Advancement of
integrity Dream” and
Movements write their nuclear weapons
April dreams
Political
3 Social and Political
movement
Movements signs
4 Social and Political
Movements
1 Social and Political
Movements
2
May
3
4
 SOCIAL STUDIES

TEXT SET OUTLINE

Text Set I : Native Americans

Title: How the Stars Fell into the Sky Brief Description:
Author: Jerrie Oughton
Publisher: Houghton A retelling of the Navajo legend that explains the
ISBN: 9780395779385 patterns of the stars in the sky.
Type of Book: Picture book

Title: Scholastic Encyclopedia of North Brief Description:

American Indians
Author: James Ciment & Ronald LaFrance An A to Z guide to the Native American peoples.
Publisher: Scholastic
ISBN: 978-0590227902
Type of Book: Informational

Title: Sign of the Beaver Brief Description:

Author: Elizabeth George Speare
Publisher: Houghton Left alone to guard the family’s wilderness home in the
ISBN:9780440479000 18th century Maine, a boy is hard-pressed to survive
Type of Book: Historical Fiction until local Indians teach him their skills.

Title: The Rough-Face Girl Brief Description:

Author: Rafe Martin
Publisher: Scholastic An Algonquin Indian version of the Cinderella story.
ISBN: 9780590469326
Type of Book: Picture book

Title: The Legend of the Blue Bonnet: A Brief Description:

tale of Old Texas
Author: Tomie DePaola The Comanche Indian legend of how a little girl’s
Publisher: Putnam sacrifice brought the flower called Blue Bonnet to
ISBN: 9780698113596 Texas.
Type of Book: Picture Book-Trad. Fantasy
Text Set II : The Civil War

Title: Lincoln: A Photobiography Brief Description:

Author: Russell Freedman
Publisher: Clarion A detailed description of Abraham Lincoln
ISBN: 9780395518489
Type of Book: Non-fiction-Informational

Title: Harriet Tubman: Conductor of the Brief Description:

Underground Railroad
Author: Ann Petry Biography of a woman who led over 300 slaves to
Publisher: Crowell freedom.
ISBN: 9780064461818
Type of Book: Biography

Title: Drummer Boy: Marching to the Civil Brief Description:

War
Author: Ann Warren Turner
Publisher: Harper Collins
ISBN: 9780060276973
Type of Book: Picture-Historical Fiction
A 13 year old soldier, coming of age during the
American Civil War, beats his drum to raise tunes and
spirits and muffle the sounds of the dying.

Title: Duel of the Ironclads: The Monitor vs. Brief Description:

The Virginia
Author: Patrick O’Brien A description, battles, and historical impact of the Civil
Publisher: Walker War battleships, the Monitor and the Virginia, known to
ISBN: 9780802795625 Union forces as the Monitor and the Merrimack, which
Type of Book: Picture-Informational focuses on the battle of Hampton Roads.

Title: My Brother’s Keeper: Virginia’s Brief Description:

Diary
Author: Mary Pope Osborne In 1863, as the Civil War approaches her quite town of
Publisher: Scholastic Gettysburg, Pennsylvania, 9 year old Virginia records in
ISBN: 9780439369039 her journal, the horrible things she witnesses before,
Type of Book: Historical Fiction during and after the battle of Gettysburg.
 SOCIAL STUDIES

UNIT PLANNING OUTLINE

Unit Title: America’s Expansion

Unit Objective 1: Students will identify key reasons why people move and the traits necessary for survival.
Unit Objective 2: Students will understand the cause and consequence for key events in westward expansion.
Unit Objective 3: Students will compare the trails that were important during westward expansion
Unit Objective 4: Students will assess the impact of native inhabitants of West

Related themes to teach with this unit: determination, dreams, perseverance

List least three technology sites that students could use during this unit:

URL: Summary of this site:

americanhistory.ppst.com/westernexpansion.html PowerPoints, free interactive activities
www.cybrary.org/westward.htm Links to activities, important information
www.kidskonnect.com/subject-index/16- Information and interaction about the trail of tears
history/282-trail-of-tears.html

Instructional Schedule and Unit Objectives Addressed

Instructional Strategy
Content by this Lesson
A Simulation of the Louisiana Purchase
Lesson 1: Louisiana S4, Obj 1 a,b,c,d
focusing on Louis and Clark and their
Purchase adventures.
Lesson 2: Trail of Tears S4, Obj 1 a,b,c,d “Breaking the Frame” activity with pictures
from this time period. Students will depict
their picture.
Lesson 3: Oregon S4, Obj 1 a,b,c,d Jigsaw of the different stops and part of the
Oregon trail

Lesson 4: Republic of S4, Obj 1 a,b,c,d Watch a video about the Alamo and Davey
Crockett
Texas
Lesson 5: Mexico S4, Obj 1 a,b,c,d PBS timeline and map.
Pbs.org/kera/usmexicanwar/index_flash.html

Lesson 6: California S4, Obj 1 a,b,c,d Primary source documents. Jigsaw. Have
each person teach about their character.

Lesson 7: Transcontinental S4, Obj 1 a,b,c,d Art Based Instruction of the key events of
building the Transcontinental railroad.
Railroad
Lesson 8: Homestead Act S4, Obj 1 a,b,c,d Readers Theatre of the book “Dandelion” by
Eve Bunting.

Lesson 9: Alaska S4, Obj 1 a,b,c,d Discovery box. Pull out a penny, something
Russian, picture of Seward and other items.

Lesson 10: Manifest S4, Obj 1 a,b,c,d Google maps. Follow the different trails and
how they relate.
Destiny
 Explanation of Units

We are planning on teaching social studies two to three times a week for about an hour at a
time. To accommodate for holidays and testing, we incorporated breaks into our schedule. Because of
the abundance of information covered, we decided to focus on the key events that shaped our nation.
With the state standards and those key events we developed eleven units. We ordered the units
chronologically to provide the students with a clear picture of how America was organized.
Our first unit is on exploration and maps because we wanted students to know how America
was discovered. Including maps allowed us to explore the geographic features of our country, as well
as the navigation to the United States. Instead of teaching one large unit on colonization, we split it so
there would be two: colonization and Native Americans. We felt we could better focus on the different
perspectives of the peoples (pilgrims, colonists and Native Americans) by separating the state standard.
Next we decided to teach the Declaration of Independence as its own unit to accommodate for
the Boston Tea Party, Stamp Act, Whigs/Torries, French-Indian War, and other major events and
peoples leading up to the signing. In keeping with chronological order, the Revolutionary War was
next in our curriculum outline. We followed this same format throughout the rest of our curriculum
map, in order to keep events sequential and allow for plenty of focus on them.
We chose to provide a text set outline for the Native Americans and Civil War units to give
valuable and various perspectives on the events. Also, it allowed for those units to come to life.
For our lesson plan outline, we chose America’s Expansion because we felt there was enough
content to fill ten days worth material. We then broke it down by important events that we thought
could cover the state standards best. For our instructional strategies, we wanted a variety of methods to
accommodate the different learning styles of students. We also chose based on the resources available
for each lesson.