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Grade 5 ACKNOWLEDGEMENTS the Social Studies Department Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 ACKNOWLEDGEMENTS The Social Studies Department acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people. 5th GRADE Donna Barnette Ricky Hamilton Mitch Pascal Echo Rue Lynn Rohrs Kyra Wohlford Diana Hasuly-Ackman Social Studies Supervisor Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 Grade Five Introduction to History and Social Science The course of study for grade five is ancient civilizations. This course allows students to develop a greater understanding of selected ancient cultures, including Prehistory, The Fertile Crescent, Ancient Egypt, Ancient India & China, Ancient Greece, Ancient Rome and Mesoamerica. The course is organized around four main objectives, based on the following strands: Geography, History, Economics, and Civics. The objectives are repeated at the beginning of each unit, with the name of the ancient civilization being studied filled in at the end. APS 5.1 Geography: The student will understand the effects of geography on the location, development, and activities of _________ APS 5.2 History: The student will analyze the effects of the people, places, and events of__________ APS 5.3 Economics: The student will define the economic systems of_________ APS 5.4 Civics: The student will identify the political systems of_________ Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 COURSE DESCRIPTION: The course study for grade five is ancient civilizations. This course allows students to develop a greater understanding of selected ancient cultures including; Prehistory, The Fertile Crescent, Ancient Egypt, Ancient India and China, Ancient Greece, Ancient Rome and Mesoamerica. THEME: The organizing them for grade five is SYSTEMS. KEY CONCEPTS: Students will learn that SYSTEMS • constitute the seven elements of a civilization; government, religion, social structure, surplus food, the arts ,technology and writing (form of formal communication). • succeed or fail based upon cooperation or conflict among people, the effects of geography, the acts of an individual or group and the achievement of humankind. • operate or function according to written, legal, religious and social rules, beliefs or values. • change as a result of conquest, trade, religion and geograph UNITS and UNIT SECTIONS: I. Prehistory • the effects of geographical location • hunter/gatherer clans • agrarian societies • archeological findings II. The Fertile Crescent • development of civilizations • forms of writing • farming and irrigation methods • development of barter systems III. Ancient Egypt • the interconnectedness of social systems • religious beliefs • the effect of the Nile River on the development of Egypt • great pharaohs and their beliefs IV. Ancient India & China • development of empires and dynasties • social structure and civil service • trading and economic systems • technological innovations Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 V. Ancient Greece • forms of government • philosophers • key figures • battles VI. Ancient Rome • forms of government • key figures • architecture • geographic advantage VII. Mesoamerica • the effects of geography • daily life and rituals • Olmecs, Mayas, Aztecs and Incas • organization and conquest Introduction to the Middle Ages Extension Activity Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 UNIT I: Prehistory STANDARDS OF LEARNING: This unit will address the following objectives: APS 5.1 Geography: The student will understand the effects of geography on the location, development, and activities during Prehistory. APS 5.2 History: The student will analyze the effects of the people, places, and events during Prehistory. APS 5.3 Economics: The student will define the economic systems during Prehistory. APS 5.4 Civics: The student will identify the political systems during Prehistory. ENDURING UNDERSTANDING: Students will understand that scientists have systems for interpreting artifacts and fossils to understand how people lived in the past. CONCEPTUAL UNIT QUESTION: What are the best ways to figure out how people lived in the past? PREVIEW ACTIVITY: Investigating the Past Source: History Alive! The Ancient World. Lesson Guide 1. pp. 10 - 21. 2004. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content. * indicates words not included in text and/or would need supplemental materials/additional discussion agriculture Catal Hoyuk harvest migrate social division ancient history climate historian Neanderthal society anthropology community Homo Erectus New Stone Age (Neolithic) surplus archaeologist culture Homo Habilis nomad technology artifact domesticate Homo Sapien Old Stone Age (Paleolithic) biped excavation site Hominids prehistory carbon dating* geographer land bridge ritual APS ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages outline the essential understandings, questions, knowledge, and skills related to the APS curriculum. They provide the base from which the content in this unit is studied. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 APS 5.1 GEOGRAPHY The student will understand the effects of geography on the location, development, and activities during Prehistory. Essential Understandings Essential Questions Essential Knowledge Essential Skills Early humans moved from East Africa What is the believed migration path of Early humans migrated across land Trace the migration patterns of early to Europe, Asia and the Americas in early humans? bridges. humans. search of land for planting, food sources, and animal grazing. How did geography effect human Describe the factors that make a migration? particular geographic location advantageous for settlement. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 APS 5.2 HISTORY The student will analyze the effects of the people, places, and events during Prehistory. Essential Understandings Essential Questions Essential Knowledge Essential Skills In the absence of written records, we What artifacts did Stone Age people Social Structure System Distinguish fact from opinion in the use artifacts and fossils to examine leave behind? Old Stone Age people had limited history of early humans. Prehistory. community involvement; New Stone What have archaeologists discovered Age people developed rudimentary Create a poster depicting the problems about early humans from the study of divisions of labor: skilled hunters, and solutions early humans faced. artifacts and fossils? craftspeople, weavers. Compare and contrast the Old Stone System of Writing: Age with the New Stone Age. Early humans communicated via hand prints and cave art. Cave art was the first attempt at a complex language. System of Religion: Neanderthals practiced burial rituals. System of the Arts: Cave art provides information about the emotional expressions of early humans. Science and Technology: Fire was first discovered. Neanderthals became skilled tool makers using bone, wood and stones. Weapons were developed using natural resources. Shelters were built leading to the domestication of plants and animals. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 APS 5.3 ECONOMICS The student will define the economic systems during Prehistory. Essential Understandings Essential Questions Essential Knowledge Essential Skills Stone Age people interacted with their How did early humans interact to meet Earth’s resources provided early environment to meet their basic needs. their basic needs? humans the tools needed to survive. Explain how the domestication of plants and animals leads to surplus ad Old Stone Age (3.5 million years – the division of labor. 8000 B.C.E.). Tools included stone, wood, bone, antler, and horn. Compare and contrast the supply and demand chain of hunter / gathers to New Stone Age (8000 B.C.E. – 3000 agrarians. B.C.E.). Farming began, and polished stone tools were used. Early people were hunters and gatherers. Early humans migrated following their food supply of ripening plants and herds of animals. Plants and animals were domesticated. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 APS 5.4 CIVICS The student will identify the political systems during Prehistory. Essential Understandings Essential Questions Essential Knowledge Essential Skills Stone Age people lived and worked in What are the basic needs of all people? ll people have physical needs such as: Compare and contrast the nomadic and groups to meet their basic needs. Food agrarian cultures of early humans. What are the characteristics of a hunter- Water gatherer society? Shelter Analyze the positive and negative Clothing effects of the shift from food collecting What are the characteristics of early to food producing. agrarian societies? People have social and spiritual needs such as: Companionship Desire to share information Traditions Creativity Religious beliefs Most hunter-gatherers traveled in small cooperative groups. Early people changed from a nomadic way of life to living in permanent settlements. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 SAMPLE LESSON TITLE: From Hunters and Gatherers to
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