BCPS Curriculum Alignment

Essential Question for Enduring Understanding

Essential Question:

What was life really like for children in Colonial America?

BCPS Curriculum for Grade 5 Social Studies

Unit One: Colonial Regions:
O-4: The student will compare the regions in colonial America.

• KSI-B: Explain how geographic characteristics affect how people live and work, and affect the population distribution of a place or region.

Unit One: Colonial Regions:
O-6: The student will analyze how limited economic resources were used to satisfy economic wants in Colonial America.

• KSI-A: Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services.

Unit Two: Revolution:
O-10: The student will describe the types of economic systems in colonial America.

• KSI-A: Describe command decisions.

BCPS Curriculum Grade 5 Library

O-1 In response to a teacher request to do so, students will be able to practice safe and ethical behaviors online.

• KSI-A Upon request, students will be able to list at least three ways that privacy rules keep them safe.
  

O-2 In response to a teacher request to do so, students will be able to demonstrate an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection to using this process in own life.

• KSI –A Upon request, students will be able to demonstrate mastery of the first two steps of the “Information Seeking Behavior” Model.
• KSI-B Upon request, students will be able to complete steps three and four of the “Information Seeking Behavior” Model without teacher assistance.
• KSI – C Working in collaborative groups, students will be able to complete steps five and six of the “Information Seeking Behavior” Model.
  

O-3 In response to a teacher request to do so, students will be able to develop and refine a range of questions to scaffold their research.

• KSI-B Upon request, students will be able to use brainstorming tools to define or refine the information problem, or research question.
  

O-4 In response to a teacher request to do so, students will be able to locate, evaluate and select appropriate sources to answer questions.

• KSI-C Upon request, students will be able to scan and skim resources to decide which are best to use and explain why.
• KSI-D Upon request, students will be able to use online library catalog and digital resources to select materials for a specific purpose.
  

O-9 In response to a teacher request to do so, students will be able to analyze and organize information using technology and other information tools.

• KSI-A Upon request, students will be able to utilize the most appropriate method for recording information.
• KSI-B Upon request, students will be able to analyze the quality of data, information, and resources.
  

O-10 In response to a teacher request to do so, students will be able to collaborate with others to exchange ideas, make decisions, and solve problems.

• KSI-A Upon request, students will be able to participate and responds to others by communicating specific facts, opinions and points of view.

O-11 In response to a teacher request to do so, students will be to present new knowledge and reflect on their learning as they conclude an inquiry based research process.

• KSI-A Upon request, students will be able to communicate, present and share new learning.
  

O-12 In response to a teacher request to do so, students will be able to follow ethical and legal guidelines in gathering and using information.

• KSI-A Upon request, students will be able to present information accurately.
• KSI-C Upon request, students will be able to differentiate between information gathered from sources and your own original thinking.
  

O-14 In response to a teacher request to do so, students will apply comprehension strategies to make connections with self, the world, and other texts.

• KSI-A Make and explain personal connections to the text to analyze ideas, themes and lessons.
• KSI-C Use connections between text and the world to analyze ideas, themes and lessons.

Maryland State Curriculum for Grade 5 Social Studies and Library
(MSDE)

Maryland State Curriculum for Grade 5 Social Studies
Grade 5 - Unit III - Colonial Kids

Standard 2.0 Peoples of the Nation and World
Objective:

• Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.
  
  

Reading: Standard 2: Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts
Objectives:

• Student uses prior knowledge to comprehend and elaborate the meaning of texts. R2.2 Student uses context to comprehend and elaborate the meaning of texts.
• Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
  

Reading: Standard 4: Using Strategies to Comprehend Texts Objectives R4.1 Student uses strategies to prepare to read. R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. R4.3 Student uses strategies to go beyond the text. R4.4 Student uses strategies to organize, restructure, and synthesize text content. R4.5 Student monitors comprehension and reading strategies throughout the reading process.

Listening: Standard 3: Listening for Diverse Purposes Objectives L3.1 Student listens to comprehend.
L3.2 Student listens to evaluate. L3.3 Student listens empathically.

Media Literacy: Standard 3: Composing and Producing Media Communication Objectives M3.1
Student analyzes purpose, audience, and media channel when planning for a media communication.
M3.2 Student develops and produces an informational or creative media communication. M3.3
Student evaluates and revises a media communication.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details:

• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas:

• Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
• Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Range of Reading and Level of Text Complexity:

• Read and comprehend complex literary and informational texts independently and proficiently.
  

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  

Production and Distribution of Writing:

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  

Research to Build and Present Knowledge:

• Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
• Draw evidence from literary or informational texts to support analysis, reflection, and research.

National Educational Technology Standards for Students
(ISTE)

• 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
• 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
• 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
• 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
• 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Standards for the 21st-Century Learner
(AASL)

• 1.1.1- Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
• 1.1.6- Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
• 2.1.1- Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
• 2.1.2- Organize knowledge so that it is useful.
• 2.1.6- Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• 3.1.1- Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• 3.1.6- Use information and technology ethically and responsibly.