SOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE

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1 SOCIAL STUDIES REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE GRADE 5 I Can Checklist Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

2 1 I can construct a multiple-tier timeline and analyze the relationships among events. I can differentiate time span using years, decades and centuries. I can explain relationship among events. History 2 I can compare characterisitics of early Indian civilizations (governments, social strutures, religious, technologies, and agricultural practices and products). I can identify the features of civilizations (government, social structure, religion, technologies, and agricultural practices). I can list events in historical order. I can place events on a timeline. I can arrange events from a timeline in order. I can create evenly spaced intervals. I can write a title for a given time line. I can list characteristics of the Inca civilization. I can list characteristics of the Maya civilization. I can list characteristics of the Aztec civilization. I can list characteristics of the Mississippian. I can compare the similarities and differences of the four early civilizations in the Americas. I can construct a time line with two or more rows based on given information. Columbus City Schools

3 History 3 I can describe lasting effects of European exploration and colonization on the cultural practices and products of the Western Hemisphere. I can give examples of the impact of European exploration and colonization on place names. I can give examples of the impact of European exploration and colonization on languages. I can give examples of the impact of European exploration and colonization on religions. I can give examples of the impact of European exploration and colonization on agricultural practices and agricultural products. I can identify European groups that explored and colonized in the Western Hemisphere. Columbus City Schools

4 4 I can use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. I can identify various land forms represented on maps and globes. I can identify cardinal direction. Geography 5 I can use location to make generalizations about climate. I can define longitude. I can define latitude. I can explain the basic properties or maps, globes, diagrams and aerial photographs. I can explain the purpose for which the cartographer creates a map and how they decide which information to include in maps. I can use the process of mental mapping to understand spatial relationships to locate places on maps. I can draw conclusions about people, places, and environments using different features of a map. I can use geographic tools to gather information about people, places and environments. I can use geographic tools to process information about people, places and environments. I can use geographic tools to report information about people, places and environments. I can define location. I can define climate. I can identify geographic points and imaginary lines on maps and globes. I can use coordinates on a grid. I can make generalizations about climate using observations about location. I can predict the climate of different cities using distances north and south of the equator. I can compare the climate of different cities with different latitudes. Columbus City Schools

5 6 I can identify and describe regions within the Western Hemisphere using criteria related to landform, climate, population, culture and economics. I can define region. I can define landform. I can define climate. I can define population. I can define culture. I can define economics. Geography 7 I can explain how variations among physical environments in the Western Hemisphere influence human activities. I can explain how human activities have altered the physical environments of the Western Hemisphere I can identify human activities. I can explain how people adapt to their environment. I can explain how people modify their environment to meet their needs. I can define intended consequences. I can define unintended consequences. I can explain the purpose a canal. I can classify regions using landform, climate, population, culture and economics. I can distinguish between similarities and differences in regions using landform, climate, population, culture and economics. I can define irrigation. I can determine the unintended and intended consequence of an action. I can give examples of how people adapt and modify their environment. Columbus City Schools

6 8 I can make generalization about the cultural ways of life among American Indian cultural groups in North and South America. I can identify cultural groups of Canada and the United States. I can identify cultural groups of Latin America. I can define cultural groups. I can define tribe. I can define nation. I can make generalizations about the way of life within and among cultural areas. I can compare geographic and cultural similarities of cultural groups of Canada and the United States. Geography 9 I can explain political, environmental, social and economic factors that cause the movement of people, products and ideas to move from place to place in the Western Hemisphere. I can define push factors. I can define pull factors. I can list push and pull factors. I can define political, social, environmental, and economic factors. I can categorize push and pull factors as political, environmental, social or economic. I can compare geographic and cultural similarities of cultural groups of Latin America. Columbus City Schools

7 Geography 10 I can describe the cultural diversity of the Western Hemisphere as evidenced by artistic expression, language, religion and food. I can define and explain characteristics of culture. I can define culture diversity. I can give examples of cultural diversity in the Western Hemisphere. I can connect cultural diversity in the Western Hemisphere to the interactions among American Indian, European, Asian and African people. Government 11 I can use multiple sources and appropriate communication tools to locate, investigate, organize and communicate information on a public issue. I can define and give examples of public issues. I can identify and organize main ideas and supporting details. I can organize collected information in an appropriate format. I can use almanacs, maps, trade books, periodicals, newspapers, photographs, and digital resources to gather information. I can use word processing or presentation software and multimedia resources to present to others. I can interpret information from various sources. Columbus City Schools

8 Government Economics 12 I can explain the relationship between those in power and individual citizens in a democracy, a dictatorship and a monarchy. I can define dictatorship. I can define monarchy. I can define democracy. I can explain unlimited power. I can explain limited power. I can explain the relationship between those in power and individual citizens in a democracy, a dictatorship and a monarchy. 13 I can construct a circle graph that displays information on partto-whole relationships of data. I can identify elements of a circle graph. I can interpret data on a circle graph. I can construct a circle graph that displays information on part to while relationships of data. I can calculate percentages for a given set of data. I can calculate angles. I can gather information to create a circle graph. I can compare the relationship between those in power and individual citizens in a democracy, a dictatorship and a monarchy. Columbus City Schools

9 Economics 14 I can explain the present and future consequences of an economic decision. 15 I can explain how the availability of productive resources in a specific region promotes specialization and results in trade. I can explain present consequences of an economic decision. I can explain future consequences of an economic decision. I can define scarcity. I can explain economic costs. I can explain economic benefits. I can analyze economic costs and benefits of an economic decision. I can justify an economic decision. I can describe human resources. I can describe capital goods. I can describe natural resources. I can define specialization. I can explain why people trade. I can explain how productive resources influence the production of goods and services. I can connect the availability of productive resources in a specific region to specialization and trade. Columbus City Schools

10 Economics 16 I can explain how the availability of productive resources and the division of labor influence productive capacity. 17 I can explain how specialization and trade lead to interdependency among countries of the Western Hemisphere. I can explain the role of productive resources in producing goods and services. I can explain division of labor. I can explain productive capacity. I can predict the productive capacity of a region. I can compare the productive capacity of different regions. I can define specialization. I can define interdependence. I can define exports. I can define imports. I can give examples of interdependency among countries in the Western Hemisphere. I can determine the benefits and drawbacks of division of labor. Columbus City Schools

11 Economics 18 I can explain identify a career of personal interest and research the knowledge, skills and experiences required to be successful. I can define and give examples of careers. I can define and give examples of knowledge. I can define and give examples of skills. I can define and give examples of experiences. I can identify a career of personal interest. I can use online and offline sources to research the knowledge, skills, and experiences for different careers. Columbus City Schools

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