WCSD Grade 5 Social Studies: The Western Hemisphere
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5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO) |
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Students will read physical maps and reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere. Students will divided the Western Hemisphere into regions that share common, identifiable characteristics such as physical, political, economic, or cultural features. Regions within the Western Hemisphere include: North America (Canada and the United States) Mesoamerica (Mexico and Central America) Caribbean South America |
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Quarter 1 (5 Weeks total)
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How does the environment affect where people settle?
How does the environment impact the development of culture?
How do people modify the land to meet their needs? |
Unit 1 tundra megalopolis prairie continental divide canyan navigable tributary glacier wetland hydroelectric power renewable resource scarcity economy irrigation temperate climate current precipitation drought arid
Unit 4 subregion archipelago llanos pampas canal isthumas rain forest deforestation gasohol columbian exchange hunter-gatherer
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Writing Prompt: Unit 1: Lesson 3: Explain what a renewable resource is and how the United States and Canada have utilized them to meet the daily needs of its citizens, while also protecting the environment. Writing Prompt: Unit 4: Lesson 4: Imagine it is 1492 and you have just arrived in the Americas. Write a letter home describing the new foods you are tasting for the first time. ** Follow up this writing with a read aloud of the book Encounter by Jan Yolen. Compare and contrast the points of view presented in both texts and the alernate history they provide. **
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McGraw Hill SS Text:
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Investigate to compare/contrast three Native American cultural groups (one from Canada, one from the United States, and one from the Caribbean Region).
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Hoover Damn Video (about 5 minutes)
Deconstructing the Panama Canal video (about 2 minutes)
Panama Canal Locks video (about 2 minutes)
Machu Picchu video (about 3 1/2 minutes) Schloastic.com Lesson Plan - Compare and Contrast Hispanic Countries During Hispanic Heritage Month SlideShare - Landforms of the Western Hemisphere
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5.1 EARLY PEOPLES OF THE AMERICAS: The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. (Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)
5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. (Standards: 2, 3; Themes: ID, TCC, GEO, GOV) 5.3 EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade. (Standards: 1, 2, 3, 4; Themes: MOV, TCC, GEO, ECO, EXCH)
5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV)
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Students will examine the various theories of the migration routes by which the first humans may have arrived, including the Bering land bridge, using maps and archaeological evidence.
Students will examine maps that show the variety of different Native American groups located in the Western Hemisphere, noting that there are many different culture groups in many different types of physical, climate, and vegetative regions. Students will select one Native American culture group from the United States, one from Canada, and one from the Caribbean region and compare and contrast them by examining how each of these groups adapted to and used the environment and its resources to meet their basic needs, and by examining elements of their culture, including customs, beliefs, values, languages, and patterns of organization and governance.
Students will locate the complex societies and civilizations of the Mayas, Aztecs, and Incas on a map, and students will determine when these societies and civilizations occurred. Students will investigate the characteristics of the Mayas, Aztecs, and Incas, noting similarities and differences.
Students will compare and contrast political states of the Maya and the Aztec, noting the territories that they controlled, the type of rule each had, and how the ruler attempted to unify the people.
Students will investigate explorers from different European countries and map the areas of the Western Hemisphere where they explored, including Christopher Columbus, John Cabot, Jacques Cartier, Pedro Cabral, and Vasco Nunez de Balboa.
Students will examine European interactions with Native Americans, using these examples: Conquests by Cortez and Pizarro and the resulting demographic change French in Canada and the fur trade
Students will map the movements of people, plants, animals, and disease between Europe, the Americas, and Africa.
Students will examine the effect of diseases introduced to the Western Hemisphere.
Students will investigate why sugar was brought to the Americas, noting where it was grown and why, and the role of supply and demand.
Students will map the regions within the Western Hemisphere and locate major physical features within each region. |
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Quarter 2 (10+ weeks, continue lessons 4-6 into quarter 3) |
How does NYS define a complex civilization? What makes a civilization successful?
How is the information gathered from a primary resource, such as a journal, different from information presented in a textbook?
How would history be different if European explorers never made contact with native Americans?
What was life like as a slave in the Colombian Exchange?
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Unit 2: indigenous treaty annex slavery terrorism Northwest Passage voyageur loyalist assembly province territory traditional economy culture representative democracy checks and balances federalism amendment prime minister parliament monarch rural urban suburb bilingual multiculturalism separatism
Unit 5: jade obsidian glyph empire Line of Demarcation encomienda cash crop planation mestizo decree dictator caudillo communism socialism emigrate migrate mulatto pidgin language carnival mural
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Unit 2 Lesson 3 Write About it: Writing Prompt: Unit 5: Lesson 2 How were civilizations changed in Latin America by the arrival of the Europeans? Be sure to support your answer with details from lesson 2. |
McGraw Hill SS Text: McGraw Hill Online Resources: Unit 2 lessons 1-7 & Unit 5 lessons 1-6
Read Works Articles: Kids Discover Magazines: |
Jigsaw - 3 groups, each group investigates one civilization. Students share out so each student develops understanding of key idea and can then compare and contrast different civilizations.
Native American Journal Mayan Communication.pdf
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Read Works articles: Tenochtitlan (The Impossible Cities) video
NYLearns.org - Moctezuma: Aztec Ruler from the British Museum
NYLearns.org - The Aztec World from the British Museum
NYLearns.org - The Aztecs by History.com
Mr. Donn - The Maya Empire for Kids
SlideShare - Maya, Aztec and Inca Civilizations
Maya Math SMART Notebook activity - Shows the Mayas' system of recording numbers, and its efficiency. Mayas used Base 20 instead of Base 10.
DIG is an interactive game about the Maya culture of Mexico and Central America, recommended for players ages 10 and up. Players will choose an archaeologist to intern with, dig for objects, record journal notes and sketches, and play games to explore Maya artworks and culture.
Christopher Columbus in a Nutshell
Taxes & Smuggling - Prelude to Revolution video
The Declaration School House Rocks video
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5.5 COMPARATIVE CULTURES: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. Due to their proximity to each other, the countries of the Western Hemisphere share some of the same concerns and issues. (Standards: 1, 2; Themes: ID, MOV, SOC)
5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. (Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH) |
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Students will investigate a current issue that two or more Western Hemisphere countries are facing together. Some examples include environmental issues, immigration, and trade.
Students will identify the major natural resources of the United States, Canada, Mexico, and one Caribbean or one South American country to determine the major industries of those countries in relation to available resources.
Students will examine why certain products are manufactured in particular places, taking into account the weight, transportation availability, and costs and markets (e.g., soda pop). |
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Quarter 3 (5 weeks) |
How do the available resources affect what products are manufacture in the United States?
What is supply and demand? How do they relate to one another?
Why is trade important? How do trade agreenments affect the growth of interdependent regions?
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Unit 3 free enterprise stock profit biotechnology supply demand developed nation economic growth knowledge economy interdependence FTA tariff trade deficit trade surplus fossil fuel acid rain conservation urbanization urban sprawl |
Writing Prompt: Unit 3: Lesson 3 Explain what interdependence is and how it has benefitted various nations around the world. Be sure to include the terms "import" and "export" and how each can reflect the strength of an economy. |
McGraw Hill SS Text:
McGraw Hill Online Resources: Unit 3 lessons 1-4 |
Curriculum Connection Unit 3 Lesson 2 - You Can in Canada Make a sign to convince people looking for work to come to one of Canada’s economic regions. Be sure your sign includes the name of the region and the types of jobs available there. Decorate your sign and come up with a catchy slogan to get people interested! |
Teaching About Interdependence video: An Introduction
BrainPOP video: Supply & Demand
BrainPOP video: Stocks and Shares |
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5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO)
5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV)
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Students will use physical, climate, and vegetation maps in combination with population density, land use, and resource distribution maps to discern patterns in human settlement and types of economic activity.
Students will examine the basic government structures and functions from place to place in the countries of the Western Hemisphere (ie: Mexico & Argentina)
Students will examine at least one group of people, such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere, who have struggled or are struggling for equality and civil rights or sovereignty.
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Quarter 4 (5 Weeks) |
How do the available resources affect what products are manufacture in the countired of Latin America?
What are some negative impacts created by the growth of industry? (ie: computers, taxtiles, and other consumer goods)
Why is trade important to these countries? How do trade agreenments affect the growth of these interdependent regions?
Why have some Western Hemisphere nations been more successful than others in meeting their needs and wants? |
Unit 6 plaza vaquero maquiladora subsistence farm smog migrant worker campesino literacy rate junta command economy commonwealth favela selva ecosystem |
Write About it! Lesson 1 Summarize: Ask students to choose one region and write a paragraph about what people do to make a lving there. Lesson 2 Analyze: Ask students to identify two ways that turning over the Panama Canal has helped Panama. Lesson 3: Writing Prompt: Unit 6: Lesson 4: Why did the land in The Amazon Rain Forest become nearly useless in the 1980's? Provide specific details as to the causes for the deforestation in Brazil. |
McGraw Hill SS Text:
McGraw Hill Online Resources: Unit 6 lessons 1-4 |
Research a Mexican Holiday * Have students work in groups to research holidays such as Cinco de Mayo, Dia de los Muertos, Guelaguetza, Posadas, and virgen de guadalupe.
* Have students give a presentation (digitally, orally, visually, etc.) about their holiday that include: its name; its date; what it celebrates; its history; and special customs associated with the celebration. Be sure it includes pictures and that sources are cited
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Read Works articles: |
