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Mount Vernon City School District Elementary Social Studies Curriculum Map

Fifth Grade 2015-2016 Academic Year

Philosophy:

The New York State K-12 Social Studies Framework is designed to prepare students for college, careers, and civic life with courses that are rigorous and aligned to New York State Learning Standards, both Common Core and Social Studies. It incorporates the New York State Common Core Learning Standards and recommends the use of the C3 Inquiry Arc as instructional methodology. Social Studies practices are identified, as well as the key ideas, conceptual understandings, and content specifications.

A strong and effective social studies program helps students make sense of the world in which they live, allows them to make connections between major ideas and their own lives, and it helps them see themselves as active members of a global community. (NYC DOE, 2014)

While knowledge of content is very important, it is equally important to engage our students in historical thinking. Students engaged and challenged to think like historians, raise questions, think critically, consider many perspectives and gather evidence in support of their interpretations as they draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision-making. These are the skills that will serve them well as participating citizens of a democracy. (NYC DOE, 2014) The six social studies practices of gathering, using and interpreting evidence, chronological reasoning and causation, comparison and contextualization, applying geographic reasoning, understanding economics and economic systems, and engaging in civic participation. (NYC DOE, 2014)

Fifth Grade Social Studies: Grade 5 Social Studies is based on the history and geography of the Western Hemisphere, including the development of cultures, civilizations, and empires; interaction between societies; and the comparison of the government and economic systems of modern nations. It also incorporates elements of archaeology. The course is divided into seven Key Ideas that cover a time span from prehistory into modern times. Teachers are encouraged to make and teach local connections throughout the course, especially in the examination of citizenship related to modern political and economic issues.

Social Studies instruction must occur at least four periods a week.

Fifth Grade: Social Studies Practices A. Gathering, Interpreting and Using Evidence 1. Develop questions to help identify evidence about topics related to the historical events occurring in the

Western Hemisphere that can be answered by gathering, interpreting, and using evidence.

2. Recognize and effectively select different forms of evidence used to make meaning in social studies

(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and

graphs).

3. Identify evidence and explain content, authorship, purpose, and format; identify bias; explain the role

of bias and potential audience, with teacher support.

4. Identify arguments of others.

5. Identify implicit ideas to draw inference, with support.

6. Recognize arguments on specific social studies topics and identify evidence supporting the argument.

B. Chronological Reasoning 1. Explain how events are related chronologically to one another in time.

2. Employ mathematical skills to measure time in years and centuries. Understand the difference between

B.C.E. and C.E. Identify the chronological significance of data presented in time lines.

3. Identify causes and effects using examples from current events or grade-level content and historical

events

4. Identify and classify the relationship between multiple causes and multiple effects.

5. Distinguish between long-term and immediate causes and effects of an event from current events or

history.

6. Recognize the dynamics of historical continuity and change over periods of time. Identify important

turning points in history.

7. Use periods of time such as decades and centuries to organize a historical narrative; compare histories

in different places in the Western Hemisphere utilizing timelines.

8. Recognize and identify patterns of continuity and change in history.

9. Understand the role of periodization as a practice in history and social studies.

C. Comparison and Contextualization 1. Identify a region in the Western Hemisphere by describing a characteristic that places within it have in

common, and then compare it to other regions. Understand how regions can be defined as sharing

common characteristics in contrast with other regions.

2. Categorize divergent perspectives of an individual historical event.

3. Describe and compare events in the history of the Western Hemisphere in societies in similar

chronological contexts and in various geographical contexts.

4. Identify how the relationship between geography, economics, and history helps to define a context for

events in the study of the Western Hemisphere.

5. Describe historical developments in the history of the Western Hemisphere with specific references to

circumstances of time and place and to connections to broader regional or global processes, with teacher

support.

D. Geographic Reasoning 1. Use location terms and geographic representations such as maps, photographs, satellite images, and

models to describe where places in the Western Hemisphere are in relation to each other, to describe

connections among places, and to evaluate the benefits of particular places for purposeful activities.

2. Distinguish human activities and human-made features from “environments” (natural events or

physical features—land, air, and water—that are not directly made by humans) in the Western

Hemisphere.

3. Identify and describe how environments affect human activities and how human activities affect

physical environments through the study of cases in the Western Hemisphere.

4. Recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions

affect the history of societies in the Western Hemisphere.

5. Describe how human activities alter places and regions in the Western Hemisphere.

6. Recognize that boundaries and definition of location are historically constructed.

E. Economics and Economic Systems 1. Explain how scarcity necessitates decision making; employ examples from the Western Hemisphere to

illustrate the role of scarcity historically and in current events.

2. Show examples of various types of resources (human capital, physical capital, and natural resources)

required to provide goods and services.

3. Provide examples of how currency makes exchange easier by comparing a barter economy to a

currency-based economy; examine why corporations and labor unions have a role in a market economy.

4. Examine the role of job specialization and trade historically and during contemporary times in the

Western Hemisphere.

5. Explain the meaning of unemployment, inflation, income, and economic growth in the economy.

6. Describe government decisions that affect economies in case studies from the Western Hemisphere.

F. Civic Participation 1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether

one agrees with the other viewpoint. Consider alternate views in discussion, with teacher support.

2. Participate in activities that focus on a localized issue or problem in a country other than the United

States in the Western Hemisphere.

3. Identify different types of political systems and ideologies used at various times and in various

locations in the Western Hemisphere, and identify the roles of individuals and key groups in those

political and social systems.

4. Identify opportunities for and the role of the individual in social and political participation at various

times and in various locations in the Western Hemisphere outside the United States.

5. Participate in negotiating and compromising in the resolution of differences and conflict.

6. Identify situations with a global focus in which social actions are required and suggest solutions.

7. Describe the roles of people in power in the Western Hemisphere, both historically and currently.

Identify ways that current figures can influence people’s rights and freedom.

8. Identify rights and responsibilities of citizens within societies in the Western Hemisphere.

9. Develop an understanding of the interdependence of individuals and groups in communities in the

Western Hemisphere

MOUNT VERNON CITY SCHOOL DISTRICT

FIFTH GRADE SOCIAL STUDIES CURRICULUM MAP

2015-2016 ACADEMIC YEAR

Grade 5: The United States, Canada, and Latin America

Blending Learning Model:

The Mount Vernon City School District will implement a true blended learning model in Social Studies. Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. Teachers with Smartboard Technology in their classroom are expect to implement the prescribed curriculum in both print and digital form. For the 2015-2016 academic year. The Mount Vernon City School District blended model approach has the following components:

1. Core material in print

2. Assessments administered in print

3. Lessons delivery including print instruction, foldables, interactive lesson features, and movies or sound clips provided by the

Networks Program.

4. Students will be given digital access codes for online library and core text access

5. Students in grades 5 and 6 will be assign homework and assessment practice through the Assignment Tracker Feature assessment

portal





Classroom Expectations: Word Walls: Each classroom will contain an interactive updated word wall. The word must be updated with the change of unit. The Word Wall should be used as a center for learning and increasing students’ academic vocabulary.

Bulletin Boards: Each classroom will contain updated Social Studies Bulletin Boards. Bulletin Boards must reflect the student work from the current unit. Students’ work may take a variety of forms. Student work may include writing samples, graphic organizers, foldables, projects, vocabulary graffiti, and other displays of student learning. Assessments should not be placed on the bulletin board.

Materials: All students must be issued a copy of the core Networks Texts. All books should be stamped and numbered. All text must have the students’ first and last name printed in the cover. Students in grades K, 1, 2, and 6 will receive a student work text. Replacement texts will be provided once the student remits the payment for a lost book. Teachers in grades 3-5 will need to duplicate student practice pages and use according to the prescribed curriculum. Teachers in K-2 are advised to use their work-text as the core text, but may want to supplement with other worksheets and materials.





Assessment:

All students must complete the End of Unit or End of Chapter Assessment provided by the Networks Program. Teachers should differentiate the assessments for students by creating assessments using the McGraw-Hill EAssessments. Rubrics, and Answer Keys. The Curriculum and Instruction Department reserves the right to collect and monitor student assessments in Social Studies. Teachers are advised to provide students with the Unit Wrap up Practice Assessments as homework or as a study guide for the actual End of Unit or Chapter Test. The Office of Curriculum and Instruction suggests that teachers use the ELA Assessment Practice Assessments in grades 3-6 to support both ELA and Social Studies.





Hands-On And

Project-Based Learning: Hand-on and project-based learning are important. By using hands-on instruction, educators are fostering the 21st century skills that students need to be successful: critical thinking, communication, collaboration, and creativity. Hands-on activities encourage a lifelong love of learning and motivate students to explore and discover new things (Bass, et al.) The McGraw-Hill Networks NY Custom Edition provides teachers with a variety activities for students that integrate Science, Math, and ELA into the Social Studies Curriculum. These are called Access Point activities. Teachers are encouraged to provide students to engage in these opportunities according to their discretion. Teachers should assign the Big Idea Project midway through the chapter or unit. All students should complete the Big Idea Project for each unit individually or as a group.




Grade 5: The United States, Canada, and Latin America Key Ideas Conceptual Understandings Theme(s) Standard

Geography, Humans, and the Environment of the Western Hemisphere

5.1. The Western

Hemisphere,

comprised of North

and South America,

has an expansive and

varied geography

comprised of

different regions,

physical features,

climates, and human

communities.

5.1.a The physical landscape of North and South America shows both great

variation and unifying patterns.

5.1.b The extensive biodiversity in North and South America produces

unique biomes and species of plants and animals.

5.1.c North and South America can be divided into regions that share

common human and/or physical features.

5.1.d The physical environment, human culture, and economic and political

structures all influence the unique sense of place of a region.

Geography, Humans, and the Environment 3

5.2 The physical

environment and

natural resources in

North and South

America encouraged

development of the first

human settlements and

cultural systems by

Native Americans.

5.2.a Physical systems influence patterns of human migration and

settlement in North and South America.

5.2.b The varied physical environments across North and South America

are reflec ted in the array and diversity of human settlements that

appear across the region.

5.2.c Different types of structures, forms of agriculture, and location of

urban centers are examples of ways people adapt to the physical

landscape to form settlements.

5.2.d Human settlements modify the physical landscape and environment

by creating transportation systems, industries, and methods to harness

and control natural resources.

Geography, Humans, and the Environment

Development, Movement, and Interaction of

Cultures

1, 2, 3

5.3 Over time, different

ethnic, religious, and

national groups,

including Native

Americans, have

contributed to the

cultural diversity of the

nations and regions in

North and South

America by sharing their

customs, beliefs, ideas,

and languages.

5.3.a Cultures and societies described as civilizations share certain

common characteristics, including the development of economic

systems, urban centers, centralized governments, complex

technologies and social structures.

5.3.b Nation‐states within North and South America have developed

over time and contain multiple diverse ethnic and religious groups.

5.3.c Different ethnic groups share their various customs, beliefs, ideas,

languages, and religions

5.3.d

5.3.e

5.3.f

5.3.g

5.3.h

5.3.i Creating culturally diverse nations and regions and leading to

cultural integration.

Development, Movement, and Interaction of

Cultures

1, 2





Time, Continuity, and Change in the Western Hemisphere 5.4 Major social,

political, economic, and

cultural shifts in Europe

resulted in an Age of

Exploration and

Encounter in the 15th

century that brought

explorers, European

settlers, and Africans to

North and South

America and changed

people's understanding

of the world.

5.4.a European migration and settlement reflected and altered people's

views and understanding of the world.

5.4.b Competition for natural resources led to particular settlement

patterns for Europeans and interactions with Native American

peoples.

5.4.c European and Native American settlement had an impact on

physical and human environments, with both positive and negative

effects.

5.4.d Cultural diffusion between Europeans and Native Americans

reshaped the lives and beliefs of all groups.

5.4.e Differing belief systems of Native Americans and Europeans

created social and political inequalities in the Americas.

Development, Movement, and Interaction

of Cultures

Time, Continuity, and Change

Global Connections and Exchange

1, 2

5.5 Across time and

place, the people of the

Western Hemisphere

have held differing

beliefs regarding

power, authority,

governance, and law

resulting in dynamic

periods of colonial

rule, revolutions, and

state building.

5.5.a During colonial eras, Europeans held beliefs about power and

economic needs that led them to colonize and control over other lands and

people.

5.5.b Periods of revolution freed people from colonial authority.

5.5.c Following revolutions, former colonial states worked to organize

diverse peoples and regions into nation‐states with a common government,

economy, and national identity.

5.5.d Although colonial oppression was one catalyst for revolution, new

nations used race, religion, gender, and economic status to officially and

unofficially differentiate treatment of the population.


Power, Governance, and Authority

1, 2, 5

5.6 The forces of

expansion and migration

have affected nations and

cultures throughout the

Western Hemisphere,

resulting in population

shifts, development of

urban centers,

displacement of native

cultures, and imperial

conflicts.

5.6.a Geographic characteristics found in particular regions have served

to aid expansion and the connection with other societies.

5.6.b Growth of industrialization led to the development of urban areas

and shifted populations and centers of wealth.

5.6.c People leave their homes and move to other places within their

countries or other countries for economic, political, and cultural reasons.

5.6.d The movement of human population has led to the displacement of

indigenous groups–often through force and aggression.


Geography, Humans, and the Environment

1, 2, 3





Power, Authority, and Governance in the Western Hemisphere

5.7 Over time, different political

systems have developed in the nations

of the Western Hemisphere, and these

governments maintain order, provide

security, and protect individual rights in

different ways.

5.7.a Colonial histories, politic and social values, religious institutions, spatial

arrangement of people and physical features contribute to the types of political systems

found in the Western Hemisphere.

5.7.b Oligarchy, republic, and military dictatorship are political systems of the Western

Hemisphere that govern differently.

5.7.c Governments make laws and enforce them in different ways to maintain order and

security within a country or community.

Power, Authority, and

Governance

5

5.8 The roles of citizenship and

individual rights are led by different

constitutions and governing systems in

the Western Hemisphere, and these

definitions and who has been included

in them have changed over time.

5.8.a Citizens have different rights and responsibilities in the nations of the Western

Hemisphere.

5.8.b Women and other minority groups have not always been granted the rights of

citizenship in the nations of the Western Hemisphere.

5.8.c Most constitutions of nations in the Western Hemisphere have added statements

about the protection of individual rights of their citizens.


Governance

Civic Ideals and Practices

5

5.9 Across time and place, different

cultural groups and populations have

struggled and fought for civil rights and

equality using different means, and the

sources of power and authority in the

Western Hemisphere nations have

responded to issues of justice and

inequality with different approaches.

5.9.a The concept of justice suggests that the rules of the government should be applied

equally to all people.

5.9.b Groups of people, particularly groups of women, Native Americans, African

Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere

countries have responded to inequality and injustice with a variety of tactics.

5.9. d Protests by groups of people have led to increased individual rights, but they have

also intensified the suppression of rights.

5.9.c Citizens find ways to confront and challenge their


Governance

Development and

Transformation of Social

Structures


1, 2, 5

5.10 Increasingly, the nations of the

Western Hemisphere participate in and

benefit from international organizations

that promote peace, cooperation,

economic development, global health,

and cultural understanding.

5.10.a Multinational organizations and non‐ governmental organizations in the Western

Hemisphere seek to actively promote democracy, protect human rights, support

economic development, and encourage cooperation between nations.

5.10.b The United Nations helps maintain peace between nations and uses

international pressure protect human rights and promote cultural understanding.

5.10.c Then nations or regions in the Western Hemisphere face challenges due to

natural disasters, health epidemics, or political upheavals, multinational organizations

provide global support and assistance.


Governance

Global Connections and

Exchange

1, 2





Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere

5.11 The types and availability of natural

resources shape the economic systems of

nations in North and South America and

play a strong role in determining the

overall strength and influence of those

nations.

5.11.a The physical features, climate, and natural resources of North and South

America enable different kinds of agricultural and industrial production and

development.

5.11.b Governments make rules that regulate types of economic production.

5.11.c The strength and influence of a nation are partially determined by the size and

health of its economy.

Creation, Expansion, and

Interaction of Economic

Systems

4

5.12 Over time, nations have shifted

and transformed their economic

systems.

5.12.a Physical, political, and other thematic maps can be used to show the relationship

between agrarian and industrial systems, land use, access to transportation systems, and

size of settlements.

5.12.b Transportation systems within and between nations allow for the movement of

raw materials and goods from farmlands and mines to industrial areas where goods are

produced or consumed.

5.12.c People in agrarian and industrial areas develop different lifestyles related to their

modes of economic production.



Systems

4

5.13 Nations of North and South

America depend on one another for

various resources and products they

need.

5.13.a Some nations have a comparative advantage in the production of goods and

services.

5.13.b Trade with other nations to meet economic needs that they cannot meet alone.

5.13.c Issues of scarcity and supply and demand impact how economic needs are met.

5.13.d The North American Free Trade Agreement (NAFTA) and the World Trade

Organization (WTO are examples of groups which regulate trade between nations.

5.13.e The World Bank and the International Monetary Fund (IMF) loan money to

support nations in need. These lending policies have drawn criticism from some groups

due to the requirements and regulations that frequently accompany the loans.



Systems

4

5.14 Economic systems among nations

and regions are becoming increasingly

interdependent.

5.14.a Global interdependence suggests that national economic systems rely on and

affect one another.

5.14.b Have trade and money investments in other nations, and when one nation

struggles economically or financially, this can affect the global community.



Systems


Exchange

4





Geography, Humans, and the Environment of the Western Hemisphere

5.1. The Western Hemisphere,

comprised of North and South

America, has an expansive and varied

geography comprised of different

regions, physical features, climates,

and human communities.

5.1.e The physical landscape of North and South America shows both great variation and

unifying patterns.

5.1.f The extensive biodiversity in North and South America produces unique biomes and

species of plants and animals.

5.1.h North and South America can be divided into regions that share common human

and/or physical features.

5.1. I The physical environment, human culture, economic and political structures all

influence the unique sense of place of a region.

Geography, Humans, and

the Environment

3

5.2 The physical environment and

natural resources in North and South

America encouraged development of the

first human settlements and cultural

systems by Native Americans.

5.2.e Physical systems influence patterns of human migration and settlement in North

and South America.

5.2.f The varied physical environments across North and South America are reflec ted

in the array and diversity of human settlements that appear across the region.

5.2.g Different types of structures, forms of agriculture, and location of urban centers

are examples of ways people adapt to the physical landscape to form settlements.

5.2.h Human settlements modify the physical landscape and environment by creating

transportation systems, industries, and methods to harness and control natural resources.


the Environment

Development, Movement,

and Interaction of Cultures

1, 2, 3

5.3 Over time, different ethnic, religious,

and national groups, including Native

Americans, have contributed to the

cultural diversity of the nations and

regions in North and South America by

sharing their customs, beliefs, ideas, and

languages.

5.3.j Cultures and societies described as civilizations share certain common

characteristics, including the development of economic systems, urban centers,

centralized governments, complex technologies and social structures.

5.3.k Nation‐states within North and South America have developed over time and

contain multiple diverse ethnic and religious groups.

5.3.l Different ethnic groups share their various customs, beliefs, ideas, languages, and

religions creating culturally diverse nations and regions and leading to cultural

integration



1, 2





Time, Continuity, and Change in the Western Hemisphere

5.4 Major social, political, economic, and

cultural shifts in Europe resulted in an Age

of Exploration and Encounter in the 15th

century that brought explorers, European

settlers, and Africans to North and South

America and changed people's

understanding of the world.

5.4.f 5.4.a European migration and settlement reflected and altered people's views and


5.4.g 5.4.b Competition for natural resources led to particular settlement patterns for

Europeans and interactions with Native American peoples.

5.4.h 5.4.c European and Native American settlement had an impact on physical and human

environments, with both positive and negative effects.

5.4.i 5.4.d Cultural diffusion between Europeans and Native Americans reshaped the lives

and beliefs of all groups.

5.4.j Differing belief systems of Native Americans and Europeans created social and political

inequalities in the Americas.



Time, Continuity, and

Change


Exchange

1, 2

5.4 Major social, political, economic, and

cultural shifts in Europe resulted in an Age

of Exploration and Encounter in the 15th

century that brought explorers, European

settlers, and Africans to North and South

America and changed people's


5.4.k European migration and settlement reflected and altered people's views and


5.4.l Competition for natural resources led to particular settlement patterns for

Europeans and interactions with Native American peoples.

5.4.m European and Native American settlement had an impact on physical and

human environments, with both positive and negative effects.

5.4.n Cultural diffusion between Europeans and Native Americans reshaped the lives

and beliefs of all groups.

5.4.o Differing belief systems of Native Americans and Europeans created social and

political inequalities in the Americas.




Change


Exchange

1, 2

5.5 Across time and place, the people of the

Western Hemisphere have held differing

beliefs regarding power, authority,

governance, and law resulting in dynamic

periods of colonial rule, revolutions, and

state building.

5.5.e During colonial eras, Europeans held beliefs about power and economic needs that led

them to colonize and rt control over other lands and people.

5.5.f Periods of revolution freed people from colonial authority.

5.5.g Following revolutions, former colonial states worked to organize diverse peoples and

regions into nation‐states with a common government, economy, and national identity.

5.5.h Although colonial oppression was one catalyst for revolution, new nations used race,

religion, gender, and economic status to officially and unofficially differentiate treatment of

the population.


Change

Power, Governance, and

Authority

1, 2, 5

5.6 The forces of expansion and migration

have affected nations and cultures

throughout the Western Hemisphere,

resulting in population shifts, development

of urban centers, displacement of native

cultures, and imperial conflicts.

5.6.c Geographic characteristics found in particular regions have served to aid

expansion and the connection with other societies.

5.6.d Growth of industrialization led to the development of urban areas and shifted

populations and centers of wealth.

5.6.e

5.6.f People leave their homes and move to other places within their countries or

other countries for economic, political, and cultural reasons.

5.6.g

5.6.h The movement of human population has led to the displacement of indigenous

groups–often through force and aggression.


Change


the Environment

1, 2, 3





Power, Authority, and Governance in the Western Hemisphere

5.7 Over time, different political

systems have developed in the nations

of the Western Hemisphere, and these

governments maintain order, provide

security, and protect individual rights in

different ways.

5.7.d Colonial histories, politic and social values, religious institutions, spatial

arrangement of people and physical features contribute to the types of political

systems found in the Western Hemisphere.

5.7.e Oligarchy, republic, and military dictatorship are political systems of the

Western Hemisphere that govern differently.

5.7.f Governments make laws and enforce them in different ways to maintain order

and security within a country or community.


Governance

5

5.8 The roles of citizenship and

individual rights are led by different

constitutions and governing systems in

the Western Hemisphere, and these

definitions and who has been included

in them have changed over time.

5.8.d Citizens have different rights and responsibilities in the nations of the Western

Hemisphere.

5.8.e Women and other minority groups have not always been granted the rights

of citizenship in the nations of the Western Hemisphere.

5.8.f Most constitutions of nations in the Western Hemisphere have added

statements about the protection of individual rights of their citizens.


Governance

Civic Ideals and

Practices

5

5.9 Across time and place, different

cultural groups and populations have

struggled and fought for civil rights and

equality using different means, and the

sources of power and authority in the

Western Hemisphere nations have

responded to issues of justice and

inequality with different approaches.

5.9.d The concept of justice suggests that the rules of the government should be

applied equally to all people.

5.9.e Groups of people, particularly groups of women, Native Americans, African

Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere

countries have responded to inequality and injustice with a variety of tactics.

5.9.f Citizens find ways to confront and challenge their government.

5.9.g Protests by groups of people have led to increased individual rights, but they have

also intensified the suppression of rights.


Governance

Development and

Transformation of Social

Structures


1, 2, 5

5.10 Increasingly, the nations of the

Western Hemisphere participate in and

benefit from international organizations

that promote peace, cooperation,

economic development, global health,

and cultural understanding.

5.10.d Multinational organizations and non‐ governmental organizations in the

Western Hemisphere seek to actively promote democracy, protect human rights,

support economic development, and encourage cooperation between nations.

5.10.e The United Nations helps maintain peace between nations and uses

i nternational pressure protect human rights and promote cultural

understanding.

5.10.f hen nations or regions in the Western Hemisphere face challenges due to

natural disasters, health epidemics, or political upheavals, multinational

organizations provide global support and assistance.


Governance


Exchange

1, 2





Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere

5.11 The types and availability of natural

resources shape the economic systems of

nations in North and South America and

play a strong role in determining the

overall strength and influence of those

nations.

5.11.d The physical features, climate, and natural resources of North and South

America enable different kinds of agricultural and industrial production and

development.

5.11.e Governments make rules that regulate types of economic production.

5.11.f The strength and influence of a nation are partially determined by the

size and health of its economy.

Creation, Expansion,

and Interaction of

Economic Systems

4

5.12 Over time, nations have shifted

and transformed their economic

systems.

5.12.d Physical, political, and other thematic maps can be used to show the

relationship between agrarian and industrial systems, land use, access to

transportation systems, and size of settlements.

5.12.e Transportation systems within and between nations allow for the movement

of raw materials and goods from farmlands and mines to industrial areas where

goods are produced or consumed.

5.12.f People in agrarian and industrial areas develop different lifestyles related to their

modes of economic production.


and Interaction of

Economic Systems

4

5.13 Nations of North and South

America depend on one another for

various resources and products they

need.

5.13.f Some nations have a comparative advantage in the production of goods and

services.

5.13.g Trade with other nations to meet economic needs that they cannot meet

alone.

5.13.h Issues of scarcity and supply and demand impact how economic needs are

met.

5.13.i The North American Free Trade Agreement (NAFTA) and the World

Organization (WTO are examples of groups which regulate trade between nations.

5.13.j The World Bank and the International Monetary Fund (IMF) loan money to

support nations in need. These lending policies have drawn criticism from some

groups due to the requirements and regulations that frequently accompany the loans.


and Interaction of

Economic Systems

4

5.14 Economic systems among nations

and regions are becoming increasingly

interdependent.

5.14.c Global interdependence suggests that national economic systems rely on and

affect one another.

5.14.d have trade and money investments in other nations, and when one nation

struggles economically or financially, this can affect the global community.


and Interaction of

Economic Systems


Exchange

4




Grade 5: The United States, Canada, and Latin America WEEK

OF:

UNIT LESSON

NUMBE

R

LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES

October

5-9

1 1 Major Landforms RI.2: Identify the main topic of a multi-

paragraph text as well as the focus of specific

paragraphs within a text.

RI.4: Determine the meaning of unknown

words and phrases in a text relevant to a grade

2 topic or subject area.

RI.1: Ask and answer such questions as who,

what, where, when, why, and how to

demonstrate understanding of key details in a

text.

Provide students with

activities to build background

knowledge and motivate

students

Complete Diagnostic

Assessment

Front load vocabulary using

the suggested vocabulary

practice activities

Student Portfolio Pages

Reading Comprehension Skill:

Compare and Contrast

Objectives

learn geographic facts about the United States and Canada.

Explore the physical features of the eastern areas.

Identify the physical features of the interior areas.

Discuss the primary physical features of the western areas

October

13-16

October

19-23

1 2 Major Waterways Student Portfolio Pages

Coordinate Grids


Cause and Effect

Objectives

Learn about the main geographic features of the Mississippi River.

Explore the geographic characteristics of the Great lakes.

Discuss the Everglades and why it is important to preserve them.

October

26-30

1 3 Natural Resources RI.5: Know and use various text features

(e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons)

to locate key facts or information in a text

efficiently..


Access Point Activities

Social Studies/ Literacy

Centers on Geography


Cause and Effect



Objectives

Discuss the uses of the mineral resources of the United States and Canada.

Understand the difference between renewable and nonre- newable energy resources.

Recognize that some natural resources can become scarce.




Grade 5: The United States, Canada, and Latin America Explore the importance of the

rich soil resources in the United States and Canada.

November

2-6

November

9-13

1 4 Climate Regions Reading Comprehension Skill:

Cause and Effect



Objectives

Understand the effects of a cold climate.

learn how ocean currents and global position affect climate.

Discover which regions have an arid, or desert, climate.

Explore the varied climates in the eastern United States and Canada.

November

16-20

November

23-25

1 5 Environmental

Challenges


Cause and Effect






Centers

Guided Reading Group

Activities with Leveled

Readers

Objectives

learn about the effects of tornadoes.

Understand the hazards of hurricanes and blizzards.

Discuss the causes of earthquakes and volcanoes.

Discover issues surrounding global warming.

November

30-

December

4

1 6 Hurrican Katrina

and New Orleans

RI.9: Compare and contrast the most

important points presented by two texts on the

same topic.




Centers



Readers

Skill: Compare and Contrast

Map and Globe Skills

Objectives

L earn about the impact of Hurricane Katrina.

Discuss how the geography of New Orleans, louisiana played a role in the level of destruction caused by Hurricane Katrina.




Grade 5: The United States, Canada, and Latin America December

7-11

1 Unit Wrap UP

Review/Assessment

Big Idea Activities

How do people adapt to where they live?

Use the Writing Rubric and sample student paper on the next page to assess students' writing.

Create a Newspaper Article

Performance Assessment Checklist

Students will:

✓ Provide information through research and original writing.

✓ Illustrate facts and a high-interest headline that help people see why their subject is important or interesting.

✓ Organize information clearly and in proportion to its importance.

✓ Present visuals and information in an attractive, legible format.

December

14-18

December

21-23

2 UNIT

OPENER

2

History of the

United States Social Studies

Student Pages: Standards 2.1; 2.2; 2.3; 2.4

Teacher Pages: Standards 1.1; 1.2; 1.3; 1.4;

2.1; 2.2; 2.3; 2.4; 3.1

English Language Arts

Student Pages: Standards 1.1; 1.2; 2.1; 2.2;

3.1; 3.2


3.1; 3.2; 4.1

Reading Comprehension

Skill: Cause and Effect




Centers



Readers

Map and Globe Skills

Objectives

Identify the early peoples of the United States.

Understand the causes and effects of the American Revolution.

Discuss how the United States expanded and struggled with slavery.

Explain how the United States came to be a world leader.

January 4-

8

2 2 History of Canada Social Studies People, Places, and Environments


Teacher Pages: Standards 2.1; 2.2; 2.3; 2.4

English Language Arts Student Pages: Standards 1.1; 1.2; 3.1; 3.2


3.2; 4.1








Centers



Readers

Objectives

Identify the early peoples of Canada.

Understand which European groups claimed Canada and for what reasons.

Discuss developments in Canada under British rule.

Explain how Canada expanded and gained its independence




Grade 5: The United States, Canada, and Latin America January

11-15

2 3 United States

Government RL.3.1, RL.3.4, RI.3.1, SL.3.1.B, SL.3.1.C,

SL.3.4

Map and Globe Skills: Native

American Geography

Map and Globe Skills:





Centers



Readers

WEEK

OF:

UNIT LESSON

NUMBER


January

19-22

January

25-29

2 4 The United State

Government

Social Studies Student Pages: Standards 5.1; 5.2; 5.3; 5.4


5.2; 5.3; 5.4



4.1

Social Studies Skills: Timelines

Reading Comprehension Skills:


Objectives

Identify the Constitution as the basic plan of the U.S. government.

Understand the features of federalism.

Discuss the responsibilities of U.S. citizens.

Explain how basic rights and freedoms are protected in the Bill of Rights.

February

1-5

2 5 The Government of

Canada

Social Studies

Student Pages: Standards 5.1; 5.4 Teacher

Pages: Standards 5.1; 5.4




4.1






Centers

Objectives

Understand the basic features of the Canadian government.

Discuss how the government of Canada is the same as and different from the United States government.

February

8-12

2 6 Cultures and

Lifestyles of the

United States

Social Studies Reading Comprehension

Skill: Cause and Effect Objectives




Grade 5: The United States, Canada, and Latin America Student Pages: Standards 1.1; 1.2; 1.3; 2.1;

2.3; 2.4


2.3; 2.4




3.2; 4.1






Centers

Discuss the diversity of American culture.

Identify the immigrant groups who contributed to American culture.

Explore the rich and varied forms of American literature and arts.

Explain what life is like in the United States.

February

22-26

2 7 Cultures and

Lifestyles of the

Canada

Social Studies Student Pages: Standards 2.1; 2.2; 3.1

Teacher Pages: Standards 2.1; 2.2; 3.1


Teacher Pages: Standards 1.1;1.2; 2.1; 3.1;

3.2; 4.1








Centers

Objectives

Discuss the diversity of Canadian culture.

Explore issues of independence and separatism in Canada.

Describe the subjects and forms of Canadian literature and arts.

Explain what life is like in Canada.

February

22-26

Unit Wrap Up

Review/Assessment

Big Idea Activities

Have students use their Foldables graphic organizer to write their descriptive journal entries. Remind students that their entries

should answer the Big Idea question How do people affect the history and culture of a nation? (Possible answer: When

people take part in an event in history, like Britain beating the French in the war for control of Canada, the habits of the British

and their way of life changed the culture of Canada.)


Write a Descriptive Journal Entry


Students will:

✓ Include descriptive details and personal observations and feelings of the narrator.

✓ Begin with an introduction and include the cause and effect of the topic.

✓ Mention historical events and facts about the event being described.

✓ Check for correct spelling and grammar.





OF:

UNIT LESSON

NUMBER


February

29- March

4

2

3

Unit

Wrap-Up

1

STANDARDS

Social Studies Student Pages: Standards 3.1,4.1, 4.2




4.1

Have students use their Foldables

graphic organizer to write their

descriptive journal entries. Remind

students that their entries should

answer the Big Idea question How

do people affect the history and

culture of a nation? (Possible

answer: When people take part in

an event in history, like Britain

beating the French in the war for

control of Canada, the habits of the

British and their way of life

changed the culture of Canada.)

Use the Writing Rubric and sample

student paper on the next page to

assess students' writing.

Write a Descriptive Journal

Entry

Performance Assessment

Checklist Students will:

✓ Include descriptive details and

personal observations and feelings

of the narrator.

✓ Begin with an introduction and

include the cause and effect of the

topic.

✓ Mention historical events and

facts about the event being

described.

✓ Check for correct spelling and

grammar.

Reading Skills: Making

Generalizations

Map/SS Skills: Using the Data

from Visuals

Objectives

Define free enterprise.

Understand how natural

resources affect the economies

of the Northeast and Midwest.

Describe how the South's

economy is changing.

Explain how climate affects

the economies of the Interior

West and Pacific.





WEEK

OF:

UNIT LESSON

NUMBER


March 7-

11

March 14-

18

3 2 Economic Regions

of Canada

Social Studies

Student Pages: Standards 3.1; 4.1; 4.2


4.2




4.1


Making Generalizations

Summarizing Using a Graphic

Reading for Meaning

Objectives

Understand why Canada is a developed nation.

Explain the economy of Canada's central and eastern provinces.

Identify natural resources in Canada's western provinces.

Describe Canada's Yukon territory.

March 28-

April 1

3 3 The United States,

Canada, and the

World

Social Studies Student Pages: Standards 4.1; 4.2


5.4

English Language Arts Student Pages: Standards 1.1; 1.2; 2.1; 3.1;

3.2


3.2; 4.1

Skill: Using Primary Sources


Skills: Making

Generalizations

Map Skills: Compare Maps

and Different Scales



Centers

Objectives

Explain the free trade relationship between the U.S. and Canada.

Identify economic differences between the U.S. and Canada.

Understand Canada's role in the War on Terror.

April 4-8 3 4 Environmental

Issues

Social Studies

Student Pages: Standards 3.1; 3.2

Teacher Pages: Standards 3.1; 3.2

Geography




4.1


Skills: Making

Generalizations

Map Skills: Comparing Charts

and Graphs



Centers

Objectives

Understand the impact of fossil fuels on the environment.

Identify possible effects of global warming.

Explain how urbanization affects the environment.





April 11-

15

3 Unit Wrap Up

Review/Assessment

Big Idea Activities

Write About the Big Idea

Encourage students to discuss the Big Idea question and to share the information they have added to their Foldables for this unit.

Have students use their Fold- ables graphic organizer to write their expository essays. Remind students that their essays should answer the Big Idea question How does the economy affect people's lives?


Make a Map of Forest Biotechnology


Students will:

✓ Draw a map that accurately represents the outline of North and South America.

✓ Provide a color-coded key.

✓ Title the map neatly and correctly.

✓ Color the map so that people can easily understand it.

April 18-

22

4 1 Landforms Social Studies






4.1

Reading Comprehension:

Summarizing

Use A Time Zone Map


Objectives

Identify the three subregions of Latin America.

Describe distinctive features of Middle America's geography.

Explain how volcanoes affect the people of the Caribbean.

Identify the two main landforms of South America.





OF:

UNIT LESSON

NUMBE

R


April 25-

29

4 2 Waterways

Social Studies






4.1

Skill: Using Graphic

Organizers


Objectives

Explain the importance of the Panama Canal.

Identify important rivers of Latin America.

May 2-6 4 3 A Wealth of

Natural Resources Social Studies






4.1

Access Point

Activities

Skill: Completing

Graphic Organizers

Objectives

Identify important natural resources in Latin America.

Understand Brazil's resource problems.

Explain why not all Latin American resources are developed.

May 9-13 4 4 The Columbian

Exchange

Social Studies


3.1; 4.1


3.1; 4.1



3.2


3.1; 3.2; 4.1




Centers

Objectives

Understand the cause of the Columbian Exchange.

Identify effects of the Columbian Exchange.





OF:

UNIT LESSON

NUMBER


May 16-

20

4 5 Climate Social Studies






4.1

Reading Skills: Summarizing

Map Skills: Climograph

Student Portfolio pages



Centers

Objectives

Understand Latin America's climate zones.

Identify characteristics of a tropical climate.

Understand the relationship between altitude and temperature.

Explain causes of floods and droughts in Latin America.

May 23-

27

May 31-

June 3

4 Unit Wrap Up

Review/Assessment

Big Idea Activities

Write About the Big Idea

Encourage students to discuss the Big Idea question and to share the information they have added to their Foldables for this

unit.

Have students use their Fold- ables graphic organizer to write their expository essays. Remind students that their essays should

answer the Big Idea question How does geography affect civilizations?


Make a Photo Collage


Students will:

✓ Choose an example that is part of the Columbian Exchange.

✓ Select illustrations that show how this food or animal is used today.

✓ Title the collage neatly and correctly.

✓ Arrange the elements of the collage so that viewers' eyes are drawn to a focal point and their relationships to each other are

obvious.

✓ Explain what they have learned about the food or animal they chose.





OF:

UNIT LESSON

NUMBER


June 6-10 5 1-3 Native

Americans

Colonial

Rule

Forming

New

Nations

Social Studies





Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4


Drawing Conclusions

Map Skills: Using a Battle Map

Map Skills: Using a Time line

Objectives

Describe the Olmec civilization.

Discuss the achievements of the Maya.

Explain how the Inca empire

Summarize the division of the Americas by European powers.

Describe how the Spanish defeated the Aztec.

Explain Pizarro's conquest of the Inca.

Analyze the changes that colonial rule brought to Latin America was governed.

Discuss Haiti's move toward independence.

Sequence the events that led to Mexico becoming a republic.

Explain the battles for freedom in South America.

Describe the meeting of San Martín and Bolívar in Ecuador.

June 13-

17

5

4-6

Political and

Economic Changes

The People of Latin

America

Latin American

Culture

Social Studies

Student Pages: Standards 3.1

Teacher Pages: Standards 2.1; 2.3; 2.4; 3.1; 5.1



Teacher Pages: Standards 1.1; 1.2; 2.2; 3.1; 3.2; 4.1


Drawing Conclusions

Objectives

Explain how rule by the caudillos affected life in Latin American countries.

Discuss the relationship between Cuba and the United States.

Analyze the effect of the revolutions in Nicaragua.

Compare the leadership of Castro, Allende, and Pinochet.

Describe the population patterns of Latin America.

Categorize the types of and reasons for the movement of people in Latin America.




Grade 5: The United States, Canada, and Latin America Discuss the problems that may

come with the growth of cities.

Identify the major ethnic groups in Latin America.

Analyze the effect of religion and family on Latin America.

Describe the sports and celebrations that are important in Latin America.

Discuss the effects of Latin American art on other nations.

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