5th Grade Social Studies
| Pacing | Unit Title | Standards | Focus Questions | Content | Vocabulary | Skills | Resources | Assessment | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
|
Trimester 1 |
Geography |
|
How do you read different types of maps?
How does the diverse geography of the Western Hemisphere influence human culture and settlement?
|
-Students will map the regions within the Western Hemisphere and locate major physical features within each region.
-Students will create a political map of the Western Hemisphere, noting which countries are in which region, and a political map of the United States showing the location of the states. -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.
|
Map, legend, compass rose, cardinal directions, intermediate directions, Longitude, Latitude, Prime Meridian, Equator, oceans, continents, Political map, resource map, physical map
|
-reading a map -using latitude and longitude to find an exact location -using a map legend -identify continents and oceans -use cardinal and intermediate directions effectively -Labeling, reading classifying, and analyzing different types of maps.
|
-Continents and Oceans practice -brainpop-Maps -IXL Discovery Education (Globe vs. Maps) -State Project
|
Teacher criterion reference tests, projects, IXL quiz (skills A.1, A.2, A.3, B.1-B.5) |
|||
|
Trimester 1 |
Early People |
|
How did the first humans come to North America?
How did early humans adapt to their environment in order to survive?
Why did early humans settle in specific locations?
|
-Students will examine the various theories of the migration routes by which the first humans may have arrived, including the Beringia land bridge, using maps and archaeological evidence.
|
Bering Land Bridge, Neolithic Period, migration, migration routes, archaeological evidence, hunter gatherer, farming |
-study maps that show the variety of different Native American groups located in the Western Hemisphere
-compare routes of how early people may have arrived in the Western Hemisphere
|
-brainpop -IXL -Nearpod -Ancient Civilizations slideshow -Cave painting project
|
Teacher criterion reference tests, projects, IXL Early Humans and their Environment lesson (cave art)
|
|||
|
Trimester 1 |
Complex Societies |
|
What common characteristics did early western civilizations share?
How did complex societies adapt to and modify their environment to meet their needs?
|
-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 how the Mayas, Aztecs, and Incas adapted to and modified their environment to meet the needs of the people, examining the clothing, farming, shelter, and transportation systems for each. |
Mayas, Aztecs, Incas, Terrace farming, irrigation, conquistadors, pyramids, temples, mound builders, anasazi, codex, polytheism
|
Compare and contrast the cultures, government, technology and language of the Mayas, Incas and Aztecs
|
-brainpop -IXL -Nearpod
|
Teacher criterion reference tests, projects, IXL |
|||
|
Trimester 2 |
European Explorers |
|
How did the exploration of the New World by European explorers effect the native peoples?
How did trade routes result in cultural diffusion, which reshaped the lives and beliefs of native peoples?
|
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 map the key areas of the Western Hemisphere that were colonized by the English, Dutch, French, Portuguese, and Spanish, comparing the locations, relative sizes, and key resources of these regions. -Students will examine how the Native Americans viewed the newcomers
|
Christopher Columbus, Francisco Pizzaro, John Cabot, Jacques Cartier, Cabral, Vasco Nunez De Balboa Trade routes, Disease, Columbian Exchange, NorthWest Passage, Cultural decimation, slavery
Three G’s - Glory, God, Gold
|
-Students will research explorers and their trade routes for their effect on society
-students will be able to map areas of exploration
-students will be able to determine order of exploration for each country
|
-brainpop -IXL -Nearpod -Readworks articles
|
Teacher criterion reference tests, projects, IXL |
|||
|
Trimester 2 |
Comparative Cultures |
|
In what ways do different countries/cultures in the Western Hemisphere share similar issues? |
Students will examine maps that show the variety of different Native American groups located in the Western Hemisphere.
-Students will explore key cultural characteristics, such as the languages, religions and contributions, of the United States, Canada, Mexico, and one Caribbean or one South American country.
Students will investigate a current issue that two or more Western Hemisphere countries are facing together. Some examples include environmental issues, immigration and trade.
|
Cultures, diversity, customs, ways of life, immigration, trade, enviromental issues, concerns |
Research current issues pertaining to two or more western countries |
-brainpop -IXL -Nearpod -https://www.globalonenessproject.org/
|
Teacher criterion reference tests, projects, IXL |
|||
|
Trimester 3 |
Government |
|
What are the branches of the U.S. government? How do the governments of the Western Hemisphere differ in structure and function (ex. U.S., Canada and Mexico)?
|
-Students will examine the basic structure of the United States federal government, including the president, Congress, and the courts. -Students will examine the Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights in terms of key values, beliefs, and principles of constitutional democracy. -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.
|
Branches of government: executive, judicial, legislative President, congress, senate, house of representatives, supreme court, checks and balances, the constitution, bill of rights
|
-name and explain the branches of the United States government -compare and contrast the branches of the U.S. government -explain the structures of the government in Mexico, Canada and one other country in Caribbean or South America
|
teacher sourced material -brainpop -IXL -Nearpod
|
Teacher criterion reference tests, projects, IXL |
|||
|
Trimester 3 |
Economics |
|
What are the characteristics of the traditional economies of civilizations in the Western Hemisphere (U.S., Canada, Plains Indians and Cuba)?
|
-Students will explore the characteristics of a traditional economy used by the Plains Indians, the market economy of the U.S. or Canada, and the command economy of Cuba, noting similarities and differences. -Students will identify the major natural resources of the U.S., Canda, 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. -Students will examine products that are imported into markets within the U.S. based on demand for these products, noting how this affects the U.S. economy. -Students will examine products that are exported from the U.S. to other markets in the Western Hemisphere, noting how this affects the U.S. economy.
|
Supply & demand, economy, market, natural resources, import & export, consumer |
-Explore the characteristics of a traditional economy of the Western Hemisphere (ie. U.S., Canada, Plains Indians, Cuba). -Compare and contrast the different economies of the Western Hemisphere. -Identify the major natural resources of the U.S., Canada, Mexico, and one other Central or South American country. -Examine products from both the U.S. and other Western Hemisphere countries to understand why products are imported and exported.
|
-teacher sourced material -brainpop -IXL -Nearpod
|
Teacher criterion reference tests, projects, IXL |
