Social Studies Curriculum Fifth Grade - Home - Fair …fairhaven.edu/fh/District/Curriculum/4-8 Curriculum...Antebellum period. 6.1.8.D.4.c. Explain the growing resistance to slavery

Social Studies Curriculum Fifth Grade

Fair Haven Public Schools

Knollwood School Fair Haven, New Jersey

Adopted September 2014

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Table of Contents

Pages 3-17 2009 NJ Core Curriculum Content

Standards with cumulative progress indicators to be addressed by the

end of grade eight

Pages 18-20 Social Studies Unit Maps

Pages 21-30 Geography Alive!

Theory, Lesson Elements, Table of Contents

Pages 31-40 NJ Standards Clarification Project Information for Social Studies

Pages 41-42 Table of Skills for Social Studies

Pages 43-45 Timeframe for Social Studies

Page 46 Terms and Definitions

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2009 New Jersey Core Curriculum Content Standards

Social Studies Grade 5

NJ.6.1.8. U.S. History: America in the World. All students will acquire the knowledge and skills

to think analytically about how past and present interactions of people, cultures, and

the environment shape the American heritage. Such knowledge and skills enable

students to make informed decisions that reflect fundamental rights and core

democratic values as productive citizens in local, national, and global communities.

Era: Three Worlds Meet (Beginnings to 1620)

6.1.8.A.1. Civics, Government, and Human Rights

Three Worlds Meet

6.1.8.A.1.a. Compare and contrast forms of governance, belief systems, and family structures among

African, European, and Native American groups.

6.1.8.B.1. Geography, People, and the Environment

Three Worlds Meet

6.1.8.B.1.a. Describe migration and settlement patterns of Native American groups, and explain how

these patterns affected interactions in different regions of the Western Hemisphere.

6.1.8.B.1.b. Analyze the world in spatial terms, using historical maps to determine what led to the

exploration of new water and land routes.

6.1.8.C.1. Economics, Innovation, and Technology

Three Worlds Meet

6.1.8.C.1.a. Evaluate the impact of science, religion, and technology innovations on European

exploration.

6.1.8.C.1.b. Explain why individuals and societies trade, how trade functions, and the role of trade

during this period.

6.1.8.D.1. History, Culture, and Perspectives

Three Worlds Meet

6.1.8.D.1.a. Compare and contrast gender roles, religion, values, cultural practices, and political

systems of Native American groups.

6.1.8.D.1.b. Explain how interactions among African, European, and Native American groups began a

cultural transformation.

6.1.8.D.1.c. Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from

different perspectives.

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Era: Colonization and Settlement (1585-1763)


Colonization and Settlement

6.1.8.A.2.a. Determine the roles of religious freedom and participatory government in various North

American colonies.

6.1.8.A.2.b. Explain how and why early government structures developed, and determine the impact

of these early structures on the evolution of American politics and institutions.

6.1.8.A.2.c. Explain how race, gender, and status affected social, economic, and political

opportunities during Colonial times.



6.1.8.B.2.a. Determine factors that impacted emigration, settlement patterns, and regional identities of

the colonies.

6.1.8.B.2.b. Compare and contrast how the search for natural resources resulted in conflict and

cooperation among European colonists and Native American groups in the New World.



6.1.8.C.2.a. Relate slavery and indentured servitude to Colonial labor systems.

6.1.8.C.2.b. Explain the system of mercantilism and its impact on the economies of the colonies and

European countries.

6.1.8.C.2.c. Analyze the impact of triangular trade on multiple nations and groups.



6.1.8.D.2.a. Analyze the power struggle among European countries, and determine its impact on

people living in Europe and the Americas.

6.1.8.D.2.b. Compare and contrast the voluntary and involuntary migratory experiences of different

groups of people, and explain why their experiences differed.

Era: Revolution and the New Nation (1754-1820s)


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Revolution and the New Nation

6.1.8.A.3.a. Examine the ideals found in the Declaration of Independence, and assess the extent to

which they were fulfilled for women, African Americans, and Native Americans during

this time period.

6.1.8.A.3.b. Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent

of the governed, rule of law, federalism, limited government, separation of powers,

checks and balances, and individual rights) in establishing a federal government that

allows for growth and change over time.

6.1.8.A.3.c. Determine the role that compromise played in the creation and adoption of the

Constitution and Bill of Rights.

6.1.8.A.3.d. Compare and contrast the Articles of Confederation and the UNITED STATES

Constitution in terms of the decision-making powers of national government.

6.1.8.A.3.e. Determine why the Alien and Sedition Acts were enacted and whether they undermined

civil liberties.

6.1.8.A.3.f. Explain how political parties were formed and continue to be shaped by differing

perspectives regarding the role and power of federal government.

6.1.8.A.3.g. Evaluate the impact of the Constitution and Bill of Rights on current day issues.



6.1.8.B.3.a. Assess how conflicts and alliances among European countries and Native American

groups impacted the expansion of the American colonies.

6.1.8.B.3.b. Determine the extent to which the geography of the United States influenced the debate

on representation in Congress and federalism by examining the New Jersey and Virginia

plans.

6.1.8.B.3.c. Use maps and other geographic tools to evaluate the impact of geography on the

execution and outcome of the American Revolutionary War.

6.1.8.B.3.d. Explain why New Jersey's location played an integral role in the American Revolution.



6.1.8.C.3.a. Explain how taxes and government regulation can affect economic opportunities, and

assess the impact of these on relations between Britain and its North American colonies.

6.1.8.C.3.b. Summarize the effect of inflation and debt on the American people and the response of

state and national governments during this time.

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6.1.8.C.3.c. Evaluate the impact of the cotton gin and other innovations on the institution of slavery

and on the economic and political development of the country.



6.1.8.D.3.a. Explain how the consequences of the Seven Years War, changes in British policies

toward American colonies, and responses by various groups and individuals in the North

American colonies led to the American Revolution.

6.1.8.D.3.b. Explain why the Declaration of Independence was written and how its key principles

evolved to become unifying ideas of American democracy.

6.1.8.D.3.c. Analyze the impact of George Washington as general of the American revolutionary

forces and as the first president of the United States.

6.1.8.D.3.d. Analyze how prominent individuals and other nations contributed to the causes,

execution, and outcomes of the American Revolution.

6.1.8.D.3.e. Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers,

urban craftsmen, northern merchants, and southern planters), African Americans, Native

Americans, and women during the American Revolution, and determine how these

groups were impacted by the war.

6.1.8.D.3.f. Analyze from multiple perspectives how the terms of the Treaty of Paris affected United

States relations with Native Americans and with European powers that had territories in

North America.

6.1.8.D.3.g. Evaluate the extent to which the leadership and decisions of early administrations of the

national government met the goals established in the Preamble of the Constitution.

Era: Expansion and Reform (1801-1861)


Expansion and Reform

6.1.8.A.4.a. Explain the changes in America's relationships with other nations by analyzing policies,

treaties, tariffs, and agreements.

6.1.8.A.4.b. Analyze how the concept of Manifest Destiny influenced the acquisition of land through

annexation, diplomacy, and war.

6.1.8.A.4.c. Assess the extent to which voting rights were expanded during the Jacksonian period.



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6.1.8.B.4.a. Assess the impact of the Louisiana Purchase and western exploration on the expansion

and economic development of the United States.

6.1.8.B.4.b. Map territorial expansion and settlement, as well as the locations of conflicts with and

removal of Native Americans.



6.1.8.C.4.a. Analyze the debates involving the National Bank, uniform currency, and tariffs, and

determine the extent to which each of these economic tools met the economic challenges

facing the new nation.

6.1.8.C.4.b. Explain how major technological developments revolutionized land and water

transportation, as well as the economy, in New Jersey and nation.

6.1.8.C.4.c. Analyze how technological innovations affected the status and social class of different

groups of people, and explain the outcomes that resulted.



6.1.8.D.4.a. Analyze the push-pull factors that led to increases in immigration, and explain why ethnic

and cultural conflicts resulted.

6.1.8.D.4.b. Explore efforts to reform education, women's rights, slavery, and other issues during the

Antebellum period.

6.1.8.D.4.c. Explain the growing resistance to slavery and New Jersey's role in the Underground

Railroad.

Era: Civil War and Reconstruction (1850-1877)


Civil War and Reconstruction

6.1.8.A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address

continue to impact American life.

6.1.8.A.5.b. Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson

toward the reconstruction of the South.



6.1.8.B.5.a. Determine the role of geography, natural resources, demographics, transportation, and

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technology in the progress and outcome of the Civil War.



6.1.8.C.5.a. Assess the human and material costs of the Civil War in the North and South.

6.1.8.C.5.b. Analyze the economic impact of Reconstruction on the South from different perspectives.



6.1.8.D.5.a. Prioritize the causes and events that led to the Civil War from different perspectives.

6.1.8.D.5.b. Analyze critical events and battles of the Civil War and determine how they contributed

to the final outcome of the war.

6.1.8.D.5.c. Examine the roles of women, African Americans, and Native Americans in the Civil War.

6.1.8.D.5.d. Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States

Constitution from multiple perspectives.

NJ.6.2.8. World History: Global Studies: All students will acquire the knowledge and skills to

think analytically and systematically about how past interactions of people, cultures,

and the environment affect issues across time and cultures. Such knowledge and skills

enable students to make informed decisions as socially and ethically responsible world

citizens in the 21st century.

Era: The Beginnings of Human Society


The Beginnings of Human Society: Paleolithic and Neolithic Ages

6.2.8.A.1.a. Compare and contrast the social organization of early hunters/gatherers and those who

lived in early agrarian societies.



6.2.8.B.1.a. Explain the various migratory patterns of hunters/gatherers who moved from Africa to

Eurasia, Australia, and the Americas, and describe the impact of migration on their lives

and on the shaping of societies.

6.2.8.B.1.b. Compare and contrast how nomadic and agrarian societies used land and natural

resources.

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6.2.8.C.1.a. Relate the agricultural revolution (including the impact of food surplus from farming) to

population growth and the subsequent development of civilizations.

6.2.8.C.1.b. Determine the impact of technological advancements on hunter/gatherer and agrarian

societies.



6.2.8.D.1.a. Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of

relative length of time.

6.2.8.D.1.b. Relate the development of language and forms of writing to the expression of ideas,

creation of cultural identity, and development of more complex social structures.

6.2.8.D.1.c. Explain how archaeological discoveries are used to develop and enhance understanding

of life prior to written records.

Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)


Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations

6.2.8.A.2.a. Explain why different ancient river valley civilizations developed similar forms of

government.

6.2.8.A.2.b. Explain how codifying laws met the needs of ancient river valley societies.

6.2.8.A.2.c. Determine the role of slavery in the economic and social structures of ancient river valley

civilizations.



6.2.8.B.2.a. Determine the extent to which geography influenced settlement, the development of trade

networks, technological innovations, and the sustainability of ancient river valley

civilizations.

6.2.8.B.2.b. Compare and contrast physical and political maps of ancient river valley civilizations and

their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt;

Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and

determine the geopolitical impact of these civilizations, then and now.

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6.2.8.C.2.a. Explain how technological advancements led to greater economic specialization,

improved weaponry, trade, and the development of a class system in ancient river valley

civilizations.



6.2.8.D.2.a. Analyze the impact of religion on daily life, government, and culture in various ancient

river valley civilizations.

6.2.8.D.2.b. Explain how the development of written language transformed all aspects of life in

ancient river valley civilizations.

6.2.8.D.2.c. Analyze the factors that led to the rise and fall of various ancient river valley civilizations

and determine whether there was a common pattern of growth and decline.

6.2.8.D.2.d. Justify which of the major achievements of the ancient river valley civilizations represent

the most enduring legacies.

Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)


The Classical Civilizations of the Mediterranean World, India, and China

6.2.8.A.3.a. Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic

structures; communication and transportation systems) used by the rulers of Rome, China,

and India to control and unify their expanding empires.

6.2.8.A.3.b. Compare and contrast the rights and responsibilities of free men, women, slaves, and

foreigners in the political, economic, and social structures of classical civilizations.

6.2.8.A.3.c. Determine the foundational concepts and principles of Athenian democracy and the

Roman Republic that later influenced the development of the United States Constitution.

6.2.8.A.3.d. Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to

those of United States citizens today, and evaluate how citizens perceived the principles

of liberty and equality then and now.

6.2.8.A.3.e. Compare and contrast the American legal system and the legal systems of classical

civilizations, and determine the extent to which the early systems influenced the current

legal system.


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6.2.8.B.3.a. Determine how geography and the availability of natural resources influenced the

development of the political, economic, and cultural systems of each of the classical

civilizations and provided motivation for expansion.

6.2.8.B.3.b. Explain how geography and the availability of natural resources led to both the

development of Greek city-states and to their demise.



6.2.8.C.3.a. Analyze the impact of expanding land and sea trade routes through the Mediterranean

Basin, India, and China.

6.2.8.C.3.b. Explain how the development of a uniform system of exchange facilitated trade in

classical civilizations.

6.2.8.C.3.c. Explain how classical civilizations used technology and innovation to enhance

agricultural/manufacturing output and commerce, to expand military capabilities, to

improve life in urban areas, and to allow for greater division of labor.



6.2.8.D.3.a. Compare and contrast social hierarchies in classical civilizations as they relate to power,

wealth, and equality.

6.2.8.D.3.b. Relate the Chinese dynastic system to the longevity of authoritarian rule in China.

6.2.8.D.3.c. Determine common factors that contributed to the decline and fall of the Roman Empire,

Gupta India, and Han China.

6.2.8.D.3.d. Compare the golden ages of Greece, Rome, India, and China, and justify major

achievements that represent world legacies.

6.2.8.D.3.e. Compare and contrast the tenets of various world religions that developed in or around

this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism,

and Taoism), their patterns of expansion, and their responses to the current challenges of

globalization.

6.2.8.D.3.f. Determine the extent to which religions, mythologies, and other belief systems shaped the

values of classical societies.

Era: Expanding Exchanges and Encounters (500 CE-1450 CE)


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Expanding Exchanges and Encounters

6.2.8.A.4.a. Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations.

6.2.8.A.4.b. Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order.

6.2.8.A.4.c. Determine the influence of medieval English legal and constitutional practices (i.e., the

Magna Carta, parliament, and the development of habeas corpus and an independent

judiciary) on modern democratic thought and institutions.



6.2.8.B.4.a. Explain how geography influenced the development of the political, economic, and

cultural centers of each empire and well as the empires' relationships with other parts of

the world.

6.2.8.B.4.b. Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road)

impacted urbanization, transportation, communication, and the development of

international trade centers.

6.2.8.B.4.c. Determine how Africa's physical geography and natural resources posed challenges and

opportunities for trade and development.

6.2.8.B.4.d. Explain why the Arabian Peninsula's physical features and location made it the epicenter

of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.B.4.e. Analyze the motivations for civilizations to modify the environment, determine the

positive and negative consequences of environmental changes made during this time

period, and relate these changes to current environmental challenges.

6.2.8.B.4.f. Explain how the geographies of China and Japan influenced their development and their

relationship with one another.

6.2.8.B.4.g. Explain why the strategic location and economic importance of Constantinople and the

Mediterranean Sea were a source of conflict between civilizations.

6.2.8.B.4.h. Explain how the locations, land forms, and climates of Mexico, Central America, and

South America affected the development of Mayan, Aztec, and Incan societies, cultures,

and economies.



6.2.8.C.4.a. Explain the interrelationships among improved agricultural production, population

growth, urbanization, and commercialization.

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6.2.8.C.4.b. Analyze how trade, technology, the availability of natural resources, and contact with

other civilizations affected the development of empires in Eurasia and the Americas.

6.2.8.C.4.c. Explain how the development of new business practices and banking systems impacted

global trade and the development of a merchant class.

6.2.8.C.4.d. Analyze the relationship between trade routes and the development of powerful city-

states and kingdoms in Africa.

6.2.8.C.4.e. Determine the extent to which interaction between the Islamic world and medieval

Europe increased trade, enhanced technology innovation, and impacted scientific thought

and the arts.



6.2.8.D.4.a. Explain how contact between nomadic peoples and sedentary populations had both

positive and negative political, economic, and cultural consequences.

6.2.8.D.4.b. Analyze how religion both unified and divided people.

6.2.8.D.4.c. Analyze the role of religion and economics in shaping each empire's social hierarchy, and

evaluate the impact these hierarchical structures had on the lives of various groups of

people.

6.2.8.D.4.d. Analyze the causes and outcomes of the Crusades from different perspectives, including

the perspectives of European political and religious leaders, the crusaders, Jews,

Muslims, and traders.

6.2.8.D.4.e. Assess the demographic, economic, and religious impact of the plague on Europe.

6.2.8.D.4.f. Determine which events led to the rise and eventual decline of European feudalism.

6.2.8.D.4.g. Analyze the immediate and long-term impact on China and Europe of the open exchange

between Europe and the Yuan (Mongol) Dynasty.

6.2.8.D.4.h. Determine the extent to which the Byzantine Empire influenced the Islamic world and

western Europe.

6.2.8.D.4.i. Explain how and why Islam spread in Africa, the significance of Timbuktu to the

development and spread of learning, and the impact Islam continues to have on African

society.

6.2.8.D.4.j. Compare the major technological innovations and cultural contributions of the

civilizations of this period and justify which represent enduring legacies.

NJ.6.3.8. Active Citizenship in the 21st Century. All students will acquire the skills needed to be

active, informed citizens who value diversity and promote cultural understanding by

working collaboratively to address the challenges that are inherent in living in an

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interconnected world.

6.3.8.A. Civics, Government, and Human Rights

Active citizens in the 21st century:

6.3.8.A.1. Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.

6.3.8.A.2. Participate in a real or simulated hearing to develop a legislative proposal that addresses a

public issue, and share it with an appropriate legislative body (e.g., school board, municipal

or county government, state legislature).

6.3.8.A.3. Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education.

6.3.8.B. Geography, People, and the Environment


6.3.8.B.1. Evaluate alternative land use proposals and make recommendations to the appropriate

governmental agency regarding the best course of action.

6.3.8.C. Economics, Innovation, and Technology


6.3.8.C.1. Contact local officials and community members to obtain information about the local

school district or municipal budget and assess budget priorities.

6.3.8.D. History, Culture, and Perspectives


6.3.8.D.1. Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings,

elections) to understand how conflicting points of view are addressed in a democratic

society.

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Geography Alive! And the Common Core Standards

To meet Common Core's goal of developing college and career ready students, you need a curriculum

that moves beyond basic recall and memorization. With TCI's rich resources, students read, write,

speak, and listen as they master the discipline of social studies in a meaningful way.

Here's an example of how one of our elementary lessons addresses these key areas of the Common

Core.

Key Points from the

E-LA Common Core TCI Materials Images

Reading

Informational and literary

texts are balanced with at least

50% of reading time devoted

to expository texts.

Establishes a "staircase"

of increasing complexity in

what students must be able to

read as they move throughout

the grades.

Emphasizes the close

reading of text to determine

main ideas, supporting details,

and evidence.

Students analyze images and then read

complex text about the Early English

Settlements of Roanoke, Jamestown,

and Plymouth. Students complete

reading notes in their Interactive

Student Notebook to record key details.

A word bank is provided for each

settlement to ensure they are using key

vocabulary and citing important details

and evidence from the text.

The main text is accompanied by a

Reading Further feature that provides

detailed information on a special topic.

In this Reading Further, students read

about King Philip, the leader of the

Wampanoag people, and his decision to

go to war against the English settlers.

Students complete a cause and effect

chart to identify events that lead to the

war and the war’s impact.

http://www.teachtci.com/common-core-social-studies-and-tci.html


http://www.teachtci.com/images/common_core/materials/ISN_SensoryFigure.jpg

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Key Points from the


Writing

Three types of writing are

emphasized from the earliest

grades—writing to persuade,

writing to inform/explain, and

writing to convey experience.

Effective use of evidence

is central throughout the

writing standards.

Routine production of

writing appropriate for a range

of tasks, purposes, and

audiences is emphasized.

Students complete three different

writing tasks—each with a different

purpose, audience and length. Students

begin this lesson by writing a narrative

on the challenges they would face if

they attended school in another

country. This quick write is designed to

get students thinking about the

challenges confronted by the early

English settlers in the Americas.

After learning detailed information

about the English settlements, students

complete a persuasive writing

assignment that asks them to create an

advertisement that encourages people

to move to Jamestown or Plymouth.

Students are asked to include specific

details about the settlement to ensure

that they include facts and evidence

from the text. Finally, in the lesson

assessment students write a friendly

letter describing the conditions at

Jamestown.

Speaking and Listening

Participation in rich,

structured academic

conversations in one-on-one,

small-group, and whole class

situations is emphasized in the

standards.

Contributing accurate,

relevant information;

responding to and building on

what others have said; and

making comparisons and

contrasts are important skills

for productive conversations.

Opportunities for speaking and

listening are embedded throughout this

lesson in a variety of ways. Students

participate in a whole class discussion

to analyze historic images of Roanoke,

Jamestown, and Plymouth. After

reading the text that corresponds to

each image, students participate in a

small-group discussion centered on a

series of structured questions. And,

finally, select students take on the role

of one of the historical figures in the

image and present key information to

the class from the perspective of that

person.

http://www.teachtci.com/images/common_core/materials/ISN_Preview.jpg

http://www.teachtci.com/images/common_core/materials/ISN_Preview.jpg

http://www.teachtci.com/images/common_core/materials/ISN_Processing.jpg

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http://www.teachtci.com/images/common_core/materials/SH_ActItOut.jpg

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Key Points from the


Language

Demonstrate command of

the conventions of English

when writing and speaking.

Acquire and use general

academic and domain-specific

words.

Focus on developing

skills to determine or clarify

the meaning of unknown

works or phrases.

Key vocabulary terms are introduced at

the beginning of the lesson and students

complete a vocabulary development

assignment, such as the Word Parts

Log. This log trains students to break

down words to infer meaning.

An Editing and Proofreading Checklist

is included to help students create

writing that is free of errors.

http://www.teachtci.com/images/common_core/materials/SEI_WordParts.jpg

http://www.teachtci.com/images/common_core/materials/SEI_WordParts.jpg

http://www.teachtci.com/images/common_core/materials/SEI_WritingChecklist.jpg

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Unit Maps

November December

January

(2nd

marking period)

February March April

(3rd

marking period)

Co

nte

nt

Course Overview

Learning Styles

Guidelines to “study”

Maps

Teacher Selected Background

Notes

Continents

Oceans

Climates and the Effects of

Awareness of Direction – Actual

verses Paper

Latin America

Teacher Selected Background

Notes

History of Nations and Their

Peoples (Incas, Mayans)

Major Events

Data Collecting, using Note

Taking Format

Identification of Countries and

Capitals

Locations

Boundaries

Major Rivers

Major Lakes

Major Mountains

Major Deserts

Package Design

Oral Presentations

Works Cited

Use of Atlas

Use of Almanac

Use of Encyclopedia

Use of Internet

Current Events

Europe

Teacher Selected Background Notes

Identification of Countries and Capitals

Locations of Above

Major Rivers

Major Lakes

Major Mountains

Government Contrasts - Constitutional Monarchy,

Independent Republic, City State, Co –

Principality, Principality, Communism

Emancipated Countries in Eastern Europe

Essays

Current Events

Africa


Physical Features

Identification of Countries & Capitals

Governments

Ancient History, i.e. Egyptian Contributions, The

Pyramids, Mummification, The Great Sphinx at

Giza , The Nile River Importance of King

Tut’s Tomb

Critical Issues, i.e. Malnutrition , Starvation, Wars,

Exploitation Apartheid/South Africa,

Rainforests, Slavery, Libya/Qadaffi

Current Events

Asia /Russia


Identification of Countries, Capitals, Boundaries,

Major Waters,

Major Lakes, Major Rivers, Major Lakes, Major

Deserts

Major Religions – Judaism, Christianity, Buddhism,

Hinduism, Islam Shinto

Cultures, and the Importance of Their Diversities

Governments

19

November December

January

(2nd

marking period)


(3rd

marking period)

Wars - Comparison of: Arab/Israeli War, Korean

War, Vietnam War

Persian Gulf War

Major People, Places and Contributions

Current Events

Australia

Identification on a World Map

Topographical Mapping

Explorations and Explorers

Learning Through Films


Major Religions

Cultures, and the Importance of Their Diversities

Major People, Places and Contributions

Government

Physical Features

Current Events

,Sk

ills

(st

an

da

rds)

Use: Course Overview

Types of Maps

Map Language

Decoding

Encoding

Graphs

Timelines

Note takingOutlining

Inference

Mnemonics

Visual

Kinesthetic

Telling Time Around the World

Use: Latin America

Skills from Unit I

Gather & record research

Oral Presentations from Notes

Writing Appropriate Works

Cited

Study Groups

Use:

Skills from previous units

Deciphering Information and Level of Importance

Handling Questions Posed by Classmates

Writing an Essay - Attention Getter, Thesis

Statement, Supportive Paragraphs Closure

Works Cited

Peer Editing

Use of Research Tools- Internet, Interviews,

Newspapers

Working effectively in small groups

Recognizing improvements made through time and

education

Gathering and comprehending information to be able to

make comparisons among countries and their cultures

20

November December

January

(2nd

marking period)


(3rd

marking period)

Ass

essm

en

t

essm

en

t

Desktop map challenges

Notetaking Check ups

Notebook Inspection

“Study Quizzes”

Written Tests

Discussion

Research Ability

Presentations

Observations

Oral responses and contributions

Public speaking

Desktop map challenges

Notetaking Check ups

Notebook Inspection

“Study Quizzes”

Written Tests

Essays

Discussion

Research Ability

Presentations

Observations

Oral responses and contributions

Public speaking

So

urc

es

World Almanac and Book of Facts

Dictionaries

Encyclopedias

World Geography – Prentice Hall

World Explorer – Continents – Prentice Hall

Los Amigos – Interact

Maps

Globes

Desktop Maps

Videos

Computer Sites

CDs

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Geography Alive! Regions and People

Foundation for Success

We recognize that every student is unique and that all students benefit from learning in different ways.

TCI uses a variety of proven instructional practices that allow students of all abilities to master key

social studies concepts at every grade level.

Theory and Research-Based Active Instruction

Lessons are based on five well established theories:

Understanding by Design (Wiggins and McTighe)

Grant Wiggins and Jay McTighe believe that teaching for deep understanding must begin with

planning the big ideas students should learn. That's why you'll see an Essential Question at the start of

every chapter.

Nonlinguistic Representation (Marzano)

Research by Robert Marzano and colleagues demonstrates that teaching with nonlinguistic activities

helps improve comprehension. Graphic organizers and movement activities are key to TCI lessons.

Multiple Intelligences (Gardner)

Howard Gardner believes that all students are intelligent — just not in the same ways. TCI activities

address Gardner's seven intelligences: verbal-linguistic, logical-mathematical, visual-spatial, body-

kinesthetic, musical-rhythmic, interpersonal, and intrapersonal.

Cooperative Interaction (Cohen)

Elizabeth Cohen's research shows that cooperative groupwork leads to learning gains and higher

student achievement. Working in small groups is a cornerstone of TCI activities.

Spiral Curriculum (Bruner)

Jerome Bruner championed the idea of the spiral curriculum, in which students learn progressively —

understanding increasingly difficult concepts through a process of step-by-step discovery. TCI

questioning strategies spiral from simple recall to higher-order thinking skills such as analysis and

evaluation.

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Multiple Intelligences Teaching Strategies

Using a variety of approaches to teaching helps all students succeed. Our classroom activities are

centered around these six teaching strategies:

In Visual Discovery activities, students view, touch, interpret, and bring to life compelling images as

they discover key social studies concepts. Seeing and interacting with an image in combination with

reading and recording notes on the content helps students remember salient ideas.

In Social Studies Skill Builders, students work in pairs or small groups on fast-paced, skill-oriented

tasks such as mapping, graphing, identifying perspective, and interpreting primary sources to enhance

their understanding of chapter content.

In Experiential Exercises, participating in short, memorable experiences helps students grasp social

studies concepts. Through the use of movement and introspection, students capture a moment or

feeling that is central to understanding a particular concept or historical event.

Writing for Understanding activities give students rich experiences, such as role-playing, discussing

complex issues, or acting out key events to write about. Students develop ideas and form opinions

during the experience, before beginning to write. The experience becomes a springboard for writing,

challenging students to clarify ideas, organize information, and express what they have learned. These

activities give all learners, even those with lesser linguistic skills, something memorable to write about.

In Response Group activities, students work in small groups with thought-provoking resources to

discuss critical thinking questions among themselves. A presenter then shares each group's findings

with the class.

In Problem Solving Groupwork activities, students work in heterogeneous groups to create projects

that require multiple abilities so that every student can contribute. Within a group, each student

performs a defined role. Groups present their completed projects to the class.

Lesson Elements

Standards-Based Content

Dynamic lessons build mastery of state and national social studies standards. TCI Lessons achieve a

consistent pattern of high quality social studies instruction while being mindful of standards.

Preview Assignment

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A short, engaging assignment at the start of each lesson helps you preview key concepts and tap

students' prior knowledge and personal experience.

Considerate Text

Carefully structured reading materials enable students at all levels to understand what they read.

Considerate text recognizes that a successful reading of expository text involves four stages:

previewing the content, reading, taking notes, and processing the content or reviewing and applying

what has been learned.

Graphically Organized Reading Notes

Comprehensive graphic organizers used to record key ideas help students obtain meaning from what

they read. Graphic organizers help students to see the underlying logic and interconnections among

concepts by improving their comprehension and retention in the subject area.

Processing Assignment

An end-of-lesson processing assignment, involving multiple intelligences and higher-order thinking

skills, challenges students to apply what they've learned. Processing assignments encourage students to

synthesize and apply the information they have learned in a variety of creative ways.

Assessments to Inform Instruction

Carefully designed tests encourage students to use their various intelligences to demonstrate their

understanding of key concepts while preparing them for standardized tests.

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Geography Alive! Regions and People

Table of Contents

Unit 1 The Geographer's World

1. The Tools of Geography

Essential Question: How do geographers show information on maps?

In a Social Studies Skill Builder, students develop map-reading skills such as the difference between

absolute and relative location and measuring distance using scale.

2. A Spatial Way of Thinking

Essential Question: Why do geographers use a variety of maps to represent the world?

In a Visual Discovery activity, students learn to read and analyze six types of thematic maps that

geographers use to represent the world.

Unit 2 Canada and the United States

3. Settlement Patterns and Ways of Life in Canada

Essential Question: How does where you live influence how you live?

In a Social Studies Skill Builder, students explore how location influences ways of life by looking at

population, climate, language, buildings, and economic activity in the five regions of Canada.

4. The Great Lakes: The U.S. and Canada's

Freshwater Treasures

Essential Question: How can people best use and protect Earth's freshwater ecosystems?

Students analyze data about the state of the Great Lakes today and apply what they learn about the

lakes' current status and future prospects in a Writing for Understanding activity.

5. Urban Sprawl in North America: Where Will It End?

Essential Question: How does urban sprawl affect people and the planet?

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In an Experiential Exercise, students work in policy-planning groups to debate and recommend

possible policies for how to best address growth and urban sprawl in the cities of Portland, Toronto,

and Atlanta.

6. National Parks: Saving the Natural Heritage of the U.S. and

Canada

Essential Question: What features make national parks special and worth preserving?

In a Response Group activity, students plan adventure tours to learn about the topography and

characteristics of North American national parks as well as challenges to their preservation.

7. Consumption Patterns in the United States: The Impact of

Living Well

Essential Question: How do American consumption patterns affect people and the planet?

In a Response Group activity, students analyze a series of cartograms depicting global consumption

patterns and gross domestic product and identify reasons for those patterns.

8. Migration to the United States: The Impact on

People and Place

Essential Question: How does migration affect the lives of people and the character of places?

In an Experiential Exercise, students conduct interviews to learn about the push and pull factors that

cause people to migrate to the United States.

Unit 3 Latin America

9. Spatial Inequality in Mexico City: From Cardboard to Castles

Essential Question: Why does spatial inequality exist in urban areas?

In a Writing for Understanding activity, students assume the role of exchange students and "travel" to

four neighborhoods to survey people from four social classes about their experiences living in Mexico

City.

10. Indigenous Cultures: The Survival of the Maya of

Mesoamerica

Essential Question: How do indigenous peoples preserve their traditional culture while adapting to

modern life?

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In a Problem Solving Groupwork activity, students create and perform dramatizations about five

aspects of life in a highland Maya village to learn how they have preserved their traditional ways of

life while adapting to modern society.

11. Dealing with Extreme Weather: Video

Hurricanes in the Caribbean

Essential Question: What causes extreme weather, and how do people deal with it?

In a Visual Discovery activity, students analyze images that represent key stages in the life of a

hurricane to learn about extreme weather and how people plan for and deal with hurricanes in the

Caribbean.

12. Land Use Conflict in the Amazon Rainforest

Essential Question: How should the resources of rainforests be used and preserved?

In a Response Group activity, students create and present news reports about groups with competing

interests in how to preserve and use the resources of the Amazon rainforest.

13. Life in the Central Andes: Adapting to a Mountainous

Region

Essential Question: How do people adapt to living in a mountainous region?

In a Social Studies Skill Builder, students assume the role of magazine editors organizing a feature

article on life in the central Andes to learn how people have adapted to living in the varied

environments of the Andes Mountains.

Unit 4 Europe and Russia

14. Supranational Cooperation in the European Union

Essential Question: What forces work for and against supranational cooperation among nations?

In an Experiential Exercise, students "travel" in Europe to explore the economic, political, and cultural

forces that work for and against supranational cooperation in the EU.

15. Population Dilemmas in Europe

Essential Question: How do population trends affect a country's future?

In a Response Group activity, students explore the effects of population trends by creating and

analyzing population pyramids for three countries with different levels of growth.

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16. Invisible Borders: Transboundary Pollution in Europe

Essential Question: How can one country's pollution become another country's problem

In a Visual Discovery activity, students analyze images and maps to understand the causes and results

of radioactive pollution from Chernobyl, acid rain from the "Black Triangle" region, and water

pollution in the Tisza and Danube rivers.

17. Russia's Varied Landscape: Physical

Processes at Work

Essential Question: How do physical processes shape Earth's landscape?

In a Social Studies Skill Builder, students learn about four major physical processes then use their

knowledge to try to identify which physical processes are pictured in various images.

18. New Nation-States from the Old Soviet Empire:

Will They Succeed?

Essential Question: What factors contribute to the success or failure of new nation-states?

In a Writing for Understanding activity, students gather information from maps, charts, and their

reading to determine which of the nation-states formed after the breakup of the Soviet Union are most

likely to be politically and economically successful.

Unit 5 Africa

19. The Nile River: A Journey from Source to Mouth

Essential Question: How do rivers change as they flow across Earth's surface?

In a Social Studies Skill Builder, students examine photographs of important features along the Nile

River that show how the river changes in its journey from source to mouth.

20. Life in the Sahara and the Sahel:

Adapting to a Desert Region

Essential Question: How do people adapt to living in a desert region?

In a response Group activity, students investigate three environments of the Saharan region and make

predictions about how people have adapted to life in each.

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21. Micro-entrepreneurs: Women's Role in the Development of

Africa

Essential Question: How are women micro-entrepreneurs in developing countries changing their

communities?

In a Writing for Understanding activity, students study three women micro-entrepreneurs to learn how

they are changing the human characteristics of their African communities.

22. Nigeria: A Country of Many Cultures

Essential Question: How can dividing a diverse country into regions make it easier to understand?

In a Social Studies Skill Builder, students explore the regional differences within Nigeria by designing

an educational Web page about the country's three distinct regions.

23. Resources and Power in Post-apartheid South Africa

Essential Question: How might ethnic group differences affect who controls resources and power in a

society?

In a Visual Discovery activity, students examine photographs of the new South Africa and evaluate

how much progress South Africa has made toward achieving racial equality since the end of apartheid.

Unit 6 Southwest and Central Asia

24. Oil in Southwest Asia: How "Black Gold"

Has Shaped a Region

Essential Question: How might having a valuable natural resource affect a region?

In a Response Group activity, students analyze geographic data to answer a series of critical thinking

questions about how oil has affected ten countries in Southwest Asia.

25. Istanbul: A Primate City Throughout History

Essential Question: Where are primate cities located, and why are they important?

In an Experiential Exercise, students play a game in which they discover the best trading location

among several designated areas in the room and then compare and contrast their experience with

aspects of Istanbul.

26. The Aral Sea: Central Asia's Shrinking Water Source

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Essential Question: How are humans affected by changes they make to their physical environment?

In a Problem Solving Groupwork activity, students prepare and present "documentaries" on how a

particular group of people has been affected by the changes to the Aral Sea.

Unit 7 Monsoon Asia

27. Waiting for the Rains: The Effects of

Monsoons in South Asia

Essential Question: How does climate influence human activity in a region?

In a Social Studies Skill Builder, students work in pairs to complete puzzles by correctly matching a

climagraph, a climate map, a photograph, and a list of effects of and adaptations to that climate for four

cities in South Asia.

28. Tech Workers and Time Zones: India's

Comparative Advantage

Essential Question: What factors give some countries a comparative advantage in the global IT

revolution?

In a Writing for Understanding activity, students participate in simulated Internet searches and online

meetings with three people from Bangalore, India and then write a feature article about the impact of

the IT revolution on India.

29. Mount Everest: Climbing the World's

Tallest Physical Feature

Essential Question: How can people both experience and protect the world's special places?

In an Experiential Exercise, teams of students assume the role of climbers on Mount Everest,

discovering some of the challenges presented by this physical feature as they "ascend" the mountain.

30. China: The World's Most Populous Country

Essential Question: How does a country meet the challenges created by a large and growing

population?

In a Response Group activity, students assume the roles of demographers attending a conference on

population as they learn about and analyze three plans to meet the challenges presented by China's

growing population.

30

31. Population Density in Japan:

Life in a Crowded Country

Essential Question: How does a country meet the challenges created by a large and growing

population?

In an Experiential Exercise, students use their bodies and varying amounts of floor space to simulate

the population densities of Australia, the United States, and Japan.

32. The Global Sneaker: From Asia to Everywhere

Essential Question: What is globalization, and how does it affect people and places?

In a Visual Discovery activity, students analyze images that represent key stages in the production of a

sneaker: designing, location materials, manufacturing, and distributing.

Unit 8 Oceania and Antarctica

33. Relative and Absolute Location: What Makes Australia

Unique?

Essential Question: How does a country's location shape life within its borders

In a Social Studies Skill Builder, students learn how six aspects of life in Australia have been affected

by its absolute or relative location.

34. The Pacific Islands: Adapting to Life

Surrounded by Ocean

Essential Question: How do people adapt to life in an island region?

In a Problem Solving Groupwork activity, students create illustrated maps of one of three island types:

continental islands, volcanic islands, and atolls.

35. Antarctica: Researching Climate Change at

the Coldest Place on Earth

Essential Question: How might global warming affect the environment in the world's coldest places?

In a Writing for Understanding activity, students explore how Antarctica is affected by world climate

changes and why this unique land is ideal for the study of global warming.

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NJ Standards Clarification Project

Mission: Social Studies education provides learners with the knowledge, skills and attitudes they need to be active, informed citizens and contributing members of local, state and world communities.

Standard 6.1 Social Studies Skills All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography and economics.

Big Idea: The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events. 6.1. A Social Studies Skills - For Further information on 5.1, See Page 21 of New Jersey's Social Studies

Framework Essential Questions Enduring Understandings

- Whose point of view matters? - How do you locate legitimate sources? - How are present events related to past events?

- There are varying perspectives on the meaning of historical events. - There are credible and questionable sources of information about historical and contemporary events. - Historians establish justifiable timelines to connect significant events.

Cumulative Progress Indicators Comments and Examples

By the end of Grade 2:

1. Explain the concepts of long ago and far

away.

2. Apply terms related to time including past, present, and future.

3. Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet)

4. Retell events or stories with accuracy and appropriate sequencing.

5. Develop simple timelines.


1. Explain how present events are connected to

the past.

2. Apply terms related to time including years, decades, centuries, and generations.

3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).

4. Organize events in a time line.

5. Distinguish between an eyewitness account and a secondary account of an event.

6. Distinguish fact from fiction.


1. Analyze how events are related over time.

2. Use critical thinking skills to interpret events, recognize bias, point of view, and context.

3. Assess the credibility of primary and secondary sources.

4. Analyze data in order to see persons and events in context.

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5. Examine current issues, events, or themes and relate them to past events.

6. Formulate questions based on information needs.

7. Use effective strategies for locating information.

8. Compare and contrast competing interpretations of current and historical events.

9. Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians.

10. Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events.

11. Summarize information in written, graphic, and oral formats.

Grade Five Unit Connections

In fifth grade students study world geography and cultures. This is inextricably linked to the study of current and historical events. Students must use historical and critical thinking as they compare between past and present and amongst different cultures of the world now and in the past. They must be able to use primary and secondary sources and to assess the credibility of these sources as they analyze and examine cultural, geographical and historical issues.

6.2. E International Education: Global Challenges, Cultures and Connections

Essential Questions Enduring Understandings

- What is the formal and informal relationship of the United States to other nations? - What social, political, and economic opportunities and problems arise when cultures interact? - How do we affirm individual and group identities and at the same time learn to respect and appreciate the identities of others?

- Nations interact with each each through trade, treaties and use of force. - The earth is a global community where the actions of one country can affect lives in other countries. - The U.S. view of global issues and challenges may not be the same as the views held by other countries and cultures.



1. Explain that the United States is a diverse nation and one of many nations in the world.

2. Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo).

3. Participate in activities such as dance, song, and games that represent various cultures.


1. Explain that the world is divided into many

nations consisting of territory and people, with their

own government, languages, customs, and laws.

2. Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force.

3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means.

4. Outline the purposes of the United Nations.





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5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them.

6. Explain why it is important to understand diverse peoples, ideas, and cultures.

7. Explain that even within a culture, diversity may be affected by race, religion, or class.

8. Identify aspects of culture and heritage presented in literature, art, music, sport, or the media.

9. Examine common and diverse traits of other cultures and compare to their own culture.

10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research.

11. Define stereotyping and discuss how it impacts

self-image and interpersonal relationships.


1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.

2. Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order.

3. Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs.

4. Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world.

5. Discuss the purposes and functions of major international organizations (e.g., United Nations, World Health Organization, International Red Cross, Amnesty International) and the role of the United States within each.

6. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background.

7. Analyze how the life, culture, economics, politics, and the media of the United States impact the rest of the world.

8. Discuss how global challenges are interrelated, complex, and changing and that even local issues may have a global dimension (e.g., environmental issues, transportation).

9. Discuss how cultures may change and that individuals may identify with more than one culture.

10. Engage in activities that foster understanding of various cultures (e.g., clubs, dance groups, sports, travel, community celebrations).

11. Discuss the impact of the Internet and



































34

technology on global communication.

12. Discuss the impact of stereotyping on relationships, achievement, and life goals.

13. Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for the purposes of subjugation and exploitation.


At the hub of the study of world geography is the understanding of cultures in different locations around the world. Students can study their own heritage as a way to make a connection to other cultures. They learn to take on different perspectives as they view the world from a more global point of view.

6.3. E The Age of Revolutionary Change (1750-1914)


- Are there general lessons to be learned from history? - What causes societies to change over time? - How have technology and changing demographics impacted 21st century societies? - Why is there political and social conflict? - How much influence do individuals have in changing history? -How have individuals and groups worked to combat instances of prejudice, cruelty and discrimination?

- The past influences the present and the future. - Societies are impacted by both internal and external factors. - Conflict is inherent in the nature of human organization. - Not all conflicts can be resolved. - Not all social problems can be solved. - Individuals have the power to make positive changes in society.



Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).



6.3. F The Era of the Great Wars (1914-1945)













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6.3. G The Modern World (1945-1979)









6.3. H Looking to the Future (1980-present)










Occasionally through the study of different world cultures, students will make connections with historical events and timelines. This helps students to see the connections between the changes in cultures across time and the historical events that may be connected with these changes.

6.4. L Contemporary America (1968-present)


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- As a nation of immigrants, how should immigration best be regulated? - Is it likely that the United States will remain world superpower in the 21

st century? Why or why not?

- How can a society as diverse as the United States ever fairly balance majority rule with minority rights? - Why does racial prejudice still exist? - Are we ethically responsible for resolving global problems? - Is America a land of opportunity?

- The United States is a nation of immigrants. - Natural resources, hard work and innovation have shaped America. - Individual and group efforts have shaped the civil rights struggle in America. - Wealthy nations have a responsibility to aid other countries - The American dream promotes the idea that anyone can achieve their goals with appropriate effort.


Contemporary issues in the United States sometimes have roots and connections to events around the world.

Standard 6.6 Geography All students will apply understanding of knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. Big Idea: Knowledge of geography and application of geographic skills enables students to understand relationships between people, their behavior, places and the environment for problem solving and historical understanding.

6.6. A The World In Spatial Terms


- How do geographic tools and technologies pose and answer questions about spatial distributions and patterns on Earth?

- Technological tools such as GIS, GPS and the Internet assist with solving problems related to understanding location, distance and direction.



1. Explain the spatial concepts of location, distance and direction, including: · The location of school, home, neighborhood, community, state, and country · The relative location of the community and places within it · The location of continents and oceans

2. Explain that the globe is a model of the earth and maps are representations of local and distant places.

3. Demonstrate basic globe and map skills


1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.

2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time)

3. Estimate distances between two places on a map using a scale of miles.

4. Identify the major cities of New Jersey, the United States, and the world.

5. Identify the major countries, continents, bodies of water, and mountain ranges of the world.

















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6. Locate time zones, latitude, longitude, and the global grid.


1. Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other geographical representations, and the utility of each in solving problems.

2. Translate maps into appropriate spatial graphics to display geographical information.

3. Explain the spatial concepts of relative and absolute location and distance.

4. Estimate distances between two places on a map using a scale of miles, and use cardinal and intermediate directions when referring to a relative location

5. Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

6. Distinguish among the major map types, including physical, political, topographic, and demographic.

7. Explain the distribution of major human and physical features at country and global scales.

8. Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

9. Describe and distinguish among the various map projections, including size, shape, distance, and direction.

10. Describe location technologies, such as Geographic Information Systems (GIS) and Global Positioning Systems (GPS).

11. Describe the significance of the major cities of New Jersey, the United States, and the world.

6.6. B Place and Regions


- How does human migration affect a region? - Both the physical characteristics and human inhabitants of regions change over time. - Regional geographic differences can result in social, economic and political differences.



1. Describe the physical features of places and regions on a simple scale.

2. Describe the physical and human characteristics of places.


1. Identify the physical and human characteristics of places and regions in New Jersey and the United States (e.g., landforms, climate, vegetation, housing).

2. Explain changes in places and regions over time and the consequences of those changes.

3. Describe the geography of New Jersey.


















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4. Discuss factors involved in the development of cities (e.g., transportation, food, marketplace, religion, military protection).


1. Compare and contrast the physical and human characteristics of places in regions in New Jersey, the United States, and the world.

2. Describe how regions change over time.

3. Compare the natural characteristics used to define a region.

4. Explain how regional systems are interconnected (e.g., watersheds, trade, transportation systems).

5. Discuss how the geography of New Jersey impacts transportation, industry, and community development.

6. Discuss the similarities and differences among rural, suburban, and urban communities.

7. Describe the types of regions and the influence and effects of region labels including: · Formal regions: school districts, states · Functional regions: marketing area of a newspaper, fan base of a sport team · Perceptual regions: the Bible Belt, the Riviera in southern France

6.6. C Physical Systems


- How is price determined? - Is geography destiny? - How do natural resources affect the course of history?

- Where we live influences how we live. - Natural resources determine a nation’s wealth.



1. Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons.


1. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.


1. Describe the characteristics and spatial distribution of major Earth ecosystems.

2. Discuss how ecosystems function locally and globally.

3. Predict effects of physical processes and changes on the Earth.

4. Discuss how the community and its environment function as an ecosystem.

5. Describe how the physical environment affects life in different regions (e.g., population







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density, architecture, transportation systems, industry, building materials, land use, recreation).

6.6. D Human Systems




1. Identify the types of transportation used to move goods and people.

2. Identify the modes of communication used to transmit ideas.


1. Describe the development of transportation and communication networks in New Jersey and the United States.

2. Identify the distribution and characteristics of populations for different regions of New Jersey and the United States.


1. Discuss how technology affects the ways in which people perceive and use places and regions.

2. Analyze demographic characteristics to explain reasons for variations between populations.

3. Compare and contrast the primary geographic causes for world trade.

4. Analyze the patterns of settlement in different urban regions of the world.

5. Discuss how and why people cooperate, but also engage in conflict, to control the Earth’s surface.

6. Compare the patterns and processes of past and present human migration.

7. Explain and identify examples of global interdependence.

8. Describe how physical and human characteristics of regions change over time.

6.6. E Environment and Society


- What are the potential limits of technology? - How do human activity and environment affect each other? - How big a threat is global warming?

- Innovations in technology have resulted in an interconnected world. - Technological changes impact the environment.



1. Describe the role of resources such as air, land, water, and plants in everyday life.

2. Describe the impact of weather on everyday life.



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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important.


1. Differentiate between living and non-living natural resources.

2. Explain the nature, characteristics, and distribution of renewable and non-renewable resources


1. Discuss the environmental impacts or intended and unintended consequences of major technological changes (e.g., autos and fossil fuels, nuclear power and nuclear waste).

2. Analyze the impact of various human activities and social policies on the natural environment and describe how humans have attempted to solve environmental problems through adaptation and modification.

3. Compare and contrast conservation practices and alternatives for energy resources.

4. Compare and contrast various ecosystems and describe their interrelationship and interdependence.

5. Describe world, national, and local patterns of resource distribution and utilization, and discuss the political and social impact.

6. Analyze the importance of natural and manufactured resources in New Jersey.

7. Delineate and evaluate the issues involved with sprawl, open space, and smart growth in New Jersey.


Another major focus of fifth grade social studies is world geography. Students will learn about human and physical systems around the world and will learn locations of continents, countries, and major landforms. The intrinsic connections between culture and geography will sometimes be revealed through this study.














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Table of Skills for Social Studies

Social Studies Skills Table

Essential Question: What are effective strategies for accessing various sources of

information and historical evidence, determining their validity, and using them to solve

a problem or find a solution to a public policy question? Social Studies

Skill K-4 5-8 9-12

Chronological

Thinking Place key historical

events and people in

historical eras using

timelines.

Construct

timelines of the events

occurring during major

eras.

Compare present

and past events to

evaluate the

consequences of past

decisions and to apply

lessons learned.

Explain how the

present is connected to

the past.

Explain how

major events are

related to one another

in time.

Analyze how

change occurs through

time due to shifting

values and beliefs as well

as technological

advancements and

changes in the political

and economic landscape.

Spatial

Thinking Determine locations

of places and interpret

information available on

maps and globes.

Select and use

various geographic

representations to

compare information

about people, places,

regions, and

environments.

Construct various

forms of geographic

representations to show

the spatial patterns of

physical and human

phenomena.

Use thematic maps

and other geographic

representations to obtain,

describe, and compare

spatial patterns and

information about people,

places, regions, and

environments.

Use maps and

other documents to

explain the historical

migration of people,

expansion and

disintegration of

empires, and growth of

economic and political

systems.

Relate current

events to the physical

and human

characteristics of places

and regions.

Critical

Thinking Distinguish fact

from fiction.

Compare and

contrast differing

interpretations of

current and historical

events.

Distinguish valid

arguments from false

arguments when

interpreting current and

historical events.

Identify and use a

variety of primary and

secondary sources for

reconstructing the past

(i.e., documents, letters,

diaries, maps, photos,

etc.).

Assess the

credibility of sources by

identifying bias and

prejudice in documents,

media, and computer-

generated information.

Evaluate sources

for validity and credibility

and to detect

propaganda, censorship,

and bias.

42

Presentational

Skills Use evidence to

support an idea in a

written and/or oral

format.

Select and

analyze information

from a variety of

sources to present a

reasoned argument or

position in a written

and/or oral format.

Take a position on

a current public policy

issue and support it with

historical evidence,

reasoning, and

constitutional analysis in

a written and/or oral

format.

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Timeframe for Social Studies

Social Studies Timeframe Table

Note: The numbering of time periods (in Content Statements and coded CPI numbers) sometimes

reflects the overall era and sometimes reflects a time period within an era, as indicated below.

Standard Grades 5-8 Grades 9-12

Standard 6.1

U.S. History:

America in the

World

Three Worlds Meet (Beginnings to 1620)

1. Three Worlds Meet

Colonization and Settlement (1585-1763)

2. Colonization and

Settlement


(1754-1820s)

3. Revolution and the New

Nation

Expansion and Reform (1801-1861)

4. Expansion and Reform

Civil War and Reconstruction (1850-1877)

5. Civil War and

Reconstruction

Colonization and Settlement (1585-1763)*

1. Colonization and

Settlement

Revolution and the New Nation (1754-

1820s)

2. Revolution and the New

Nation

Expansion and Reform (1801-1861)

3. Expansion and Reform

Civil War and Reconstruction (1850-1877)

4. Civil War and

Reconstruction

The Development of the Industrial United States (1870-1900)

5. The Development of the

Industrial United States

The Emergence of Modern America

(1890-1930)

6. Progressive Reforms

7. World War I

8. Roaring Twenties

44

The Great Depression and World War II (1929-1945)

9. The Great Depression

10. New Deal

11. World War II

Postwar United States (1945 to early

1970s)

12. Cold War

13. Civil Rights and Social

Change

Contemporary United States (1970-Today)

14. Domestic Policies

15. International Policies

16. Interconnected Global

Society

Standard 6.2

World History/

Global Studies

The Beginnings of Human Society

1. Paleolithic and Neolithic

Ages

Early Civilizations and the

Emergence of Pastoral Peoples (4000-1000 BCE)

2. Ancient River Valley

Civilizations

The Classical Civilizations of the

Mediterranean World, India, and China (1000 BCE-600 CE)

3. The Classical

Civilizations of the

Mediterranean World, India, and

China

The Emergence of the First Global Age (1350-1770)

1. Global Interactions and

Colonialism

Renaissance, Reformation, Scientific

Revolution, and Enlightenment

(1350-1700)

2. Renaissance,

Reformation, Scientific

Revolution, and Enlightenment

Age of Revolutions (1750-1914)

3. Political and Industrial

Revolutions, Imperialism, Reform,

and Global Impact

45

Expanding Exchanges and Encounters (500 CE-1450 CE)

4. Expanding Exchanges

and Encounters

A Half-Century of Crisis and Achievement (1900-1945)

4. The Era of the Great Wars

The 20th Century Since 1945 (1945-Today)

5. Challenges for the

Modern World

Contemporary Issues

6. Contemporary Issues

* The earlier era, Three Worlds Meet (Beginnings to 1620), is not included at the high school

level.

46

Terms and Definitions

CAPITALISTIC

Capitalism: An economic and social system in which most trade and industries are privately

controlled for profit, rather than by the state.

COMMON GOOD

Common Good: Benefitting a community or society as a whole.

INCENTIVES

Incentive: A reward that affects decision making.

OPPORTUNITY COST

Opportunity cost: The value of the best alternative given up (Council for Economic Education).

REPRESENTATIVE DEMOCRACY

Representative democracy: A type of democracy in which citizens delegate authority to elected

representatives (Dictionary.com).

SCARCITY

Scarcity: The condition of not being able to have all of the goods and services that one wants

(Council for Economic Education).

Documents

Social Studies Curriculum Fifth Grade - Home - Fair …fairhaven.edu/fh/District/Curriculum/4-8 Curriculum...Antebellum period. 6.1.8.D.4.c. Explain the growing resistance to slavery