MIDDLETOWN PUBLIC SCHOOLS SOCIAL …€¢ Define content standards— what students should know and...

MIDDLETOWN PUBLIC SCHOOLS

SOCIAL STUDIES/GEOGRAPHY

CURRICULUM Grade 5

Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino

6/1/2013

SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino

6/12/2013 Middletown Public Schools 1



he Middletown Social Studies Curriculum for grades K-12 was completed in June 2013 by a team of K-12 teachers. The team, identified as the Social Studies Curriculum Writers referenced extensive

resources to design the document that included but are not limited to:

• RI Social Studies Grade Span Expectations (GSE)

• National Standards for History

• Curriculum Standards for Social Studies

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS)

• Best Practice, New Standards for Teaching and Learning in America’s Schools

• Classroom Instruction That Works

• Differentiated Instructional Strategies

• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work,

• Model curriculum documents, e.g. New York

• Educational websites

• Webb’s Depth of Knowledge

The K-12 Curriculum identifies what all students should know and be able to do in Social Studies education. Each grade or course draws from Rhode Island Grade Span Expectations for Social Studies, the

Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, the National History Standards, research-based instructional strategies, resources, map (or suggested

timeline), rubrics, and checklists.

The curriculum provides learners with a sequential comprehensive education in Social Studies through the study of Grade Span Expectations in Social Studies that includes:

• Civics and Government

• Historical Perspectives

• Economics

• Geography

And through the study of National Standards for History that includes:

• Topics for grades K-4

• United States History (Eras 1-10) for grades 5-12

• World History (Eras 1-9) for grades 5-12

• Historical Thinking Standards grades K-12

Additionally the Common Core State Standards for English Language Arts that includes:

• College and Career Readiness Anchor Standards for Reading

o Key Ideas and Details

o Craft and Structure

o Integration of Knowledge

o Range of Reading

• College and Career Readiness Anchor Standards for Writing

o Text Types and Purposes

o Production and Distribution of Writing

o Research to Build and Present Knowledge

o Range of Writing

• Define content standards— what students should know and be able to do in Civics and Government, Histroical Perspectives, Economics and Geography.

• Define what all students should know and be able to do by the end of each grade.

• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).

• Provide grade level specificity that define the skills and understandings that all students must demonstrate.

T

COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

GRADE SPAN EXPECTATIONS FOR SOCIAL STUDIES

Mission Statement

Our mission is to provide a comprehensive, integrated, and differentiated

K-12 Social Studies curriculum

that is based upon research and best practice,

ensuring that students become critical thinkers, effective communicators,

and responsible citizens



The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and

challenging).

• Use Classroom Instruction That Works Strategies:

o Setting objectives and providing feedback

o Reinforcing effort and providing recognition

o Cooperative learning

o Cues, questions, and advance organizers

o Nonlinguistic representations

o Summarizing and note taking

o Assigning homework and providing practice

o Identifying similarities and differences

o Generating and testing hypotheses

o Provide opportunities for independent, partner and collaborative group work

• Facilitates the integration of Applied Learning Standards (SCANS)

o problem solving

o communication

o critical thinking

o research

o reflection/evaluation.

• Differentiates instruction by varying the content, process, and product and implementing

o Anchoring

o Cubing

o Jig-sawing

o Pre/post assessments

o Think/pair/share

o Tiered assignments

• Analyzes formative assessment to direct instruction.

• Provides exemplars and rubrics.

• Provides opportunities for independent, partner and collaborative group work.

• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).

• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web,

concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).

• Employs Social Studies education best practices, e.g.

o student originality

o integration of arts across the curriculum

o school community involvement

o art for all students

• Models historical thinking skills:

o chronological thinking,

o historical comprehension

o historical analysis and interpretation, historical research capabilities

o historical issues – analysis and decision-making

RESEARCH-BASED INSTRUCTIONAL STRATEGIES



• Provides social studies best practices opportunities such as:

o investigating topics in depth

o exercising choice and responsibility by choosing their own topics for inquiry

o involving exploration of open questions that challenge students’ thinking

o involving students in active participation in the classroom and the wider community

o involving students in both independent inquiry and cooperative learning;

o involving students in reading, writing, observing, discussing, and debating

o building upon students’ prior knowledge

REQUIRED COMMON ASSESSMENTS

• Common Formative Assessments (CFA)

• Common Summative Assessments (CSA)

SUGGESTED ASSESSMENTS

• Anecdotal records

• Accountable talk

• A.P.P.A.R.T.S

• Conferencing

• Current events assessment

• Debates

• Graphic organizers e.g. comparison charts, Venn Diagram, etc.

• DBQ

• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple Intelligences assessments, e.g.

o Role playing - bodily kinesthetic

o Graphic organizing - visual

o Collaboration - interpersonal Exhibits

• Interviews

• Journals

• Oral presentations

• Peer self-assessment (using department

rubrics/checklists

• Primary sources

• Problem/Performance based/common tasks

• Rubrics/Writing

o Informational

o Argument

• School-wide rubrics

• Tests/quizzes

• Text comparison

• Timelines

• Written responses: Common Core ELA Standards:

o Argument

o Informational

o Research

• 3-2-1

COMMON and SUGGESTED ASSESSMENTS



Textbook

• TBD

Supplementary books/material

• Trade books

• Weekly Reader

• Newspaper

• “We Were There”

Technology

• Computers

• LCD projectors

• Interactive boards

• T.V.

Videos and DVDs

Materials

• Laminated world maps (wall size)

• Teacher resource book for maps

Community

Websites

• explorelearning.com (Gizmo™)

• http://memory.loc.gov/learn/lessons/psources/pshome.html

• http://www.mywonderfulworld.org

• http://www.nationalgeographic.com/xpeditions/atlas/

• www.about.comgeography

• www.brainpop.com

• www.commoncore.org/maps

• www.corestandards.org

• www.discoveryeducation.com

• www.factmonster.com

• www.googleearth.com

• www.kidport.com/world geography

• www.myngconnect,com (on line guide for National Geographic World Cultures)

• www.ngsp.com (on line guide for National Geographic World Cultures)

• www.ride.ri.gov

• www.sheppardsoftware.comgeograohy.htm

RESOURCES MIDDLE SCHOOL GRADE 5



ENDURING

KNOWLEDGE and STEM

UNIT

INDICATORS/BENCHMARKS

Middletown Public Schools

INSTRUCTIONAL

STRATEGIES

RESOURCES ASSESSMENTS

CIVICS AND

GOVERNMENT

C&G 1: People

create and change

structures of power,

authority, and

governance in order to

accomplish common

goals.

HISTORICAL

THINKING • Chronological thinking,

• Historical

comprehension

• Historical analysis and

interpretation, historical

research capabilities

• Historical issues –

analysis and decision-

making

Students demonstrate an understanding of origins, forms, and purposes of government by… C&G

1 (5-6) –1

C&G 1 (5-6) –1a Identifying the basic functions of government.

Grade 5 - Social Studies: World History/Geography

Essential knowledge and skills

• Understands that government keeps order,

sets rules and provides services for a society.

• Essential question: What is government?

Academic vocabulary

• Government

C&G 1 (5-6) –1b Listing and defining various forms of government (e.g., dictatorship, democracy,

parliamentary, monarchy).



• Understands that countries around the

world have different forms of government,

e.g.

o Democracy

o Monarchy

o Dictatorship

• Essential question: What are some of the

types of government?

Academic vocabulary

• Democracy

• Monarchy

• Dictatorship

C&G 1 (5-6) –1c Citing examples of when major changes in governments have occurred (e.g.,

American Revolution, Hammurabi’s Code, Rhode Island Royal Charter/ RI Constitution) as it applies

to:



• North America – American Revolution,

Mayans, Aztecs

• South America

• Europe - Greece and Rome

• Asia

• Africa

• Australia

Academic vocabulary

Teachers

Use formative assessment to guide

instruction

Differentiate instruction by varying

the content, process, and product

and providing opportunities for:

• Anchoring

• Cubing

• Jig-sawing

• Pre/post assessments

• Think/pair/share

• Tiered assignments

Address multiple intelligences

instructional strategies, e.g. visual,

bodily kinesthetic, interpersonal

Models historical thinking skills:

• chronological thinking,

• historical comprehension

• historical analysis and

interpretation, historical research

capabilities

• historical issues – analysis and

decision-making

Provides social studies best

practices opportunities such as:

• investigating topics in depth

• exercising choice and

responsibility by choosing their

own topics for inquiry

• involving exploration of open

questions that challenge students’

thinking

• involving students in active

participation in the classroom and

the wider community

• involving students in both

independent inquiry and

cooperative learning;

• involving students in reading,

writing, observing, discussing, and

debating

• building upon students’ prior

knowledge

Facilitates strategies of summarizing

and paraphrasing

• graphic organizers: sequence

organizers (chains, cycle),

concept development (mind

map), compare/contrast

organizers (Venn diagrams,

Textbook

TBD (preferably: National

Geographic Reading

Expedition: People and

Places and Geography

Supplementary Books,

Teacher (T) Student (S)

• Trade books

• “Weekly Reader”

• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites

• explorelearning.com

(Gizmo™)

• http://memory.loc.gov/l

earn/lessons/psources/p

shome.html

• http://www.mywonderf

ulworld.org

• http://www.nationalgeo

graphic.com/xpeditions/

atlas/

• www.about.comgeograp

hy


• www.commoncore.org/

maps


• www.discoveryeducatio

n.com



• www.kidport.com/world

geography

• http://memory.loc.gov/l

earn/lessons/psources/p

shome.html

• www.myngconnect,com

(on line guide for

National Geographic

World Cultures)

• www.ngsp.com (on line

guide for National

Geographic World

Cultures)

• www.ride.ri.gov

www.sheppardsoftware.

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews

• Graphic organizers

• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks

• Rubrics/checklists

• Tests and quizzes

• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


comparison charts), organizers

(word web, concept map),

evaluation organizers (charts,

scales), categorize/classify

organizers (categories, tree)

relational organizers (fish bone,

pie chart)

• two column note taking

• 5-3-1

• QAR

• Read around the text

Provide rubrics and models

comgeograohy.htm

Materials

• Laminated world

maps (wall size)

• Teacher resource

book for maps

CIVICS AND GOVERNMENT

C&G 1: People

create and change structures of

power, authority, and

governance in order to

accomplish common goals.

Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… C&G 1 (5-

6) 2

C&G 1 (5-6)–2a Identifying and summarizing the rule of law, using various enduring/ significant documents (e.g., Magna Carta,

Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech). Covered in grade 6

C&G 1 (5-6)–2b Identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine) as

authority figures/ leaders in the creation of government. Covered in grade 6


C&G 2: The

Constitution of the United

States establishes a government

of limited powers that are

shared among different levels

and branches.

Students demonstrate an understanding of United States government (local, state, national) by… C&G 2 (5-6) –1

C&G 2 5-6) –1a Identifying and describing the function of the three branches (i.e., checks and balances, separation of powers).

Covered in grade 6

C&G 2 (5-6) –1b Identifying how power is divided and shared among the levels of the United States government. Covered in grade 6

C&G 2 (5-6) –1c Explaining how a bill becomes a law. Covered in grade 6

CIVICS AND

GOVERNMENT

C&G 2: The

Constitution of the

United States

establishes a

government of limited

powers that are shared

among different levels

and branches.

Students demonstrate an understanding of the democratic values and principles underlying the

U.S. government by… C&G 2 (5-6) –2

C&G 2 (5-6) –2a Exploring democratic values (if applicable) such as: respect, property, compromise,

liberty, self-government, and self-determination a as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

Academic vocabulary

• Values

C&G 2 (5-6) –2b Identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the

United States. Covered in grade 6

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing




Address multiple intelligences

instructional strategies, e.g. visual,

bodily kinesthetic, interpersonal

Models historical thinking skills:

• chronological thinking,

• historical comprehension

• historical analysis and

interpretation, historical research

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


C &G 2 (5-6) –2c Exhibiting and explaining what it means to be a responsible citizen in the

community as it applies to:



• North America - right to vote

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

• How does a responsible citizen contribute to

his community?

Academic vocabulary

• Citizen

• Community

capabilities

• historical issues – analysis and

decision-making









thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


(Gizmo™)

• http://memory.loc.gov/learn

/lessons/psources/pshome.h

tml

• http://www.mywonderfulw

orld.org

• http://www.nationalgeograp

hic.com/xpeditions/atlas/



• www.commoncore.org/map

s


• www.discoveryeducation.co

m




geography



tml


(on line guide for National

Geographic World Cultures)


guide for National


• www.ride.ri.gov

www.sheppardsoftware.com

geograohy.htm

Materials

• Laminated world maps

(wall size)

• Teacher resource book

for maps

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1


C&G 3: In a democratic society

all people have certain rights

and responsibilities.

Students demonstrate an understanding of citizens’ rights and responsibilities by… C&G 3 (5-6) –1

C&G 3 (5-6) –1a Defining the concepts: “civic”(adj.), “civics”(n), “civil,” and “citizen.” Covered in grade 6

C&G 3 (5-6) –1b Identifying citizen’s rights in a democratic society (personal, economic, legal, and civic). Covered in grade 6

C&G 3 (5-6) –1c Identifying a citizen’s responsibilities in a democratic society (personal, economic, legal, and civic). Covered in grade 6

C&G 3 (5-6) – 1d Identifying conflicts between individual rights and the common good (e.g., Eminent domain, airport expansion,

Scituate Reservoir, Coastal Access). Covered in grade 6



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


CIVICS AND

GOVERNMENT

C&G 3: In a democratic

society all people have

certain rights and

responsibilities.

Students demonstrate an understanding of how of individuals and groups exercise (or are denied)

their rights and responsibilities by… C&G 3 (5-6) –2

C&G 3 (5-6)-2a – Identifying and explaining specific ways rights may or may not be exercised (e.g.,

civil rights) as it applies to:


• North America – civil rights, women’s

suffrage

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Rights

C&G 3 (5-6) –2b Recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compromises

(e.g., discrimination, bullying). Covered in grade 6

C&G 3 (5-6) –2c Explaining the judicial process - due process – local, state, and federal (e.g., school discipline policy, truancy court,

appeals process). Covered in grade 6

TEACHER NOTES


instruction









thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National


• www.sheppardsoftware.com

geograohy.htm

Materials


(wall size)


for maps

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


CIVICS AND

GOVERNMENT

C&G 4: People engage

in political processes in

a variety of ways.

Students demonstrate an understanding of political systems and political processes by… C&G 4 (5-

6) –1

C&G 4 (5-6) –1a Explaining how leaders are selected or elected (e.g., election process, appointment

process, political parties, campaigns) as it applies.


• Democracy

• Dictatorship

• Monarchy

Academic vocabulary

• Political systems

C&G 4 (5-6) –1b Listing the “labels” that individuals may give themselves within a political process (e.g., radical, liberal,

conservative, environmentalist, Democrat, Republican). Covered in Grade 6

C&G 4 (5-6) –1c Identifying, comparing, and contrasting different “political systems” (e.g., monarchy,

democracy, dictatorship).


• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES




C&G 4: People engage in

political processes in a variety of

ways.

Students demonstrate their participation in political processes by… C&G 4 (5-6) -2

C&G 4 (5-6)-2a Using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to an

audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school newspaper). Covered in

grade 6

C&G 4 (5-6)-2b Describing the voting process for a local, state, or national election Covered in grade 6

C&G 4 (5-6)-2c Engaging in the political process (e.g., voting in school elections). Covered in grade 6

CIVICS AND

GOVERNMENT

C&G 4: People engage

in political processes in

a variety of ways.

Students participate in a civil society by… C&G 4 (5-6) 3

C&G 4 (5-6)-3a Demonstrating respect for the opinions of others (e.g., listening to and asking

relevant questions, taking turns, considering alternative perspectives).



• Classroom expectations

Academic vocabulary

C&G 4 (5-6)-3b Demonstrating the ability to compromise (e.g., offering solutions, persisting to

resolve issues).




Academic vocabulary

• Consensus

• Compromise

C&G 4 (7-8)-3c Taking responsibility for one’s own actions (anticipating and accepting

consequences).




Academic vocabulary

C&G 4 (5-6)-3d Identifying and accessing reliable sources to answer questions about current

important issues (e.g., news media, children’s news magazines) as it applies to:



• North America

• South America

• Europe

Academic vocabulary

• Primary source

• Source

• Secondary source

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


knowledge


and paraphrasing




RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml



ASSESSMENT

NOTES

REQUIRED COMMON

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Asia

• Africa

• Australia

• Antarctica









pie chart)


• 5-3-1

• QAR




guide for National



geograohy.htm

Materials


(wall size)


for maps

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

CIVICS AND

GOVERNMENT

C&G 5: As members of

an interconnected

world community, the

choices we make

impact others locally,

nationally, and globally.

Students demonstrate an understanding of the many ways Earth’s people are interconnected by…

C&G 5 (5-6) – 1

C&G 5 (5-6) – 1a Identifying, describing, and explaining how people are socially, technologically,

geographically, economically, or culturally connected to others as it applies to the impact of various

continents or our country.



Academic vocabulary

• Interconnected

C&G 5 (7-8) – 1b Locating where different nations are in the world in relation to the U.S. Grade 5 - Social Studies: World History/Geography


• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


knowledge


and paraphrasing



RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES











pie chart)


• 5-3-1

• QAR






guide for National



geograohy.htm

Materials


(wall size)


for maps

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

CIVICS AND

GOVERNMENT


an interconnected


choices we make



Students demonstrate an understanding of the benefits and challenges of an interconnected world

by… C&G 5 (5-6) -2

C&G 5 (5-6)-2a Identifying and discussing factors that lead to the breakdown of order among

societies (e.g., natural disasters, wars, plagues, population shifts, natural resources).



• North America (Civil War, Hurricane Katrina)

• South America

• Europe

• Asia (tsunami)

• Africa

• Australia

• Antarctica

Academic vocabulary

• Society

C&G 5 (5-6) 2b Citing a social, technological, geographical, economical, or cultural issue that

provides an example of both benefits and challenges.



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


knowledge


and paraphrasing

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

• “We Were There”

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal




ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES













pie chart)


• 5-3-1

• QAR


• Model map skills


tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

CIVICS AND

GOVERNMENT


an interconnected


choices we make



Students demonstrate an understanding of how the choices we make impact and are impacted by

an interconnected world by… C&G 5 (5-6) 3

C&G 5 (5-6)-3a Identifying and analyzing the effects of consumer choice (environmental, consumer

waste, Fair Trade).



•

Academic vocabulary

• Consumer

C&G 5 (5-6)-3b Explaining how actions taken or not taken impact societies (e.g., natural disasters,

incidences of social injustice, Rosa Parks, Ruby Bridges, Hurricane Katrina).



•

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


knowledge

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES



and paraphrasing












pie chart)


• 5-3-1

• QAR




tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 1: History is an

account of human

activities that is

interpretive in nature.

Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary

sources) by… HP 1 (5-6) –1

HP 1 (5-6) –1a Identifying appropriate sources (e.g., historical maps, diaries, photographs) to

answer historical questions as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• History

• Historian

HP 1 (5-6) –1b Using sources to support the stories of history (How do we know what we know?)

as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m



ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Antarctica

• Essential question: What is history?

HP 1 (5-6) –1c Asking and answering historical questions, organizing information, and evaluating

information in terms of relevance as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

HP 1 (5-6) –1d Identifying the point of view of a historical source (e.g., media sources).



•

Academic vocabulary

knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR



geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 1: History is an

account of human

activities that is

interpretive in nature.

Students interpret history as a series of connected events with multiple cause-effect relationships,

by… HP 1 (5-6) –2

HP 1 (7-8) –2a investigating and summarizing historical data in order to draw connections between

two events and to answer related historical questions as it applies to:



• North America (slave trade)

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

• Essential question: How did events such as

exploration and trade impact native

cultures?

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing










RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES




thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR



(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL PERSPECTIVES

HP 2: History is a chronicle of

human activities, diverse

people, and the societies they

form.

Students connect the past with the present by… HP 2 (5-6) –1

HP 2 (5-6) –1a Identifying sequential events, people, and societies that have shaped RI today. Covered in grade 6

HP 2 (5-6) –1b Comparing and contrasting the development of RI ethnic history to the nation’s history (e.g., What historical factors

makes RI unique?; immigration, settlement patterns, religion, resources, geography). Covered in grade 6

HP 2 (5-6) –1c Identifying and describing how national and world events have impacted RI and how RI has impacted world events

(e.g., China Trade, WWII, Industrial Revolution). Covered in grade 6

HISTORICAL

PERSPECTIVES

HP 2: History is a

chronicle of human

activities, diverse

people, and the

societies they form.

Students chronicle events and conditions by… HP 2 (5-6) – 2

HP 2 (5-6) – 2a Placing key events and people of a particular historical era in chronological sequence

as it applies to:


Essential knowledge and skills Academic vocabulary

TEACHER NOTES

• Models on-going time line






RESOURCE NOTES

Textbook


Geographic Reading





ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• North America (slave trade)

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

• Era

HP 2 (5-6) –2b Summarizing key events and explaining the historical contexts of those events as it

applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary




thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 2: History is a

chronicle of human

activities, diverse

people, and the

societies they form.

Students show understanding of change over time by… HP 2 (5-6) – 3

HP 2 (5-6) – 3a Establishing a chronological order by working backward from some issue, problem, or

event to explain its origins and its development over time as it may apply to some or all of the

following:



• North America

• South America

Academic vocabulary

• Origin

TEACHER NOTES

Model on-going time line


instruction


and paraphrasing



RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Europe

• Asia

• Africa

• Australia

• Antarctica










pie chart)


• 5-3-1

• QAR


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites

• See websites on page

five

Materials


(wall size)


for maps



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 3: The study of

history helps us

understand the present

and shape the future.

Students demonstrate an understanding of how the past frames the present by… HP 3 (5-6) –1

HP 3 (5-6) –1a Identifying historical conditions and events that relate to contemporary issues (e.g.,

separation of church state, treatment of Native Americans, immigration, gender issues) as it may

apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

HP 3 (5-6) –1b Answering “what if” questions and using evidence to explain how history might have

been different (e.g., How might history be different if Anne Hutchinson hadn’t dissented?) as it may


TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


ASSESSMENT

NOTES

REQUIRED COMMON

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES




• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 3: The study of

history helps us

understand the present

and shape the future.

Students make personal connections in an historical context (e.g., source-to-source, source-to-self,

source-to-world) by… HP 3 (5-6) – 2

HP 3 (5-6) – 2a Explaining how the similarities of human issues across time periods influence their

own personal histories (e.g., so what? How does this relate to me?) as it may apply to some or all of

the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

HP 3 (5-6) – 2b Explaining how the differences of human issues across time periods influence

their own personal histories (e.g., so what? How does this relate to me?) as it may apply to some or

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

HP 3 (5-6) – 2c Identifying the cultural influences that shape individuals and historical events,

religion, language as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

:

Academic vocabulary



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 4: Historical events

and human/natural

phenomena impact and

are influenced by ideas

and beliefs.

Students demonstrate an understanding that geographic factors and shared past events affect

human interactions and changes in civilizations by… HP 4 (5-6) –1

HP 4 (5-6) –1a Identifying and explaining, using specific examples, how geographic factors shape the

way humans organize themselves in communities, government, and businesses as it may apply to

some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Interact

TEACHER NOTES


instruction









thinking



the wider community






RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews




ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


HP 4 (5-6) –1b Identifying Aand explaining using specific examples, how shared events affect how

individuals and societies adapt and change as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR




tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 4: Historical events

and human/natural

phenomena impact and

are influenced by ideas

and beliefs.

Students demonstrate an understanding that innovations, inventions, change, and expansion cause

increased interaction among people (e.g., cooperation or conflict) by… HP 4 (5-6) –2

HP 4 (5-6) – 2a Citing examples of how science and technology have had positive or negative impacts

upon individuals, societies and the environment in the past and present, e.g. space exploration,

internet, etc.



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


HP 4 (5-6) –2b Prroviding historical examples of factors, causes, and reasons that lead to interactions

(e.g., exploration of worlds) as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

HP 4 (5-6) –2c Describing important technologies and advancements, including writing systems,

developed by a particular civilization/ country/ nation as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES

HP 5: Human societies

and cultures develop

and change in response

to human needs and

wants.

Students demonstrate an understanding that a variety of factors affect cultural diversity within a

society by… HP5 (5-6) –1

HP5 (5-6) – 2d Comparing and Ucontrasting the diversity of different groups, places, and time periods

or within the same group over time as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Diversity

TEACHER NOTES


instruction









thinking



the wider community


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


HP5 (5-6) –1b Providing examples of cultural diversity as it may apply to some or all of the

following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary





debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES




to human needs and

wants.

Students demonstrate an understanding that culture has affected how people in a society behave

in relation to groups and their environment by… HP 5 (5-6) – 2

HP5 5-6) –2a Identifying how cultural expectations impact people’s behavior in their community.

HP5 (5-6) –2b Using a historical context, describe how diversity contributes to conflict, cooperation,

growth, or decline as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

Academic vocabulary

TEACHER NOTES


instruction









thinking



the wider community


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Africa

• Australia

• Antarctica

HP5 (5-6) –2c Describing challenges or obstacles a civilization/ country/ nation faced as it grew over

time as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary





debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

HISTORICAL

PERSPECTIVES




to human needs and

wants.

Various perspectives have led individuals and/or groups to interpret events or phenomena

differently and with historical consequences by… HP 5 (5-6) – 3

HP 5 (5-6) –3a Identifying various factors that impact individual and or group’sU perspective of events

(e.g., social, intellectual, political, economic) as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction


and paraphrasing












RESOURCE NOTES


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


HP 5 (5-6) – 3b Describing how an individual or group’s perspectives change over time using primary documents as evidence. Covered in Grade 6

pie chart)


• 5-3-1

• QAR


Websites


five

Materials


(wall size)


for maps

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

• 3-2-1

ECONOMICS

E1: Individuals and

societies make choices

to address the

challenges and

opportunities of scarcity

and abundance

Students demonstrate an understanding of basic economic concepts by… E 1 (5-6) –1

E 1 (5-6) –1a Differentiating between human, natural, capital, man-made, and renewable vs. finite

resources as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Natural resources

E 1 (5-6) –1b Identifying the role of producers and consumers in real-world and historical context as

it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

Academic vocabulary

• Consumers

• Producers

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing












thinking



the wider community






debating

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m


ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Antarctica

E 1 (5-6) –1c Identifying and differentiating between surplus, subsistence, and scarcity as it may




• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

ECONOMICS

E1: Individuals and


to address the

challenges and


and abundance

Students demonstrate an understanding that scarcity and abundance causes individuals to make

economic choices by… E 1 (5-6) –2

E 1 (5-6) –2a Comparing the cost and benefits of consumer and producer choices to determine the value. Covered in Grade 6

E 1 (5-6) –2b Providing examples of how a society defines or determines wealth as it may apply to




• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

TEACHER NOTES


instruction









thinking



the wider community






debating


knowledge


and paraphrasing



RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org





ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES











pie chart)


• 5-3-1

• QAR



m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

ECONOMICS

E1: Individuals and


to address the

challenges and


and abundance

Students demonstrate an understanding that societies develop different ways to deal with scarcity

and abundance by… E 1 (5-6) –3

E 1 (5-6) –3a Describing the distribution of goods and services. Covered in Grade 6

E 1 (5-6) –3b Identifying how scarcity impacts the movement of people and goods as it may apply to




• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Scarcity

TEACHER NOTES


instruction


and paraphrasing












pie chart)


• 5-3-1

• QAR


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

ECONOMICS

E2: Producers and

consumers locally,

nationally, and

internally engage in the

exchange of goods and

services

Students demonstrate an understanding of the variety of ways producers and consumers exchange

goods and services by… E 2 (5-6) –1

E 2 (5-6) –1a Identifying the benefits and barriers of different means of exchange (e.g., barter, credit,

and currency) as it may apply to some or all of the following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Barter

• Goods

• Services

E 2 (7-8) –1b Identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g.,

division of labor/specialization). Covered in Grade 6

E 2 (5-6) –1c Comparing and contrasting incentives (i.e., advertising and marketing) related to consumer spending. Covered in Grade

6

TEACHER NOTES


instruction


and paraphrasing












pie chart)


• 5-3-1

• QAR


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org





ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES



m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

• 3-2-1

ECONOMICS

E2: Producers and consumers

locally, nationally, and internally

engage in the exchange of

goods and services

Students analyze how Innovations and technology affects the exchange of goods and services by… E 2 (5-6) – 2

E 2 (5-6) – 2a Identifying how inventions, innovations, and technology stimulate economic growth. Covered in grade 6

E 2 (5-6) – 2b Providing examples of how innovations and technology positively or negatively impact industries, economies, cultures,

and individuals. Covered in grade 6

ECONOMICS

E3: Individuals, institutions and

governments have roles in

economic systems

Students demonstrate an understanding of the interdependence created by economic decisions by… E 3 (5-6) –1

E 3 (5-6) –1a Depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).

Covered in grade 6

ECONOMICS

E3: Individuals, institutions and

governments have roles in

economic systems

Students demonstrate an understanding of the role of government in a global economy by… E 3 (5-6) – 2

E 3 (5-6) – 2a Identifying how governments provide goods and services in a market economy by taxing and borrowing. Covered in

grade 6

E 3 (5-6) – 2b Citing examples of how government policies can positively or negatively impact an economy. Covered in grade 6

GEOGRAPHY

G1: The World in

Spatial Terms:

Understanding and

interpreting the

organization of people,

places, and

environments on

Earth’s surface provides

an understanding of the

Students understand maps, globes, and other geographic tools and technologies by… G 1 (5-6) –1

G 1 (5-6) –1a Identifying physical features of maps and globes.



• Knows and understands the characteristics,

functions, and applications of maps and

globes, e.g.

o Title

o Legend

Academic vocabulary

• Title

• Legend

• Compass Rose:

cardinal and

intermediate

TEACHER NOTES


instruction




• Anchoring

• Cubing

• Jig-sawing



RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


world in Spatial terms

o Compass Rose: cardinal and

intermediate directions

o Scale

o Latitude (parallels), longitude

(meridians)

o Hemispheres

directions

• Geography

• Scale

• Latitude (parallels),

longitude

(meridians)

• Hemispheres

G 1 (5-6) –1b Utilizing geographic tools like latitude and longitude to identify absolute location.


• Knows and understands that absolute

location is the exact point where latitude

and longitude meet.

Academic vocabulary

G 1 5-6) –1c Differentiating between local, regional, and global scales


• Identifies and locates the world continents

• Continents

o North America

o South America

o Europe

o Asia

o Africa

o Australia

o Antarctica

• Identify and locate the world oceans

o Atlantic

o Pacific

o Arctic

o Indian

Academic vocabulary










thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G1: The World in

Spatial Terms:

Understanding and

interpreting the

organization of people,

places, and

Students interpret the characteristics and features of maps by… G 1 (5-6) -2

G 1 (5-6)–2a Recognizing spatial information provided by different types of maps (e.g., physical,

political, map projections).


• Understands and uses different types of

maps

Academic vocabulary

• Physical

TEACHER NOTES


instruction






RESOURCE NOTES

Textbook


Geographic Reading





• Trade books

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


environments on

Earth’s surface provides

an understanding of the

world in Spatial terms

o Physical

o Political

o Thematic (climate, population,

etc.

o Google map

www.googlemap.com

o GPS

• Understands and uses map projections, e.g.

o Robinson

o Mercator

o Winkel Tripel (National

Geographic preferred)

• Political

• Thematic (climate,

population, etc.

• Google map

• GPS

• Robinson

• Mercator

• Winkel Tripel

G 1 (5-6)–2a Interpreting the spatial information from maps to explain the importance of the data.


• Uses the elements of space to describe

spatial patterns; analyze distribution maps

to discover phenomena (resources, terrain,

climate, water) that are related to the

distribution of people.

• Uses spatial concepts to explain spatial

structure, e.g. develop timelines, maps, and

graphs to determine how changing

transportation and communication

technology has affected relationships

between places.

Academic vocabulary




thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR



• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G2: Places and Regions:

Physical and human

characteristics (e.g.

culture, experiences,

etc.) influence places

and regions

Students understand the physical and human characteristics of places by… G 2 (5-6) –1

G 2 (5-6) –1a Explaining and/or connecting how the geographical features influenced population

settlement.


• Understands how different physical

processes shape places, e.g. effects of

agriculture on changing land use and

Academic vocabulary

• Desert

• Gulf

TEACHER NOTES Use formative assessment to guide

instruction





responsibility by choosing

their own topics for inquiry


RESOURCE NOTES

Textbook


Geographic Reading





• Trade books

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


vegetation, relationship of population

distribution to landforms, climate,

vegetation or resources

• Recognizes how different human groups

alter places in distinctive ways.

Essential question: How does the physical geography of

an area impact where cultures settle?

• Island

• Lake

• Landform

• Mesa

• Mountain

• Peninsula

• Plain

• Plateau

• River

• Sea

• Valley

• Volcano

G 2 (5-6) –1b Comparing and contrasting patterns of population settlement based on climate and

physical features as it applies to



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Arid

• Climate

• Tropical

questions that challenge

students’ thinking


participation in the classroom

and the wider community





writing, observing, discussing,

and debating


knowledge


and paraphrasing











relational organizers (fish

bone, pie chart)


• 5-3-1

• QAR



• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY


Physical and human




and regions

Students distinguish between regions and places by… G 2 (5-6) –2

G 2 (5-6) –2a Comparing and contrasting the characteristics of different types of regions and places.



• Identifies the characteristics of different

regions

o climate

o housing

Academic vocabulary

•

TEACHER NOTES


instruction





responsibility by choosing

their own topics for inquiry


questions that challenge

students’ thinking

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS




ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


o landforms

o language

o manufacturing

o religion

o trade

o vegetation

o wildlife

G 2 (5-6) –2b Explaining the difference between regions and places.


• Differentiates between

o region - a group of places with

common traits and linked by

trade, culture and other human

activity

o place - is found within a region

Academic vocabulary

• region

• place


participation in the classroom

and the wider community





writing, observing, discussing,

and debating


knowledge


and paraphrasing











relational organizers (fish

bone, pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps


• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY


Physical and human




and regions

Students understand different perspectives that individuals/groups have by… G 2 (5-6) –3

G 2 (5-6) –3a Identifying and describing the physical and cultural characteristics that shape different

places and regions as it may apply to some or all of the following:


• Identifies the characteristics of different

regions

o climate

o housing

o landforms

o language

o manufacturing

o religion

Academic vocabulary

• Manufacturing

• Trade

• Vegetation

TEACHER NOTES


instruction









thinking



the wider community

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


o trade

o vegetation

o wildlife

G 2 (5-6) –3b Researching a region to analyze how geography shapes that culture’s perspective (e.g.,

demographics, climate, natural and man-made resources as it may apply to some or all of the

following:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Culture

• Resources






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY


Physical and human




and regions

Students understand how geography contributes to how regions are defined / identified by… G 2

(5-6) –4

G 2 (5-6) –4a Identifying formal (e.g., United States of America), vernacular (e.g., the Middle East,

South County), and functional regions (e.g., cell phone service area) as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

Academic vocabulary

TEACHER NOTES


instruction









thinking



the wider community

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Antarctica

G 2 (5-6) –4b Explaining how regions may change over time (e.g., physical, cultural, political, and

economic changes as it may apply to some or all of the following:



• North America

o Physical geography:

o History/culture:

o Government:

• South America


o History/culture:

o Government:

• Europe


o History/culture:

o Government:

• Asia


o History/culture:

o Government:

• Africa


o History/culture:

o Government:

• Australia


o History/culture:

o Government:

• Antarctica


o History/culture:

o Government:

Academic vocabulary






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments, e.g.

o Role playing -

bodily

kinesthetic

o Graphic

organizing -

visual

o Collaboration -

interpersonal


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G3: Human Systems:

(Movement) Human

Students understand why people do/do not migrate by… G 3 (5-6) –1

G 3 (5-6) –1a Identifying and explaining the push and pull factors that lead to a decision to migrate

as it applies to:

TEACHER NOTES


instruction




Geographic Reading





ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative



ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


systems and human

movement affect and

are affected by

distribution of

populations and

resources, relationships

(cooperation and

conflict), and culture.



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Migrate







thinking



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


• Trade books


• Newspaper

Technology

• Computers

• LCD projectors


• T.V.

Websites


five

Materials


(wall size)


for maps

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS



• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G3: Human Systems:

(Movement) Human

systems and human

movement affect and

are affected by

distribution of

populations and


(cooperation and

Students understand the interrelationships of geography with resources by… G 3 (5-6) –2

G 3 (5-6) –2a Use evidence to correlate how geography meets or does not meet the needs of the

people as it may apply to some or all of the following:



• North America


o History/culture:

o Government:

• South America

Academic vocabulary

• Interdependence

• Interrelationship

TEACHER NOTES


instruction









thinking

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


conflict), and culture. o Physical geography:

o History/culture:

o Government:

• Europe


o History/culture:

o Government:

• Asia


o History/culture:

o Government:

• Africa


o History/culture:

o Government:

• Australia


o History/culture:

o Government:

• Antarctica


o History/culture:

o Government:



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G3: Human Systems:

(Movement) Human

systems and human

movement affect and

are affected by

distribution of

populations and


Students understand how geography influences human settlement, cooperation or conflict by… G

3 (5-6) –3

G 3 (5-6) –3a Recognizing and justifying how geography influences human settlement, cooperation

and conflict as it applies to:



• North America

• South America

• Europe

• Asia

Academic vocabulary

• Influence

• Settlement

TEACHER NOTES


instruction


and paraphrasing








RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


(cooperation and

conflict), and culture. • Africa

• Australia

• Antarctica





pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

• 3-2-1

GEOGRAPHY

G4: Environment and

Society: Patterns

emerge settle, modify,

and interact on Earth’s

surface to limit or

promote human

activities.

Students explain how humans depend on their environment by… G 4 (5-6) -1

G 4 (5-6)-1a Researching and reporting how humans depend on the environment.



• North America

• South America

• Europe

• Asia

• Africa

Academic vocabulary

• Environment

TEACHER NOTES


instruction









thinking

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Australia

• Antarctica

G 4 (5-6)-1b Explaining how human dependence on environment influenced development of

civilizations as it applies to: Grade 5 - Social Studies: World History/Geography


• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Civilization



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G4: Environment and

Society: Patterns



surface to limit or

promote human

activities.

Students explain how humans react or adapt to an ever-changing physical environment by… G 4

(5-6) -2

G 4 (5-6)-2a Identifying and describing human reactions to changes in their physical

environment, e.g. depletion of natural resources, global warming and natural disasters as it

applies to: as it applies to:



• North America

• South America

• Europe

Academic vocabulary

• Adapt

TEACHER NOTES


instruction









thinking

RESOURCE NOTES

Textbook


Geographic Reading





• Trade books


• Newspaper

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Asia

• Africa

• Australia

• Antarctica

G 4 (5-6)-2b Analyzing the impact of human reactions to environmental changes as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

• Australia

• Antarctica

Academic vocabulary

• Impact



the wider community






debating


knowledge


and paraphrasing












pie chart)


• 5-3-1

• QAR


Technology

• Computers

• LCD projectors


• T.V.

Websites


(Gizmo™)



tml


orld.org






m




geography



tml





guide for National



geograohy.htm

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling

• Multiple

Intelligences

assessments.


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

o Opinion

o Informational

o Research

• 3-2-1

GEOGRAPHY

G4: Environment and

Society: Patterns



surface to limit or

promote human

activities.

Students explain how human actions modify the physical environment by… G 4 (5-6) –3

G 4 (5-6) –3a Identifying how human actions have changed the physical environment and describe

its effects, e.g. skyscrapers, rain forest, etc. as it applies to:



• North America

• South America

• Europe

• Asia

• Africa

Academic vocabulary

TEACHER NOTES


instruction









thinking


Geographic Reading





• Trade books


• Newspaper

Technology

• Computers

• LCD projectors

ASSESSMENT

NOTES

REQUIRED COMMON

ASSESSMENTS

• Formative

• Summative

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS





ENDURING

KNOWLEDGE and STEM

UNIT



INSTRUCTIONAL

STRATEGIES


• Australia

• Antarctica

o



the wider community






debating


knowledge


• 5-3-1

• QAR



• T.V.

Websites


five

Materials


(wall size)


for maps

• A.P.P.A.R.T.S

• Conferencing

• Current events

• DBQ

• Debates

• Exhibits

• Essays

• Interviews


• Journals

• Mark-up-text

• Mock election

• Modeling


• Primary sources

• Problem based

common tasks



• Technology

• Text comparison

• Timeline

• Writing genres

• 3-2-1

MIDDLETOWN PUBLIC SCHOOLS SOCIAL …€¢ Define content standards— what students should know and...

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Transcript of MIDDLETOWN PUBLIC SCHOOLS SOCIAL …€¢ Define content standards— what students should know and...