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Grade 5 Social Studies Grade 5 Social Studies: Year-Long Overview To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 5, students explore what it means to be civilized as they learn about the indigenous peoples of the Americas, European exploration, settlement of the present-day United States, colonial advancements, and the French and Indian War (aligned to grade 5 GLEs). A S O N D J F M A M u e c o e a e a p a Grade 5 Content g p t v c n b r r y t Indigenous Cultures of the What is a civilization? X X Americas What happens when European Exploration X X cultures collide? Settlement of the Present- How are civilizations X X Day United States established? How do civilizations Colonial Advancements X X X advance? How does war shape the The French and Indian War development of X X X civilizations? Return to Grade 5 Social Studies: How to Navigate This Document 1 Revised Fall 2019 Grade 5 Social Studies: How to Navigate This Document The grade 5 scope and sequence document is divided into five units. Each unit has an overview, instruction which includes topics and tasks, and a unit assessment. Click on a link below to access the content. Unit One: Indigenous Cultures of the Americas ● Unit One Overview ● Unit One Instruction ○ Topic One: Characteristics of Civilization ○ Topic Two: The Aztec Empire ○ Topic Three: Indigenous Cultures of the Americas ● Unit One Assessment Unit Two: European Exploration ● Unit Two Overview ● Unit Two Instruction ○ Topic One: European Explorers ○ Topic Two: Early Interactions between Indigenous Groups and European Explorers ● Unit Two Assessment Unit Three: Settlement of the Present-Day United States ● Unit Three Overview ● Unit Three Instruction ○ Topic One: Colonies of the Early 17th Century ● Unit Three Assessment Unit Four: Colonial Advancements ● Unit Four Overview ● Unit Four Instruction ○ Topic One: The Thirteen Colonies ○ Topic Two: Impact of Colonization on the Americas and European Nations ○ Topic Three: Power Struggles in North America ● Unit Four Assessment Unit Five: The French and Indian War ● Unit Five Overview ● Unit Five Instruction ○ Topic One: Events of the French and Indian War ○ Topic Two: Impacts of the French and Indian War ● Unit Five Assessment Return to Grade 5 Social Studies: How to Navigate This Document 2 Revised Fall 2019 Grade 5 Social Studies: Pacing Guidance (REV Fall 2019) The grade 5 scope and sequence document has been updated to better support pacing of unit content. While some tasks may have been reduced or removed to allow more time for prioritized content, no updates have been made to the instructional approach of this scope and sequence and no new tasks have been added. The revised scope and sequence assumes one period of social studies instruction daily with 33 weeks of instruction in the school year. If your school or district follows different parameters, please use the high-level guidance below to inform your pacing: Semester 1 Semester 2 Pre-Colonial Indigenous Cultures through The Colonial Era through the French and Indian Settlement of the Present-Day United States War Quarter 1 Quarter 2 Quarter 3 Quarter 4 ● Characteristics ● Interactions ● The Thirteen ● Power of Civilizations between the Colonies Struggles in ● Indigenous Indigenous ● Colonial the Cultures of and Interdependence Colonies the Americas Explorers ● Slavery in the ● Events and (Aztec, Inca, ● Columbian Colonial Era Impacts of Maya, North Exchange the French American ● Settlement and Indian indigenous and War cultures) Colonization ● European of North Exploration America Return to Grade 5 Social Studies: How to Navigate This Document 3 Revised Fall 2019 Unit One Overview Description: Students explore the characteristics of civilization and consider how the development of various indigenous cultures of the Americas exemplifies those characteristics. Suggested Timeline: 7 weeks Grade 5 Content Indigenous Cultures of the Americas What is a civilization? Topics (GLEs): 1. Characteristics of Civilization (5.1.4, 5.7.1) 2. The Aztec Empire (5.1.1-2, 5.1.4, 5.2.1, 5.4.1-3) 3. Indigenous Cultures of the Americas (5.1.1-2, 5.1.4, 5.2.1, 5.4.2-3) Unit Assessment: Students participate in a Socratic seminar in response to the question: What does it mean to be civilized? Return to Grade 5 Social Studies: How to Navigate This Document 4 Revised Fall 2019 Topic One: Characteristics of Civilizations Unit One: Indigenous Cultures of Topic Two: The Aztec Empire the Americas Topic Three: Indigenous Cultures of the Americas Key Connections: The Maya, Aztec, and Inca developed large and complex civilizations that flourished economically, socially, and politically Surplus food in the Maya, Aztec, and Inca empires allowed trade to develop, and brought in goods that city-states did not have. Development of civilizations across the Americas depended on geographic resources, and shared common characteristics. Grade-Level Expectations (GLEs) Priority Content and Concepts 5.2.1 Describe the origins, Evaluate the Aztec, Maya, and Inca Empires, and Native American characteristics, and expansion of (Northeastern Woodlands, Southeast, Plains, Southwest/Pueblo, indigenous cultures and groups that Great Basin, Plateau, Northwest Coast) civilizations to determine existed in the Americas prior to how the empires exemplify the characteristics of civilization (large European exploration population centers, monumental architecture and art, written language, organized central government, specialization and division of labor, social classes/structures) Describe the social, cultural, religious, and economic characteristics of the Mayan civilization (writing system, human sacrifice, stepped pyramids, terrace farming, plazas, clay works) Describe major accomplishments of the Inca empire (roads and bridges, architecture, centralized economy, terrace farming, aqueducts) Explain why roads were so important to the Inca Empire (impact on expansion of empire) Describe the innovations and products of the Aztec Empire (food, jewels,metals,stones, bones, feathers, medicine, salons, restaurants, drinking water, pipes, roads) Describe the importance of Tenochtitlan’s geographic location, and explain its economic innovations (the market, tribute system, and chinampas - floating islands for crops) Explain how agricultural innovations contributed to the Aztec economic system Describe characteristics of Native American tribes (tribes from the Northeastern Woodlands, Southeast, Plains, Southwest/Pueblo, Great Basin, Plateau, and Northwest Coast) before Europeans came to the Americas. Return to Grade 5 Social Studies: How to Navigate This Document 5 Revised Fall 2019 Compare and contrast how indigenous cultures developed in North and South America, and what likely contributed to the similarities and differences 5.4.3 Analyze maps from the Age of Analyze maps of the Maya and Inca empires, and explain the Exploration to 1763 significance of the spread and growth of the empires. Use maps of the Aztec empire to analyze its spread and growth. Analyze maps of Tenochtitlan to explain the importance of the causeways and roads in the city. Use maps of pre-Columbian North America to analyze the spread and growth of Native American cultures. 5.1.1 Create a timeline of key events Create a timeline of indigenous civilizations including the the in early American history from pre- estimated beginning and end of the Maya and Inca Empires, Columbian civilizations to 1763 founding of Tenochtitlan, beginning and end of the Aztec Empire, and Native North American civilizations 5.1.2 Examine primary and secondary Analyze artifacts to determine religious, social, cultural, and political sources to research early American characteristics of the Aztec, Maya, Inca, and Native North American colonial history from the Age of civilizations Exploration to 1763 5.1.4 Produce clear and coherent Options for covering 5.1.4 in unit 1: writing for a range of tasks, purposes, Produce writing explaining why the Maya, Inca, and Aztec are and audiences through the following civilizations tasks: Conduct historical research on the characteristics of Native American Conducting historical civilizations research Evaluating a broad variety of primary and secondary sources Comparing and contrasting varied points of view Determining the meaning of words and phrases from historical texts Using technology to research, produce, or publish a written product 5.4.1 Differentiate between various Differentiate between physical, political, historical, climate, and types of maps using characteristics, resource maps, and describe common uses for each functions, and applications Return to Grade 5 Social Studies:
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