Grade 5 BPS Instructional Guide for Social Studies SY 2018-19

BPS GRADE 5 SOCIAL STUDIES INSTRUCTIONAL GUIDE2018-19

Grade 5: The Western Hemisphere

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.

(NYS SS Framework)

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

NYS Social Studies Standards

Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface.

Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Unifying Themes of Social StudiesThe unifying Social Studies themes represent different lenses to be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K-12.

1. Individual Development and Cultural Identity 6. Power, Authority, and Governance 2. Development, Movement, and Interaction of Cultures 7. Civic Ideals and Practices 3. Time, Continuity, and Change 8. Creation, Expansion, and Interaction of Economic Systems 4. Geography, Humans, and the Environment 9. Science, Technology, and Innovation 5. Development and Transformation of Social Structures 10. Global Connections and Exchange

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

NYS Grade 5 Key Ideas

KEY IDEASKey Ideas are aligned to the standards and represent enduring understandings that should be the focus of teaching and learning for each grade. Key Ideas are designed to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements are intentionally rich and substantial.

EARLY PEOPLES OF THE AMERICAS: 5.1 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)

COMPLEX SOCIETIES AND CIVILIZATIONS: 5.2 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)

EUROPEAN EXPLORATION AND ITS EFFECTS: 5.3 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)

GEOGRAPHY IN THE WESTERN HEMISPHERE: 5.4 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)

COMPARATIVE CULTURES: 5.5 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)

GOVERNMENT: 5.6 The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV)

ECONOMICS: 5.7 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)

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Conceptual Understandings Conceptual Understandings are more specific statements that are designed to support each Key Idea. Each Key Idea consists of approximately two to seven Conceptual Understandings that are designed to support the larger Key Idea. Together, the Key Ideas and Conceptual Understandings represent the body of Social Studies concepts that should be the focus of teaching and learning.

Content Specifications Content Specifications, crafted as “Students will…” statements, add further clarity and depth to the Conceptual Understanding by articulating specific content that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with Conceptual Understandings in support of the larger Key Ideas.

Social Studies Practices The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K-12 education in order to be prepared for civic participation, college, and careers. Similar to the Mathematical Practices within the Common Core Learning Standards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and Conceptual Understandings.

NYS SS Instructional Shifts(refer to NYS SS Field Guide)

1) Focus on Conceptual Understandingsa. From facts ➢ concepts and content knowledgeb. From breadth ➢ depthc. From recall ➢ transfer and connections

2) Foster Student Inquiry, Collaboration, and Informed Actiona. From teacher as disseminator ➢ teacher as facilitator of investigationb. From students learn facts from textbooks ➢ students investigate the social sciences, using multiple sourcesc. From students retell interpretations ➢ students construct interpretations and communicate conclusions

3) Integrate Content and Skills Purposefullya. From students experience an additional nonfiction reading class or textbook-focused instruction ➢ students learn to read, discuss

and write like social scientistsb. From students develop literacy skills and social studies practices separately ➢ students develop disciplinary literacy skills and social

science practices in tandemc. From students learn content knowledge ➢ students integrate and apply concepts, skills, and knowledge

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

September 5 – October 27

Unit 1 Topic: Geography and Early Societies of the Western Hemisphere

Compelling Question: How does location affect the culture of a people?Supporting Questions:

1. Why were settlements established near water sources?2. What theories explain early people's possible migration routes to the Western Hemisphere?

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)

5.4 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)

Social Studies Practices in this UnitD. Geographic Reasoning

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.

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.

Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Western Hemisphere.

Recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Western Hemisphere.

Describe how human activities alter places and regions in the Western Hemisphere. Recognize that boundaries and definition of location are historically constructed.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

5.1a Various forms of scientific evidence suggest that humans came to North America approximately 25,000 to 14,000 years ago and spread southward to South America.

5.1b Human populations that settled along rivers, in rainforests, along oceans, in deserts, on plains, in mountains, and in cold climates adapted to and made use of the resources and environment around them in developing distinct ways of life.

5.1c Early peoples living together in settlements developed shared cultures with customs, beliefs, values, and languages that give identity to the group. These early peoples also developed patterns of organization and governance to manage their societies.

5.4a Physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere.

5.4b The Western Hemisphere can be divided into regions. Regions are areas that share common, identifiable characteristics such as physical, political, economic, or cultural features. Regions within the Western Hemisphere include:

o North America (Canada and the

5.1a 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.

5.1c 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.

5.1c 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.

5.4c Students will create a political map of the Western Hemisphere, noting which countries are in which region, and a political map of the US showing the location of the states.

5.4c 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.

5.4c Students will map the regions within the Western Hemisphere and locate major physical features within each region.

Textbook SupportsGeography skills: H12-H13 Hemispheres: H14-H15 Vocabulary: Eastern hemisphere, Western Hemisphere, latitude, longitude, parallel, degree

Geography skills: H16- H22 Vocabulary: political map, title, symbol, key, locator, physical map, compass rose, cardinal directions, intermediate directions, scale, inset map, time zone map, elevation, climate, road map

Using Latitude and Longitude: p. 140-141Vocabulary: latitude, longitude, meridian, grid, prime meridian

Additional Vocabulary: Bering land bridge, archaeology, equator, globe, Northern Hemisphere, Southern Hemisphere

Migration to the Americas pp. 54-57Workbook p. 15Vocabulary: Bering Strait, migrate, theory, artifact, archaeologists

Additional ResourcesMap of Central AmericaMap of Caribbean SeaPolitical map of Western HemispherePolitical map of the US

Expeditionary LearningModule 3 B: Balancing Competing Needs in Canada

Culture of the Seneca NationOnöndowa'ga:' history timelineIndigenous Peoples of CanadaNational Park Service – Bering Land Bridge

Additional Resources

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

United States) o Mesoamerica (Mexico and

Central America)o Caribbeano South America

5.4c The physical environment influences human population distribution, land use, and other forms of economic activity.

Reading: R.1, R.4Writing: W.1, W.5Speaking and Listening: SL.1, SL.6 Language: L.3

Leveled Readers: Learning About the First Americans Uncovering America’s Past Archeologist Explore Early America

Amistad Resources Directions: After logging in, go to Social Skills; Go to Activities; under Power Point, go to World Geography: Land areas; under Literature Connection, go to The Need for Geography; under Lesson Plans, go to Historical Walking Tour

Step Up To Writing Tools Tool E4-2a - Informal Outline Tool E1-34b – Text Structure: Compare/Contrast Tool E3-2b Breaking Down Definitions

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Unit 2 Topic: Complex Societies of the Western Hemsiphere

Compelling Question: What makes a complex society complex?Supporting Questions:

1. How did the Maya use writing to represent activities in their culture?2. What did the Aztecs do to master their watery environment?3. Why were roads important to the Inca Empire?

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)

Social Studies Practices in this UnitA. Gathering, Interpreting, and Using evidence:

Recognize arguments on specific social studies topics and identify evidence supporting the argument.

C. Comparison and Contextualization: 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. Identify how the relationship between geography, economics, and history helps to define a context for events in the study of the Western

Hemisphere. 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: 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. Identify and describe how environments affect human activities and how human activities affect physical environments through the study of

cases in the Western Hemisphere.

Conceptual Understandings / Content Specifications & Assessments Vocabulary & Resources

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Literacy Standards

5.2a Civilizations share certain common characteristics of religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy.

5.2b Complex societies and civilizations adapted to and modified their environment to meet the needs of their people.

5.2c Political states can take different forms, such as city-states and empires. A city-state is comprised of a city with a government that controls the surrounding territory, while an empire is a political organization developed when a single, supreme authority conquers other geographic and/or cultural regions beyond its initial settlements.

Reading: R.1, R.4Writing: W.1, W.5Speaking and Listening: SL.1, SL.6 Language: L.3

5.2a 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.

5.2a Students will investigate the characteristics of the Mayas, Aztecs, and Incas, noting similarities and differences.

5.2b 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.

5.2c 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.

Suggested Formative Assessments1. Write a paragraph describing how the Maya used

writing and how others have worked to understand it.

2. Make a chart of the benefits of swamp agriculture and the use of chinampas.

3. Make a diagram illustrating how the Inca road system functioned and how Inca runners used that system.

Summative AssessmentARGUMENT What makes a complex society complex? Construct an argument (e.g., detailed outline or essay) that explains what makes societies complex using specific claims and relevant evidence from historical sources.

Toolkit Inquiry 1- Complex SocietiesVocabulary: agriculture, chinampas, hieroglyph,

Textbook SupportsEarly American Cultures p. 60-65Vocabulary: mesa, drought

The Rise of Empires p. 66-71Workbook Page 18 Vocabulary: civilization, surplus, specialize, pyramid, empire, tribute, slavery

Different Worlds Collide p. 142-145Vocabulary: conquistadors, ally, conquest, convert, colonist, Moctezuma, Hernando Cortes, Dona Marina, Francisco Pizarro, Atahualpa Additional Vocabulary: archaeologist, architecture, Caribbean, Central America, city-state, civilization, gulf, isthmus, Mesoamerica

Additional Resources Amistad List of Useful Websites Fall of the Aztec Empire Fall of the Inca Civilization Fall of Incan Civilization

Google map of MesoamericaGoogle map of Incan EmpireInformation on Incas Information on Incas2Information on Aztecs

Trade Books Aztec, Inca & Maya by Elizabeth BaquedanoEarly Civilizations of the Americas by E.D. Hirsch

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Maya, Aztecs and Incas by Oldrich Ruzicka The Maya by Stefanie TakacsThe Aztec by Andrew SantellsThe Aztec Empire: Excavating the Past by Nicholas Saunders and Tony AllanThe Inca by Stefanie TakacsThe Inca Empire by Sandra Newman

Step Up To Writing Tools Tool E1-18c – Easy Two-Column Notes Tool E7-10b – Gathering Information with Four- column Notes Tool E3-2b Breaking Down Definitions

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

October 30 – December 17

Unit 3 Topic: European ExplorationEssential Question: How do issues of power, wealth and morality influence exploration and colonization?

Compelling Question: How did sugar feed slavery?

Supporting Questions:1. What conditions supported sugar production and slavery in the Western Hemisphere?2. How was sugar cultivated in the Western Hemisphere?3. What was life like for enslaved Africans on sugar plantations in the Western Hemisphere?

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)

Social Studies Practices in this UnitA. 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. Geographic Reasoning1. 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.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.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

C. Economics and Economic Systems1. 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.

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

5.3a Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory.

5.3b Europeans encountered and interacted with Native Americans in a variety of ways

5.3c The transatlantic trade of goods, movement of people, and spread of ideas and diseases resulted in cultural diffusion. This cultural diffusion became known as the Columbian Exchange and reshaped the lives and beliefs of people.

5.3d Africans were captured, brought to the Americas, and sold as slaves. Their transport across the Atlantic was known as the Middle Passage.

Reading: R.1, R.4 Writing: W.1, W.5 Speaking and Listening: SL.1, SL.6

5.3a 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.

5.3a 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.

5.3b Students will examine how Native Americans viewed the newcomers.

5.3b 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

5.3c Students will map the movements of people, plants, animals, and disease between Europe, the Americas, and Africa.

5.3c Students will examine the effect of

Toolkit Inquiry 2 – Slavery and Sugar

Textbook Support:Traveling Asia’s Silk Road pp.102-105Vocabulary: emperor, compass

Africa’s Trading Empires pp. 106-109Workbook p. 29 Vocabulary: caravan, pilgrimage, astrolabe

European Explorers pp.110-117Workbook p. 30 Vocabulary: sagas, Renaissance, navigation, slave trade, parallel time lines Connections Across Continents pp. 130-131

The Voyages of Columbus pp. 134-139Workbook p. 36Vocabulary: expedition, colony

Life in New Spain pp. 146-151Vocabulary: society, plantation, encomienda, missionary, mission, Hernando de Soto, Esteban, Alvar Nynex Cabez de Vaca, Francisco Vasquez de Coronado, Juan Ponce de Leon,

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

diseases introduced to the Western Hemisphere. (smallpox, measles and warfare)

5.3d Students will investigate why sugar was brought to the Americas, noting where it was grown and why, and the role of supply and demand.

5.3d Students will examine the conditions experienced by enslaved Africans during the Middle Passage.

Formative Assessments1. Write a paragraph describing how the Maya

used writing and how others have worked to understand it.

2. Create a diagram that explains how sugar was produced.

3. Write a paragraph describing the conditions that enslaved Africans faced on sugar plantations.

Summative AssessmentARGUMENT Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Bartolome de Las Casas

Working and Trading pp. 206-207 Vocabulary: triangular trade routes, Middle Passage

Additional Vocabulary: trade routes, transport, transatlantic, explorers, conquistadors, colonization, Columbian Exchange, supply and demand, Middle Passage

Additional Resources:Leveled ReadersHis Name was AmerigoVespucci Sails for AmericaExploring Amerigo Vespucci

AmistadMiddle Passage ActivityMap and Statistics: Where Africans were taken Gallery

The Middle Passage Diseases Columbian Exchange at a Glance PizarroCortes

Step Up to Writing ToolsTool E4-2a - Informal OutlineTool E3-2b Breaking Down Definitions

NOTES:Extension

4-5 Weeks

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Unit 4 Topic: New France

Compelling Question: Did the French Lose Out in North America?Supporting Questions:

1. Where in North America did the French explore and settle?2. What relationships developed between Native Americans and the French over the fur trade?3. How did the French and Indian War affect the French influence in North America?4. Where is French culture represented in North America today?

Social Studies Practices in this Unit

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.

D. Geographic Reasoning1. 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.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 Systems1. 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.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

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.

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

5.3a Europeans traveled to the Americas in search of new trade routes, including a northwest passage and resources. They hoped to gain wealth, power, and glory.

5.3b Europeans encountered and interacted with Native Americas in a variety of ways.

.Reading: R.1, R.4Writing: W.1, W.5Speaking and Listening: SL.1, SL.6 Language: L.3

5.3a 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.

5.3a 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.

5.3b Students will examine how Native Americans viewed the newcomers.

5.3b 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

Suggested Formative Assessments1. Create a chart of French explorers within

the area and dates of exploration. 2. List the benefits and costs of the North

American fur trade.3. Make a claim about the consequences of

the French and Indian War.4. Evaluate French influence in North America

as it applies to today.

Summative AssessmentARGUMENT Why does New York have a state snack? Construct an argument that addresses the compelling question using specific claims and evidence.

Toolkit Inquiry 3 New FranceVocabulary: French and Indian War, fur trade

Textbook SupportsNew European Colonies p. 164-167Vocabulary: Northwest Passage, Samuel de Champlain

Additional ResourcesFrench Colonial Expansion

Additional ResourcesCabotChamplainLaSalle

Step Up To Writing Tools Tool E4-2a - Informal Outline Tool E1-34b – Text Structure: Compare/Contrast Tool E3-2b Breaking Down Definitions

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Unit # Topic: Puerto RicoCompelling Question: Should Puerto Rico be a State?

Supporting Questions:1. How did Puerto Rico become a United States territory?2. What efforts has Puerto Rico made to obtain statehood or independence?3. What are the arguments in favor of Puerto Rico’s statehood or independence?4. What are the arguments against Puerto Rico’s statehood or independence?

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)

Social Studies Practices in this Unit

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.

C Comparison and Contextualization1. 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 Reasoning7. 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.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

8. 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.

9. Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Western Hemisphere.

10. Recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Western Hemisphere.

11. Describe how human activities alter places and regions in the Western Hemisphere. 12. Recognize that boundaries and definition of location are historically constructed.

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

Suggested Formative Assessments1. Write a paragraph describing how Puerto Rico

became a United States territory.2. Make an annotated timeline of events in Puerto

Rican history related to efforts to obtain statehood and consider the next steps in the process.

3. Debate the issue of statehood/independence for Puerto Rico using arguments in favor of and against Puerto Rico’s statehood. (Used for Supporting Question 3 & 4

Summative AssessmentARGUMENT Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views

Toolkit Inquiry 4: Puerto RicoVocabulary:

Textbook Supports

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

UNIT 3: Comparative Case Study of Western Hemisphere Cultures Teacher should select the United States, Canada, Mexico, and one Caribbean or one South American country with a focus on culture, geography, government, and economics

Essential Question: How do key forces and events shape nations

Compelling Question: Why do countries declare independence?

Supporting Questions:1. What are the two big philosophical ideas in the Declaration of Independence?2. What grievances did the colonists have with King George III?3. How does the Declaration of Independence make an argument for independence?4. How do declarations of independence from other places in the Western Hemisphere compare with the United States Declaration of

Independence?

5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV)

Social Studies Practices in this UnitGathering, 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.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Comparison and Contextualization1. 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.

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

5.6a Government structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere.

5.6b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy.

5.6c Across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty.

5.6d Multinational organizations and nongovernmental organizations in the Western Hemisphere seek to encourage cooperation between nations, protect human rights, support economic development, and provide assistance in challenging situations.

Reading:Writing:Speaking and Listening:

Government Structures and Functions 5.6a, 5.6b 5.6a Students will examine the basic structure of

the United States federal government, including the president, Congress, and the courts.

5.6a Students will examine the foundational documents of the United States government for evidence of the country’s beliefs, values, and principles.

5.6a Students will compare and contrast the government structures and functions of the United States government with those of Canada, Mexico, and one other country in either the Caribbean or South America.

5.6b 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.

Mexico: Federal Republic

Toolkit Inquiry 5 Declaration of IndependenceVocabulary

Textbook Supports

Additional ResourcesExpeditionary LearningModule 3 B: Balancing Competing Needs in Canada

https://sni.org/culture/ https://www.senecamuseum.org/Educators/Seneca-History-Timeline.aspxhttp://www.thecanadianencyclopedia.ca/en/article/aboriginal-people/http://firstpeoplesofcanada.com/fp_groups/fp_inuit1.htmlhttp://www.nationsonline.org/oneworld/native_americans.htmNational Park Service

Additional Resources Leveled Readers:

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Language: Three Branches of Government Political Constitution of the United Mexican

States (1917)

United States: Federalism Three branches: Executive, Legislative and

Judicial, Two party system Declaration of independence U.S. Constitution and Bills of Rights

Canada Democratic constitutional monarch Federal system of parliamentary

government Three branches: Executive, Legislative and

Judicial Role of Sovereign, Governor General, and

Prime Minister Commonwealth structure and the House of

Commons Political Party system British North America Act and the Canadian

Bill of Rights

Dominican Republic: Democratic republic Three branches: Executive, Legislative and

Judicial Dominican Republic’s Constitution of 2010

Struggle for Equality and Civil Rights 5.6c

5.6c 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.

Learning About the First Americans Uncovering America’s Past Archeologist Explore Early America

Amistad Resources Directions: After logging in, go to Social Skills; Go to Activities; under Power Point, go to World Geography: Land areas; under Literature Connection, go to The Need for Geography; under Lesson Plans, go to Historical Walking Tour

Step Up To Writing Tools Tool E4-2a - Informal Outline Tool E1-34b – Text Structure: Compare/Contrast Tool E3-2b Breaking Down Definitions

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Mexico: Indigenous rights Women’s rights

United States: Native Americans Women’s Rights The Civil Rights movement

Canada First Peoples of Canada New Immigrants

Dominican Republic: Dictator Opposition: Mirabal Sisters

Multinational and Nongovernmental Organizations 5.6d 5.6dStudents will examine multinational

organizations and nongovernmental organizations and their roles in promoting cooperation, peace, and cultural understanding.

Mexico: United Nations World Bank Project Hope Local maize vs. GMO corn The Nature Conservancy

United States: United Nations NAACP World Bank Project Hope Environmental Rights Movement The Nature Conservancy

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Canada United Nations World Bank Environmental Bill of Rights The Nature Conservancy

Dominican Republic: United Nations World Bank Project Hope The Nature Conservancy

Suggested Formative Assessments1. Summarize the two big philosophical ideas

of national sovereignty and natural rights as described in part 1 of the Declaration of Independence.

2. Rank the grievances that colonists described in part 2 of the Declaration of Independence.

3. Rewrite the argument made by the colonists in the Declaration of Independence.

4. Compare the approaches used in one or more countries in the Western Hemisphere to declare independence with the approach used in the United States Declaration of Independence.

Summative Assessment Argument Why do countries declare independence? Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question using specific claims and relevant evidence from historical sources.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

UNIT 3: Comparative Case Study of Western Hemisphere Cultures Teacher should select the United States, Canada, Mexico, and one Caribbean or one South American country with a focus on culture, geography, government, and economics

Essential Question: How do key forces and events shape nations

Compelling Question: What’s the Real Cost of Bananas?

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)

Supporting Questions:1. Where do bananas come from?2. What do corporations in the banana industry contribute to society?3. What are fair-trade bananas?4. What are the working conditions like for children in the banana industry?

Social Studies Practices in this UnitA. Gathering, Using, and Interpreting EvidenceB. Geographic ReasoningC. Comparison and contextualization

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

5.7a Different types of economic systems have developed across time and place within the Western Hemisphere. These economic systems, including traditional, market, and command, address the three economic questions: what will be produced, how it will be produced, and who will get what is produced?

5.7b Peoples of the Western Hemisphere have engaged in a variety of economic activities to meet their needs and wants.

5.7c Countries trade with other countries to meet economic needs and wants. They are interdependent.

5.7a Students will explore the characteristics of a traditional economy used by the Inuit, the market economy of the United States or Canada, and the command economy of Cuba, noting similarities and differences.

5.7b 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.

5.7b 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).

5.7c Students will examine products that are imported into markets within the United States based on demand for these products, noting how this affects the United States economy.

5.7c Students will examine products that are exported from the United States to other markets in the Western Hemisphere, noting how this affects the United States economy.

Mexico: Characteristics of traditional, market and

command economic systems. Free market economy. Major natural resources and industries of

Mexico. Regional production and manufacture. Costs and markets. Countries trade with other countries to

meet economic needs and wants. Imports from and exports to other Western

Toolkit Inquiry 6 BananasVocabulary: corporation, working conditions

Textbook Supports

Additional ResourcesExpeditionary LearningModule 3 B: Balancing Competing Needs in Canada

https://sni.org/culture/ https://www.senecamuseum.org/Educators/Seneca-History-Timeline.aspxhttp://www.thecanadianencyclopedia.ca/en/article/aboriginal-people/http://firstpeoplesofcanada.com/fp_groups/fp_inuit1.htmlhttp://www.nationsonline.org/oneworld/native_americans.htmNational Park Service

Additional Resources Leveled Readers: Learning About the First Americans Uncovering America’s Past Archeologist Explore Early America

Amistad Resources Directions: After logging in, go to Social Skills; Go to Activities; under Power Point, go to World Geography: Land areas; under Literature Connection, go to The Need for Geography; under Lesson Plans, go to Historical Walking Tour

Step Up To Writing Tools Tool E4-2a - Informal Outline Tool E1-34b – Text Structure: Compare/Contrast Tool E3-2b Breaking Down Definitions

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Hemisphere markets. North American Free Trade Agreement

(NAFTA).

United States: Characteristics of traditional, market and

command economic systems Major natural resources and industries of

the United States. Regional production and manufacture. Costs and markets. Countries trade with other countries to

meet economic needs and wants. Imports from and exports to other Western

Hemisphere markets. North American Free Trade Agreement

(NAFTA). Compare and contrast the Plains Indian

(traditional) economy, United States or Canada (market) and Cuba (command) economy.

Canada Characteristics of traditional, market and

command economic systems. Major natural resources and industries of

Canada. Regional production and manufacture Costs and markets. Countries trade with other countries to

meet economic needs and wants. Imports from and exports to other Western

Hemisphere markets North American Free Trade Agreement

(NAFTA) Compare and contrast the Plains Indian

(traditional) economy, United States or Canada (market) and Cuba (command) economy.

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Dominican Republic: Characteristics of traditional, market and

command economic systems. Mixed economic system. Major natural resources and industries of

the Dominican Republic. Regional production and manufacture Costs and markets. Countries trade with other countries to

meet economic needs and wants. Imports from and exports to other Western

Hemisphere markets.

Suggested Formative Assessments1. Complete a map identifying the countries in

Latin America from which the United States imports bananas.

2. Make of list of things corporations in the banana industry contribute to society.

3. Create a chart detailing the benefits of fair-trade bananas.

4. Discuss the issue of child labor in the banana industry using evidence from sources to support ideas.

Summative AssessmentArgument What is the real cost of bananas? Construct an argument (e.g., a detailed outline, poster, or essay) that discusses the real cost of bananas using specific claims and relevant evidence from historical sources while acknowledging competing views.

May 28 - June 22

Unit #4 Topic: The Western Hemisphere Today

Essential Question: How does an interdependent region meet the challenges of modern living?

Grade 5 BPS Instructional Guide for Social Studies SY 2018-2019

Compelling Question:

Supporting Questions:

Social Studies Practices in this Unit

Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

Reading:Writing:Speaking and Listening:Language:

Suggested Formative Assessment

Summative Assessment

Toolkit Inquiry #

Textbook Support

Additional Resources