Mount Vernon City School District Elementary Social Studies Curriculum Map Fifth Grade 2016-­‐2017 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
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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, foldable, 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 MOUNT VERNON CITY SCHOOL DISTRICT
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Word Walls: Classroom Expectations: 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, foldable, 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. MOUNT VERNON CITY SCHOOL DISTRICT
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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. MOUNT VERNON CITY SCHOOL DISTRICT
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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. MOUNT VERNON CITY SCHOOL DISTRICT
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WEEK OF: UNIT & LESSON Unit 1: Geography of the United States and Canada Unit Opener Lesson 1: Major landforms OBJECTIVES Big Idea: How do people adapt to where they live? •
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ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Chart skill Reading skill instruction Check understanding activities Diagram skill Foldable Map skills Access point activities Student practice and activity workbook Learn about the main geographic features of the Mississippi River. Explore the geographic characteristics of the Great lakes. Discuss the Everglades •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Chart skill Check understanding activities 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. Students will actively explore the Essential Question: How do landforms affect people and plant life? VOCABULARY Tundra Megalopolis Prairie Continental divide SKILLS Social Studies • Map skill: place Reading • Compare and contrast Navigable Tributary Glacier wetland global grid latitude Social Studies • Map skill: region • Map skill: human interaction • Primary source • Use latitude and longitude maps Lesson 2: Major waterways •
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and why it is important to preserve them. Students will actively explore the Essential Question: How do people use some of the region’s major waterways? •
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Foldable Primary source activity Map skills Map and globe skills: latitude and longitude maps Access point activities Student practice and activity workbook longitude absolute location relative location parallel meridian prime meridian Reading • Compare and contrast • Cause and effect • summarize Discuss the uses of the mineral resources of the United States and Canada. Understand the difference between renewable and non-­‐renewable energy resources. Recognize that some natural resources can become scarce. Explore the importance of the rich soil resources in the United States and Canada. Students will actively explore the Essential Question: How do the United States and Canada use natural resources? •
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Student pages Preview the lesson Vocabulary strategies Reading skill instruction Quick check questions Chart skill Check understanding activities Foldable Map skills Access point activities Student practice and activity workbook Hydroelectric power Renewable resources Scarcity Economy irrigation Social Studies • Map skill: human interaction • Map skill: place Reading • Compare and contrast • Cause and effect Understand the effects of a cold climate. Learn how ocean currents and global position affect climate. •
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Student pages Preview the lesson Vocabulary strategies Reading skill instruction Quick check questions Temperate climate Current Precipitation Drought arid Social Studies • Map skill: location Reading • Compare and contrast • Cause and effect •
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Discover which regions have an arid, or desert, climate. Explore the varied climates in the eastern United States and Canada. Students will actively explore the Essential Question: How does climate affect how people live? •
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Chart skill Check understanding activities Foldable Map skills Access point activities Student practice and activity workbook 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. Students will actively explore the Essential Question: What environmental challenges do people in the region share? •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Chart skill Check understanding activities Foldable Map skills Data Graphic: Global warming Access point activities Student practice and activity workbook Tornado Hurricane Blizzard Plate tectonics Global warming Social Studies • Map skill: place Reading • Compare and contrast • Cause and effect L earn about the impact of Hurricane Katrina. Discuss how the geography of New Orleans, Louisiana played •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Levee Water table Social Studies • Map skill: place Reading • Compare and contrast • Cause and effect Lesson 5: Environmental challenges •
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Lesson 6: Hurricane Katrina and New Orleans •
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Unit wrap up •
a role in the level of destruction caused by Hurricane Katrina. Students will actively explore the Essential Question: Why was New Orleans heavily damaged by a hurricane? •
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Chart skill Check understanding activities Foldable Write About It activity: Citizenship Map skills Data Graphic: Global warming Access point activities Unit 1 review activities Student practice and activity workbook Big Idea Project #1 Group Project Expository Essay Create a map Use the Unit 1 Foldable to help you write an expository essay that answers the Big Idea question, How do people adapt to where they live? Be sure to begin your essay with an introduction. Use the notes you Have three or four students form different “mapmaker” groups. Explain to each group that wrote under the tabs in the Foldable for details to support each main idea. Be sure to include ways that they will work together to make maps of Western Hemisphere. They will update these maps as they learn more about the subject. First, they will make two large maps of the people change their environment and ways that people are affected by it. Western Hemisphere. These can be either one-­‐dimensional maps or three-­‐dimensional maps. Alternatively, students can create their maps electronically. One map should be a physical map and the other a political map. As students study a region, they should do the following: Identify the region on both the physical and political maps. Indicate the region’s physical features on the physical map. Show borders and label countries in the region on the political map R WEEK OF: UNIT & LESSON Unit 2: United States and Canada: From Past to Present Unit Opener Lesson 1:History of the OBJECTIVES Big Idea: How do people affect the history and culture of a region? •
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Identify the early peoples of the United States. Understand the causes and effects of the American Revolution. Discuss how the United STANDARDS Social Studies 2.1; 2.2; 2.3; 2.4 English Language Arts 1.1; 1.2; 2.1; 2.2; 3.1; 3.2 ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities • Foldable • Map skills • Access point activities •
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VOCABULARY Indigenous Treaty Annex Slavery terrorism SKILLS Social Studies • Map skill: location • Map skill: movement Reading • Cause and effect MOUNT VERNON CITY SCHOOL DISTRICT
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States expanded and struggled with slavery. Explain how the United States came to be a world leader. Students will actively explore the Essential Question: How do people contribute to the history of the United States? •
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Student pages Preview the lesson Vocabulary strategies Reading skill instruction Quick check questions Check understanding activities Foldable Map skills Access point activities Data Graphic: Canada Student practice and activity workbook Northwest Passage Voyageur Loyalist Assembly Province territory Social Studies • Use a historical map Reading • Cause and effect Student pages Preview the lesson Vocabulary strategies Quick check questions Traditional economy culture Reading • Cause and effect • Summarize • Compare and contrast Lesson 2: History of Canada •
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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. Students will actively explore the Essential Question: How did Canada become a country of many cultures? Social Studies 2.1; 2.2; 2.3; 2.4 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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RL.3.1, RL.3.4, RI.3.1, SL.3.1.B, SL.3.1.C, SL.3.4 •
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culture groups alike and different? •
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Lesson 5: Canada’s government 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. Students will actively explore the Essential Question: How does the U.S. Constitution affect citizens? Social Studies 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. Social Studies 5.1; 5.2; 5.3; 5.4 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Reading skill instruction Check understanding activities Foldable Access point activities Student practice and activity workbook Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Write About It activity: Citizenship Chart and graph skills: read parallel time lines Student practice and activity workbook Representative democracy Checks and balances Federalism amendment Social Studies • Read parallel time lines Reading • Cause and effect • Compare and contrast Prime minister Parliament monarch Reading • Cause and effect • Compare and contrast •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable MOUNT VERNON CITY SCHOOL DISTRICT
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Students will actively explore the Essential Question: How does Canada's government differ from the government of the United States? •
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Rural Student pages Urban Preview the lesson suburb Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Chart skill Access point activities Student practice and activity workbook Lesson 6: Cultures and lifestyles of the United States •
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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. Students will actively explore the Essential Question: How do people affect American life today? Social Studies •
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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 Social Studies •
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1.1; 1.2; 1.3; 2.1; 2.3; 2.4 English Language Arts 1.1; 1.2; 3.1; 3.2 Reading • Cause and effect • Compare and contrast Lesson 7: Cultures and lifestyles of Canada Unit Wrap Up •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Map skill Bilingual Multiculturalism separatism Social Studies • Map skill: place Reading • Cause and effect • Compare and contrast • Main idea and details MOUNT VERNON CITY SCHOOL DISTRICT
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Canada. Students will actively explore the Essential Question: How do people make living in Canada unique? •
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Access point activities Student practice and activity workbook Unit 2 review Big Idea Project Group Project Descriptive journal entry Use the Unit 2 Foldable to help you write a descriptive journal entry that answers the Big Idea question, How do people affect the history and culture of a region? Use the notes you wrote under each tab in the Foldable for details to support each main idea. Begin with an introduction. In the body of the entry, be sure to include the cause and effect of the topic you chose to write about. End with a conclusion about how people affect a region. WEEK OF: UNIT & LESSON Unit 3: The United States and Canada Today Unit Opener Lesson 1: Economic regions of the United States OBJECTIVES Big Idea: How does the economy affect people’s lives? STANDARDS STANDARDS Social Studies •
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Understand how natural resources affect the economies of the Northeast and Midwest. English Language Arts •
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Explain how climate affects the economies of the Interior West and Pacific. 1.1; 1.2; 3.1; 3.2 Parallel time line Work with a partner to make a parallel time line. Place Canadian events on the top of your time line and U.S. events on the bottom. 1. Decide what period in history your time line will include. 2. Research events during that time at the library or on the Internet. 3. Illustrate your time line with drawings or photos of the events. When you have finished your parallel time line, take turns explaining each event on your time line to the class. •
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ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Data Graphic: The United States Economy Student practice and activity workbook VOCABULARY Free enterprise Stock Profit Biotechnology Supply demand SKILLS Reading • Make generalizations • Compare and contrast MOUNT VERNON CITY SCHOOL DISTRICT
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Students will actively explore the Essential Question: How does the United States economy work? Lesson 2: Economic regions of Canada •
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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. Students will actively explore the Essential Question: How do the regions of Canada affect its economy? Social Studies 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. Students will actively explore the Essential Question: How do Canada Social Studies 3.1; 4.1; 4.2 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Chart skill Map skills Student practice and activity workbook Developed nation Economic growth Knowledge economy Social Studies • Map skill: region Reading • Make generalizations • Compare and contrast •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Chart skill Primary source activity Write About It activity: Interdependence Social Studies FTA • Compare maps at Tariff different scales Trade deficit Reading Trade surplus • Make generalizations • Compare and contrast Lesson 3: The United States, Canada and the World •
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and the United States cooperate? •
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Citizenship Map skills Student practice and activity workbook Lesson 4: Environmental issues Unit wrap up •
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Understand the impact of fossil fuels on the environment. Identify possible effects of global warming. Explain how urbanization affects the environment. Students will actively explore the Essential Question: How does the economy affect the environment? Social Studies 3.1; 3.2 English Language Arts 1.1; 1.2; 3.1; 3.2 •
Big Idea Project Expository Essay Use the Unit 3 Foldable to help you write an expository essay that answers the Big Idea question, How does the economy affect people’s lives? Use the notes you wrote under each tab in the Foldable for details to support each main idea. Be sure to begin with an introduction that includes facts. Include one paragraph that explains the reason for each fact. End with a paragraph that makes a generalization about how the economy affects people’s lives WEEK OF: UNIT & LESSON Unit 4: Physical Geography of Latin America Unit Opener OBJECTIVES Big Idea: How does geography affect civilizations? •
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Identify the three sub regions of Latin America. Describe distinctive STANDARDS Social Studies 3.1; 3.2 English Language Arts •
Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Chart and graph skills: line and circle graphs Student practice and activity workbook Unit 3 review Fossil fuel Acid rain Conservation Urbanization Urban sprawl Social Studies • Line and circle graphs Reading • Make generalizations • Compare and contrast Group Project Map of Forest Biotechnology Forest biotechnology looks at ways to improve the health of forests by studying the cells of trees. Laboratory experiments include the study of tree cells and finding ways to modify the cells in laboratories. Field experiments include the actual study of forests and cell-­‐modified trees in forests. Work with a partner to make a map of forest biotechnology activity in the Western Hemisphere. •
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ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities VOCABULARY Sub region Archipelago Llanos pampas SKILLS Social Studies • Map skill: location • Use a time zone map Reading • Summarize MOUNT VERNON CITY SCHOOL DISTRICT
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features of Middle 1.1; 1.2; 3.1; 3.2 America's geography. Explain how volcanoes affect the people of the Caribbean. Identify the two main landforms of South America. Students will actively explore the Essential Question: How are people affected by Latin America's landforms? •
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Explain the importance of the Panama Canal. Identify important rivers of Latin America. Students will actively explore the Essential Question: How do waterways affect the people of Latin America? •
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Foldable Access point activities Map skills Student practice and activity workbook Lesson 2: Waterways •
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Social Studies 3.1; 3.2 English Language Arts 1.1; 1.2; 3.1; 3.2 Lesson 3: A wealth of natural resources •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Student practice and activity workbook Canal isthmus Reading • Summarize Identify important natural resources in Latin America. Understand Brazil's resource problems. Explain why not all Latin American resources are developed. Social Studies 3.1; 3.2; 4.1 English Language Arts •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Rain forest Deforestation gasohol Reading • Summarize MOUNT VERNON CITY SCHOOL DISTRICT
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Students will actively explore the Essential Question: How do people use the natural resources of Latin America? 1.1; 1.2; 3.1; 3.2 Understand the cause of the Columbian Exchange. Identify effects of the Columbian Exchange. Students will actively explore the Essential Question: What was the effect of the Columbian exchange Social Studies •
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Chart skill Student practice and activity workbook Lesson 4: The Columbus exchange •
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2.1; 2.2; 2.3; 2.4; 3.1; 4.1 English Language Arts 1.1; 1.2; 2.1; 3.1; 3.2 Lesson 5: Climate Unit Wrap Up •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Student practice and activity workbook Columbian exchange Hunter-­‐gatherer Reading • Summarize 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. Students will actively explore the Essential Question: How does climate affect the people of Latin America? Social Studies 3.1; 3.2; 5.4 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Altitude Student pages El Niño Preview the lesson La Niña Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Data Graphic: Summer and Winter temperatures Write About It activity: Citizenship Chart and graph skills: climograph Student practice and activity Social Studies • Map skill: region • Use a climograph Reading • Summarize MOUNT VERNON CITY SCHOOL DISTRICT
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Grade 5: The United States, Canada, and Latin America
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workbook Unit 4 review Big Idea Project Group Project Expository Essay Use the Unit 4 Foldable to help you write an expository essay that answers the Big Idea question, How does geography affect civilizations? Use the notes you wrote under each tab in the Foldable for details to support each main idea. Begin with an introduction. In the body of the essay, be sure to summarize how landforms, waterways, natural resources, and climate affect the way people live. End with a conclusion about how geography affects civilizations. WEEK OF: UNIT & LESSON Unit 5: History and Culture of Latin America Unit Opener Lesson 1: Native Americans OBJECTIVES Big Idea: Why do civilizations change? •
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Describe the Olmec civilization. Discuss the achievements of the Maya. Compare the Toltec and Aztec civilizations. Explain how the Inca Empire was governed. Students will actively explore the Essential Question: How did early civilizations grow? STANDARDS Social Studies 2.1; 2.2; 2.3; 2.4 English Language Arts 1.1; 1.2; 3.1; 3.2 Photo Collage Work individually to make a photo collage of the Columbian Exchange. Here’s how to make your collage: 1. Study the examples on pages 150–151 of food and animals that made up the Columbian Exchange. 2. Choose one example and use magazines, newspapers, or the Internet to find photos of that food or animal. 3. Make a photo collage of the ways that food or animal is used today. When you finish your collage, present it to your class. Discuss what you have learned about the food or animal you chose. •
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ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Charts and graph skills: use charts to compare cultures Student practice and activity workbook VOCABULARY Jade Obsidian Glyph empire SKILLS Social Studies • Map skill: place • Use time lines Reading • Draw conclusions Line of Demarcation Encomienda Social Studies • Map skill: region • Map skill: place Lesson 2: Colonial rule •
Summarize the division of Social Studies the Americas by European 2.1; 2.2; 2.3; 2.4 powers. •
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Describe how the Spanish defeated the Aztec. Explain Pizarro's conquest of the Inca. Analyze the changes that colonial rule brought to Latin America. Students will actively explore the Essential Question: How did Europeans change Latin America? English Language Arts 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. Students will actively explore the Essential Question: How did countries of Latin America gain their independence? Social Studies Explain how rule by the caudillos affected life in Latin American countries. Social Studies 1.1; 1.2; 3.1; 3.2 •
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Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Map and globe skills: historical maps Student practice and activity workbook Cash crop plantation • Use time lines • Make a historical map Reading • Draw conclusions • Summarize Mestizo decree Social Studies • Map skill: human interaction • Use time lines • Use a battle map Reading • Draw conclusions Lesson 3: Forming New Nation •
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2.1; 2.2; 2.3; 2.4 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Map and globe skills: battle map Student practice and activity workbook Lesson 4: Political and economic •
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Student pages Preview the lesson Vocabulary strategies Dictator Caudillo Communism Reading • Draw conclusions • Summarize MOUNT VERNON CITY SCHOOL DISTRICT
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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. Students will actively explore the Essential Question: How did Latin America change after colonial rule? 2.1; 2.2; 2.3; 2.4 Describe the population patterns of Latin America. Categorize the types of and reasons for the movement of people in Latin America. Discuss the problems that may come with the growth of cities. Identify the major ethnic groups in Latin America. Students will actively explore the Essential Question: How do people affect Latin America? Social Studies Analyze the effect of religion and family on Latin America. Describe the sports and Social Studies English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Student practice and activity workbook socialism Emigrate Migrate Mulatto Pidgin language Reading • Draw conclusions • Fact and opinion Carnival mural Social Studies • Primary sources: interview Reading Lesson 5: The people of Latin America •
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3.1; 3.2; 4.1 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Data Graphics: Population of Central America Student practice and activity workbook Lesson 6: Latin American culture •
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Student pages Preview the lesson Vocabulary strategies Quick check questions MOUNT VERNON CITY SCHOOL DISTRICT
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celebrations that are important in Latin America. Discuss the effects of Latin American art on other nations. Students will actively explore the Essential Question: How has Latin America's past affected its culture? English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Big Idea Project Expository Essay Use the Unit 5 Foldable to help you write an expository essay that answers the Big Idea question, Why do civilizations change? Use the notes you wrote under each tab in the Foldable for details to support each main idea. Be sure to begin with an introduction that includes facts. Include one paragraph that explains the reason for each fact. End with a paragraph that includes your conclusions about why civilizations change WEEK OF: UNIT & LESSON Unit 6: Latin America Today Unit Opener Lesson 1: Mexico OBJECTIVES Big Idea: What causes a society to grow? •
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Draw conclusions Reading skill instruction Check understanding activities Foldable Access point activities Write About It activity: Citizenship Primary source activity Student practice and activity workbook Unit 5 review STANDARDS Social Studies 3.1; 3.2; 4.1; 4.2; 5.1; 5.4 Understand that Mexico English Language Arts has become more 1.1; 1.2; 3.1; 3.2 urbanized. Identify the ethnic roots of Mexican culture. Describe characteristics of Mexico's three economic regions. Identify challenges to Mexico's economy. Group Project Make a poster Make a poster of a person or event you read about in Unit 5. Use these steps to make your poster. 1. Find or draw a picture of the person’s face, the person in action, or the event you chose. 2. Research the person or event you chose to find five interesting facts. 3. Use resources available from your library or historical sites on the Internet. Illustrate your poster with drawings of some of the interesting facts. •
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ASSESSMENT/ACTIVITY Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Student practice and activity workbook VOCABULARY SKILLS Plaza Social Studies Vaquero • Map skill: region Maquiladora Reading Subsistence farm • Fact and opinion Smog Migrant worker MOUNT VERNON CITY SCHOOL DISTRICT
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Students will actively explore the Essential Question: How has Mexico grown? Lesson 2: •
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Understand how Central America's economy is changing. Explain how Guatemala's civil war affected the Maya. Identify causes of stability in Costa Rica and Panama. Describe new democratic governments in Central America. Students will actively explore the Essential Question: How has change helped Central America grow? Social Studies 2.1; 2.2; 4.1; 5.1; 5.4 English Language Arts 1.1; 1.2; 2.1; 2.2; 3.1; 3.2 •
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Lesson 3: The Caribbean •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Map and globe skills: historical maps Primary sources activity Write About It activity: Citizenship Student practice and activity workbook Campesino Literacy rate junta Social Studies • Map skill: human interaction • Map skill: place • Primary sources: speech Reading • Fact and opinion Command economy commonwealth Social Studies • Use a cartogram Reading • Fact and opinion •
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Understand the importance of tourism to the Caribbean economy. Contrast the economies of Cuba and Puerto Rico. Describe the island where Columbus landed today. Identify characteristics of Caribbean culture. Students will actively explore the Essential Social Studies 4.1; 4.2; 5.1; 5.4 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map and globe skills: cartogram Student practice and activity workbook MOUNT VERNON CITY SCHOOL DISTRICT
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2016-2017 ACADEMIC YEAR
Grade 5: The United States, Canada, and Latin America
Question: What has helped the Caribbean grow? Lesson 4: Brazil •
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Understand Brazil's culture. Identify the divisions of Brazil's federal government. Explain how Brazil is developing its economy. Describe efforts to save the Amazon rain forest. Students will actively explore the Essential Question: What changes brought growth to Brazil? Social Studies Describe Argentina's culture. Identify important exports of Argentina. Understand how democracy was restored in Argentina. Students will actively explore the Essential Question: How has diversity helped Argentina grow? Social Studies 2.2; 3.1; 4.1; 5.1 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Chart skill Student practice and activity workbook Favela Selva ecosystem Reading • Fact and opinion Gaucho National debt default Social Studies • Map skill: place Reading • Fact and opinion Gross domestic product Reading • Fact and opinion Lesson 5: Argentina •
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2.1; 2.2; 4.1; 4.2; 5.1 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Lesson 6: Other countries of •
Student pages Preview the lesson Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Map skills Student practice and activity workbook Understand the economy of the Guianas. Social Studies •
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Grade 5: The United States, Canada, and Latin America
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Explain the role of Hugo Chávez in Venezuelan politics. Analyze the strengths and weaknesses of Colombia's economy. Identify characteristics of Andean countries. Students will actively explore the Essential Question: What affects the economy of some South American countries? 4.1; 4.2; 5.1 English Language Arts 1.1; 1.2; 3.1; 3.2 •
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Vocabulary strategies Quick check questions Reading skill instruction Check understanding activities Foldable Access point activities Data Graphic: Venezuela’s economy Student practice and activity workbook Unit 6 review barrio Big Idea Project Persuasive essay Use the Unit 6 Foldable to help you write a persuasive essay that answers the Big Idea question, What causes a society to grow? Form an opinion about a fact you wrote about under people, government, or economy. Begin with an introduction. In the body of the essay, be sure to use persuasive language to support your opinion. End with a conclusion about what you feel is important for a society to grow. Group Project Newscast Work with a partner to present a newscast. You and your partner will be co-­‐anchors of a nightly news program. Follow these steps to produce your newscast. 1. Use the Internet or newspapers to find a news topic about a Latin American country. 2. Research your topic and compare the information you gather with your partner. 3. Divide your newscast into two parts. The first part will be facts about the topic. The second part will be an editorial expressing an opinion about the topic. After you have rehearsed your newscast, present it to the class.