C.S. 57X Curriculum MapEssential Question: How have the historical experiences of the western hemisphere affected the culture, economies, and geography of its nations? DRAFT Grade 5
2005-2006 / September / October/November / November/December / January / February / March / April/May / May/JuneLiterary
Genre / Launching the Readers’ and Writers’ Workshops through Historical Fiction / Non-Fiction in the
Content Areas / Realistic Fiction / Folklore/Song Lyrics in a Social, Cultural, and Historical Context / Autobiography/ Biography / Narrative: Point of View / Poetry / Research Project
Social Studies Unit of Study / A Review: Early History of NYS
( 3 Weeks)
Native Americans of NYS
Colonial Life in NYS
The American Revolution in NYS / Review:
Government
(2 weeks)
Basic geographical principles
Geo of NYS / Review:
Geography
(2 weeks)
Basic Geo. Principles
Geo. Of NYS / Review:
Economics
(2 weeks)
Basic Econ Principles / Nov.:
Diverse lands & people of Latin
America / Dec.:
Turning Points in the History of Latin America / Western Expansion: Changing Boundaries of North America / The Industrial Revolution / Voices of a Changing Continent / Immigration/ and Migration / Hopes for Peace and Prosperity in the 20th Century
4Rs / Building Community / Listening / Feelings / Assertiveness / Problem-Solving / Diversity / Making a
Difference
*** Bolded items are intended to be on-going throughout the school-year. *** *** Bolded items are intended to be on-going throughout the school-year. ***
Content
- Skills
- Strategies
- Standards
(Test prep embedded throughout)
- Establish routines, clear expectations, classroom management
- Choose a “just right” book
- Build stamina
- Chart strategies used by good readers
- Response logs
- Author’s Purpose
- Establish independent reading routines
- Read aloud/shared reading based on historical fiction
- Provide daily opportunities for read aloud, shared, independent
- Provide guided reading as needed
- Accountable talk
- Introduce Reader’s Notebook
- “Think-Aloud”
- Reader’s Notebook
- The following comprehension strategies are on-going throughout the year:
- Questioning
- Make connections
- Visualizing
- Predicting
- Visualizing
- Synthesizing
- Determining importance
Content Understandings: 3 Weeks in September
Who were the nations that joined the Iroquois Confederacy?
-What were the causes and effects of the formation of the Iroquois Confederacy?
-What were the similarities and differences between the roles of Iroquois women and Colonial women?
-What were the causes and effects of British taxation on colonial attitudes towards independence?
-What role did NY State play in the American Revolution?
Social Studies Standards: #1 History of US and NYS, #2 World History, #3 Geography, #4, Economics, #5 Civics, Citizenship and Govt.
Content Understandings: 1 Week in September
What is the purpose of government?
-How are the federal, state, and local (city) governments structured?
-What is the importance of the system of “checks and balances?”
-Why did the writers of the Constitution ensure that there were three branches of government?
-What are the roles of the three branches of government on the federal, state, and local levels?
-How is non-fiction different from fiction?
-How and when can the President use the power to veto? What are the benefits and/or potential problems with the use of such power?
Social Studies Standards: #1 History of US and NYS #5 Civics, Citizenship and Govt.
Writing
- Establish routines, procedures and expectations including:
- Writer’s notebook
- Use, care and maintenance of writing center materials
- Collecting ideas/strategies for generating topics
- Conferring
- Provide daily opportunities for modeled writing, student practice and independent writing
- Writer’s Notebook
- The writing process (plan, draft, revise, edit, publish)
- Introduce Editing Checklist ( No Nonsense Guide to Writing)
(Test prep embedded throughout)
- Identify features of nonfiction
- Summarize/retell
- Determine importance
- Main idea/ supporting details
- Synthesize
- Activate prior knowledge
- Question to gain information
- Compare/contrast
- Use of planning tools to show information
- Note taking
- Using text and non text structures
Content Understandings: 1st Week in October
What is the purpose of government?
-How are the federal, state, and local (city) governments structured?
-What is the importance of the system of “checks and balances?”
-Why did the writers of the Constitution ensure that there were three branches of government?
-What are the roles of the three branches of government on the federal, state, and local levels?
-How is non-fiction different from fiction?
-How and when can the President use the power to veto? What are the benefits and/or potential problems with the use of such power?
Social Studies Standards: #1 History of US and NYS #5 Civics, Citizenship and Govt.
Content Understandings: 2nd and 3rd Weeks in October
What are some common characteristics of maps, charts, and graphs?
-What are the main bodies of water in NY State and what regions do they border?
-What are the main regions of NY State and the United States?
-What land forms make up NY State?
-How can longitude and latitude help me to locate places on a map or globe?
-Where are the Equator and the Prime Meridian?
-How can I use a compass on a map or globe to locate places?
Social Studies Standards: #3 Geography
Content Understandings: Last week in October
How did the Industrial Revolution affect the economic status of New York within a global context?
-Why and how does New York play an important role in our nation’s economy?
-How do the concepts of supply/demand and scarcity affect the price of a product?
-What are the effects of having unlimited wants but limited resources?
-How do the natural resources of New York differ regionally and how do these differences affect the economies of each area?
-How did the roles of people change within a family and community during the Industrial Revolution?
Social Studies Standards: #4 Economics
Writing
- Non-fiction writer’s notebook
- Note-taking strategies
- Short response to data based questions (DBQ’s)
- Incorporate nonfiction text structures
- Apply author’s craft
- Voice
(Test prep embedded throughout)
- Skim/question/predict
- Identify literary elements
- Character development
- Make connections -text to self/ world/ text
- Re-read/ thinking aloud using context clues
- Introduce Book Clubs
Content Understandings: 1st Week in November
How did the Industrial Revolution affect the economic status of New York within a global context?
-Why and how does New York play an important role in our nation’s economy?
-How do the concepts of supply/demand and scarcity affect the price of a product?
-What are the effects of having unlimited wants but limited resources?
-How do the natural resources of New York differ regionally and how do these differences affect the economies of each area?
-How did the roles of people change within a family and community during the Industrial Revolution?
Social Studies Standards: #4 Economics
3 weeks in November
The varied climates and geography of Latin America (including the Caribbean)
●
Ethnic, racial, and cultural diversity amongst the people of Latin America (including the Caribbean)
●
Cultural similarities amongst various Latin American nations
-How are the physical environments of Latin America different depending on climate and natural resources?
-How are the people of Latin America and the Caribbean similar? What cultural practices do they share? Why do they share these practices (what influenced them)?
-How are the people of Latin America racially, ethnically, and culturally diverse? What are the causes of such diversity?
-Why are most of the countries of Latin America and the Caribbean considered “developing nations” economically?
--How are the lives of the people in Latin America different from my life in New York as a result of geography, climate, and economy?
Social Studies Standards: : #2: World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
December:
Turning Points In the History of Latin America
-The Encounter: Ancient Civilizations of Latin America, European colonialists, and the African slave-trade
-Independence Movements throughout Latin American and the Caribbean
-The United States has an economic and political stake in Latin America (touch on any of the following: Mexican War, Monroe Doctrine, Spanish American War, Panama Canal, Cuban Missile Crisis)
-What were the characteristics of the main Indigenous Civilizations of Latin America?
-How did life change for the Indigenous people under Spanish colonial rule (both Church rule and conquistadors)?
-How did the slave trade impact the social and political landscape of Latin America?
-How did the American Revolution influence Latin American and Caribbean nations to also fight for their independence?
-How were the independence movements in Latin America and the Caribbean different from that of the U.S. (here, impact of dictatorships, etc.)?
-Why did the United States have a political and economic stake in Latin America?
-How are the economies of various Latin American countries similar and/or different from the free market democracy of the U.S.?
Social Studies Standards: : #1 History of US and NYS #2: World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
Writing
Writing process with emphasis on:
- Use writing to engage readers in an experience
- Develop actions and events
- Analyze character
- Developing good endings
- Editing/ mechanics/ grammar
(Test prep embedded throughout)
- Identify features of folktales/songs
- Read various folklore and songs from United States, Canada and Latin America
- Compare/contrast
- Use graphic organizers
- Determine theme of story
- Context clues
- Make inferences
- Cause/effect
- Question
Content Understandings
Westward Expansion: Changing Boundaries of North America
●
-Boone (1775)
-Banneker (1791)
-Louisiana Purchase
-War of 1812
-Monroe Doctrine
-Indian Removal Act
-Battle over Texas (Alamo-1836)
-Oregon Trail (1840’s)
-California Gold Rush (1849)
-How and why have the political boundaries of North America changed over time?
-How have the historical events that expanded our country’s political boundaries contributed to the contemporary social diversity and economic disparity amongst groups within the Western Hemisphere?
-Who were the main historical figures who worked to expand the boundaries of the United States?
-What do the “Star-Spangled Banner” and other folk songs tell us about the values and history of the United States?
-What was the significance of moving the U.S. capital from Philadelphia to Washington, D.C.? What were the architectural influences for the designers of the city?
-What was life like for the pioneers/homesteaders?
Social Studies Standards: : #1 History of US and NYS #2: World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
Writing
- Compare and contrast characters and situations
- Create a character in an original story
- Write song lyrics pertinent to an area of the United States
- Identify features of autobiography and biography
- Timelines
- Significant accomplishments
- Big theme/importance of subject in history
- Caption reading
- Main idea
- Character traits
- Facts/details
- Sequence
- Inference
- Cause/effect
- Graphic organizers
Content Understandings:
Industrial Revolution
●
-Mills and factories
-Inventions
-Increased transportation (land, water, and air)
-Why is the Industrial Revolution considered a “turning point” in the history of the United States?
-What factors helped or hindered the process of Industrialization throughout the Western Hemisphere?
-Who were the main contributors to the Industrial Revolution?
-How have increased opportunities for transportation changed the social and physical landscape of the Western Hemisphere?
-How has industrialization increased urbanization throughout the Western Hemisphere?
-How has industrialism made the countries of the Western Hemisphere increasingly interdependent?
-How does the portrayal of the “giants of industry” in portraits and other artwork reflect the impact of industrialism on society
Social Studies Standards: : #1 History of US and NYS #2: World History
# 4: Economics
Writing
- Research-based feature article
- Develop questions
- Interview
- Gather/organize data
- Note-taking
- Intro/body/conclusion
- Timelines
- Identify features of narrative text
- Point of view
- Character traits
- Plot
- Conflict/resolution
- Climax, rising events
Content Understandings:
Voices of a Changing Continent
1840’s-early 1900’s
●
Abolitionists
Women’s Rights
Labor Movement
Preservationists
Native American Rights
Social Welfare Workers
-How have people throughout history shaped our country through the assertions of their values and beliefs?
-How were people treated differently/unequally in the past in the United States and what has been the historical legacy of such treatment today?
-How have the events in people’s lives caused them to develop distinct and varying perspectives on identical situations?
-How did the world change after slavery was made illegal? How did the lives of African-Americans change in the U.S.?
-Why did many Abolitionists join in the fight for Women’s Rights? How are the two movements connected?
-How did the work of those involved in the early Labor Movement contribute to our contemporary relationship to work and the economy?
Social Studies Standards: : #1 History of US and NYS # 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
Writing
- Response to literature including good beginnings and endings (cliffhangers and hooks, etc.), point of view, character development
- Identify features of poetry
- Reading poetry:
-for meaning
-to study structure
-to make connections:
(text to self/ world/ text)
- Visualize
- Mood
- Distinguish prose from verse
- Use mentor texts
- Poetic devices (simile, metaphor, imagery, onomatopoeia, etc.)
Content Understandings:
Immigration and Migration
●
-British Loyalists to Canada during Revolution
-Mexican migration and immigration
-Chinese immigrants (early)
-Native American migration
-Great Migration (African-Americans migrate north and west)
-Early (early 20th century) Europeans immigrate due to famines and economic depression in Europe
-Post WWII immigration from Europe
-Present-day experience for immigrants
-What motivates a person, family, or group to move to a new place (push and pull factors)?
-What challenges have immigrants faced throughout history
-How and why are ethnic enclaves formed?
-What role did the British Loyalists play in shaping modern-day Canada (bi-lingualism)?
-How did the changing political borders make Mexican migration/immigration unique?
-What role did Chinese immigrants play in building the transcontinental railroad?
-What aspects of their culture have immigrants brought to the United States?
-Why was the United States referred to as a “melting pot” culture? Is this an accurate description?
-How did the Great Migration permanently change both the urban landscape of North America and the economy of the South?
-How has migration and immigration led to cultural diffusion?
-What was life like for immigrants in urban areas vs. rural areas?
Social Studies Standards: : #1 History of US and NYS #2: World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
Writing
- Incorporate poetic devices
- Imagery
- Descriptive and figurative language
- Poetic license
- Convey mood
- Identify features of selected genre or identify a theme across text
- Examine author’s craft and style
- Use mentor texts
- Synthesize
- Making inferences
- Visualize
- Question
Content Understandings:
Hopes for Peace and Prosperity in the 20th Century
●
-WWI
-The Roaring Twenties
-The Great Depression
-The New Deal
-WWII
-Holocaust
-The Cold War
-Civil Rights
How do political posters, songs, and artwork provide us with a social and cultural context for historical events?
-How did the events of the 20th century alter the values and priorities of various nations in the Western Hemisphere?
-How did an increasing economic interdependence cause many of the hardships of the 20th century?
-How did our government respond to the political, economic, and social challenges that it faced throughout the 20th century?
-Who were the leaders that helped to enact change throughout the 20th century?
-Why did Canada and the U.S. have Japanese internment camps?
Social Studies Standards: : #1 History of US and NYS #2: World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government
Writing
- Creating a piece that demonstrates characteristics of genre or theme
2005-2006 / September / October/November / November/December / January / February / March / April/May / May/June
Listening
and
Speaking / Listening/Speaking
- Learning how to engage each other in accountable talk
- Charting strategies used by good listeners
- Note taking
- Peer/teacher conferring
- Establishing cooperative learning groups
- Speaking to a group
- Debate issues
- Confer
- Accountable talk
- Compare, analyze and contrast historical media( Primary Source Documents, historical paintings, posters, photographs, maps, and charts)
- Listen and comment appropriately to class reports
- Weekly Celebrations/Oral Reports
- Oral retells
- Group discussions
- Establish conventions/ routines of literature circles
- Listen to and retell folkloric tales
- Read aloud
- Note taking
- Graphic organizers to take notes
- Interview
- Question
- Listen to primary source speeches and recorded biographies
- Oral presentations