Fifth Grade Social Studies. Curriculum Map (Update, June, 2015)

Transcription

1 Fifth Grade Social Studies Curriculum Map (Update, June, 2015) Unit 1 Geography September 4. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps. generalizations about climate. 6.Regions can be determined using various criteria (e.g., landform, climate, population, cultural, economic) 7.Variations among physical environments within the Westtern Hemisphere influence human activities. Human activities also alter the physical environment. I can find the absolute location of a city using latitude and longitude coordinates. I can made inferences about the climate of a city when given its geographic coordinates.

2 I can use maps, globes, gps and other tools to gather information about my assigned city and the people who live there. I can make connections between the environment and physical features of my city and the way people live in that place. I can create a map and give reasons for the information I include. I can explain what a region is. I can suggest at least 2 different criteria that could be used to divide an area into regions. Classroom set of Atlases Classroom set of write & wipe world maps Internet maps (Google maps) Rand McNally Classroom Activities (TE Companion to Student Atlases) Unit 2 PreColumbian People in Mexico, Central and S. America September/October 2. Early Indian civilizations existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments,

3 social structures, religions, technologies, and agricultural practices and products. I can describe the Maya civilization ( location, government, religion, culture, farming, written language, advances). I can describe the Inca civilization. I can describe the Aztec civilization. I can compare the Aztec, Inca and Maya civilizations. I can describe the characteristics of a cultural group. The Maya Kids Discover magazine Aztecs Kids Discover magazine Incas Kids Discover magazine Owen, Keeping Records Eberle & Milton, Thematic Unit Aztec, Inca, Maya Banquedano, Aztec, Inca, & Maya Eyewitness Books Unit 3 Indian cultural groups in N. American

4 November 8. American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. I can create a map of American Indian cultural groups. I can compare the culture of 5 of the 15 cultural groups studied. America 1492 Kids Discover magazine Native America Kids Discover magazine Northwest Coast Peoples Kids Discover magazine Plains Indians Kids Discover magazine Southwest Peoples Kids Discover magazine Unit 4 European Exploration and its effects on the New World November/December

5 3. European exploration and colonization had lasting effects which can be used to understand the W. Hemisphere today. 1. Multiple-tier timelines can be used to show relationships among events and places. I can explain the Columbian Exchange and give examples of what was exchanged. I can explain ways that the Columbian Exchange shaped the New World. I can identify the early European explorers beginning with Columbus and explain their reasons for coming to the New World. I can describe/explain the impact of the European explorers and colonies on the native population. I can use a 2 tier timeline to compare events in Europe with those in the New World and make inferences about connections between the two. America 1492 Kids Discover magazine Roop, I Columbus: My Journal The Columbian Exchange, PBS Learning Media Trading in the Old World-New World Market councilforeconed.org Explorer Profiles, mrmussbaum.com The United States Scott Foresman (textbook)

6 Unit 5 Cultural Diversity in America January 9. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere today. 10. The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. I can research an assigned person who immigrated to America and identify reasons this person came to America. After listening to other students research, I can compile a list of reasons people might leave their home countries to live somewhere else. I can locate examples to give evidence of the impact of other cultures on the United States. I can locate examples of art, architecture, food or languages in my community or in Ohio that are based in other cultures. I can display data in a circle graph to illustrate cultural diversity in the United States.

7 Benear, Immigration Thematic Unit Virtual Tour of Ellis Island teacher.scholastic.com/activities/immigration/webcast.htm Explore Ellis Island teacher.scholastic.com/activities/immigration/tour Immigrant Stories teacher.scholastic.com/activities/immigration/young_immigrants/ Immigration Data teacher.scholastic.com/activities/immigration/immigration_data Unit 6 Governments February 12. Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information.

8 I can explain the rights and responsibilities of citizens in a democracy. I can explain who has the power in a democracy, a monarchy and a dictatorship. I can compare the role of citizens in a democracy with a monarchy and a dictatorship. I can investigate and gather information about a public issue and present this information to the class. I can suggest ways to become involved in public issues. Madenfort, Benear Democracy, Dictatorship, and Monarchy Thematic Unit Unit 7 Economics March/April 13. Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data. 14. The choices people make have both present and future consequences. 15. The availability of productive resources promotes specialization. 16. The availability of productive resources and the division of labor impact productive capacity.

9 17. Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. I can document choices I made and their opportunity cost, explaining present and future consequences of those choices. I can interpret information on the circle graph to explain import/export relationships between countries. I can name the types of productive resources and give examples of each. I can explain the economic concept of scarcity and possible causes of scarcity. I can explain how the division of labor is related to the supply of a product. I can explain why regions/countries specialize and how that creates interdependence between them. I can explain reasons why countries/regions import & export goods and services. Hawaiian Economics: From the Mountain to Sea econedlink.org Hawaiian Economics: Barter for Fish and Poi econedlink.org Money Metropolis practicalmoneyskills.com Interpret Economic Data tv411 Scarcity, Sweet Scarcity econ.org

10 Unit 8 Career Choices May Content Statements 18. Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. I can research and report on a career of my choice ( income potential, job forcasts, and training/schooling necessary). I can draw conclusions about relationship between earning potential and vocational training/continued education. Texas Workforce Commission Careers are Everywhere Activity Workbook