Vocabulary Self-Awareness

Unit 1, Activity 4, Vocabulary Self-Awareness

Grade 5 Social Studies

Blackline Masters, Social Studies, Grade 5 Page 1 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 4, Vocabulary Self-Awareness

Word +   Example Definition empire migrate artifact ceremony sacrifice civilization anthropologist archaeologist specialize achievement culture quipu

Blackline Masters, Social Studies, Grade 5 Page 1 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 5, Comparison and Contrast of Aztecs, Incas, and Maya

Comparison and Contrast of Aztecs, Incas, and Mayan

Focal Points Aztecs Incas Mayan Physical environment

Architecture

Language

Leisure activities

Scientific knowledge

Religious beliefs

Governing structures

Blackline Masters, Social Studies, Grade 5 Page 2 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 7, Split-Page Notetaking

Split-Page Notetaking

Big Ideas Supporting Information

Settlement

Mounds

Religion

Blackline Masters, Social Studies, Grade 5 Page 3 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, General Assessment 1, Venn Diagram

Venn Diagram

AZTEC MAYAN

Blackline Masters, Social Studies, Grade 5 Page 4 Louisiana Comprehensive Curriculum, Revised 2008 Unit 2, Activity 3, Native Americans of the United States

Native Americans of the United States

Native American Types of Way of Life Foods Interesting Fact Group Shelter

Eastern Woodland

Southwest

Northwest

Great Plains

Arctic

Blackline Masters, Social Studies, Grade 5 Page 5 Louisiana Comprehensive Curriculum, Revised 2008 Unit 2, Activity 5, Europeans in 1492

Europeans in 1492

Things We Things We Want Things We Know to Know Learned Foods and Need for Spices

Religion

Social Classes

Transportation

Making a Living

Blackline Masters, Social Studies, Grade 5 Page 6 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 1, Word Grid

Directions: Fill in the word grid by placing a “+” in the space corresponding to the element that describes the type of map. If the element is not present on a map, a “–” should be placed in the space.

Word Grid

Type of Map Area of Land Map Political Landforms Pictures Map Key Shown in Shades Scale Boundaries and of Color Symbols Political map Physical map Resource map Climate map Elevation map

Blackline Masters, Social Studies, Grade 5 Page 7 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 1, Can You Read a Map?

Can You Read a Map?

Questions Answers What does the map title tell you about how the map might be used? What is the distance between A and B? B and C? (Use distance scale.) In what direction must you travel to go from A to B? From C to B? How did the map key help you identify places A, B, and C on the map? What do A, B, and C represent on the map? How does the compass rose help you determine the direction from one place to another?

Blackline Masters, Social Studies, Grade 5 Page 8 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 7, Anticipation Guide – Spanish Conquistadors Are Great

Anticipation Guide – Spanish Conquistadors Are Great

Spanish Conquistadors Are Great DIRECTIONS: Read each statement carefully and decide whether the statement is true or false.

Before Reading After Reading 1. Spanish conquistadors were friendly people who were only helping their country. ______

2. Spanish conquistadors were looking for wealth. ______

3. Spanish conquistadors intentionally exposed the ______Aztecs to smallpox.

4. Spanish conquistadors conquered territory in ______Mexico and South America.

Blackline Masters, Social Studies, Grade 5 Page 9 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Push/Pull Factors

Push/Pull Factors

Category of Motivation Push Factors Pull Factors Religious

Economic

Political

Blackline Masters, Social Studies, Grade 5 Page 10 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Motivations of Explorers

Motivations of Explorers

Explorer Motivations of Explorers

Christopher Columbus

Henry Hudson

Juan Ponce de Leon

Blackline Masters, Social Studies, Grade 5 Page 11 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Motivations of Early Settlers

Motivations of Early Settlers

Early Settlements Motivations of Settlers St. Augustine

Roanoke

Jamestown

Quebec

Plymouth

Blackline Masters, Social Studies, Grade 5 Page 12 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 11, Cultural Changes in the New World

Cultural Changes in the New World

Cultural Change Why did change What were some occur? long-term results? Native Americans convert to Christianity.

Africans enslaved.

Settlers learn to grow native crops.

Blackline Masters, Social Studies, Grade 5 Page 13 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 6, Specific Assessment Rubric

Specific Assessment Rubric

Score Level Description of Score Level 4  The response demonstrates in-depth understanding of the relevant content and/or procedure.  The group completes all important components of the task accurately and communicates ideas effectively.  Where appropriate, the group offers insightful interpretations and/or extensions.  Where appropriate, the group chooses more sophisticated reasoning and/or efficient procedures. 3  The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood.  The group completes the most important aspects of the task accurately and communicates clearly.  The group’s logic and reasoning may contain minor flaws. 2  The group completes some parts of the task successfully.  The response demonstrates gaps in conceptual understanding. 1  The group completes only a small portion of the task and/or shows minimal understanding of the concepts or processes. 0  The students’ responses are totally incorrect, irrelevant, too brief to evaluate, or blank.

Blackline Masters, Social Studies, Grade 5 Page 14 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 4, Regions of Colonial America

Regions of Colonial America

Regions Names of Physical Climate Resources Colonies Features New England Colonies

Middle Colonies

Southern Colonies

Blackline Masters, Social Studies, Grade 5 Page 15 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 7, Discussion Guide for Reciprocal Teaching

Discussion Guide for Reciprocal Teaching

Reading: Date:

Prediction:

Questions:

Clarifications:

Summary Statement:

Was the prediction confirmed: YES NO

Details:

Blackline Masters, Social Studies, Grade 5 Page 16 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 8, Cooperation and Conflict

Cooperation and Conflict

Examples of Colonists’ Cooperation with Examples of Native Americans’ Native Americans Cooperation with Colonists

Examples of Colonists’ Conflict with Examples of Native Americans’ Conflict Native Americans with Colonists

Blackline Masters, Social Studies, Grade 5 Page 17 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activity 2, Word Grid

Directions: Fill in the word grid by placing a “+” in the space for the correct reason each colony was founded and a “–“ in the space that would be an incorrect reason.

Word Grid

Colony Political Religious Economic Virginia

New York

Massachusetts

Rhode Island

Connecticut

New Hampshire

Delaware

New Jersey

Pennsylvania

Maryland

North Carolina

South Carolina

Georgia

Blackline Masters, Social Studies, Grade 5 Page 18 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activity 2, Organization and Structure of the 13 Colonies

Organization and Structure of the 13 Colonies

Colony Founder of Political Social Economic Colony Virginia

New York

Massachusetts

Rhode Island

Connecticut

New Hampshire

Delaware

New Jersey

Pennsylvania

Maryland

North Carolina

South Carolina

Georgia

Blackline Masters, Social Studies, Grade 5 Page 19 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, General Assessment 1, Sample Rubric

Sample Rubric

Score Level Description of Score Level 4 Excellent  Student demonstrates in-depth understanding of event and remains focused on the event.  Student portrays an accurate account of event and communicates ideas effectively.  Student uses creativity.  Where appropriate, student offers insightful interpretations and/or extensions. 3 Good  Student demonstrates understanding of major concepts, although less important ideas may be overlooked or misunderstood.  Student portrays most important aspects accurately and communicates clearly.  Student’s interpretations may contain minor flaws. 2 Fair  Student completes some parts of the task successfully.  The response demonstrates gaps in conceptual understanding. 1 Poor  Student completes only a small portion of the task and/or shows minimal understanding of the concept. 0 Unsatisfactory  Student’s response is incorrect, irrelevant, or too brief to evaluate.

Blackline Masters, Social Studies, Grade 5 Page 20 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activities 2 and 3 Specific-Assessment, Sums It Up

Sums It Up

Blackline Masters, Social Studies, Grade 5 Page 21 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 1, Why Settle Here?

Why Settle Here?

Physical Features Influencing Settlements and Cities Settlement Jamestown

Boston

Philadelphia

Plymouth

Williamsburg

New York

Charleston

Blackline Masters, Social Studies, Grade 5 Page 22 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 4, Process Guide

Process Guide

Describe the relationship of colonists and Native Americans.

Explain and give examples of how Native Americans adapted to living in a particular environment.

Explain and give examples of how the colonists adapted to living in a particular environment.

Describe the impact of human action on the environment.

Blackline Masters, Social Studies, Grade 5 Page 23 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 4, Venn Diagram

Venn Diagram

Blackline Masters, Social Studies, Grade 5 Page 24 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 8, Useful Natural Resources

Useful Natural Resources

Natural Resource Use

Blackline Masters, Social Studies, Grade 5 Page 25 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 10, Venn Diagram

Venn Diagram

Blackline Masters, Social Studies, Grade 5 Page 26 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 11, Advantages and Disadvantages of Being English Colonists

Advantages and Disadvantages of Being English Colonists

Advantages Disadvantages

Blackline Masters, Social Studies, Grade 5 Page 27 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Assessment of Presentations Rubric

Assessment of Presentations Rubric

4 Excellent 1. Group clearly explains the relationship between the colonists and the Native Americans. 2. Group clearly explains and gives examples of how the colonists adapted to the environment and what impact their actions had on the environment. 3. Group clearly explains and gives examples of how the Native Americans adapted to the environment and what impact their actions had on the environment. 3 Good Group clearly explains two parts and generally explains one part. 2 Fair Group clearly explains one part and generally explains the rest. 1 Poor Group clearly explains one part or generally explains all parts. 0 Unsatisfactory Group explains nothing.

Blackline Masters, Social Studies, Grade 5 Page 28 Louisiana Comprehensive Curriculum, Revised 2008