CHAPTER
1
Essential Question:
Is a civilization
based on what it
controls or what
controls it?
Objectives
Life in the
Western
Hemisphere
Chapter Resource Guide
Social Studies Resources
Scott Foresman Social Studies: pp. 55–57, 61–64,
67–69
●
Explain how early people
reached the Americas, and
describe their ways of life.
● Identify the cultures that
developed in different parts of
North America.
● Describe the powerful
civilizations that arose in the
Americas.
● EQ: Evaluate how civilizations
in the Americas affected
and responded to their
environments.
●
Reading and
Content Support
Reader
Scott Foresman
Reading Street:
“The Mystery of
Saint Matthew’s
Island,” Grade 5,
Unit 6, Week 2 ì<(sk$m)=bdjdeh< +^-Ä-U-Ä-U
Leveled Readers:
These readers focus
on the environment
and early cultures of
the Americas.
●
Genre
Comprehension Skill
Nonfiction
Sequence
Text Features
• Labels
• Maps
• Diagrams
• Glossary
Suggested levels for Guided Reading, DRA,™
Science Content
and Reading Recovery™ are provided
Lexile,®
in the Pearson Scott Foresman Leveling Guide.
Genre
Water on Earth
Scott Foresman Science 5.7
Expository
Nonfiction
Earth Science
Build Background
Access Content
Extend Language
• Society
• Adapting
Culture
• Geography
• Captions
• Definitions
• Map
• Fact Box
• Building and
Road Words
Scott Foresman Reading Street 5.4.1
by Anna Padilla
by Zeke G. Ato
by Donna Latham
14232_CVR.indd Cover1
Comprehension
Skills and Strategy
Genre
Expository
nonfiction
GOLD IN THE ANCIENT WORLD
ISBN 0-328-14232-8
13934_CVR_FSD Cover1
●
OLD GOLD:
ì<(sk$m)=becdcd< +^-Ä-U-Ä-U
ISBN 0-328-13934-3
• Compare and
Contrast
• Draw Conclusions
• Answer Questions
3/1/05 5:53:24 PM
10/25/07 5:12:24 PM
Text Features
• Captions
• Heads
• Glossary
Scott Foresman Reading Street 5.6.3
ISBN 0-328-13583-6
ì<(sk$m)=bdfidh< +^-Ä-U-Ä-U
13583_CVR_FSD.indd A-B
11/3/05 1:08:17 PM
Blackline Masters
Migration to the Americas (p. 5)
My Lesson Guide (p. 6)
The Rise of Empires (p. 7)
●
●
●
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Name
Date
Lesson 1: Migration to the Americas
Use with pages 34–38.
Resources and
the Environment
Much of Earth’s water was frozen into glaciers
Agriculture made it possible for people to settle in one place
A land bridge linked Asia to America
Archaeologists study artifacts
The large animals were no longer available to hunters
Their way of life centered on hunting
Animals crossed the land bridge to North America
Cause
Name
Overview, Lesson 5
Directions: Complete the cause-and-effect chart, using the phrases in the box.
•
•
•
•
•
•
•
01942_013-032_1st 4/27/09 10:15 AM Page 18
Lesson Review
Use with Pages 54–57.
Lesson Review
Use with Pages 66–69.
Directions: Complete the Venn diagram by writing the terms and phrases in the
box in the correct section of the diagram. You may use your textbook.
roads linked to capital city
fastest communication system
one of the world’s largest cities
worshipped god of war
people specialized
Discuss recycling programs in schools and homes. Invite students to discuss
what kinds of things are recyclable, such as paper, cardboard, and aluminum. If
possible take your students for a guided walk through the school. Show them
the school’s recycling bins. Return to the classroom, and then ask students to
think about why we recycle.
Atlantic to Pacific empire
worshipped many gods
system of writing
pyramids
calendar
present-day Peru
floating gardens
terraces
farmers
conquerors
produced food surplus
Ask:
• What might happen if we didn’t recycle?
• How are forests affected by recycling?
Effect
Date
Lesson 3: The Rise of Empires
Activate Prior Knowledge
Inca
Maya
Build Background
and the level of Earth’s
oceans dropped.
natural resources
and people and animals
migrated to the Americas.
List natural resources on a chart such as the one below. Have students suggest
what people use these resources for. Encourage students to draw upon their own
experiences when thinking of uses for the natural resources. Add the uses to
the chart.
so hunters followed them.
so hunters moved often.
Natural Resource
How It’s Used
trees
• to make paper
• to make lumber
and draw conclusions about
people from long ago.
• for shade
water
and hunters became
hunter-gatherers.
• to water crops
© Scott Foresman 5
© Scott Foresman 5
• for drinking
soil
• to plant crops
• to create landscapes
Notes for Home: Your child learned how people migrated to the Americas.
Home Activity: Have your child share examples of cause-and-effect relationships in his or her daily life.
Workbook
Lesson Review
15
Aztec
Notes for Home: Your child learned about civilizations developing in Mexico, Central America, and South
America.
Home Activity: Have your child draw a Venn diagram like the one shown. Complete it together to compare
the activities of three people in your household in a day.
• to provide shelter for animals
18
Overview, Lesson 5
© Scott Foresman 5
• to clean things
because people began to
grow their food.
Every Student Learns
18
Lesson Review
Workbook
Life in the Western Hemisphere
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1
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1
Connect
Make Learning Meaningful
Make Connections
5–10 Min.
To begin to consider the Essential Question, have students think about the factors
that affect people’s ability to survive in a new area.
Ask: What would newcomers to an uninhabited area need to survive? (access to
reliable food and water supplies, shelter, systems of cooperation and control) List
responses on the board.
● Follow up by having students consider the type of factors that would allow people to
raise crops and to trade with other cultures. List student responses on the board.
Ask students to explain why these factors might differ from the basic necessities
needed to survive.
Then have students test their connections to the lesson content by responding to the
questions below. Ask:
● Can you describe how people first arrived in the Americas? How would you describe
the early cultures of North America?
● What do you know about the early civilizations of Central and South America? How
did these civilizations differ from the early cultures of North America?
Reading Support “The Mystery of Saint Matthew’s Island,” Reading Street:
Grade 5, Unit 6, Week 2
●
Activate Prior Knowledge
Invite students to share what they know about different cultures. If possible, show
students examples of local cultural elements, such as pictures of food and games,
or play a musical recording. Ask:
2
●
What culture to do you identify with?
●
What foods are examples of your culture? what clothing? what language? what music?
●
What are some things that cause one culture to be different from another culture?
Experience
Teach Knowledge and Skills
Migration to the Americas
10–15 Min.
●
Have students read pages 55–57 of their text independently or as a class.
●
Have students discuss early Americans’ way of life during and after the Ice Age.
●
Make sure students include what people ate, how they traveled, what they did for
clothing and shelter, and other information from the lesson.
Ask: What factors influenced early people’s migration to the Americas?
Content Support Leveled Reader “Water on Earth”
●
2
Chapter 1
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Early American Cultures
●
15–20 Min.
●
●
●
Place students in three small groups. Each group will read a different section
of the text: Group 1, page 61 on the Mound Builders; Group 2, page 62 on the
Anasazi; Group 3, page 64 on the Inuit.
Draw a four-column chart on the board. In column 1, assign a row to each early
culture. Label the remaining columns Region, Food, and Homes.
Ask each group to fill in information in the correct column of the chart.
Region
Food
Homes
Mound
Builders
East of the
Mississippi River;
Ohio, Illinois
corn and other
crops
towns
Anasazi
Southwest United
States
crops such as corn,
squash, beans,
pumpkins
houses carved
into sides of cliffs;
apartment-style
buildings on top of
mesas
Inuit
Alaska, Canada,
Greenland
whales, walruses,
seals
igloos made of ice
Have students summarize the lesson. Ask: How did early American cultures adapt
to their environment?
Content Support Leveled Reader “The Anasazi: The Ancient Builders”
The Rise of Empires
●
10–15 Min.
●
●
Have students remain in their small groups. Each small group will make a fact
sheet for one of the following civilizations: Group 1, the Maya, page 67; Group 2,
Aztecs, page 68; Group 3, the Inca, page 69.
Have students read their assigned page and record important facts about each
civilization on their fact sheet. Suggest that students include such topics as
locations, time periods, ways of life, and accomplishments.
When students have completed their fact sheets, have them share their findings
with the other groups.
Ask: How did early Native American empires control their environments and the
people around them?
Content Support Leveled Reader “Old Gold: Gold in the Ancient World”
●
Life in the Western Hemisphere
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3
Understand
Process and Assess
Process Knowledge
5–10 Min.
Have students complete Questions 1–7 under Check Facts and Main Ideas on
page 73 of their text.
Assess Understanding: Connect to the Essential Question
Questions and Scenarios Have students use one or more of the questions
and scenarios below to relate the chapter content to the Essential Question: Is a
civilization based on what it controls or what controls it?
●
●
●
Invite students to write a narrative account of a people following the animals they
hunt across the Bering Strait. Why is the tribe following the animals? Where is
the tribe going? Do they know? Is the climate changing as they move? How?
Have students write a letter to a government official encouraging the protection of
an ancient site, such as Great Serpent Mound or the Anasazi community of Mesa
Verde. Tell them to explain the importance of the site to its original inhabitants
and describe the lessons contemporary people can learn about how a culture
responds to its environment by visiting the site.
Divide the class into three groups of students: Mound Builders, Anasazi, or Inuit.
Have students imagine that they are members of that culture. Students should
do Internet research about their culture. Then each group should discuss how
their culture is controlled and what their culture controls. Have them discuss the
advantages and disadvantages of control and being controlled.
EQ Activity Have students form small groups and select a Native American
civilization to represent at an “Early Peoples’ Conference.” Have each group
assume that their civilization has entered a period of struggle. Each group will
make a short presentation about the difficulties their people have overcome, the
current state of their civilization, and the challenges that lie ahead. Ask the groups
to consider the factors to which their people responded and those which they
control more directly. How are these interactions changing? What can they do to
relieve the pressures brought on by these changes?
Notes and Feedback
4
Chapter 1
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Chapter 1: Blackline Master 1
Name
Date
Lesson Review
Lesson 1: Migration to the Americas
Use with Pages 54–57.
Directions: Complete the cause-and-effect chart, using the phrases in the box.
• Much of Earth’s water was frozen into glaciers
• Agriculture made it possible for people to settle in one place
•
•
•
•
•
A land bridge linked Asia to America
Archaeologists study artifacts
The large animals were no longer available to hunters
Their way of life centered on hunting
Animals crossed the land bridge to North America
Cause
Effect
and the level of Earth’s
oceans dropped.
and people and animals
migrated to the Americas.
so hunters followed them.
so hunters moved often.
and draw conclusions about
people from long ago.
© Scott Foresman 5
and hunters became
hunter-gatherers.
because people began to
grow their food.
Notes for Home: Your child learned how people migrated to the Americas.
Home Activity: Have your child share examples of cause-and-effect relationships in his or her daily life.
Workbook
0328520772_CH01_001–007_FSD.indd 5
Life in the WesternLesson
Hemisphere
Review 15 5
5/7/09 1:04:56 PM
03613_ i-141/FSD 6/4/02 8:48 M Page 18
Chapter 1: Blackline Master 2
Overview, Lesson 5
Use with pages 34–38.
Resources and
the Environment
Activate Prior Knowledge
Discuss recycling programs in schools and homes. Invite students to discuss
what kinds of things are recyclable, such as paper, cardboard, and aluminum. If
possible take your students for a guided walk through the school. Show them
the school’s recycling bins. Return to the classroom, and then ask students to
think about why we recycle.
Ask:
• What might happen if we didn’t recycle?
• How are forests affected by recycling?
Build Background
natural resources
List natural resources on a chart such as the one below. Have students suggest
what people use these resources for. Encourage students to draw upon their own
experiences when thinking of uses for the natural resources. Add the uses to
the chart.
Natural Resource
How It’s Used
trees
• to make paper
• to make lumber
• for shade
water
• to water crops
• to clean things
soil
© Scott Foresman 5
• for drinking
• to plant crops
• to create landscapes
• to provide shelter for animals
6 18 Chapter
1
Overview, Lesson
5
0328520772_CH01_001–007_FSD.indd 6
Every Student Learns
5/7/09 1:04:57 PM
01942_013-032_1st 4/27/09 10:15 AM Page 18
Chapter 1: Blackline Master 3
Name
Date
Lesson Review
Use with Pages 66–69.
Lesson 3: The Rise of Empires
Directions: Complete the Venn diagram by writing the terms and phrases in the
box in the correct section of the diagram. You may use your textbook.
roads linked to capital city
Atlantic to Pacific empire
present-day Peru
fastest communication system
worshipped many gods
floating gardens
one of the world’s largest cities
worshipped god of war
people specialized
produced food surplus
system of writing
pyramids
calendar
terraces
farmers
conquerors
© Scott Foresman 5
Inca
Maya
Aztec
Notes for Home: Your child learned about civilizations developing in Mexico, Central America, and South
America.
Home Activity: Have your child draw a Venn diagram like the one shown. Complete it together to compare
the activities of three people in your household in a day.
18
Lesson Review
0328520772_CH01_001–007_FSD.indd 7
Life in the Western Hemisphere
Workbook 7
5/7/09 1:04:58 PM