The Birth of the Constitution
Summary: Snoopy,
Charlie Brown and the rest of the gang is present when the country's founding
fathers discuss putting together the constitution.
Link to
Online Teacher Tools: http://www.teachwithmovies.org/guides/peanuts-birth-of-the-constitution.html
Standards Reflected: (Grade 2-3)
CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
CIV 2.6 Identify and explain how rules function in public (classroom and school) settings.
CIV 2.7 Describe how people have tried to improve their communities over time.
Standards Reflected: (Grade 2-3)
CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
CIV 2.6 Identify and explain how rules function in public (classroom and school) settings.
CIV 2.7 Describe how people have tried to improve their communities over time.
CIV 3.1 Distinguish the responsibilities and powers of government officials at various levels and branches of govern-
ment and in different times and places.
CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how indi- viduals should participate.
CIV 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how indi- viduals should participate.
CIV 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
To Kill a Mockingbird
Summary: Atticus Finch, a lawyer in the Depression-era South, defends a
black man against an undeserved rape charge, and his kids against prejudice.
(To teach
alongside or similarly to the book.)
Standards Reflected: (Grade 5-6)
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
CIV 5.4 Explain how policies are developed to address public problems.
CIV 6–7.2 Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
The Abolitionists (PBS Movie)
Summary: Abolitionist allies
Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, John Brown
and Angelina Grimké turned a despised fringe movement against chattel slavery
into a force that literally changed the nation.
Link to Online Teaching Tools: http://www.pbs.org/wgbh/americanexperience/features/teachers-resources/abolitionists-guide/
Standards Reflected: (Grade 5)
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at
the same time.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.4 Explain how policies are developed to address public problems.
CIV 5.4 Explain how policies are developed to address public problems.
School House Rock Social Studies: No More King, Shot Heard Round the World, I'm Just a Bill, The Preamble, Mother Necessity, The
Great American Melting Pot
Link to Online Teaching Tools: http://www.centerplacebrandon.org/userfiles/files/School%20House%20rock%20LESSON%20PLAN%2010.pdf
Standards Reflected: (Grade 2-5)
Standards Reflected: (Grade 2-5)
HIST 2.1 Create a chronological sequence of multiple events.
CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
CIV 2.7 Describe how people have tried to improve their communities over time.
CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
CIV 2.7 Describe how people have tried to improve their communities over time.
CIV 3.1 Distinguish the responsibilities and powers of government officials at various levels and branches of govern-
ment and in different times and places.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
HIST 5.7 Generate questions about multiple historical sources and their relationships to particular historical events
and developments.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
Dear America Movies: The Picture of Freedom / A Journey to the
New World
Summary 1: A Picture of Freedom - Living on
a Southern plantation before the Civil War, a young slave girl secretly learns
how to read and write, and determines to teach others.
Summary 2: A Journey to the New World - The story of a twelve-year-old
Pilgrim girl's first few months at Plymouth Colony.
Link to
Online Teaching Tools:
A Picture
of Freedom: (for book but can relate to movie.)
A Journey
to a New World: (for book but can relate to movie.)
http://www.scholastic.com/teachers/lesson-plan/journey-new-world-discussion-guide
Standards Reflected: (4-5)
Standards Reflected: (4-5)
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
GEO 4.2 Use maps, satellite images, photographs, and other representations to explain relationships between the
locations of places and regions and their environmental characteristics.
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.
GEO 4.5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.
GEO 4.5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
GEO 4.6 Explain how cultural and environmental characteristics affect the distribution and movement of people,
goods, and ideas.
HIST 5.2 Compare life in specific historical periods to life today.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
(Some standards between 4th and 5th grade are similar.)
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
(Some standards between 4th and 5th grade are similar.)
Brainpop – French and Indian War
Summary: It’s been called one of America’s “forgotten wars.” But in the
middle of the 18th century, Britain and France fought over who’d get to
dominate North America! In this BrainPOP movie on the French and Indian War,
you’ll learn how life in the British colonies differed from life in New
France--the territory that stretched from the Allegheny Mountains of
Pennsylvania into Canada and across the Mississippi. You’ll discover how trade
with American Indians sparked a major conflict between the two European powers,
and the role a young colonel named George Washington played in the drama.
You’ll hear how the British turned the tables on the French after two years of
defeat, and even learn how Britain’s policy of raising taxes to pay for the war
helped spark the American Revolution!
Link to Online Clip/Teaching Tools: https://www.brainpop.com/socialstudies/ushistory/frenchandindianwar/
Standards Reflected: (5th grade)
Standards Reflected: (5th grade)
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at
the same time.
HIST 5.9 Explain probable causes and effects of events and developments.
HIST 5.9 Explain probable causes and effects of events and developments.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.4 Explain how policies are developed to address public problems.
CIV 5.4 Explain how policies are developed to address public problems.
13 Colonies
Summary: Find
out what it took to be a settler in the early-American colony of Jamestown.
Link to Online Video/Teaching Tools: http://www.history.com/topics/thirteen-colonies/videos#colonists-protest-british-policies
Standards Reflected: (5th grade)
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at
the same time.
HIST 5.2 Compare life in specific historical periods to life today.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
HIST 5.2 Compare life in specific historical periods to life today.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
The Boston Tea Party
Summary: At the direction of Benjamin Franklin, Moses, James and Henri
travel to Boston in search of Sarah, who has arrived from England on a
tea-laden ship. When they get to the Harbor, they happen upon the disguised
colonists and discover they are raiding the very ship Sarah is on.
http://libertyskids.com/parentsteachers.html
Standards Reflected: (Grades 4 -5)
Standards Reflected: (Grades 4 -5)
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
HIST 4.2 Explain probable causes and effects of events and developments.
HIST 4.2 Explain probable causes and effects of events and developments.
CIV 4.1 Illustrate historical and contemporary means of changing society.
ECO 4.1 Compare the benefits and costs of individual choices.
ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
ECO 4.1 Compare the benefits and costs of individual choices.
ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at
the same time.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives
HIST 5.9 Explain probable causes and effects of events and developments
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives
HIST 5.9 Explain probable causes and effects of events and developments
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
CIV 5.3 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 5.4 Explain how policies are developed to address public problems.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
CIV 5.3 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 5.4 Explain how policies are developed to address public problems.
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