To navigate this page, any available resources will appear as links below the Content Expectation. Please contact david.johnson@wmisd.org if you have a public domain resource which could be linked to one of these standards.

Vocabulary: The attached vocabulary list came from the Michigan Citizenship Collaborative Curriculum and should be covered throughout the course of the year if you're following the MC3 units.

"I Can" Statements The attached "I Can" statements were developed during the Wexford-Missaukee Intermediate School District curriculum review for Social Studies.

Common Core Writing Examples from Mason Lake Oceana ISD's Social Studies Network.

Common Core (College and Career Readiness Standards) for content literacy in Social Studies (through ELA standards)

assessment.jpgThere are Northern Michigan Learning Consortium Assessments available for some of these units. Please click here to learn more about how to access them.

folder.jpgMC3 Unit 1 - Our Government - Unit 1 is heavy with informational text.

4 - C1.0.2: Explain probable consequences of an absence of government and of rules and laws.
resource.jpgRESOURCE: Ben's Guide: Branches of Government
Using this site as a resource for introducing or reviewing our branches of government, students could then use Informational Text Standard 1 to make inferences which answer the above GLCE Question. "What would the probable consequence of an absence of government and of rules and laws be?" Writing Standard 2 would be applicable here too.

4 - C2.0.1: Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.
resource.jpgRESOURCE: Ben's Guide (3-5): Glossary
This site could be a good resource for vocabulary introduction of many of the key terms listed in this GLCE.
Depending on how taught, this could cover Reading Standard 4.

4 - C3.0.2: Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver’s license, marriage license).
resource.jpgRESOURCE: Federalism: National vs. State Government
By doing the following: Write informatively examining this topic by: introducing it clearly, providing observations and focus, developing with facts and details, information linked within categories, use precise language and domain-specific vocabularly, and providing a conclusing statement, you'll hit CCRS Writing Standard 2
You could also use this to explain the differences between powers delegated to the Federal government and the state governments and hit CCRS Reading STandard (Informational Text) 4.
4 - C3.0.3: Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).
resource.jpgRESOURCE: Congress for Kids-The Three Branches of Government
resource.jpgRESOURCE: Congress for Kids-The Three Branches of Government Quiz
resource.jpgRESOURCE: Congress for Kids-Checks and Balances
The branches of government and Checks and Balances readings are relatively short but present the opportunity to look at vocabulary. (CCRS Informational Text standard 4), and through discussion, determining the main ideas and explaining how they are supported (CCRS Informational Text 2). A short essay on explaining the three branches and checks and balances could also hit CCRS Writing Standard 4.
4 - C3.0.4: Describe how the powers of the federal government are separated among the branches.
resource.jpgRESOURCE: Congress for Kids-The Three Branches of Government
resource.jpgRESOURCE: The Three Branches of Government
Once you have moved forward to this GLCE from the previous, you can have a more focused writing. Have students write an opinion piece on the strengths or weaknesses of the three branch government section. They should introduce their topic or text clearly and state their opinion in an introduction. From there, provide logically ordered reasons supported by facts and details. Link opinion and reasons using words, phrases, and clauses, and provide a concluding statement or section related to the opinion presented. This hits CCRS Writing Standard 1.

4 - C3.0.5: Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).
resource.jpgRESOURCE: Congress for Kids-Checks and Balances
resource.jpgRESOURCE: Checks and Balances
This is a strong opportunity to do a writing similar to the one above on the system of checks and balances. CCRS Writing Standard 1.
5 – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).
resource.jpgRESOURCE: Federalism
An outsiders perspective on Federalism from the UK. This is a good opportunity to practice close and careful reading based on what you've already covered to date. This is heavy on vocabulary (CCRS Informational Text Standard 4)

folder.jpgMC3 Unit 2 - Three Worlds Meet - We begin to get into Primary Sources here

3 - H3.0.1: Identify questions historians ask in examining the past (e.g., What happened? When did it happen? Who was involved? How and why did it happen?).

5 – U1.1.1: Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).

5 – U1.1.2: Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.
resource.jpgRESOURCE: The Letter of Columbus to Luis De Sant Angel Announcing His Discovery
While a long letter for a room full of fifth graders, portions may be used to satisfy the requirements of this GLCE, looking at an individual explorer (Columbus) detailing the account of his discovery. Grade 5 CC Reading Standard 1 would be a good one for practice. Reading Standard 4 may be used for unfamiliar words. Reading Standard 6 could be visited in regard to Columbus's perceptions vs. the perceptions of Native Americans who were already here.

5 – U1.1.3: Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.

5 – U1.2.1: Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible.

5 – U1.2.2: Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).
resource.jpgRESOURCE: American Roots: From Columbus' letter to Ferdinand and Isabella Regarding the Fourth Voyage
While a long letter for a room full of fifth graders, portions may be used to satisfy the requirements of this GLCE, looking at an individual explorer (Columbus) detailing the account of his discovery. Grade 5 CC Reading Standard 1 would be a good one for practice. Reading Standard 4 may be used for unfamiliar words. Reading Standard 6 could be visited in regard to Columbus's perceptions vs. the perceptions of Native Americans who were already here.
5 – U1.3.1: Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).

5 – U1.3.2: Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade.

5 – U1.4.1: Describe the convergence of Europeans, American Indians, and Africans inNorth America after 1492 from the perspective of these three groups.
resource.jpgRESOURCE: Iroquois Creation Story
This story should be easily accessible to 5th grade students. Look at CC General Reading Standard 5 here for any unfamiliar words, find other Native American myths to compare and contrast using Marzano strategies to also hit CC General Reading Standard 9. You might also have fun with Writing Standard 3, which could also lead to Speaking and Listening Standards 5 or 6.

5 – U1.4.4: Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

folder.jpgMC3 Unit 3 - Colonization and Settlement

4 - G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.

5 – U1.4.2: Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.

5 – U1.4.3: Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.

5 – U1.2.2: Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious).

5 – U2.1.1: Describe significant developments in the Southern colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• establishment of Jamestown
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia)
• relationships with American Indians (e.g., Powhatan)
• development of colonial representative assemblies (House of Burgesses) and royal government
• development of slavery.

5 – U2.1.2: Describe significant developments in the New England colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• relations with American Indians (e.g., Pequot/King Phillip’s War)
• growth of agricultural (small farms) and non-agricultural (shipping, fishing, manufacturing) economies
• the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government
• religious tensions in Massachusetts that led to the establishment of other colonies in New England.

5 – U2.1.3: Describe significant developments in the Middle colonies, including:
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement
• the growth of Middle colonies economies (e.g., breadbasket)
• the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies
• immigration patterns leading to ethnic diversity in the Middle colonies.

5 – U2.1.4: Compare the regional settlement patterns of the Southern, New England, and the Middle colonies.

5 – U2.3.1: Locate the New England, Middle, and Southern colonies on a map.

folder.jpgMC3 Unit 4 - Life in Colonial America

5 – U2.1.1: Describe significant developments in the Southern colonies, including:
  • development of colonial representative assemblies (House of Burgesses)
  • development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).[1]
(portions omitted)

5 – U2.1.2: Describe significant developments in the New England colonies, including:
  • the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government
  • growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
(portions omitted)

5 – U2.1.3: Describe significant developments in the Middle Colonies, including:
  • patterns of settlement and control including the impact of geography (landforms and climate) on settlement
  • the growth of Middle Colonies economies (e.g., breadbasket).
(portions omitted)

5 – U2.2.1: Describe Triangular Trade including:
  • the trade routes
  • the people and goods that were traded
  • the Middle Passage
  • its impact on life in Africa.
5 – U2.2.2: Describe the life of enslaved Africans and free Africans in the American colonies.

5 – U2.2.3: Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.

5 – U2.3.1: Locate the New England, Middle, and Southern colonies on a map.

5 – U2.3.2: Describe the daily life of people living in the New England, Middle, and Southern colonies.

5 – U2.3.3: Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).

5 – U2.3.4: Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).

5 – U2.3.5: Make generalizations about the reasons for regional differences in colonial America

folder.jpgMC3 Unit 5 - The Road to Revolution

5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

5 – U3.1.2: Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

5 – U3.1.3: Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

5 – U3.1.4: Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).

5 – U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

5 – U3.1.8: Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.

folder.jpgMC3 Unit 6 - The American Revolution

5 – U3.1.4: Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).

5 – U3.1.5: Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so.
Ready to go lesson hitting multiple CCRS!

5 – U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
Ready to go lesson hitting multiple CCRS!

5 – U3.1.7: Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence.

5 – U3.2.1: Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives.

5 – U3.2.2: Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.

5 – U3.2.3: Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.

5 – U3.2.4: Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries).

folder.jpgMC3 Unit 7 - A New Nation

5 – U3.3.1: Describe the powers of the national government and state governments under the Articles of Confederation.

5 – U3.3.2: Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money).

5 – U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution was written.

5 – U3.3.4: Describe the disagreements over representation and slavery at the Constitutional Convention and how the Framers addressed them in the Constitution (Great Compromise, Three-Fifths Compromise).

5 – U3.3.5: Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong executive, representative government, importance of individual rights).

5 – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).

5 – U3.3.7: Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.

5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.

5 – P3.1.2: Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.

5 – P3.1.3: Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.

5 – P3.3.1: Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument