Mount Vernon City School District Elementary Social Studies Curriculum Map Fifth Grade Academic Year

Transcription

1 Mount Vernon City School District Elementary Social Studies Curriculum Map Fifth Grade Academic Year

2 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)

3 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.

4 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.

5 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

6 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 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, foldables, 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

7 Classroom Expectations: Word Walls: 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, foldables, 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.

8 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.

9 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.

10 Key Ideas Conceptual Understandings Theme(s) Standard Geography, Humans, and the Environment of the Western Hemisphere 5.1. The Western 5.1.a The physical landscape of North and South America shows both great Geography, Humans, and the Environment 3 Hemisphere, comprised of North and South America, has an expansive and varied geography comprised of different regions, physical features, climates, and human communities. variation and unifying patterns. 5.1.b The extensive biodiversity in North and South America produces unique biomes and species of plants and animals. 5.1.c North and South America can be divided into regions that share common human and/or physical features. 5.1.d The physical environment, human culture, and economic and political structures all influence the unique sense of place of a region. 5.2 The physical environment and natural resources in North and South America encouraged development of the first human settlements and cultural systems by Native Americans. 5.3 Over time, different ethnic, religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages. 5.2.a Physical systems influence patterns of human migration and settlement in North and South America. 5.2.b The varied physical environments across North and South America are reflec ted in the array and diversity of human settlements that appear across the region. 5.2.c Different types of structures, forms of agriculture, and location of urban centers are examples of ways people adapt to the physical landscape to form settlements. 5.2.d Human settlements modify the physical landscape and environment by creating transportation systems, industries, and methods to harness and control natural resources. 5.3.a Cultures and societies described as civilizations share certain common characteristics, including the development of economic systems, urban centers, centralized governments, complex technologies and social structures. 5.3.b Nation states within North and South America have developed over time and contain multiple diverse ethnic and religious groups. 5.3.c Different ethnic groups share their various customs, beliefs, ideas, languages, and religions 5.3.d 5.3.e 5.3.f 5.3.g 5.3.h 5.3.i Creating culturally diverse nations and regions and leading to cultural integration. Geography, Humans, and the Environment Development, Movement, and Interaction of Cultures Development, Movement, and Interaction of Cultures 1, 2, 3 1, 2

11 Key Ideas Conceptual Understandings Theme(s) Standard Time, Continuity, and Change in the Western Hemisphere 5.4 Major social, political, economic, and cultural shifts in Europe resulted in an Age of Exploration and Encounter in the 15th century that brought explorers, European settlers, and Africans to North and South America and changed people's understanding of the world. 5.5 Across time and place, the people of the Western Hemisphere have held differing beliefs regarding power, authority, governance, and law resulting in dynamic periods of colonial rule, revolutions, and state building. 5.6 The forces of expansion and migration have affected nations and cultures throughout the Western Hemisphere, resulting in population shifts, development of urban centers, displacement of native cultures, and imperial conflicts. 5.4.a European migration and settlement reflected and altered people's views and understanding of the world. 5.4.b Competition for natural resources led to particular settlement patterns for Europeans and interactions with Native American peoples. 5.4.c European and Native American settlement had an impact on physical and human environments, with both positive and negative effects. 5.4.d Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. 5.4.e Differing belief systems of Native Americans and Europeans created social and political inequalities in the Americas. 5.5.a During colonial eras, Europeans held beliefs about power and economic needs that led them to colonize and control over other lands and people. 5.5.b Periods of revolution freed people from colonial authority. 5.5.c Following revolutions, former colonial states worked to organize diverse peoples and regions into nation states with a common government, economy, and national identity. 5.5.d Although colonial oppression was one catalyst for revolution, new nations used race, religion, gender, and economic status to officially and unofficially differentiate treatment of the population. 5.6.a Geographic characteristics found in particular regions have served to aid expansion and the connection with other societies. 5.6.b Growth of industrialization led to the development of urban areas and shifted populations and centers of wealth. 5.6.c People leave their homes and move to other places within their countries or other countries for economic, political, and cultural reasons. 5.6.d The movement of human population has led to the displacement of indigenous groups often through force and aggression. Development, Movement, and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Time, Continuity, and Change Power, Governance, and Authority Time, Continuity, and Change Geography, Humans, and the Environment 1, 2, 5 1, 2, 3 1, 2

12 Key Ideas Conceptual Understandings Theme(s) Standard Power, Authority, and Governance in the Western Hemisphere 5.7 Over time, different political 5.7.a Colonial histories, politic and social values, religious institutions, spatial systems have developed in the nations of the Western Hemisphere, and these governments maintain order, provide security, and protect individual rights in different ways. arrangement of people and physical features contribute to the types of political systems found in the Western Hemisphere. 5.7.b Oligarchy, republic, and military dictatorship are political systems of the Western Hemisphere that govern differently. 5.7.c Governments make laws and enforce them in different ways to maintain order and 5.8 The roles of citizenship and individual rights are led by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time. 5.9 Across time and place, different cultural groups and populations have struggled and fought for civil rights and equality using different means, and the sources of power and authority in the Western Hemisphere nations have responded to issues of justice and inequality with different approaches Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding. security within a country or community. 5.8.a Citizens have different rights and responsibilities in the nations of the Western Hemisphere. 5.8.b Women and other minority groups have not always been granted the rights of citizenship in the nations of the Western Hemisphere. 5.8.c Most constitutions of nations in the Western Hemisphere have added statements about the protection of individual rights of their citizens. 5.9.a The concept of justice suggests that the rules of the government should be applied equally to all people. 5.9.b Groups of people, particularly groups of women, Native Americans, African Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere countries have responded to inequality and injustice with a variety of tactics d Protests by groups of people have led to increased individual rights, but they have also intensified the suppression of rights. 5.9.c Citizens find ways to confront and challenge their 5.10.a Multinational organizations and non governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations b The United Nations helps maintain peace between nations and uses international pressure protect human rights and promote cultural understanding c Then nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance. Power, Authority, and Governance Power, Authority, and Governance Civic Ideals and Practices Power, Authority, and Governance Development and Transformation of Social Structures Civic Ideals and Practices Power, Authority, and Governance Global Connections and Exchange 5 5 1, 2, 5 1, 2

13 Key Ideas Conceptual Understandings Theme(s) Standard Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere 5.11 The types and availability of natural resources shape the economic systems of nations in North and South America and play a strong role in determining the 5.11.a The physical features, climate, and natural resources of North and South America enable different kinds of agricultural and industrial production and development b Governments make rules that regulate types of economic production. overall strength and influence of those nations c The strength and influence of a nation are partially determined by the size and health of its economy Over time, nations have shifted 5.12.a Physical, political, and other thematic maps can be used to show the relationship and transformed their economic between agrarian and industrial systems, land use, access to transportation systems, and systems. size of settlements b Transportation systems within and between nations allow for the movement of raw materials and goods from farmlands and mines to industrial areas where goods are produced or consumed c People in agrarian and industrial areas develop different lifestyles related to their 5.13 Nations of North and South America depend on one another for various resources and products they need Economic systems among nations and regions are becoming increasingly interdependent. modes of economic production a Some nations have a comparative advantage in the production of goods and services b Trade with other nations to meet economic needs that they cannot meet alone c Issues of scarcity and supply and demand impact how economic needs are met d The North American Free Trade Agreement (NAFTA) and the World Trade Organization (WTO are examples of groups which regulate trade between nations e The World Bank and the International Monetary Fund (IMF) loan money to support nations in need. These lending policies have drawn criticism from some groups due to the requirements and regulations that frequently accompany the loans a Global interdependence suggests that national economic systems rely on and affect one another b Have trade and money investments in other nations, and when one nation struggles economically or financially, this can affect the global community. Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Global Connections and Exchange

14 Key Ideas Conceptual Understandings Theme(s) Standard Geography, Humans, and the Environment of the Western Hemisphere 5.1. The Western Hemisphere, 5.1.e The physical landscape of North and South America shows both great variation and comprised of North and South unifying patterns. America, has an expansive and varied 5.1.f The extensive biodiversity in North and South America produces unique biomes and geography comprised of different species of plants and animals. regions, physical features, climates, 5.1.h North and South America can be divided into regions that share common human and human communities. and/or physical features I The physical environment, human culture, economic and political structures all 5.2 The physical environment and natural resources in North and South America encouraged development of the first human settlements and cultural systems by Native Americans. 5.3 Over time, different ethnic, religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages. influence the unique sense of place of a region. 5.2.e Physical systems influence patterns of human migration and settlement in North and South America. 5.2.f The varied physical environments across North and South America are reflec ted in the array and diversity of human settlements that appear across the region. 5.2.g Different types of structures, forms of agriculture, and location of urban centers are examples of ways people adapt to the physical landscape to form settlements. 5.2.h Human settlements modify the physical landscape and environment by creating transportation systems, industries, and methods to harness and control natural resources. 5.3.j Cultures and societies described as civilizations share certain common characteristics, including the development of economic systems, urban centers, centralized governments, complex technologies and social structures. 5.3.k Nation states within North and South America have developed over time and contain multiple diverse ethnic and religious groups. 5.3.l Different ethnic groups share their various customs, beliefs, ideas, languages, and religions creating culturally diverse nations and regions and leading to cultural integration Geography, Humans, and the Environment Geography, Humans, and the Environment Development, Movement, and Interaction of Cultures Development, Movement, and Interaction of Cultures 3 1, 2, 3 1, 2

15 Key Ideas Conceptual Understandings Theme(s) Standard Time, Continuity, and Change in the Western Hemisphere 5.4 Major social, political, economic, and 5.4.a European migration and settlement reflected and altered people's views and cultural shifts in Europe resulted in an Age understanding of the world. of Exploration and Encounter in the 15th 5.4.b Competition for natural resources led to particular settlement patterns for century that brought explorers, European Europeans and interactions with Native American peoples. settlers, and Africans to North and South 5.4.c European and Native American settlement had an impact on physical and human America and changed people's environments, with both positive and negative effects. understanding of the world. 5.4.d Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. Differing belief systems of Native Americans and Europeans created social and political 5.4 Major social, political, economic, and cultural shifts in Europe resulted in an Age of Exploration and Encounter in the 15th century that brought explorers, European settlers, and Africans to North and South America and changed people's understanding of the world. 5.5 Across time and place, the people of the Western Hemisphere have held differing beliefs regarding power, authority, governance, and law resulting in dynamic periods of colonial rule, revolutions, and state building. 5.6 The forces of expansion and migration have affected nations and cultures throughout the Western Hemisphere, resulting in population shifts, development of urban centers, displacement of native cultures, and imperial conflicts. inequalities in the Americas. 5.4.k European migration and settlement reflected and altered people's views and understanding of the world. 5.4.l Competition for natural resources led to particular settlement patterns for Europeans and interactions with Native American peoples. 5.4.m European and Native American settlement had an impact on physical and human environments, with both positive and negative effects. 5.4.n Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. 5.4.o Differing belief systems of Native Americans and Europeans created social and political inequalities in the Americas. During colonial eras, Europeans held beliefs about power and economic needs that led to colonize and rt control over other lands and people. Periods of revolution freed people from colonial authority. Following revolutions, former colonial states worked to organize diverse peoples and ns into nation states with a common government, economy, and national identity. Although colonial oppression was one catalyst for revolution, new nations used race, on, gender, and economic status to officially and unofficially differentiate treatment of opulation. 5.6.c Geographic characteristics found in particular regions have served to aid expansion and the connection with other societies. 5.6.d Growth of industrialization led to the development of urban areas and shifted populations and centers of wealth. 5.6.e 5.6.f People leave their homes and move to other places within their countries or other countries for economic, political, and cultural reasons. 5.6.g 5.6.h The movement of human population has led to the displacement of indigenous groups often through force and aggression. Development, Movement, 1, 2 and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Development, Movement, 1, 2 and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Time, Continuity, and Change Power, Governance, and Authority Time, Continuity, and Change Geography, Humans, and the Environment 1, 2, 5 1, 2, 3

16 Key Ideas Conceptual Understandings Theme(s) Standard Power, Authority, and Governance in the Western Hemisphere 5.7 Over time, different political 5.7.d Colonial histories, politic and social values, religious institutions, spatial systems have developed in the nations of the Western Hemisphere, and these governments maintain order, provide security, and protect individual rights in different ways. arrangement of people and physical features contribute to the types of political systems found in the Western Hemisphere. 5.7.e Oligarchy, republic, and military dictatorship are political systems of the Western Hemisphere that govern differently. 5.7.f Governments make laws and enforce them in different ways to maintain order 5.8 The roles of citizenship and individual rights are led by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time. 5.9 Across time and place, different cultural groups and populations have struggled and fought for civil rights and equality using different means, and the sources of power and authority in the Western Hemisphere nations have responded to issues of justice and inequality with different approaches Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding. and security within a country or community. 5.8.d Citizens have different rights and responsibilities in the nations of the Western Hemisphere. 5.8.e Women and other minority groups have not always been granted the rights of citizenship in the nations of the Western Hemisphere. 5.8.f Most constitutions of nations in the Western Hemisphere have added statements about the protection of individual rights of their citizens. 5.9.d The concept of justice suggests that the rules of the government should be applied equally to all people. 5.9.e Groups of people, particularly groups of women, Native Americans, African Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere countries have responded to inequality and injustice with a variety of tactics. 5.9.f Citizens find ways to confront and challenge their government. 5.9.g Protests by groups of people have led to increased individual rights, but they have also intensified the suppression of rights d Multinational organizations and non governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations e The United Nations helps maintain peace between nations and uses i nternational pressure protect human rights and promote cultural understanding f hen nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance. Power, Authority, and Governance Power, Authority, and Governance Civic Ideals and Practices Power, Authority, and Governance Development and Transformation of Social Structures Civic Ideals and Practices Power, Authority, and Governance Global Connections and Exchange 5 5 1, 2, 5 1, 2

17 Key Ideas Conceptual Understandings Theme(s) Standard Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere 5.11 The types and availability of natural 5.11.d The physical features, climate, and natural resources of North and South resources shape the economic systems of America enable different kinds of agricultural and industrial production and nations in North and South America and development. play a strong role in determining the 5.11.e Governments make rules that regulate types of economic production. overall strength and influence of those 5.11.f The strength and influence of a nation are partially determined by the nations. size and health of its economy Over time, nations have shifted and transformed their economic systems Nations of North and South America depend on one another for various resources and products they need Economic systems among nations and regions are becoming increasingly interdependent d Physical, political, and other thematic maps can be used to show the relationship between agrarian and industrial systems, land use, access to transportation systems, and size of settlements e Transportation systems within and between nations allow for the movement of raw materials and goods from farmlands and mines to industrial areas where goods are produced or consumed f People in agrarian and industrial areas develop different lifestyles related to their modes of economic production f Some nations have a comparative advantage in the production of goods and services g Trade with other nations to meet economic needs that they cannot meet alone h Issues of scarcity and supply and demand impact how economic needs are met i The North American Free Trade Agreement (NAFTA) and the World Organization (WTO are examples of groups which regulate trade between nations j The World Bank and the International Monetary Fund (IMF) loan money to support nations in need. These lending policies have drawn criticism from some groups due to the requirements and regulations that frequently accompany the loans c Global interdependence suggests that national economic systems rely on and affect one another d have trade and money investments in other nations, and when one nation struggles economically or financially, this can affect the global community. Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Global Connections and Exchange

18 WEEK OF: October 5-9 October October UNIT LESSON NUMBE R MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES 1 1 Major Landforms RI.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within a text. RI.4: Determine the meaning of unknown words and phrases in a text relevant to a grade 2 topic or subject area. RI.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Provide students with activities to build background knowledge and motivate students Complete Diagnostic Assessment Front load vocabulary using the suggested vocabulary practice activities Student Portfolio Pages Reading Comprehension Skill: Compare and Contrast 1 2 Major Waterways Student Portfolio Pages Coordinate Grids Reading Comprehension Skill: Cause and Effect 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 Learn about the main geographic features of the Mississippi River. Explore the geographic characteristics of the Great lakes. Discuss the Everglades and why it is important to preserve them. October Natural Resources RI.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.. Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers on Geography Reading Comprehension Skill: Cause and Effect Reading Comprehension Skill: Compare and Contrast Discuss the uses of the mineral resources of the United States and Canada. Understand the difference between renewable and nonrenewable energy resources. Recognize that some natural resources can become scarce.

19 Explore the importance of the rich soil resources in the United States and Canada. November 2-6 November Climate Regions Reading Comprehension Skill: Cause and Effect Reading Comprehension Skill: Compare and Contrast Understand the effects of a cold climate. learn how ocean currents and global position affect climate. Discover which regions have an arid, or desert, climate. Explore the varied climates in the eastern United States and Canada. November November Environmental Challenges Reading Comprehension Skill: Cause and Effect Reading Comprehension Skill: Compare and Contrast Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Guided Reading Group Activities with Leveled Readers 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. November 30- December Hurrican Katrina and New Orleans RI.9: Compare and contrast the most important points presented by two texts on the same topic. Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Guided Reading Group Activities with Leveled Readers Skill: Compare and Contrast Map and Globe Skills L earn about the impact of Hurricane Katrina. Discuss how the geography of New Orleans, louisiana played a role in the level of destruction caused by Hurricane Katrina.

20 December Unit Wrap UP Review/Assessment Big Idea Activities MOUNT VERNON CITY SCHOOL DISTRICT How do people adapt to where they live? Use the Writing Rubric and sample student paper on the next page to assess students' writing. Create a Newspaper Article Performance Assessment Checklist Students will: Provide information through research and original writing. Illustrate facts and a high-interest headline that help people see why their subject is important or interesting. Organize information clearly and in proportion to its importance. Present visuals and information in an attractive, legible format. December December UNIT OPENER 2 History of the United States Social Studies Student Pages: Standards 2.1; 2.2; 2.3; 2.4 Teacher Pages: Standards 1.1; 1.2; 1.3; 1.4; 2.1; 2.2; 2.3; 2.4; 3.1 Student Pages: Standards 1.1; 1.2; 2.1; 2.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 2.1; 2.2; 3.1; 3.2; 4.1 Reading Comprehension Skill: Cause and Effect Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Guided Reading Group Activities with Leveled Readers Map and Globe Skills Identify the early peoples of the United States. Understand the causes and effects of the American Revolution. Discuss how the United States expanded and struggled with slavery. Explain how the United States came to be a world leader. January History of Canada Social Studies People, Places, and Environments Student Pages: Standards 2.1; 2.2; 2.3; 2.4 Teacher Pages: Standards 2.1; 2.2; 2.3; 2.4 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 2.2; 3.1; 3.2; 4.1 Reading Comprehension Skill: Cause and Effect Reading Comprehension Skill: Compare and Contrast Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Guided Reading Group Activities with Leveled Readers 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

21 January WEEK OF: January January United States Government UNIT LESSON NUMBER 2 4 The United State Government MOUNT VERNON CITY SCHOOL DISTRICT RL.3.1, RL.3.4, RI.3.1, SL.3.1.B, SL.3.1.C, SL.3.4 Map and Globe Skills: Native American Geography Map and Globe Skills: Compare and Contrast Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Guided Reading Group Activities with Leveled Readers LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES Social Studies Student Pages: Standards 5.1; 5.2; 5.3; 5.4 Teacher Pages: Standards 1.1; 1.2; 1.3; 5.1; 5.2; 5.3; 5.4 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Social Studies Skills: Timelines Reading Comprehension Skills: Compare and Contrast 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. February The Government of Canada Social Studies Student Pages: Standards 5.1; 5.4 Teacher Pages: Standards 5.1; 5.4 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Reading Comprehension Skill: Cause and Effect Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers 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. February Cultures and Lifestyles of the United States Social Studies Reading Comprehension Skill: Cause and Effect

22 February Cultures and Lifestyles of the Canada MOUNT VERNON CITY SCHOOL DISTRICT Student Pages: Standards 1.1; 1.2; 1.3; 2.1; 2.3; 2.4 Teacher Pages: Standards 1.1; 1.2; 1.3; 2.1; 2.3; 2.4 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 2.2; 3.1; 3.2; 4.1 Social Studies Student Pages: Standards 2.1; 2.2; 3.1 Teacher Pages: Standards 2.1; 2.2; 3.1 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1;1.2; 2.1; 3.1; 3.2; 4.1 Reading Comprehension Skill: Compare and Contrast Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers Reading Comprehension Skill: Cause and Effect Reading Comprehension Skill: Compare and Contrast Student Portfolio Pages Access Point Activities Social Studies/ Literacy Centers 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. 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 Canada. February Unit Wrap Up Review/Assessment Big Idea Activities Have students use their Foldables graphic organizer to write their descriptive journal entries. Remind students that their entries should answer the Big Idea question How do people affect the history and culture of a nation? (Possible answer: When people take part in an event in history, like Britain beating the French in the war for control of Canada, the habits of the British and their way of life changed the culture of Canada.) Use the Writing Rubric and sample student paper on the next page to assess students' writing. Write a Descriptive Journal Entry Performance Assessment Checklist Students will: Include descriptive details and personal observations and feelings of the narrator. Begin with an introduction and include the cause and effect of the topic. Mention historical events and facts about the event being described. Check for correct spelling and grammar.

23 WEEK OF: February 29- March 4 UNIT 3 2 LESSON NUMBER Unit Wrap-Up MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES 1 STANDARDS Social Studies Student Pages: Standards 3.1,4.1, 4.2 Teacher Pages: Standards 1.3; 3.1; 4.1; 4.2 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Have students use their Foldables graphic organizer to write their descriptive journal entries. Remind students that their entries should answer the Big Idea question How do people affect the history and culture of a nation? (Possible answer: When people take part in an event in history, like Britain beating the French in the war for control of Canada, the habits of the British and their way of life changed the culture of Canada.) Use the Writing Rubric and sample student paper on the next page to assess students' writing. Write a Descriptive Journal Entry Performance Assessment Checklist Students will: Include descriptive details and personal observations and feelings of the narrator. Begin with an introduction and include the cause and effect of the topic. Mention historical events and facts about the event being described. Check for correct spelling and grammar. Reading Skills: Making Generalizations Map/SS Skills: Using the Data from Visuals Define free enterprise. Understand how natural resources affect the economies of the Northeast and Midwest. Describe how the South's economy is changing. Explain how climate affects the economies of the Interior West and Pacific.

24 WEEK OF: March 7-11 March UNIT LESSON NUMBER LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES 3 2 Economic Regions Social Studies Reading Comprehension Skills: of Canada Student Pages: Standards 3.1; 4.1; 4.2 Making Generalizations Teacher Pages: Standards 2.1; 2.4; 3.1; 4.1; 4.2 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Summarizing Using a Graphic Reading for Meaning 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. March 28- April The United States, Canada, and the World Social Studies Student Pages: Standards 4.1; 4.2 Teacher Pages: Standards 2.4; 3.1; 4.1; 4.2; 5.4 Student Pages: Standards 1.1; 1.2; 2.1; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 2.1; 3.1; 3.2; 4.1 Skill: Using Primary Sources Reading Comprehension Skills: Making Generalizations Map Skills: Compare Maps and Different Scales Access Point Activities Social Studies/ Literacy Centers 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. April Environmental Issues Social Studies Student Pages: Standards 3.1; 3.2 Teacher Pages: Standards 3.1; 3.2 Geography Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Reading Comprehension Skills: Making Generalizations Map Skills: Comparing Charts and Graphs Access Point Activities Social Studies/ Literacy Centers Understand the impact of fossil fuels on the environment. Identify possible effects of global warming. Explain how urbanization affects the environment.

25 April Unit Wrap Up Review/Assessment Big Idea Activities Write About the Big Idea Encourage students to discuss the Big Idea question and to share the information they have added to their Foldables for this unit. Have students use their Fold- ables graphic organizer to write their expository essays. Remind students that their essays should answer the Big Idea question How does the economy affect people's lives? Use the Writing Rubric and sample student paper on the next page to assess students' writing. Make a Map of Forest Biotechnology Performance Assessment Checklist Students will: Draw a map that accurately represents the outline of North and South America. Provide a color-coded key. Title the map neatly and correctly. April Landforms Social Studies Color the map so that people can easily understand it. Student Pages: Standards 3.1; 3.2 Teacher Pages: Standards 3.1; 3.2 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Reading Comprehension: Summarizing Use A Time Zone Map Access Point Activities Identify the three subregions of Latin America. Describe distinctive features of Middle America's geography. Explain how volcanoes affect the people of the Caribbean. Identify the two main landforms of South America.

26 WEEK OF: April UNIT LESSON NUMBE R 4 2 Waterways MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY OBJECTIVES Social Studies Student Pages: Standards 3.1; 3.2 Teacher Pages: Standards 3.1; 3.2 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Skill: Using Graphic Organizers Access Point Activities Explain the importance of the Panama Canal. Identify important rivers of Latin America. May A Wealth of Natural Resources Social Studies Student Pages: Standards 3.1; 3.2; 4.1 Teacher Pages: Standards 3.1; 3.2; 4.1 Student Pages: Standards 1.1; 1.2; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 3.1; 3.2; 4.1 Access Point Activities Skill: Completing Graphic Organizers Identify important natural resources in Latin America. Understand Brazil's resource problems. Explain why not all Latin American resources are developed. May The Columbian Exchange Social Studies Student Pages: Standards 2.1; 2.2; 2.3; 2.4; 3.1; 4.1 Teacher Pages: Standards 2.1; 2.2; 2.3; 2.4; 3.1; 4.1 Student Pages: Standards 1.1; 1.2; 2.1; 3.1; 3.2 Teacher Pages: Standards 1.1; 1.2; 2.1; 2.2; 3.1; 3.2; 4.1 Skill: Cause and Effect Access Point Activities Social Studies/ Literacy Centers Understand the cause of the Columbian Exchange. Identify effects of the Columbian Exchange.