5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.

According to Wisconsin’s Historical Society,  African Americans have been living and working in Wisconsin since the 18th century. The state's black population continued to grow slowly throughout the 19th century. Job opportunities in the 20th century led to significant African American settlement in Wisconsin, primarily in the southeastern part of the state, especially after World War II. These resources will support Wisconsin teachers in integrating historical accomplishments and experiences of African-American’s into their instruction on Wisconsin’s history.  Source: The Wisconsin Historical Society houses one of the nation's largest research collections on African-American history.

According to Wisconsin’s Historical Society,  African Americans have been living and working in Wisconsin since the 18th century. The state's black population continued to grow slowly throughout the 19th century. Job opportunities in the 20th century led to significant African American settlement in Wisconsin, primarily in the southeastern part of the state, especially after World War II. These resources will support Wisconsin teachers in integrating historical accomplishments and experiences of African-American’s into their instruction on Wisconsin’s history.  Source: The Wisconsin Historical Society houses one of the nation's largest research collections on African-American history.

Children benefit from seeing and talking to individuals from different ethnic and racial backgrounds.  This list of volunteer guest speakers supports an individual teacher or school in their efforts to showcase  African-Americans, young and old,  in WI . The guest speakers list have a variety of different backgrounds and represent a multitude of professions.  School personnel should contact the Education Committee guest speaker liaison, Gerald Sternberg, to obtain information on how best to contact the volunteer guest speaker and topics of interest.< geraldsternberg2@gmail.com> 

How did photographers help convince Congress to pass child labor laws? We will explore some of Lewis Hine’s photographs that exposed child working conditions and advocated for child labor laws to protect children.
We will investigate the photographer who captured the photos to understand the sourcing of information as part of a historical inquiry.
In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder). A key focus is to consider source information and identify aspects of a primary source that reveal a photographer’s point of view or purpose.

Short video that explains Patriots day. IT mmemorates the historic battles at Lexington and Concord during the American Revolutionary War. Today, we use Patriots' Day to honor the sacrifices American colonists made while overthrowing British rule.

Video collection of Park rangers discussing the events of the Battles of Lexington and Concord. The unit includes student activities.

Activity packet created by Chicago Public Schools that includes a biography, summary of why the day is important to Polish Americans, and different ideas for commentating the day.

Lesson plans and ideas for recognizing people that work in the forestry and environmental fields .

Congress is made up of a group of people who work together to improve the quality of lives of citizens throughout the nation. Long ago Congress decided that it was important to pass labor laws to protect children. Students will answer the question why child labor was a problem? They will explore this question by investigating a series of photographs of children working in fish factories long ago.
In addition,
In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder).

The DuSable Black History Museum and Education Center, formerly the DuSable Museum of African American History, is a museum in Chicago that is dedicated to the study and conservation of African-American history, culture, and art. It was founded in 1961 by Margaret Taylor-Burroughs, her husband Charles Burroughs, Gerard Lew, Eugene Feldman, Bernard Goss, Marian M. Hadley, and others. They established the museum to celebrate black culture, at the time overlooked by most museums and academic establishments. The museum has an affiliation with the Smithsonian Institution.

Thank you for choosing the Frances Willard House Museum Lesson Activities Packet for late elementary. Inside you will find six lesson activities. They can be done independently or as a series. Two activities that work well as a set are:
Two Wheels for Change:
Bicycle Technology and Changing America"
A Wheel Within a Wheel
Bicycles and Women's Suffrage.
Historical Markers - Writing About History Using Houses,

In this mystery, students will look at primary and secondary sources from the four Native nations we have been studying: Haudenosaunee/Iroquois, Cherokee, Chickasaw, and Western Abenaki. They will match their five different strategy cards with the primary and secondary sources. After reading each source, students will determine which strategy that nation used to protect their land and sovereignty during the American Revolution. After each source, students will read a brief summary that will give more information about the strategies used. Student handouts will allow students to mark up the primary and secondary sources, pick a strategy and then explain their reasoning.
This lesson is part of a Unit that includes the following lessons:
Grade 3 Unit 2 History Mystery 1: WHAT IS NATIVE SOVEREIGNTY AND WHY IS IT IMPORTANT?
Grade 3 Unit 2 History Mystery 2: WHAT CAN DIFFERENT MAPS TELL US ABOUT NATIVE SOVEREIGNTY AND NATIVE LAND?
Grade 3 Unit 2 History Mystery 3: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (1)?
Grade 3 Unit 2 History Mystery 4: WHAT STRATEGIES TO NATIVE NATIONS USE TO PROTECT THEIR SOVEREIGNTY DURING THE AMERICAN REVOLUTION (2)?

: In this lesson, students will learn about how “freedom of speech” is applied in schools. Students will begin by brainstorming the meaning of “free speech” from prior lessons and then brainstorming about how they think speech might be limited in schools. Then students will learn about speech rights in school by completing a reading and watching a short video. For the activity, students will look at school-based scenarios and decide whether or not they think a school could limit student speech.’
This lesson is part of a Unit that includes the following lessons:
Grade 5 History Mystery 1: WHAT IS "FREE SPEECH" AND WHY DOES IT MATTER?
Grade 5 History Mystery 2: DOES "FREE SPEECH" MEAN I CAN SAY WHATEVER I WANT?
Grade 5 History Mystery 3:WHAT CAN I SAY IN SCHOOL?

In this mystery, students will learn about three due process champions through the History Mystery questions “Why and how do people fight for due process rights?” The mystery begins by helping students understand what it means to fight for rights and how a person might petition for their rights. Then the mystery takes students through three due process champion stories of John Peter Zenger, Fred Korematsu, and Clarence Gideon. Each story starts with an introduction reading and video. Then students work in groups to investigate a primary source or sources related to each story with the guidance of an investigation packet. Each story helps students answer the history mystery question.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

In this mystery, students will learn about what due process rights young people have in and out of school. They will start by learning some background information and then specifically learn about the Reasonable Suspicion Standard for conducting student searches in schools. Students will then have two activities to practice applying the standard. The lesson will culminate with students analyzing real court cases and using their knowledge to apply the Reasonable Suspicion Standard.
This lesson is part of a Unit that includes the following lessons:
Grade 5 Unit 3 History Mystery 1: WHAT IS "DUE PROCESS" AND WHY DOES IT MATTER?
Grade 5 Unit 3 History Mystery 2: HOW AND WHY DO PEOPLE FIGHT FOR DUE PROCESS RIGHTS?
Grade 5 Unit 3 History Mystery 3: DO STUDENTS HAVE THE RIGHT TO PRIVACY IN SCHOOL?

The National Endowment for the Humanities supports research, education, preservation, and public programs in the humanities. In addition to grants, NEH also supports educators learning through institutes that can be fully funded and usually occur during summer months. Often times at the conclusion of said institutes, participants have the opportunity to develop curriculum with other educators to take back to their respective classrooms.

Collection of Lesson plans related to George Washington’s life, his service to his country, and his legacy. Lesson plans can be searched by grade level and topic.

The students will:
• Discuss two points of view regarding the events of April 19, 1775.
• Explain the significance of the Battles of Lexington and Concord.
Language Objective/Outcomes

The students will:
• Use information gathered about the Battles of Lexington and Concord to write for a variety of purposes

In this lesson, students explore how Abraham Lincoln used the power of words in speeches, letters and other documents. In the Introductory Activity, students watch a segment from the PBS film Looking for Lincoln featuring Lincoln quotes and try to identify the origin of each quotation. In the first Learning Activity, students closely examine Lincoln’s use of words in the Gettysburg Address and learn that a short speech can be powerful. In the second Learning Activity, students discuss different reasons for writing letters and review some of Abraham Lincoln’s letters. In the Culminating Activity, students write their own speeches or letters and then present them to the class.