Grade+5+Social+Studies

] Grade 5 Curriculum The grade five curriculum gives students their first concentrated study of the formative years of United States History. Students will study the major pre-Columbian civilizations in the New World, the 15th and 16th century European explorations around the world and in North America in particular. The curriculum will include the earliest settlements in North America, the political, economical, and social development of the English colonies in the 17th and 18th centuries. Students will also study early development of democratic institutions and ideas, including the ideas and events that led to the independence of the original thirteen colonies and the formation of a national government under the United States Constitution. Students will also study the Growth of the Republic, including the Louisiana Purchase, Lewis and Clark’s expedition, and The War of 1812. Please list your curriculum links under their respective topic below. TR = Teacher Resource SR = Student Resource ACT = Activity

[|Edsitement lesson plan:] [|History in quilts]
 * Instructional Units:**


Challenge yourself to complete these atlas, map, jigsaw puzzles: http://ngm.nationalgeographic.com/map/atlas/puzzles

**Vikings**
 5.1 [|Viking Exploration] Viking map exploration routes. (SR) Link contains student reading selection (brief) teacher text, and a map of Viking Explorations.  5.1 [| Vikings, The North Atlantic Saga] – Smithsonian National Museum of Natural History (SR, ACT) Exhibits of Viking artifacts, maps, and descriptions of Viking voyages. Good visuals.  **VIDEO** 5.1 [|Exploring the World: The Viking Explorers] (TR) Discovering video (19:48) This program teaches students that the Vikings were a people who originated in Scandinavia; became adept at seafaring, warfare, and farming; and had a lasting impact on Europe. By the 900s, they had settled in such remote places as Iceland and Greenland, yet they were able to maintain ongoing communication with Europe through the trade ships that regularly plied the waters between them.

5.2 Aztecs http://www.learning-connections.co.uk/curric/cur_pri/aztecs/ideas.html Contains questions, links to resources and hands on activities. Good site. 5.2 and 5.4 PreColumbian Civilizations (and the eventual downfall) http://www.shambles.net/pages/learning/primary/Aztecs/ multiple resources covering varying Aztec,Maya and Inca civilization info. Good teacher resource. Also includes lesson plan ideas, online text excerpts. (TR)(SR)(ACT)

Video [|Horrible Histories: Angry Aztecs] (TR) Discovery Video (24:34) A cartoon history of the Aztec civilization. Stitch and Mo read between the lines in history textbooks, traveling back in time to reveal the dirty facts about Tenochtiltlan, center of the Aztec Empire, during Spanish exploration! [|Exploring the World: The Conquistadors and the Aztecs] (TR) Discovery Video (15:24) This program filmed in Spain and Mexico, takes a look at how Spanish civilization was brought to the New World. It begins with a look at the tremendous differences that existed 500 years ago between the Aztec and Spanish cultures. Students find out how and why the Spanish came to the New World and learn some of the details of the conquest of Mexico. The program concludes with an examination of the long term consequences of the Spanish conquests in the New World. [|Conquest of the Americas] (TR) Discovery Video (23:26) Travel back in time to Mexico and Peru to meet the Aztecs and the Inca. This program focuses on the motivation of Hernán Cortés and Francisco Pizarro, two Spanish conquistadors. Students learn about the rise and fall of the Aztecs and the Inca in their struggle against European explorers. > Produced by Discovery Channel School. > > **European Explorers** > You may want to divide these resources up among class members. Information on many explorers and lesson plans. > 5.3[| Explorers] Primary sources, secondary sources and artifact links. http://www.win.tue.nl/~engels/discovery/primary.html > 5.3 [|What was Columbus thinking?] http://edsitement.neh.gov/view_lesson_plan.asp?id=257 **Guiding question**: What were the intentions behind Columbus's voyages of exploration? What were the consequences in the lives of Native Americans and Europeans? (Primary Sources included--diaries and journals of Columbus) (TR) > > //5.3// [|Explorers of the Millenium] - Links to many 15th century explorers, e.g., Cabot, Columbus, Hudson, Cortez, Magellan, Champlain, and Vespucci. good readability for 5th grade students. Visit the "Hall of Fame". Also contains timeline, links, and bibliography. (TR, SR, ACT) > 5.3 [|Explorers A-Z] – A great Google alternative for students to use for explorer research projects. > //5.3// - This is the students' page. It contains an outline for a webquest project. There's a link to the teacher's page which has objectives, assessment ideas, samples, and the like. (TR, SR) > 5.3 [|Early Explorers:The Age of Discovery] Students learn about trade with the Far East in the 15th Century and how restrictions on that trade helped bring about the Age of Discovery. Join Diego as he learns about Christopher Columbus, Vasco da Gama, Amerigo Vespucci, John Cabot, Ferdinand Magellan and other fearless people who helped solve the mysteries of the uncharted world. > > **VIDEOS** > 5.4 [|Exploring the World: Spanish Explorers of North America] (Discovering Video 19:52) program looks at the accomplishments of the first Europeans to explore lands that are today in the United States of America between the years 1513 and 1543. The Spanish explorers came to find gold, claim new lands for their king, and covert native people to the Christian faith. This fascinating program was filmed on location at de Leon, Narvaez, Cabeza de Vaca, DeSoto, Coronado, and Cabrillo. (TR) > 5.3,5.4,5.29 [|Just the Facts Learning Series: America's Explorers & Pioneers] (Discovery Video 45:00, segments)Tells the stories of the first pathfinders in America: Christopher Columbus, Sir Francis Drake, Henry Hudson, and more. (TR) > > **Activities and Research links** > **VIDEO** > 5.3 http://lps.lexingtonma.org/Libdept/elem.lib./grade5.html#exploration Contains research material for students and teachers on individual explorers, trade routes, basic navigation, and more. > 5.3 "Become a Spice Trader"[| http://www.learner.org/interactives/renaissance/spicetrade/] Here is an interactive site for students,that requires students to make several key decisions in order to acquire product, get home safely, and show a profit. (TR, SR) > > > 5.5 Spanish settlement of Florida http://www.flheritage.com/kids/history.cfm#first brief reading selections pertaining to Spanish settlements in Florida (TR, SR) > 5.5 Spanish in California, missions http://www.kidport.com/RefLib/UsaHistory/Missions/Missions.htm Provides a brief reading selection on the missions of California. (TR, SR) > > > III.** Government - Economics: > **Review 5.11 Maritime commerce http://www.nps.gov/history/maritime/ed_tools.htm a historical society site with various links to lesson plans and readings about Maritime commerce in MA and other seaport states. (TR) > 5.11 Maritime Commerce http://www.nps.gov/nr/travel/maritime/map2.htm click on maps of various seaports around Massachusetts with brief description of importance. (TR, SR)** > **-- > 5.15 events leading to Revolution http://history.howstuffworks.com/search.php?terms=american%2Brevolution&gallery=1&media=video - variety of videos about the events leading up to the Revolution. (TR, SR, ACT) > 5.15 [|Benjamin Franklin - A cause for revolution] > 5.15 [|Boston Tea Party History] (TR, SR) > 5.15 (SR) Newspaper for classroom use--all about the Boston Tea Party** > > IV. Colonial Times: > > 5.19 America's Story from America's Library (Library of Congress)[|Colonial America 1492-1763] http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial Timeline, primary sources, excellent reading selections. > **5.19, 5.26 Birth of a Nation, Constitution http://www.kidinfo.com/American_History/Birth_of_a_Nation.html variety of resources related to Constitution and forming of government. > 5.19, 5.26 Beginnings of a new government. http://history.howstuffworks.com/revolutionary-war/early-years-of-the-united-states-government.htm > > > [|English Colony Match Game] – Match the English colony with its origin (ACT) > > 5.7 [| Jamestown online adventure]Short interactive game where students can be explorers at Jamestown. (ACT) > 5.7 http://www.virtualjamestown.org/page2.html Great interactive site with timelines, animated maps, and interactive tours of villages (TR, SR) > 5.7 VIrtual Jamestown teaching materials [|http://www.virtualjamestown.org/tscreators.html(TR], SR) > 5.7 [| Edsitement lesson plan: Jamestown changes over its first few years] (TR) > > <span class="wiki_link_ext">5.6 - 5.7 [| Thanksgiving Webquest]: This is a webquest at the Plimouth site that lets children investigate the 1st Turkey day. It includes a teacher's guide. (TR, SR, ACT) > <span class="wiki_link_ext">5.6 - 5.7 [|True Story of the First Thanksgiving] -- Plymouth colony archive project reading from Muse. Includes Primary source doc. Eyewitness account of first Thanksgiving. (TR, SR) > 5.10 Colonial Life http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html several links to colonial life (TR, SR, ACT) > also interactive map with facts about each colony can be found on http://www.socialstudiesforkids.com/graphics/13mapnew.htm > 5.12 Transatlantic Slave Trade http://www.nmm.ac.uk/freedom/ What do you think about the Transatlantic Slave Trade? (TR, SR, ACT) > Use the database of objects to look at the historical evidence. Create your own exhibition and have your say. > 5.12 [|Slavery in the North] Massachusetts slavery. (TR, SR) > 5.12 [|Boston's Black Heritage Trail] (TR, ACT) > 5.12 [|Boston's African Meeting House] est. 1805 (TR, ACT) > > 5.12, 5.30 Beginnings of Slavery in Colonial America http://www.socialstudiesforkids.com/subjects/slavery.htm website provides a variety of infomation regarding Slavery in the Colonial times up to the Civil War (TR, SR)** > 5.12 Scholastic The Underground Railroad-- Escape from slavery. Interactive web site. Teaching guide. > http://teacher.scholastic.com/activities/bhistory/underground_railroad/ > • Writing Response Opportunities > • Timelines and Maps > • Vocabulary Resources > • Discussion Topics and Questions > • Slideshows, Printables, and Primary Sources > • Standards Correlations > • Readers Theater > • New Lesson Plans** > > V. American Revolution: <span style="display: block; color: rgb(0, 34, 255); text-align: left;"> **[|Edsitement Lesson Plan: American Colonial life in the late 1700's] (TR) [|Thinkquest: Colonial Kids: A celebration of life in the 1700's] How did kids live in the Pennsylvania colony? (SR) 5.14 [|Liberty's Kids: The Intolerable Acts] Join Liberty's kids in this animated series as they participate in events surrounding the Intolerable Acts. In response to the events of the Boston Tea Party, the British Parliament moved quickly. Parliament passed the Quartering Act that allowed British soldiers to occupy colonists’ homes without permission. 5.14 [|Liberty's Kids: United We Stand] "United We Stand." In this animated story, stand with Samuel and John Adams at the First Continental Congress as they protest Britain’s “Intolerable Acts” law and see the British close Boston Harbor. 5.14 [|Liberty's Kids: The Boston Tea Party] Relive the revolt against “taxation without representation,” in which colonists, dressed as Mohawk Indians, threw a fortune in tea into Boston’s Harbor. 5.16 [|Eddsitement lesson plan: Causes: Declaration of Independence] 5.16 [|The Declaration of Independence] - Differentiated learning activity http://www.loc.gov/teachers/tps/newsletter/activity.html After completing the activity, students will be able to:** 5.16 Alexander Hamilton (Teacher Domain) http://wire.ap.org/APpackages/20thcentury/timeline.html The purpose of this activity is to explore the key role that Alexander Hamilton played in shaping the federal government of the United States. (includes short animated clip with central idea of lesson).SR 5.16 Debating the Constitution (Teacher Domain) The purpose of this activity is to explore how delegates to the Constitutional Convention decided what to say about slavery in the Constitution. (contains short animated clip with central idea of lesson) SR 5.16 The Three Branches of Government (Teacher Domain) http://www.teachersdomain.org/resource/adlit08.soc.sagovt/ The purpose of this activity is to look at how power is divided and shared within the U.S. government. (contains short animated clip with central idea of lesson).SR 5.17 Agrippa Hull in 1777 a freeborn black man from the Berkshire County town of Stockbridge, signed on to serve in the Continental Army for the duration of the Revolutionary War. The 18-year-old was one of over 5,500 men of color — free and slave — to fight for American independence. http://www.massmoments.org/moment.cfm?mid=130 (Primary source)
 * The Aztecs — It was an empire built on religion and gold, spanning 200,000 miles of Central America. But with a combination of luck, disease, and fortitude, one Spanish conqueror brought down the Aztec Empire. Learn how Hernán Cortés spent three months destroying what it took the Aztecs years to create.
 * Cortés and the Quest for Glory — Discover how one man’s ruthless pursuit of fame and fortune led to the collapse of a powerful empire. Watch as Cortés makes his motto, “Conquer or die,” the only law of the land.
 * Pizarro in the Empire of Gold — How did the greatest civilization on Earth fall to ruin? Behind the sophisticated roads, the thriving economy, and the system of communication, the Inca were suffering from civil war. Their political upheaval opened the gate for Francisco Pizarro, an illiterate Spanish soldier, and his minuscule army to conquer the Inca Empire.
 * ***5.3 [|All about explorers] http://www.allaboutexplorers.com/index.html Student webquest and a link to the teacher's page which has objectives, assessment ideas, samples, etc. (TR, SR)***This is a site to help students learn about the internet. What a student types into the search bar of a web browser doesn't always yield quality results.***Follow this web quest after reading the teacher instructions and find out what the outcome might be.**
 * **5.23 5.24 We the people: A history //Discovery// Video http://player.discoveryeducation.com/index.cfm?guidAssetId=4A75540A-5539-43C7-AA96-461B3ED02E1D&blnFromSearch=1&productcode=US## (23:17)Explore the history of democracy and the creation of American government. Students learn about the foundations of democracy and the creation of the Declaration of Independence, the Constitution, and the Bill of Rights.
 * **5.15 Archiving Early America http://www.earlyamerica.com/** primary source material from 18th Century America. Scenes and portraits from original [|newspapers], [|maps] and [|writings] come to life on your screen just as they appeared to this country's forebears more than two centuries ago. Video of Paul Revere's ride. Biographical information of other Revolutionary figures.
 * 5.15 French and Indian War (Teacher reading and activity) http://historyiselementary.blogspot.com/2007/01/laying-foundation-in-forty-minutes-flat.html How did the French and Indian War set the stage for the Revolution?
 * **5.12 African Americans and the end of slavery in Massachusetts http://www.masshist.org/endofslavery/?queryID=56 Massachusetts Historical Society pictures, documents (Great primary source library on slavery in Mass)
 * **Explain the importance of the Declaration of Independence**
 * **Identify and/or analyze key concepts put forth in the Declaration of Independence**
 * **Evaluate alternative wording choices in the Declaration and defend their decisions**


 * 5.17 [|Paul Revere American Patriot] http://www.readwritethink.org/lessons/lesson_view.asp?id=220 (Read Write Think lesson plan)**In this lesson, students explore the life and legend of Paul Revere. Revere, an American patriot during the Revolutionary War period, was immortalized 85 years later by Henry Wadsworth Longfellow in a poem featuring Revere’s daring ride to warn countrymen “the British are coming!” After reading the poem, students explore websites that describe Revere’s life, his well-known ride (as well as an earlier one), and his occupation. They then talk about what was accurate—and what was not—in the poem. Information from all the sources students explore is then used for center activities and projects.

5.17 [|Paul Revere Using pictures] to build schema for Social Studies Content http://www.readwritethink.org/lessons/lesson_view.asp?id=1059 (Read Write Think lesson plan) Looking to help students practice “reading” images for a variety of contextual meanings while engaging in content area study? This lesson uses images of the Boston Massacre to deepen students’ comprehension of both the event and the effects of propaganda. Students analyze images and make inferences. The culminating activity demonstrates students’ knowledge of the Boston Massacre and propaganda in a variety of ways. This lesson benefits English-language learners (ELLs) and struggling readers because it involves viewing images, participating in discussions, working with peers, and listening to a read-aloud that reinforces the lesson content and vocabulary.


 * 5.17** [|All about Revere] **and poem http://www.paulreverehouse.org/ride/ Terrific interactive site, great map, poem, crossword puzzle and other period activities for students. (TR, SR)

<span style="display: block; color: rgb(0, 34, 255); text-align: left;">[|5.18 Ben Franklin Timeline lesson plan](TR) [|5.18 Benjamin Franklin - Scientist and Inventor] (TR, SR) Students will develop an understanding of the contributions of individuals from various backgrounds who have influenced the history of the United States. <span class="wiki_link_ext"> 5.18 [|Benjamin Franklin glimpses of the man] http://www.fi.edu/franklin/rotten.html** VIDEOS 5.17 Field Trips to Yesterday Road to Revolution: Historical Boston http://player.discoveryeducation.com/index.cfm?guidAssetId=f7b52a28-ca45-4495-9ff0-3f16b03b8b24 Discovery Video (24:00) Places events in historical Boston in context beginning with a segment on the French and Indian War through the Boston Tea Party in 1773. 5.17 [|Liberty's Kids: Bostonians] Learn about the inspiring Adams family—"Bostonians" John, Abigail, and John Quincy—and their seminal contributions to the fledgling nation of America.(28:29) 5.18 [|Liberty's Kids: In Praise of Ben] Reflect on the individual contributions of Benjamin Franklin, whose life, genius, and accomplishments were dedicated to improving the good of humankind. A fictional narrative supports this PBS historical cartoon.(27:18) Note: Liberty's Kids (above) are on the Discovery Education website. You need the user name and password. 5.17-5.18 The U.S. Mint H.I.P. Pocket Change: http://www.usmint.gov/kids/aboutUs/ About historical figures (presidents) depicted on coins. Games and activities. Branches of Power game about branches of government. http://www.usmint.gov/kids/games/branchesOfPower/ <span style="display: block; color: rgb(0, 34, 255); text-align: left;">
 * 5.17 Six Revolutionary War Figures Discovery Video http://player.discoveryeducation.com/index.cfm?guidAssetId=9D3BE0AE-F8F5-4D7F-94A4-6F89D9D7F1E9&blnFromSearch=1&productcode=US Jean Fritz talks about six figures from the Revolution illustrated from her books on Ben Franklin, Sam Adams, Paul Revere, Patrick Henry, John Hancock and King George III. (15:29)

**VI. Constitution & Bill of Rights: <span style="display: block; color: rgb(0, 34, 255); text-align: left;"> <span class="wiki_link_ext">5.23- 5.24[|Ben’s guide to U.S. Government] <span style="color: rgb(0, 0, 0); font-family: Times New Roman;"> http://bensguide.gpo.gov/3-5/index.html– National versus State Government. Branches of government. 5.23 [|Liberty's Kids: "We the People"] How our nation’s Constitution and first government were forged during these trying times and laid the foundations for an innovative compromise on legislative representation. 5.23, 5.24 [|EdSitement lesson Plan U.S. Capitol Building]**
 * 5.24 Constitution: http://edsitement.neh.gov/view_lesson_plan.asp?id=339 [|The first amendment: what is fair in a free country]**Guiding Question**: How does the right to free speech conflict with our responsibility to consider the rights of others? How is the First Amendment interpreted differently in different contexts? Under what conditions is some speech limited and other speech protected?

American Revolution--Famous People--Events**-**-Activities [|5.18 Webquest: Famous people of the American Revolution] Learn about the founding fathers. 5.18 Activity: [|George Washington's Portrait: activity from Smithsonian] [|Teacher Guide] [|Solve the Mystery - puzzle] [|5.18 Webquest: Now that's a revolutionary figure] Choose an historical figure and decide why he or she was important to the Revolution. [|Webquest: The American Revolution, was it worth it?] This webquest will give you a chance to research key positive and negative effects the Revolutionary War had on Americans. By the end of this webquest, you will decide if you would have fought in the war or not had you lived at the time of the American Revolution and you will try to convince peoplel in your community why they should follow you. 5.25 Be the President activity - decision making, writing activity //Scholastic//. http://teacher.scholastic.com/scholasticnews/games_quizzes/electiongame/game.asp 5.24 [|The President and other branches of government] http://people.howstuffworks.com/president3.htm (How stuff works) Checks and balances between president, congress and judiciary. Links to wealth of information. 5.28 http://www.flaglerelections.com/kids/history.htm Voting rights in the United States since the Delcaration of Independence to the present day. http://www.vindicatingthefounders.com/library/index.asp?document=72 Letter to William Pendleton from Thomas Jefferson on requirements for voting (1776)** VIDEO
 * 5.18 Our America -- [|The Revolutionary War] http://teacher.scholastic.com/activities/our_america/revolutionary_war/ Diaries, readings, activities,//Scholastic//.
 * 5.18 [|Liberty's Kids: The Man Who Wouldn't Be King] As the American Revolution ends, George Washington turns down the opportunity to be king of the United States. He also intercedes in the dispute between soldiers and Congress over soldiers' compensation payments. A fictional narrative supports this PBS historical cartoon.

VII. Growth of the Republic - Louisiana Purchase and Westward Movement:

5.32 War of 1812 causes, battles, http://www.kidinfo.com/American_History/Warof1812.html page of links in kidinfo.com related to war of 1812 5.32 War of 1812 http://www.kidport.com/RefLib/UsaHistory/UsaHistoryIndex.htm 5.32 War of 1812 and the Smithsonian/ Star Spangled Banner http://americanhistory.si.edu/starspangledbanner/** On September 14, 1814, U.S. soldiers at Baltimore’s Fort McHenry raised a huge American flag to celebrate a crucial victory over British forces during the War of 1812. (activity)
 * 5.32 Mass Moments The War of 1812 Impact on Massachusetts ports and trade: http://www.massmoments.org/moment.cfm?mid=50

Westward Expansion

5.34, 5.30 http://videos.howstuffworks.com/history/civil-war-videos.htm?page=1&x=15&y=2 Links to many video clips on the causes of the Civil War, battles of the Civil War, slavery, emancipation, and post civil war issues. [|Webquest: The California Gold Rush] Uses great PBS resources. [|Our America: Westward Expansion--Scholastic] Lewis and Clark 1804, The effects of western expansion on Native Americans in 1865, Oregon Trail and Goldrush 5.29 [|Lewis and Clark expedition through Google Earth] 5.29 Exploring the Oregon Trail with 5.29 The Oregon Trail - A virtual tour http://www.historyglobe.com/ot/independence.htm 5.29 [|Go West Imagining the Oregon Trail]: EdSitement lesson plan. (Good ELA integration) After this lesson, students will have: http://edsitement.neh.gov/view_lesson_plan.asp?id=277** 5.29 [|Take a Google LitTrip] Seaman by Gail Karwoski. Follow the adventures of Seaman, the dog who explored with Lewis and Clark. VIDEOS** 5.29 [|Horrible Histories: Extraordinary Explorers] Stitch and Mo read between the lines in history textbooks, traveling back in time to reveal the dirty facts about Lewis and Clark's exploration of the American West! Discovery Video (24:34) no segments. 5.29 [|How the West is Fun: Explorers] Four middle-school students find out how tough it was to be an explorer in the 1800s. They travel to a spot on the Lewis and Clark route and discover that a good explorer needs math and science skills in order to survive. They also meet a tribal storyteller, who tells them about Native Americans who explored the region long before Lewis and Clark. At the end, the students use their map-reading skills to do some exploring of their own. A captivating adjunct to Science and Technology units, American History units on early US exploration and expansion, and Geography units on map-reading skills, as well as, regions of the United States. Discovery Video (16:00) 5.34 Perspectives on the Land Westward movement http://www.teachersdomain.org/resource/adlit08.soc.saland/ The purpose of this activity is to explore how the differing [|worldviews] of the settlers and Native Americans affected their interactions and led to conflict about land. <span style="display: block; color: rgb(0, 34, 255); text-align: left;">5.9 [|What they left behind Early Multi National influences in the U.S.]http://edsitement.neh.gov/view_lesson_plan.asp?id=336 (TR) <span style="color: rgb(0, 0, 0); display: block; text-align: left;"> <span style="display: block; color: rgb(0, 34, 255); text-align: left;">Guiding Question: How did England, France, Holland, Russia, and Spain come to make claims on territory in North America? What was the impact of these multi-national influences on the settlement of North America?(Lessons 1,2 and 3 are tie into each other well. Lesson 4 is an extension.)
 * learned about the pioneer experience on the Oregon Trail
 * compared and contrasted modern-day travel experiences with travel experiences of the 19th century
 * synthesized historical data through creative writing

<span style="color: rgb(0, 201, 255);">Readings: Grolier: [|Westward Movement] 1769 Grolier: [|Pioneer Life] Grolier: [|Westward Expansion to the Pacific] Activity: [|Building a Sod House] (computer) Smithsonian

__Additional Resources__ <span style="color: rgb(43, 129, 233);">http://www.animatedatlas.com/movie.html this is the simple online version showing the growth of the US. There's an expanded version available for $19.95. Both include narration and timeline. Review expansion of U.S.

[|www.kidinfo.com/schoolsubjects.html] Extensive list of resources for applicable to all of the above instructional units. These cover most of the state standards.