ROBBINSVILLE PUBLIC SCHOOLS
OFFICE OF CURRICULUM AND INSTRUCTION
Pond Road Middle School
Fifth Grade Social Studies:
Evolution of the Western Hemisphere
Board of Education
Mr. Matthew T. O’Grady, President
Mr. Thomas Halm, Jr., Vice President
Dr. Vincent Costanza
Mrs. Shaina Ciaccio
Mrs. Sharon DeVito
Mrs. Florence Gange
Mr. Keith Kochberg
Mrs. Faith Silvestrov
Mr. Richard Young
Dr. Steven J. Mayer, Superintendent
Dr. Kathie Foster, Assistant Superintendent
Curriculum Writing Committee
Kimberly Sussman
Supervisors
Kimberly Tew
BOARD OF EDUCATION INITIAL ADOPTION DATE: August 25, 2015
1
Course Philosophy
The global community is depending on our younger generations to develop solutions to many of our widespread problems. Today’s youth will have the critical task of resolving and protecting against issues relating to
geographic problems and international relationships. The fifth grade social studies unit will prepare students to
become active members of this community. Through the study of geography, native people, exploration, and social,
political, economic, and cultural change, students will understand the impact colonization has on both the exploring
country and the native people of that region. Students will uncover the importance of protecting our world from
many geographic issues, such as climate change, pollution, and energy resources. Additionally, the study of natural
disasters will prepare students for issues that may not have prevention, rather rely heavily on the support from other
countries to recover and rebuild. They will study the impact different nations have on one another through
exploration and colonization, as well as the struggles within these countries where people are seeking rights for
different minority groups. These problems are not limited to the country in which they occur, rather they are global
issues. Through whole class exploration, collaborative small groups, and partnerships students will gain the tools to
collect and analyze evidence in order to build educated arguments. Students will work collaboratively to explore
current problems, identify their causes, develop possible solutions to these issues, and persuade other to get
involved in order to preserve and protect our planet and its people.
Through the study of the Western
Hemisphere, students will be provided the tools to become global advocates.
Course Description
Within this course, students will explore the past and present of the Western Hemisphere. The first unit is a
study of the geographical features that led the first people to settle and the impact these features had on the culture
of these peoples. Students will learn the unique cultures of different Native American tribes of North and South
America. The Aztecs, Mayans, and Incas will introduce the students to some of the earliest civilizations in which
they will explore the government and written laws, writing and record-keeping, social hierarchy, advanced
technology, advanced cities, specialized jobs, and common culture/religion.
The second unit will build upon this knowledge of the native populations by introducing the explorers that
came in contact with them. Students will begin by learning the reasons for exploration and what countries decided
to explore the Americas. They will study specific explorers that changed the lives of the Mayans, Incas, and Aztecs.
Through a mock trial, students will uncover the negative effects this exploration had on those involved. Specifically,
they will explore the effects of disease, violence, and theft. Religious and cultural changes will also be noted as we
2
evolve in this region over time. Students will conclude the unit by questioning whether exploration was worth it and
whether or not the United States should begin colonization again.
After exploring the lasting impact exploration had on the culture and people of these regions in Unit 2,
students will complete a comparative case study. Research will be conducted in order to compare and contrast the
social, political, economic, and cultural qualities of current day Brazil, Mexico, and Canada. As students research,
they will constantly be comparing the United States to the other countries being studied. Finally, the different civil
rights groups of each country will be studied within collaborative small groups where students will collect
information, present the information, and advocate for these groups by presenting a possible plan to help fix this
struggle.
The last unit will give the students a chance to focus on current events of the Western Hemisphere.
Deforestation, natural disasters, overfishing, pollution, global warming, and endangered species will be the focus for
this unit of study. Students will research the topic and share the information to their classmates in a persuasive
presentation. The goal of the students is to raise awareness about the struggle they have studied. Ultimately, this is
the opportunity for the students to practice and promote global advocacy.
Project Based Learning
The Social Studies curriculum was redesigned to incorporate Project Based Learning, where students collaborate
in small groups to investigate real world challenges and develop feasible solutions. Teachers help students identify a
real-world problem, ask relevant questions, research possible solutions, and develop a presentation about their
proposed solution to an audience that extends beyond the classroom. By participating in project based learning,
students develop 21st century skills such as effective communication, problem-solving, self-direction, collaboration,
global awareness, and information literacy. Students will also simultaneously learn multiple content areas; the project
based learning experiences integrate our English Language Arts, Social Studies, and Science curricula to answer
questions such as, "How do people, laws, and new technology shape a nation?" and "How do issues of power,
wealth, and morality influence exploration and colonization?."
We decided to incorporate project based learning into the curriculum since it not only develops these essential
skills and content area knowledge, but also emphasizes student voice and choice. Students have the ability to make
some decisions about their project, from scheduling their time to determining what type of final product they want
to produce. When students experience autonomy, they are more likely to be motivated and engaged in learning.
Further, because project based learning includes an authentic problem and audience, students can discover a
connection between their academics and the real world. This realization may lead to greater activism in both the
3
local and global community. Instead of taking a test to demonstrate their knowledge, project based learning allows
to students work together to collectively investigate and respond to a complex real-world issue, develop 21st century
skills, learn multiple content areas, perform for an authentic audience, and become active citizens in both
Robbinsville and the larger world.
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Robbinsville Public Schools
Curriculum Map
Grade 5 Social Studies: Evolution of the Western Hemisphere
Relevant
Standards
6.1.8.B
6.1.8.C
6.1.8.D
6.2.8.A
6.2.8.B
6.2.8.C
6.2.8.D
RI.5.9
Standards Unpacked
Skill / Concept / Process?
6.1.8.B.1.b I can analyze historical maps to
determine what led to the exploration of
new water and land routes.
6.1.8.C.1.b I can explain why individuals
and societies trade, how trade functions,
and the role of trade during early
civilization.
6.1.8.D.1.a I can compare and contrast
gender roles, religion, values, cultural
practices, and political systems of Native
American groups.
6.1.8.D.1.b I can explain how interactions
among African, European, and Native
American groups began a cultural
transformation.
6.2.8.A.1.a I can compare and contrast the
social organization, natural resources, and
land use of early hunters/gatherers and
those who lived in early civilizations.
6.2.8.B.1.a I can describe the impact
migration has had on their lives and on the
shaping of societies.
6.2.8.C.1.a I can describe the influence of
the agricultural revolution (e.g., the impact
of food surplus from farming) on
population growth and the subsequent
development of civilizations.
6.2.8.C.1.b I can determine the impact of
technological advancements on early
civilizations.
6.2.8.D.1.b I can describe how the
development of both written and unwritten
languages impacted
Enduring Understandings / Unit
Goals
●
●
●
●
●
●
●
●
The Western Hemisphere can be
represented on maps, globes,
computer models, satellite imagery
and photographs.
Countries and regions are used to
divide the Western Hemisphere
Continents, countries and regions
of the Western Hemisphere can be
organized by physical, political,
economic or cultural features
Political boundaries of the Western
Hemisphere are constantly
changing.
The physical environment has a
strong impact on where humans
settle.
Native American cultures were
diverse in customs, values, beliefs,
and languages.
○ Inuit
○ Mohican
○ Taino
○ Wampanoag
Native Tribes adapted to their
surroundings and made the most of
the resources available nearby and
these resources helped define the
way their tribe functioned.
A civilization is a group of people
with an established religion, job
specialties, cities, government,
language and writing system,
technology, and social hierarchy.
1
Essential Questions
● What is the extent to which
geography determines culture?
● How are ancient civilizations
unique in government and
written laws, writing and recordkeeping, social hierarchy,
advanced technology, specialized
jobs, and common
culture/religion?
Unit Title /
Suggested Timeline
Unit 1: Geography
and Early Societies
of the Western
Hemisphere
(~17 days)
Geography of
Western
Hemisphere
~ 6 days
Early Societies
(Aztec, Maya,
Inca)
~ 10 days
Relevant
Standards
Standards Unpacked
Skill / Concept / Process?
Enduring Understandings / Unit
Goals
human understanding, development of
●
culture, and social structure.
6.2.8.D.1.c I can explain how archaeological
discoveries are used to develop and
enhance
●
understanding of life prior to written
records.
CCSS.ELA-LITERACY.RI.5.9
I can integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.7
I can conduct short research projects that
use several sources to build knowledge
through investigation of different aspects of
a topic.
CCSS.ELA-LITERACY.W.5.8
I can recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
I can draw evidence from literary or
informational texts to support analysis,
reflection, and research.
6.1.8.B
6.1.8.C
6.1.8.D
RI.5.3
RI.5.6
RI.5.7
RI.5.9
W.5.1
W.5.7
6.1.8.C.2.b I can explain the system of
mercantilism and its impact on the
economies of the colonies and European
countries.
6.1.8.D.2.b I can compare and contrast the
voluntary and involuntary migratory
experiences of different groups of people,
and explain why their experiences differed.
6.1.8.C.1.a I can evaluate the impact of
●
●
Essential Questions
Unit Title /
Suggested Timeline
Complex societies and civilizations
adapted to their physical
surroundings to meet the needs of
their people.
Complex societies were both
similar and different in the ways of:
○ government and written laws
○ writing and record-keeping
○ social hierarchy
○ advanced technology
○ advanced cities
○ specialized jobs
○ common culture/religion
Explorers had many reasons for
coming to the Western
Hemisphere:
○ trade routes
○ resources
○ wealth
○ power
○ glory
Spain and Portugal were the major
2
●
●
●
●
How do issues of power, wealth
and morality influence
exploration and colonization?
What is the extent to which
societies are impacted by
colonization?
How do historians develop
questions and conduct research?
To what extent does the type of
Unit 2: European
Exploration
(~18 days)
Introduction,
Research, &
Planning
~8 days
Relevant
Standards
W.5.8
SL.5.1
SL.5.4
SL.5.5
SL.5.6
Standards Unpacked
Skill / Concept / Process?
science, religion, and technology
innovations on European exploration.
6.1.8.D.1.c I can evaluate the impact of the
Colombian Exchange on ecology,
agriculture, and culture from different
perspectives.
6.1.8.B.2.a I can determine factors that
impacted emigration, settlement patterns,
and regional identities of the colonies.
6.1.8.B.2.b I can compare and contrast how
the search for natural resources resulted in
conflict and cooperation among European
colonists and Native American groups in
the New World.
CCSS.ELA-LITERACY.RI.5.3
I can explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts in a
historical, scientific, or technical text based
on specific information in the text.
CCSS.ELA-LITERACY.RI.5.6
I can analyze multiple accounts of the same
event or topic, noting important similarities
and differences in the point of view they
represent.
CCSS.ELA-LITERACY.RI.5.7
I can draw on information from multiple
print or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9
I can integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.1
I can write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
CCSS.ELA-LITERACY.W.5.7
Enduring Understandings / Unit
Goals
●
●
●
●
●
●
●
●
●
●
●
players in exploring the Americas.
○ Columbus
○ Ponce de León
○ Cortez and Pizarro
European Explorers impacted the
lives of the indigenous peoples in
both positive and negative ways.
Native Americans had many
different views of the explorers and
their people.
Disease and warfare brought on by
exploration had a massive impact
upon the Native American cultures.
Colonies were created by the
exploring countries for religious,
political, and economic reasons.
Colonial rule impacted the lives of
the Native People and the
colonists.
Indigenous societies in the Western
Hemisphere migrated and changed
in response to the physical
environment and due to their
interactions with Europeans.
European exploration expanded
global economic and cultural
exchange into the Western
Hemisphere.
Research questions can be
answered by gathering, using, and
interpreting evidence.
Primary sources and secondary
sources both play a role in research.
Resources should be analyzed and
assessed for accuracy and bias.
Evidence will help solidify an
argument by supporting the theory
of the writer.
3
Essential Questions
evidence and author of the
evidence impact the validity of an
argument?
Unit Title /
Suggested Timeline
Trails for
Columbus,
Ponce de León,
and
Cortez/Pizarro
~3 days
Wrapping Up
Big Ideas &
Assessment
~5 days
Relevant
Standards
Standards Unpacked
Skill / Concept / Process?
Enduring Understandings / Unit
Goals
I can conduct short research projects that
use several sources to build knowledge
through investigation of different aspects of
a topic.
CCSS.ELA-LITERACY.W.5.8
I can recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
I can draw evidence from literary or
informational texts to support analysis,
reflection, and research.
CCSS.ELA-LITERACY.SL.5.1
I can engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.5.4
I can report on a topic or text or present an
opinion, sequencing ideas logically and
using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
CCSS.ELA-LITERACY.SL.5.5
I can include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance
the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.5.6
I can adapt speech to a variety of contexts
and tasks, using formal English when
appropriate to task and situation.
4
Essential Questions
Unit Title /
Suggested Timeline
Relevant
Standards
6.1.8.A
6.1.8.D
RI.5.2
RI.5.3
RI.5.7
RI.5.9
W.5.7
W.5.8
W.5.9
SL.5.2
SL.5.4
SL.5.5
SL.5.6
Standards Unpacked
Skill / Concept / Process?
6.1.8.A.1.a I can compare and contrast
forms of governance, belief systems, and
family structures among African, European,
and Native American groups.
6.1.8.D.1.b I can explain how interactions
among African, European, and Native
American groups began a cultural
transformation.
CCSS.ELA-LITERACY.RI.5.2
I can determine two or more main ideas of
a text and explain how they are supported
by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
I can explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts in a
historical, scientific, or technical text based
on specific information in the text.
CCSS.ELA-LITERACY.RI.5.7
I can draw on information from multiple
print or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9
I can integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.7
I can conduct short research projects that
use several sources to build knowledge
through investigation of different aspects of
a topic.
CCSS.ELA-LITERACY.W.5.8
I can recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Enduring Understandings / Unit
Goals
●
●
●
●
●
Study:
○ Mexico
○ Canada
○ Brazil
Countries in the Western
Hemisphere are both similar and
unique.
Mexico, Canada, and Brazil have all
been changed due to exploration of
that region.
These regions have maintained
some elements of the indigenous
civilizations and have changed and
adapted due to exploration and
colonization in the following areas:
○ government and written laws
○ writing and record-keeping
○ social hierarchy
○ advanced technology
○ advanced cities
○ specialized jobs
○ common culture/religion
Civil Rights Groups of Each
Country
○ Mexico: Mayan Population
○ Brazil: Black Rights
○ Canada: Immigrant and
Indigenous People
Essential Questions
●
●
●
●
●
●
●
●
How do key forces and events
shape nations?
What are the social aspects of
people?
What are political functions?
What are economic features of a
region?
What are the cultural features of
a region?
What groups are being
discriminated against in different
countries?
How do different groups
advocate for themselves and
create change?
How can people in the United
States help to advocate for
others?
●
●
Research Component:
Research questions can be
answered by gathering, using, and
interpreting evidence.
Primary sources and secondary
sources both play a role in research.
5
SPEC
Introduction
~2 days
S.P.E.C. of
Mexico
~8 days
S.P.E.C. of
Canada
~8 days
S.P.E.C. of
Brazil
~8 days
Research Component:
*Compare all to the United States
throughout.
Unit Title /
Suggested Timeline
Unit 3:
Comparative Case
Study of Western
Hemisphere
Cultures
(~40 days)
●
●
How do historians develop
questions and conduct research?
To what extent does the type of
evidence and author of the
evidence impact the validity of an
argument?
Civil Rights
Work &
Presentations
~12 days
Culminating
Discussions
~2 days
Relevant
Standards
Standards Unpacked
Skill / Concept / Process?
i can draw evidence from literary or
informational texts to support analysis,
reflection, and research.
CCSS.ELA-LITERACY.SL.5.2
I can summarize a written text read aloud
or information presented in diverse media
and formats, including visually,
quantitatively, and orally.
CCSS.ELA-LITERACY.SL.5.4
I can report on a topic or text or present an
opinion, sequencing ideas logically and
using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
CCSS.ELA-LITERACY.SL.5.5
I can include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance
the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.5.6
I can adapt speech to a variety of contexts
and tasks, using formal English when
appropriate to task and situation.
RI.5.7
RI.5.9
W.5.1
W.5.7
W.5.8
W.5.9
SL.5.1
SL.5.4
SL.5.5
SL.5.6
CCSS.ELA-LITERACY.RI.5.7
I can draw on information from multiple
print or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9
I can integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.1
I can write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
Enduring Understandings / Unit
Goals
●
●
●
●
Essential Questions
Unit Title /
Suggested Timeline
Resources should be analyzed and
assessed for accuracy and bias.
Evidence will help solidify an
argument by supporting the theory
of the writer.
Many environmental issues impact
the lives of people in various areas
of the Western Hemisphere.
○ Deforestation
○ Drought
○ Overfishing
○ Natural Disasters
○ “Pollution” - Global Warming
○ Air Quality
○ Endangered Species
People can support those in need
by raising awareness and educating
others.
6
●
●
●
How does an interdependent
region meet the challenges of
modern living?
How can individuals raise
awareness about issues impacting
other cultures?
How do the people of the
western hemisphere work
together in times of need?
Unit 4: The
Western
Hemisphere
Today
(~10 days)
●
Deforestat
ion
● Overfishi
ng
● Natural
Disasters
● Pollution/
Relevant
Standards
Standards Unpacked
Skill / Concept / Process?
Enduring Understandings / Unit
Goals
CCSS.ELA-LITERACY.W.5.7
I can conduct short research projects that
use several sources to build knowledge
through investigation of different aspects of
a topic.
●
CCSS.ELA-LITERACY.W.5.8
●
I can recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of sources.
●
●
●
CCSS.ELA-LITERACY.W.5.9
I can draw evidence from literary or
informational texts to support analysis,
reflection, and research.
CCSS.ELA-LITERACY.SL.5.1
I can engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others' ideas and expressing
their own clearly.
●
●
●
Essential Questions
Recognize that the actions or
inactions of individuals, groups,
and nations can have intended and
unintended consequences.
Challenge unfair viewpoints and
behaviors by taking action.
Make informed and reasoned
decisions.
Accept decisions that are made for
the common good.
Research Components:
Research questions can be
answered by gathering, using, and
interpreting evidence.
Primary sources and secondary
sources both play a role in
research.
Resources should be analyzed and
assessed for accuracy and bias.
Evidence will help solidify an
argument by supporting the theory
of the writer.
CCSS.ELA-LITERACY.SL.5.4
I can report on a topic or text or present an
opinion, sequencing ideas logically and
using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
CCSS.ELA-LITERACY.SL.5.5
7
Research Components:
●
●
How do historians develop
questions and conduct research?
To what extent does the type of
evidence and author of the
evidence impact the validity of
an argument?
Unit Title /
Suggested Timeline
Global
Warming
Relevant
Standards
Standards Unpacked
Skill / Concept / Process?
Enduring Understandings / Unit
Goals
I can include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance
the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.5.6
I can adapt speech to a variety of contexts
and tasks, using formal English when
appropriate to task and situation.
8
Essential Questions
Unit Title /
Suggested Timeline
Robbinsville Public Schools
Unit 1: Geography and Early Societies of the Western Hemisphere
Enduring Understandings:
● The Western Hemisphere can be represented on maps, globes,
computer models, satellite imagery and photographs.
● Countries and regions are used to divide the Western Hemisphere
● Continents, countries and regions of the Western Hemisphere can be
organized by physical, political, economic or cultural features
● Political boundaries of the Western Hemisphere are constantly
changing.
● The physical environment has a strong impact on where humans
settle.
● Native American cultures were diverse in customs, values, beliefs,
and languages.
○ Inuit, Mohican, Taino, Wampanoag
● Native Tribes adapted to their surroundings and made the most of
the resources available nearby and these resources helped define the
way their tribe functioned.
● A civilization is a group of people with an established religion, job
specialties, cities, government, language and writing system,
technology, and social hierarchy.
● Complex societies and civilizations adapted to their physical
surroundings to meet the needs of their people.
● Complex societies were both similar and different in the ways of:
○ government and written laws
○ writing and record-keeping
○ social hierarchy
○ advanced technology
○ advanced cities
○ specialized jobs
○ common culture/religion
Essential Questions:
● What is the extent to which geography determines culture?
● How are ancient civilizations unique in government and written laws,
writing and record-keeping, social hierarchy, advanced technology,
specialized jobs, and common culture/religion?
9
Guiding / Topical Questions
with Specific Standards
6.1.8.B.1.b
6.1.8.C.1.b
RI.5.9
What regions make
up the Western
Hemisphere?
What geographical
features are
represented in the
Western
Hemisphere?
Who were the
Native People of
the Western
Hemisphere?
Content, Themes, Concepts, and
Skills
Define the geographical features.
● bay, beach, cave, creek, desert,
earth, forest, hill, island, lake,
mountain, ocean, peak, plain,
pond, river, riverbed, sea,
stream, swamp, valley,
waterfall, woods
List the benefits and disadvantages of
living near each of the geographical
features.
Why would people want to settle near a
body of water or marsh land?
Teaching Strategies
Center Work for the landforms
and features
Explore Google Maps whole-class
Cooperative learning groups
explore the regions and present to
the class adding the class’s Google
Map with photos, videos, and
websites.
List the native groups living in
these regions.
How were the Aztecs,
Mayans, and Incas
similar and different?
What did a
complex society
consist of?
Find reliable sources and sort through
sources to research the societies.
Describe the government and written
laws, writing and record-keeping,
social hierarchy, advanced technology,
advanced cities, specialized jobs, and
common culture/religion of the
Aztecs, Mayans, and Incas.
Inuit History
Boricua Kids ~ Taino
Google Maps pins of
the regions of the
Western Hemisphere
Matching
Assessment for the
geographical features
Speak Taino ~ Time for
Kids
Mohican Legends
Wampanoag SS for Kids
Describe the difference between a
political and a physical map.
Explain why living near water and/or
rich soil is beneficial to a group of
people.
Inuit ~ EcoKids
Project Based
Learning (PBL)
Mohican Culture
Use longitude and latitude to describe
location.
Why would people
choose to live by a
lake, valley, marsh or
river?
Landform Poster
Assessment
Strategies
Taino Age
Map the regions of the Western
Hemisphere on a map and use a key.
6.1.8.B.1.b
6.1.8.C.1.b
6.1.8.D.1.a
6.1.8.D.1.b
6.2.8.A.1.a
6.2.8.B.1.a
6.2.8.C.1.a.
6.2.8.C.1.b
6.2.8.D.1.b
6.2.8.D.1.c
Instructional
Resources and
Materials
Landforms Glossary
Wampanoag Video
Scholastic
Direct instruction on how to find a
reliable source for research and the
different types of sources (primary,
secondary, etc.).
Shared Reading about early
civilizations. (Inca, Aztec, Mayan)
Whole-class lecture about the 7
categories of civilization for the
Aztecs.
Students select the Mayans or
10
BrainPop Using Online
Sources
Assessing Online
Sources
Primary & Secondary
Sources Video
Mesoamerica The First
Cities
Ducksters - 3
Venn Diagram
comparing and
contrasting 2 of the
3 civilizations
studied.
Written assessment:
Which geographical
feature do you feel
would be the most
important to live by?
Explain with
evidence.
Guiding / Topical Questions
with Specific Standards
Content, Themes, Concepts, and
Skills
Students will compare and contrast
political states of the Maya and the
Aztec noting the territories they
controlled, the type of rule each had,
and how the ruler attempted to unify
the people.
Teaching Strategies
Incas to research the same 7
categories.
Students jigsaw the information
sharing to a small group the
information they found.
Instructional
Resources and
Materials
civilizations
Aztecs
Children of the Sun Incas
Authentic Maya
Teacher Chart
Comparing Aztec Inca
Maya
Animated Inca History
Pt1
Animated Aztec History
Animated Maya History
Interactive Hieroglyphs
Mayan Artifacts
Interactive
Mayan Primary Sources
Artifacts
*More resources in
Grade Level Google
Drive Folder
11
Assessment
Strategies
Robbinsville Public Schools
Unit 2: European Exploration
Enduring Understandings:
● Explorers had many reasons for coming to the Western Hemisphere.
● Spain and Portugal were the major players in exploring the Americas.
● European Explorers impacted the lives of the indigenous peoples in both
positive and negative ways.
● Native Americans had many different views of the explorers and their
people.
● Colonies were created by the exploring countries for religious, political,
and economic reasons.
● Colonial rule impacted the lives of the Native People and the colonists.
●
Research questions can be answered by gathering, using, and
interpreting evidence.
●
Primary sources and secondary sources both play a role in research.
●
Resources should be analyzed and assessed for accuracy and bias.
●
Evidence will help solidify an argument by supporting the theory of
the writer.
Guiding / Topical Questions
with Specific Standards
6.1.8.C.1.a
6.1.8.B.2.a
6.1.8.D.2.b
Why were the
European countries
interested in
exploring the
Western
Hemisphere?
Essential Questions
● How do issues of power, wealth and morality influence exploration
and colonization?
● What is the extent to which societies are impacted by colonization?
● How do historians develop questions and conduct research?
● To what extent does the type of evidence and author of the evidence
impact the validity of an argument?
Content, Themes, Concepts, and Skills
Teaching Strategies
Explorers had many reasons for
coming to the Western Hemisphere:
o trade routes
o resources
o wealth
o power
o glory
Direct instruction: Primary Sources
vs. Secondary Sources
Small Group/Cooperative
Learning ~ Reasons for exploring
the Americas
● Inferences
● Research
Which countries
wanted to explore?
Instructional
Resources and
Materials
Assessment
Strategies
Primary & Secondary
Sources Video
Advertisement/
Commercial/ Brochure
to Explore the
Americas
SlideShare Reasons
for Exploration The Three G's Gold God Glory
Video About the
Age of Exploration
Being the Age of
Exploitation
KidzWorld Motives
for Exploration
12
Reflection Journal
Historian Notebook
Foldables for the
reasons to explore
Guiding / Topical Questions
with Specific Standards
6.1.8.B.2.b
Who explored the
Western
Hemisphere?
Which countries
explored which
regions?
Content, Themes, Concepts, and Skills
Teaching Strategies
Spain and Portugal were the major
players in exploring the Americas.
o Columbus
o Ponce deLeon
o Cortez and Pizarro
Cooperative learning groups will
read about the three explorer
options.
Instructional
Resources and
Materials
Quick Columbus
Biography
Quick Cortez
Biography
Quick Pizarro
Biography
Assessment
Strategies
Notes about the
Explorers can be used
as an assessment, they
will use these notes to
prepare for the trial.
Historian’s Notebook
Quick Ponce de León
Biography
List of Major
Explorers and Facts
6.1.8.D.1.b
6.1.8.D.1.c
6.1.8.B.2.a
6.1.8.B.2.b
6.1.8.C.2.b
6.1.8.D.2.b
RI.5.3
RI.5.6
RI.5.7
RI.5.9
W.5.1
W.5.7
W.5.8
SL.5.1
SL.5.4
SL.5.5
SL.5.6
What was the
Explorers’ impact
on the people who
already inhabited the
land there?
How were the lives
of the native people
changed due to
exploration?
What were some of
the benefits and
consequences of
having the explorers
come?
Was it worth
exploring with all of
the consequences?
European Explorers impacted the
lives of the indigenous peoples in both
positive and negative ways.
Whole Class Instruction &
Centers- Why Explore?
Analyzing a Source for ReliabilityIndependent Study of Article from
The Onion. Teacher does not tell
students that The Onion is a
satirical newspaper with false
reports.
The Columbian Exchange had very
minimal shipments in but many out,
basically robbing the native people.
Native Americans had many different
views of the explorers and their
people.
Direct instruction - Whole-classabout what a trial is and how it is
conducted
Disease and warfare brought on by
exploration had a massive impact
upon the Native American cultures.
Shared Reading/Close Reading
Ideas- Effects of Disease,
Columbian Exchange,
Migration/Forced Migration
Religions were conquered converting
the people of the area to the religion
of the explorers.
Independent/Partner study of the
13
South Carolina Bar
Association - Guide
to Mock Trials in the
Classroom
Article About
Reliability: The
Onion, Anniversary
of Discovering the
Sky
First Thanksgiving
Exploring the
Conquest of the
New World-Library
of Congress
Guns, Germs &
Steel - National
Mock Trials of
Explorers
Summative
Assessment:
Socratic Seminar
after the trials. Two
questions posed to
each group about
their performance,
one about their
content, and final
question, “is
colonization worth
it?”
Guiding / Topical Questions
with Specific Standards
Who is at fault for
all the destruction
and changes during
this time?
What cultural
impact has
exploration had on
the cultures that
originated there?
Should the United
States restart
exploration and
colonization?
What are the lasting
impacts of
colonization?
Content, Themes, Concepts, and Skills
Teaching Strategies
Colonies were created by the
exploring countries for religious,
political, and economic reasons.
roles in a trial
Colonial rule impacted the lives of the
native people and the colonists.
Students will participate in the
Mock Trial of the Explorer studied
vs. the native people of that region.
“Jurors” can decide what % of the
guilt is on the native people and
what % is on the explorer
Role Play in Mock Trials
Research questions can be answered
by gathering, using, and interpreting
evidence.
Primary sources and secondary
sources both play a role in research.
Instructional
Resources and
Materials
Geographic Video
*1st 20 minutes most
valuable
Aztec Primary
Sources Cortez
*Some Mature
Content
Aztec Primary
Source 2 Cortez
*Some Mature
Content
Incan Artifact
Resources should be analyzed and
assessed for accuracy and bias.
More Incan Artifacts
Evidence will help solidify an
argument by supporting the theory of
the writer.
*More resources in
Grade Level Google
Drive Folder
14
Assessment
Strategies
Robbinsville Public Schools
Unit 3: Comparative Case Study of Western Hemisphere Cultures
Enduring Understandings:.
● Countries in the Western Hemisphere are both similar and unique.
● Mexico, Canada, and Brazil have all been changed due to exploration of
that region.
● These regions have maintained some elements of the indigenous
civilizations and have changed and adapted due to exploration and
colonization in the following areas:
o government and written laws
o writing and record-keeping
o social hierarchy
o advanced technology
o advanced cities
o specialized jobs
o common culture/religion
Guiding / Topical Questions
with Specific Standards
6.1.8.A.1.a
6.1.8.D.1.b
RI.5.2
RI.5.3
RI.5.7
RI.5.9
W.5.7
W.5.8
W.5.9
SL.5.2
SL.5.4
SL.5.5
SL.5.6
What geographical
features are similar
and different?
How do these
countries use the
land?
What government
system do they use?
What is the
difference between
a Prime Minister
and a president?
Are the native
Essential Questions
●
How do key forces and events shape nations?
●
What are the social aspects of people?
●
What are political functions?
●
What are economic features of a region?
●
What are the cultural features of a region?
●
How do different groups advocate for themselves and create change?
●
How can people in the United States help to advocate for others?
Content, Themes, Concepts, and Skills
Teaching Strategies
Direct Instruction - What is SPEC?
● Geography:
o Geographic features include
regions, states, rivers, mountains,
deserts, landforms, oceans, seas,
gulfs, glaciers, deltas, rainforests.
o Physical environment influences
where humans settle, how they use
the land, and the economy.
● Politics:
Mexico:
o Mexico received independence
from Spain in 1821.
o Mexico-American War impacted
the people inhabiting Mexico.
o The Alamo and San Jacinto play a
large role in Mexico’s history.
o Mexico is a Federal Republic.
Review Whole-Class or Small
Group Instruction ~ Reliable
sources and primary vs. secondary
sources
Collaborative Learning GroupsResearch the SPEC and 7
categories for the 3 countries
Have each group select a minority
group that is being oppressed or
does not have equal rights from
that country.
Partners work together to list
15
Instructional
Resources and
Materials
SPECtacular Social
Studies
Minority Rights
Mexico
Canada Minority
Groups
Civil Rights for
Black Brazilians
Mexico Nat Geo
Kids
Mexico TFK
Assessment
Strategies
Historian’s
Notebook
Comparative Case
Study Essay/Poster/
Presentation ~
Comparative Study
of the 3 countries
and the United
States
(Differentiation:
Needs Support ~
Compare/Contrast 2
countries studied
Enrichment ~
Compare/Contrast
all countries studied
Guiding / Topical Questions
with Specific Standards
people of each
country still around
and do they have
the ability to live
like they did in the
past?
How have the
explorers changed
the people living in
different parts of
Canada?
What can you infer
about a country’s
origins based upon
religion, culture,
etc.?
How has each
region changed over
time in the areas of:
●
●
●
●
●
●
●
government and
written laws
writing and recordkeeping
social hierarchy
advanced
technology
advanced cities
specialized jobs
common culture/
religion
What are the social,
political, economic,
and cultural pieces
of each of these
countries? (SPEC)
Content, Themes, Concepts, and Skills
o
o
o
Teaching Strategies
qualities these countries have in
common and qualities that make
these countries unique.
Mexico has three branches of
government: executive, legislative,
and judicial.
1917: Political Constitution of the
United Mexican States
Struggles for Equality among
indigenous people and women are
ongoing.
Students analyze the journey from
the native people through
exploration to the current
population. Answer: What has
changed? What still remains from
the original culture of that region?
Canada:
o Constitutional Act of 1791 and the
development of Lower (Quebec)
and Upper (Ontario) Canada
o Westward Expansion and growth.
o Quebecois’ movement for
independence.
o Democratic constitutional
monarch
o The system of government is a
Federal Parliament
o Three Branches: Judicial,
Legislative, Executive
o British North American Act and
the Canadian Bill of Rights
o Struggles for Equality among first
people of Canada and new
immigrants are ongoing
Research teams explore SPEC and
the 7 categories currently
represented in these countries
Brazil:
o Freedom was gained from
Portugal
o Became a Republic in 1889
o Natural resources and exploitation
o Federal Republic
o Three Branches: Judicial,
Legislative, Executive
o Rise of Democracy
o Constitution of the Federative
16
Instructional
Resources and
Materials
Brazil Nat Geo Kids
Brazil TFK
Canada Nat Geo
Kids
Canada TFK
*More resources in
Grade Level Google
Drive Folder
Assessment
Strategies
plus the United
States)
SPEC Brochure for a
selected country
Summative Written
Assessment or
Project ~
Comparison of Past
to Present for 1
country of choice
or
Explain the lasting
impact that the
Explorer Country
has left on any part
of the SPEC
components of 1 of
the studied countries
Guiding / Topical Questions
with Specific Standards
Which of these
countries is most
like the United
States? Why?
Which of these
countries are least
like the United
States? Why?
Content, Themes, Concepts, and Skills
Teaching Strategies
Republic of Brazil (1988)
Struggles for Equality for freedom
of expression, rainforest
communities, and rights of
minorities are ongoing.
● Economics:
o Imports and Exports, Trade
o Major Natural Resources and
Industries
o Free Market Economy vs. Mixed
Economic System
o Currency
o Poor or Strong
o Quality of Life (Would you want
to live there?)
● Culture:
o Oral and written languages are
diverse and often reflect the people
who settled there after exploration.
o Sports and leisure activities are
diverse among the three countries.
o Western Hemisphere countries are
diverse and the cultures of these
countries are rich and varied.
o Due to the proximity to each other,
the countries of the Western
Hemisphere share some of the
same concerns and issues.
● Civil Rights
o Students will research civil rights
groups for one of the countries
studied
o Present the problem
o Plan: How do we fix the problem?
o
17
Instructional
Resources and
Materials
Assessment
Strategies
Robbinsville Public Schools
Unit 4: The Western Hemisphere Today
Enduring Understandings:
● Many environmental issues impact the lives of people in various areas of
the Western Hemisphere.
● People can support those in need by raising awareness and educating
others.
● Recognize that the actions or inactions of individuals, groups, and nations
can have intended and unintended consequences.
● Challenge unfair viewpoints and behaviors by taking action.
● Make informed and reasoned decisions.
● Accept decisions that are made for the common good.
Essential Questions:
● How does an interdependent region meet the challenges of modern
living?
● How can individuals raise awareness about issues impacting other
cultures?
● How do the people of the western hemisphere work together in times
of need?
Duration of Unit: 4 weeks
Guiding / Topical Questions
with Specific Standards
RI.5.7
RI.5.9
W.5.1
W.5.7
W.5.8
W.5.9
SL.5.1
SL.5.4
SL.5.5
SL.5.6
How do historians
develop questions and
conduct research?
To what extent does the
type of evidence and
author of the evidence
impact the validity of an
argument?
Why is it important to be
an advocate?
Which environmental
issues could be
prevented? Which
cannot?
How can you raise
awareness about a topic?
When preparing a
Content, Themes, Concepts, and Skills
Teaching Strategies
Whole-Class brainstorm
environmental issues that impact the
Western Hemisphere
Many environmental issues impact the
lives of people in various areas of the
Western Hemisphere.
o Deforestation
o Drought
o Overfishing
o Natural Disasters
o “Pollution” - Global Warming
o Air Quality
o Endangered Species
Independent Topic Selection
Collaborative Research Groups ~
using resources wisely, using reliable
sources, using a variety of sources
(video, photographs, interviews)
The Western Hemisphere is greatly
impacted by many different environmental
issues each year.
Small Group Strategy Lessons ~
● Taking notes during research
● Writing with persuasion
● Comprehending different
types of media (video,
interview, cartoon, poster)
● Selecting and speaking to a
specific audience
● Catching a reader/audience’s
attention through words and
visual aids
Some of the issues that occur can be
prevented because they are caused by
humans.
When natural disasters strike, countries
often rely on support from other countries
in order to recover and rebuild.
18
Instructional
Resources and
Materials
Dear Future: "Sorry"
youtube video
Explain That Stuff:
Global Warming
Blue Man Group:
Global Warming
Nature Is Speaking:
Kevin Spacey Rainforest
Conservation
Disaster in Haiti
Red Cross and Disney
Team Up to Help Kids
In Disasters
Deforestation National
Geographic
Drought
Assessment
Strategies
Campaign for
Awareness
(Posters/Commercials
/Pamphlets/Etc.)
Historian’s Notebook
Group Discussions
about the importance
of raising awareness
and the process of
developing a campaign
Summative Assessment
based off of the
information presented
by the different groups
and the importance of
being a global
advocate.
Guiding / Topical Questions
with Specific Standards
campaign for awareness,
what are the most
important elements to
keep in mind?
Content, Themes, Concepts, and Skills
Teaching Strategies
Instructional
Resources and
Materials
Overfishing
Persuasive writing relies on speaking
to a specific audience.
Students Guide to
Climate Change and
Global Warming
In order to raise awareness about an
environmental issue, you must first
research the cause(s) of the issue, the
impact both positive and negative, the
severity of the issue, and the ways to
make the lives of those impacted
better.
Endangered Species
World Wildlife
Foundation
Air Quality
Research Components:
● Research questions can be answered
by gathering, using, and interpreting
evidence.
● Primary sources and secondary
sources both play a role in research.
● Resources should be analyzed and
assessed for accuracy and bias.
● Evidence will help solidify an
argument by supporting the theory
of the writer.
Persuasive Writing
Resources for Teachers
*More resources in
Grade Level Google
Drive Folder
19
Assessment
Strategies