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 Farmers

UNIT I: Prehistory

ENDURING UNDERSTANDING(s): 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?

KEY CONCEPT(s): economics

ESSENTIAL QUESTION(s): How did having a stable food supply effect the people in the Old and New Stone Ages?

APS OBJECTIVES: 5.2 History, 5.3 Economics

LESSON DESCRIPTION: This lesson helps students identify the important changes between the Old and New Stone Ages.

Materials/Resources: History Alive! The Ancient World. Lesson Guide 1. pp. 36 – 52. 2004. History Alive! The Ancient World textbook sections 3.1 through 3.7. Interactive Student Notebooks, Image 3, Student Handouts 3A,3B, and 3D (1 per pair), Student handout 3C (3 per pair), scissors, glue, colored pencils

Strategies: Compare and Contrast

Student Action: • read for meaning • create a comic book • complete reading notes • participate in a peer read-around

Teacher Action: • place students in mixed-ability pairs and pre Notes. • direct students to read Section 3.3 and work with their partner to complete the accompanying Reading Notes pages. • direct students to read and take notes for sections 3.4 to 3.7 • distribute a copy of Student Handout 3A: Creating a Comic Book • project Image 3: Sample Comic Book Story Page • distribute templates Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

• conduct a peer read-around and wrap-up discussion

Assessment: Student comic strips are the performance assessment for this lesson. Give students Assessment 3 History Alive! The Ancient World. Lesson Guide 1. pp. 40 – 42.

Adaptation: For advanced learners, include additional story / comic pages to elaborate on the narrative suggesting further specialization by Neolithic Nic or Nel. For students with Special Needs, modify the comic pages to a large layout and supply premade dialogue starters that students may then complete, cut, and glue onto their comic strip.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Unit II: The Fertile Crescent

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 of the Fertile Crescent. APS 5.2 History: The student will analyze the effects of the people, places, and events that took place in the Fertile Crescent. APS 5.3 Economics: The student will define the economic system of the Fertile Crescent. APS 5.4 Civics: The student will identify the political system of the Fertile Crescent.

ENDURING UNDERSTANDING: Students will understand that civilizations develop with advances in societal systems.

CONCEPTUAL UNIT QUESTION: What systems needed to be in place to advance the rise of civilization?

PREVIEW ACTIVITY: Preview in Lesson 5: Was Ancient Sumer a Civilization? “Scientists sometimes describe a society or group of humans as ‘highly civilized.’ What do you think this means?” Use graphic organizer in Interactive Student Notebook.

Source: History Alive!: The Ancient World. Lesson Guide 1. p 64-65. 2004. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and/or individuals students should know to successfully understand course content. * indicate words not included in text which would need supplemental materials/additional discussion Akkadian city-state Gilgamesh* Persian Gulf stele arch civilization Hammurabi Phoenicia Sumer Assyrian culture Hanging Gardens pictograph surplus* aqueducts cuneiform irrigation Sargon Syrian Desert Babylonian economy* levees scribe Taurus Mountains bas-relief empire Mediterranean Sea siege Tigris River capital Euphrates River Mesopotamia social structure tribute Canaan fertile natural resources* stable food supply Zagros Mountains chariot Fertile Crescent Nebuchadnezzar II status ziggurat 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 of the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The natural resources of the Fertile What were the geographic features of The Fertile Crescent – from the Make an illustrated map of important Crescent were instrumental in the the Fertile Crescent? eastern shore of the Mediterranean Sea geographic features of the Fertile settlement of the region and eventually to the Persian Gulf; Taurus Mountains Crescent. led to the development of civilization. What were the geographic to the north; Zagros Mountains to the advantages/disadvantages for the east; Syrian Desert to the west. Use a graphic organizer to describe the development of civilization in problems/solutions (causal chain) Mesopotamia? The Mediterranean region, northwest encountered as the people of the Fertile area, of the Fertile Crescent -located in Crescent worked to survive with the How did the natural resources of the modern day Jordan, Lebanon, Israel; resources they had. Fertile Crescent affect the development hills and plains; seasonal rains and of civilization? water from mountain streams made the land fertile; timber, metals, and stone for building.

Eastern and southern region- Tigris and Euphrates rivers; modern day Iraq, parts of Syria and Turkey; land between the rivers referred to as

Mesopotamia; barren plain with few natural resources; some areas marshy land, most dry desert; melting snows from the mountains caused flooding in the spring and early summer which enriched the land with silt, very fertile for farming.; sometimes severe flooding or droughts caused famine. 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 that took place in the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Advances in the seven systems of As society became more complex, what History Use a graphic organizer to show government, religion, writing, arts, changes occurred in the city-state of 3500 B.C.-Civilization evolved in the information about the four empires of technology, social structure, and stable Sumer to advance development of Fertile Crescent as Sumerians move Mesopotamia, their lives and their food supply helped civilization evolve civilization? from small farming villages to large accomplishments. and develop complexity in cities, eventually creating city-states Mesopotamia between 3500 BCE and Who were the important historical Evaluate and describe the reasons for 539 BCE. figures of this time period, and what About 2330 B.C.E.-Sargon, an selection of which of the empires may were their accomplishments? Akkadian ruler, conquered and united have accomplished the most. the city-states Sumer; ruler of the first The people of the Mesopotamia had empire; greatly expanded trade Create a timeline showing many “firsts”. What innovations were advancements towards more complex each of the 4 empires credited with? 1792 to 1750 B.C.E.- Hammurabi civilizations. writes the code of laws to unite the Babylonian empire (Code of Hammurabi); Babylon center of culture and learning

Around 900 BCE Assyrians rise to power with military might and siege warfare; capital city of Nineveh; empire lasts about 300 years

605 B.C.- Nebuchadrezzar II reestablished Babylonian empire; center of learning and trade; Tower of Babel, Hanging Gardens

539 B.C. – Cyrus, leader of Persians, conquers Babylon

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued

The student will analyze the effects of the people, places, and events that took place in the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Social Structure System: Different jobs and social levels carry varied levels of status.

Sumerian High Class: priests, land owners and government officials

Sumerian Middle Class/common class: merchants, craftspeople, farmers, fishermen.

Bottom of social structure were slaves who owned no property.

System of Writing Cuneiform developed around 2400 BCE by Sumerians; record trade transactions; based on pictographs; scribes used a stylus to write on clay tablets; about 700 symbols to stand for ideas and sounds.

Sumerians were first to develop a written system of laws.

System of Religion Ziggurats – tiered temples with long stairway, shrine on top; honor gods with daily offerings of food, drink, incense by priests; made of mud bricks. Sumerian s believed kings chosen by gods to rule

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued

The student will analyze the effects of the people, places, and events that took place in the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills System of the Arts Harps, lyres, drums, tambourines, reed and metal pipes.

Gold, lapis lazuli, shells, red limestone, glass, blue glazed bricks for jewelry

Gilgamesh- first known written epic; adventures of legendary Sumerian king searching for immortality

Science and Technology Systems Invented wheel, chariot, sailboat, arch, chisel, saw, lever, pulley, sun dial

Base 60 number system; place value but no zero

Calendar based on phases of the moon; divided year into months and 7 day weeks; hour 60 minutes and 60 seconds

Astronomers studied sun, moon, star, planets; predicted solar and lunar eclipses Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS

The student will define the economic system of the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Farming created food surpluses that What economic cause-and-effect Economy was based on farming; Describe cause-and-effect relationships were used to trade for scarce resources. relationships occurred that were barley was main crop; surplus saved in that affected the economy of the Fertile important to the development of storage bins Crescent Specialized goods added to a region’s civilization? wealth and power. Trade expands under establishment of Make a chart that reflects the organized empires advantages and disadvantages of bartering and a money economy. Domesticated animals were used for food and farming. Evaluate whether a barter system would be successful today. Farmers worked together to irrigate with canals and levees which were cleaned regularly to remove collections of silt.

Specialization resulted in textile workers, carpenters, potters, basket weavers, jewelers, metal and leather workers.

Bartering was a means of exchange.

Irrigation methods were developed to water crops.

River was the source for mud bricks, fishing and transportation.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS

The student will identify the political system of the Fertile Crescent.

Essential Understandings Essential Questions Essential Knowledge Essential Skills As civilization developed in the Fertile How did the political system of the As civilization developed, there was a Discuss the different emperors and how Crescent, some form of government Fertile Crescent evolve as the needs of need for planning, organizing, and the rulers maintained control over their was needed to maintain order and society change? cooperation among people empires. oversee activities such as irrigation and building projects What does the Code of Hammurabi tell By 3500 B.C., some villages developed Apply the Code of Hammurabi to us about Babylonian society? into city-states; walled city and scenarios acted out and judge if a surrounding villages and farmland person is guilty based on the laws as including Sumer, Babylon, Ur. they were written. Evaluate the fairness of these laws. Sumerian kings enforced laws and collected taxes; believed to be chosen by the gods to rule.

Later strong conquerors united large areas of Mesopotamia to form empires.

Sargon built his Akkadian capital of Agade using tributes from those he conquered.

Assyrians ruled with ruthless military might and the conviction that even kings had to obey the gods.

Code of Hammurabi was one of the first recorded set of laws, was written on a stele and set in a public place.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: Was Ancient Sumer a Civilization?

UNIT II: The Fertile Crescent

ENDURING UNDERSTANDING: Students will understand that civilizations develop with advances in societal systems.

CONCEPTUAL UNIT QUESTION: What systems needed to be in place to advance the rise of civilization?

KEY CONCEPT: The systems that brought about the rise of civilizations can be found in modern civilizations as well.

ESSENTIAL QUESTION(s): As society became more complex, what changes occurred in the city-state of Sumer to advance development of civilization?

APS OBJECTIVES: 5.2

LESSON DESCRIPTION: This lesson provides students with knowledge of the characteristics of civilization and an opportunity to apply this to analysis of artifacts of ancient Sumer to determine if it was indeed a civilization.

Materials/Resources: History Alive! The Ancient World Lesson Guide 1 pages 64-77, text book pages 41-49, Interactive Student notebooks, Transparencies 5A and B, Information Masters 5A (several copies) and 5B (as overhead), 2 sets of Placards 5A-5H, CD track 6, transparent tape

Strategies: Social Studies Skill Builder

Student Action: • identify characteristics of civilization • analyze artifacts from ancient Sumer and explain how they are examples of the various characteristics of civilization • identify modern-day artifacts that are examples of characteristics of civilization

Teacher Action: • prepare classroom for activity with placards 5A-%G along walls of the room and placard 5H with CD Track 6 and several Info Master 5A Die for student use • group students in mixed-ability pairs • explain objectives of the activity is to determine if Sumer had each characteristic of civilization by analyzing and drawing conclusions from artifiacts that archaeologists unearthed • explain the activity and review steps for completion • practice and model steps for analyzing an ancient Sumerian artifact as a class by reading section 5.3 and completing steps on Master 5B and sharing notes with class. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

• conduct the skill builder with Info Master 5B overhead as a reference and check pairs as they finish the first two sections of the reading notes. • ensure students play track 6 on the CD when they examine placard 5H • conduct wrap up activity by having each pair determine who will be their first “stander”, then select an artifact placard at random and show it to the class. • have pairs check their notes to see if they used this artifact as evidence of one or more of the characteristics of civilization and if so their stander, stands up to share their explanation of how it is evidence for one characteristic • ask the standers who used this artifact as evidence for two or more to remain standing while others sit down and ask them to share how it is evidence for a different characteristic • continue this process until one students is the “last one standing.” • select a new placard and repeat – sufficient to do this for only a few of the 8 placards

Assessment: Class discussion, written notes and processing spoke diagram in Student Interactive Notebook and/or written assessment included in History Alive! The Ancient World, Lesson Guide 1, p 68-70

Adaptation: The teacher, to ensure comprehension, can direct the reading of the text pages as a whole class activity. The written summary on the reading notes worksheet can be done as a whole class activity where the teacher records sentences suggested by students on an overhead Image.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

UNIT III: Ancient Egypt

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 of ancient Egypt. APS 5.2 History: The student will analyze the effects of the people, places, and events of ancient Egypt. APS 5.3 Economics: The student will define the economic systems of ancient Egypt. APS 5.4 Civics: The student will identify the political systems of ancient Egypt

ENDURING UNDERSTANDING: Students will understand that societal systems within a civilization are interconnected.

CONCEPTUAL UNIT QUESTION: In what ways can one system of civilization be connected to another?

PREVIEW ACTIVITY: Postcard of Mount Rushmore Preview 8 – “Carefully analyze the postcard. As your teacher reveals each question, discuss it with your partners and write your answers below.” (Interactive Student Notebook p 59). Questions are on Image 8A: What interesting details do you see on the image on this postcard? In whose honor is this monument built? Do you think these were the same presidents who had this monument built? Why or why not? Why do you think this was built to honor these particular presidents? What other monuments do you know of that honors people or a group of people?

Source: History Alive!: The Ancient World.. Lesson Guide 1. p 113. 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. * indicate words not included in text which would need supplemental materials/additional discussion alliance geography Nile River sanctuary vegetation ankh Giza obelisk sarcophagus vizier artisan Hatshepsut papyrus Senusret I White Chapel census hieroglyphs peasant social classes delta Hittites pharaoh social pyramid embalming King Khufu polytheism sphinx environmental factors King Tutankhamen pyramid temple famine monotheism* Ramses II topography fertilization mummy Rosetta Stone* Valley of the Kings*

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 of ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Environmental factors (water, What were the environmental factors Water’s importance for drinking, On a map, locate important geographic topography and vegetation) are that influenced ancient Egyptian source of food, washing to prevent features of the Nile River Valley. dependent on an area’s geography and settlements? disease, transportation of people and greatly determine why people settled in goods. certain areas in ancient times. The Greek historian Herodotus called ancient Egypt “the gift of the Nile”. Topography (shape of the land) as What is the meaning of this phrase? farmers usually settled in flat open areas as opposed to dealing with challenges of mountains and deserts.

Vegetation as food source or to make products or tools; kinds are determined by weather and topography.

The Nile River flows through fertile valley from the mountains of east Africa northward to the • Mediterranean Sea; • about 4,000 miles long; • longest river in the world • desert on either side kept out invaders

Egypt is a desert except for fertile land along Nile; early flooding brought silt that enriched the soil, created the delta at the mouth; rich soil for farming, food, transportation.

Papyrus, a tough water plant, grew along Nile, very useful to be made into baskets, rope, and paper.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 HISTORY

The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Advanced civilizations have: What is the importance of writing in Egyptian civilization lasted from Complete a graphic organizer/social • an economic system that included a the development of civilization? around 3100 BCE to 350 CE. pyramid with details describing daily food surplus, specialization of jobs, life at each social level. and trading How were religious beliefs involved in 3 Periods of ancient Egyptian history • cities most aspects of Egyptian life? • Old Kingdom ~2700-2000 BCE Make a chart that compares and • a system of government Age of Pyramids contrasts Ancient Egypt’s system of • a system of writing • Middle Kingdom ~2000-1800BCE writing with that of the United States. • a complex system of religious Period of Reunification beliefs • New Kingdom ~1600-1100BCE • a cultural system with advances in Golden Age the arts, science, and technology Social Structure/System Social pyramid-supreme ruler, pharaoh at the top, followed by government officials, then priests, then scribes, followed by artisans and finally peasants. Fewer people at highest status, more at bottom with lower status.

Role of women: • could inherit, buy and sell land, • perform business transactions; • some became doctors, government officials or priestesses; • often managed home and children; • higher class enjoyed better quality of life;

Children highly valued, sons trained to continue father’s work; usually stayed within social group of parents.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Pharaoh • Supreme ruler, considered a god and word = law

Government Officials • Many inherited positions though some rose to power • Vizier – advisor for pharaoh and chief judge • Chief treasurer – collect taxes and manage government wealth • General of Armies- advised on warfare and alliances with other kingdoms Priests • Various types from High Priest advisor of pharaoh to temple priests that look after specific god’s temples. • Oversee mummification process.

Scribes • Only men could serve as official writers and record keepers. • Come from all classes and allows rising from parent’s class to higher status

Artisans • Specialized craftspeople, upper classes often looked down on these as common workers

Peasants • Unskilled labor/farmers – largest class

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

System of Writing: Hieroglyphics • picture writing • 700 symbols • no spaces or puncutation • written on papyrus • pen called stylus, made from reed

Few could read, hieroglyphics; job of the scribe considered very important; recorded taxes collected, kept records of the pharaoh’s business, recorded the grain and food supply, census. Record of rituals.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills In 1799 in Rosetta, a town in the western Nile delta; Napoleon’s men discovered the Rosetta Stone. The same inscription was written in hieroglyphics, Greek, and another form of Egyptian writing.

System of Religion • Worshiped hundreds of gods (polytheism); • many with human body and animal head; • major gods included • Ra (Re), sun god; • Osiris, god of dead and ruler of underworld; • Isis, wife of Osiris, protective goddess; • Anubus, god of embalming

Believed in an afterlife; to live in afterlife, person’s identity had to be preserved through mummification;

Believed soul of dead went to the Underworld

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The dead were buried in pits dug in sand; hot, arid climate naturally preserved bodies; they later, buried in coffins to protect from wild animals; wealthy more elaborate tombs; pharaohs built pyramids filled with food, clothing, everything needed in afterlife

System of Arts Enjoyed parties; singing, dancing,

Wrote adventure and love stories, poems, fairy tales, and proverbs.

Brightly colored paintings decorated walls of tombs and temples; scenes of daily life; believed scenes on walls of tombs would come to life in afterworld.

Drawings of people showed head and neck in profile view with one eye that looked as if it would be seen from a front perspective.

Largest pyramid, the Great Pyramid at Giza; built for King Khufu (Cheops) about 4,500 years ago; took twenty years to build.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The tomb of King Tutankhamen located in the Valley of the Kings found by Howard Carter in 1922.

Great Sphinx located along Nile in Giza; body of lion, head (believed to be) of Khafre, one of Khufu’s sons; built over 4,500 years ago; soft sandstone.

Astronomers studied sky; devised 365 day calendar with 12 months;three seasons

Decimal system; symbols for powers of ten; no zero. Studied geometry; able to calculate area of rectangle, circle.

Used precise measurement to build pyramids; aligned to cardinal directions.

Animals and magic spells were used to cure illnesses

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS

The student will define the economic systems of ancient Egypt.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Organization of workers created a more How was cooperation among workers Economic system based on farming; Make an illustrated flowchart showing effective economy in Ancient Egypt. important in the development of the wheat, barley, and vegetables. economic changes that were ancient Egyptian economy? instrumental in the development of Farming and irrigating required civilization in ancient Egypt. What changes in the economic system organization and cooperation; one helped lead to the development of a person plowed land, another threw civilization in ancient Egypt? seed, then animals trampled over soil which was then raked.

Egyptians traded grain, gold, copper, linen, papyrus, jewelry, gemstones for timber, iron, silver, tin, lead.

Craftsmen specialized; carpentry, metal, jewelry, and glass making, pottery, sculpting, painting, and weaving.

Old Kingdom, Egypt invaded Nubia to the south for resources; gold, ivory, cattle, ostrich feathers, granite.

Middle Kingdom: canal dug connecting Red Sea and Nile; facilitated trading.

New Kingdom, Egyptian Empire reached its height; stretched from Kush in south to Euphrates River in east. Rule of Hatshepsut, first powerful woman ruler who greatly enriched wealth of Egypt by trading with Punt, in northeastern Africa, and Asia for gold, ivory, spices. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS The student will identify the political systems of ancient Egypt. Essential Understandings Essential Questions Essential Knowledge Essential Skills The pharaoh had total political power in What evidence indicates that the 3150 B.C., Menes (from Upper Egypt) Explain the major accomplishments of ancient Egypt. pharaoh had total power in ancient united Upper and Lower Egypt; built four Egyptian pharaohs. Egypt? new capital at Memphis. Very little is known about Egypt before this time. What were the political responsibilities of the pharaoh? Pharaoh Khufu: The Pyramid Builder • Ruled ~2551-2528BCE • Built the Great Pyramid at Giza, a wonder of ancient world, took 20 yrs to complete • Strict control over food supply

Pharaoh Senusret I:Patron of the Arts • Ruled ~1971-1926BCE • Strong leader with emphasis on religious architecture: temples shrines, monuments • Built White Chapel (alabaster temple) in Karnak • Story of Sinuhe written during his reign

Pharaoh Hatshepsut: Promoter of Egyptian Trade • Ruled ~1473-1458BCE • First female pharaoh

Pharaoh Ramses II: Military Leader & Master Builder • Ruled ~1290-1224BCE • Built Abu Simbel temple complex • Many military campaigns against Hittite and signed first peace treaty His mummy is one of best preserved. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: The Ancient Egyptian Pharaohs

UNIT III: Ancient Egypt

ENDURING UNDERSTANDING: Students will understand that societal systems within a civilization are interconnected.

CONCEPTUAL UNIT QUESTION: In what ways can one system of civilization be connected to another?

KEY CONCEPT(s): Religion as a crucial system throughout ancient Egypt’s history

ESSENTIAL QUESTION(s): How were religious beliefs involved in most aspects of Egyptian life throughout the three major periods of ancient Egyptian history?

APS OBJECTIVES: 5.2

LESSON DESCRIPTION: Students tour monuments to learn about accomplishments of four pharaohs and their emphasis on the afterlife.

Materials/Resources: History Alive! The Ancient World Lesson Guide 1 pages 112 -130, Interactive Student Notebooks, text book p 73-79, Transparencies 8A- 8G, Station Directions 8A-8D (1 per each group of 3) Station Materials 8B, Info Master 8 (1 Image), CD tracks 7-15, masking tape

Strategies: Writing for Understanding

Student Action: • identify the three major periods of ancient Egyptian history • explain the major accomplishments of 4 Egyptian pharaohs, including Hatshepsut and Ramses the Great • write a personal letter describing the accomplishments of these pharaohs and important information about the monuments they built • discuss the connecting element of religion/afterlife in each of the pharaoh’s accomplishments as well as their role as a ruler

Teacher Action: • Introduce Chapter 8 with graphic organizer on p 73 and key terms • create a large outline of a felucca on the floor with masking tape and “tourist sites” around the room • put students in mixed ability groups of 3 • introduce the activity, explaining they will • provide and distribute handouts • review steps for completing tour • monitor groups as they work • ensure students check accuracy and completion of notes • wrap up activity with discussion of how each pharaoh added to strengthening beliefs in afterlife, reinforcing their complex, cohesive civilization • assess student performance and processing activity

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Assessment: Performance and processing in notebooks and/or Lesson 8 written assessment in Lesson Guide 1 pages 118-121.

Adaptation: Struggling learners – preteach concepts and vocabulary, with more focus on preview activity and use of postcards. For those with less background knowledge, a more recognizable and local image may be chosen instead of Mt Rushmore for the preview, ie Lincoln Memorial. Extension – students can make graphic organizing webs with religion as the center and show how each spoke of civilization relates back to religion.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

UNIT IV: Ancient Asia: India and China

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 of ancient India and ancient China. APS 5.2 History: The student will analyze the effects of the people, places, and events of ancient India and ancient China. APS 5.3 Economics: The student will define the economic systems of ancient India and ancient China. APS 5.4 Civics: The student will identify the political systems of ancient India and ancient China.

ENDURING UNDERSTANDING: Students will understand that a leader’s belief system influences government systems.

CONCEPTUAL UNIT QUESTION: In what ways did the belief system of India’s and China’s leaders influence their government?

PREVIEW ACTIVITY: My Golden Age, Preview 18 – “Historians often call a specific time period in a country’s history its “golden age.” This is usually a time when great accomplishments are made. Write a short paragraph about a period in your life that you would describe as your golden age. Explain why you chose this period. This might be a time when you were very successful at school, you really enjoyed what you were doing, your sports team was usually winning, or you won an art or a musical competition. It can be any period you are proud of.” (Page 119 in Interactive Student Notebook.)

Source: History Alive! The Ancient World.. Lesson Guide 1. p 119. 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. * indicate words not included in text which would need supplemental materials/additional discussion India Key Terms/People India Key Terms/People China Key Terms/People China Key Terms/People China Key Terms/People Aryabhata Indus River bureaucracy Legalism Wu Di Buddhism King Ashoka civil servants logographs Zhou Dynasty caste system Mauryan Empire Confucianism oracle bones edicts Sanskrit Daoism Qin Dynasty Gupta Empire Great Wall Qin Shiuangdi Gangus River Gobi Desert Shang Dynasty Himalaya Mountains Han Dynasty Silk Road Hinduism Huang He River standardize

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 of ancient India and ancient China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The geography of India and China How did India and China’s varied India: On a map, locate important geographic created diverse societies. geography affect its people, economy features of Ancient India and China. and history in ancient times? The Brahmaputra River starts in the Himalayas and meets with the Ganges river on the plains, leaving behind rich sediment and fertile farmland on the northern plains.

The Deccan Plateau is an elevated area of raised flat land between two mountain ranges in southern India. Large granite rocks cover the land and are among the worlds oldest, more than 600 million years old.

The Eastern and Western Ghats are long mountain chains. In the Western Ghats, the wet climate encourages growth of tropical plants.

The Himalayas are the tallest mountains in the world. Mount Everest is part of this chain of mountains. Himalaya’s means “home of the snows.” Glaciers from these mountains feed the many rivers of India.

The 28 mile Khyber Pass is located in the Hindu Kush Mountains. It connects Asia to the Indian subcontinent and traders used it to pass to the Indus River Valley.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.1 continued The student will understand the effects of geography on the location, development, and activities of ancient India and ancient China. Essential Understandings Essential Questions Essential Knowledge Essential Skills

The Thar Desert in northern India is mostly sand and desert. It is home to many animals and birds.

China: Modern China is the third largest country in the world. Currently, more people live in China than in any other country.

The Tibet-Qinghai Plateau is the world’s largest plateau and is bound by the Himalaya Mountains. This area is called the “roof of the world.” Yaks and other livestock are herded in this area, as it is too dry and cold to grow other crops.

China’s geography includes the Taklimakan and Gobi Deserts. The Taklimakan desert has huge sand dunes and is considered one of the most dangerous deserts in the world. The Gobi desert is made mostly of stone.

The Northeastern Plain is an area of great contrast. It has short, warm summers and is dry and cold in the winters. In general, the plain is too dry and cold to be good for growing crops.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.1 continued The student will understand the effects of geography on the location, development, and activities of ancient India and ancient China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The North China Plain is sometimes called the “Land of the Yellow Earth.” The Huang He River is also called the Yellow River. The area along the river banks is a good place to settle down and grow crops. Although the Huang He River helps farmers it has also been the cause of many disasters.

Located along the Chang Jian river the Chang Jiang Basin has a mild, wet climate. The surrounding lands are very fertile and are very good for growing rice. • Middle Kingdom ~2000-1800BCE Period of Reunification • New Kingdom ~1600-1100BCE Golden Age

Social Structure/System Social pyramid-supreme ruler, pharaoh at the top, followed by government officials, then priests, then scribes, followed by artisans and finally peasants. Fewer people at highest status, more at bottom with lower status.

Role of women, • could inherit, buy and sell land, • perform business transactions; • some became doctors, government officials or priestesses; • often managed home and children; • higher class enjoyed better quality of life;

Children highly valued, sons trained to continue father’s work; usually stayed within social group of parents.

Married within social group. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 HISTORY The student will analyze the effects of people, places, and effects on the development of civilization in ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Advanced civilizations have: How were the lives of people in Early Understanding of the following empires • an economic system that included India and China affected by the and dynasties: Mauryan Empire, Gupta Identify technology, innovations and a food surplus, specialization of introduction of new technology, Empire, Shang Dynasty, Zhou Dynasty, ideas of the early Indian and Chinese. jobs, and trading philosophies, innovations, empires or Qin Dynasty and Han Dynasty. • cities dynasties? Create a timeline of empires and • a system of government India: dynasties. • a system of writing Mauryan Empire: 322 to 187 B.C.E. • a complex system of religious First leaders to unify India. Explain how technology, innovations beliefs Series of wars and conquest ended, and philosophies changed life in early • a cultural system with advances in focusing on Buddhist teachings. India and China. the arts, science, and technology King Ashoka posted edicts for all to see in public places promoting general Discuss how life for the average Indian welfare, justice and security. and Chinese person would have changed based on which empire or Gupta Empire: 320 to 550 C.E. dynasty they lived under. Many colleges and universities were built. Primarily for boys. Medicine practices were taught and Hindu doctors were especially skilled at surgery. Many pieces of Sanskrit literature were written. Sacred texts including the Bhagavad Gita, teaching Hindu values was written. Cave paintings, scrolls and statues were created. Gupta Kings controlled mines of gold, copper and iron. Advanced metal working skills were shown with iron gates and gold and copper coins. Arabic numbers we use today were learned from Indian system of numbers. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Hindu mathematicians were the first to treat zero as a number. Used decimal system to write numbers. Mathematician, Aryabhata gigured out a year was exactly 365.258 days long and calculated appromixmate size of the Earth. Engineers built a vaste system of roads, including distance markers, rest houses and wells for water and cooking.

China: The Shang Dynasty: 1700 to 1122 B.C.E. : Shang craftsman excelled in working with tools and everyday items made in bronze. They also worked with jade. Rituals were important to people. “Oracle bones” helped to predict the future and human sacrifices were made to serve kings in the afterlife. Shang society was divided up into six social classes; The King’s clan, nobles, craftspeople, traders, farmers and slaves. First to leave written records in China, using both logograpsh and pictographs.

The Zhou Dynasty: 1045 to 256 B.C.E. Zhou claimed they had been given the “Mandate of Heaven” or a divine right to rule China.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Used a system of feudalism, in which the king owned all the land and gave large pieces to lords and their tenants in return of loyalty and soldiers. The Zhou Dynasty was a time on instability. Rulers hired scholars to advise them. This time period was called “The Hundred Schools of Thought.” The three most influential schools of thought were: Confucianism: Confucius taught that peace and order depended on proper behavior. Leaders must lead by example and followers must obey. Daoism: Believed peole should live simply and in harmony with nature. They believe rulers who ruled the least were the best. Legalism: Believed that order could be created by strict laws and harsh punishments.

The Qin Dynasty: 221-206 B.C.E. Qin Shihuangdi was China’s first emperor. Used legalism to control and unify China and centralize the government.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of people, places, and effects on the development of civilization in ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills He standardized laws, money, weights, measures and writing. The Great Wall of China was constructed.

The Han Dynasty: 206 B.C.E.-220 C.E. Ruled for more than 400 years. Organized into a bureaucracy. Civil servants were created and given jobs based on their abilities. Many inventions were made including: The wheel barrow, paper, ink, the chain pump, anesthetics, the seismograph and compass. Salt mining was used. The Silk Road was used for trade.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS The student will define the economic systems of ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Trade and technological innovations How did different empires and India: Make illustrated billboards showing impacted the economics of early Indian dynasties effect trade? During the Mauryan empire how trade practices changed or and Chinese civilizations. agriculture was important. developed in early India and China Roads over 1,000 miles long were built. Farmers were insured water for their crops.

The Gupta Empire encouraged trade by creating a huge system of roads. These roads allowed traders to move from city to city, to important waterways and connected India to China and lands east of the Medeiterranean Sea. This empire was considered a golden age, a time of great prosperity and achievement.

China: During the Shang dynasty people traded goods. They used cowrie shells as money. Agriculture and localized trading dominated the economy of the Shang dynasty.

Trade expanded and silkbecame the most important Chinese product during the Zhou Dynasty.

Systems of money, weights and measures were standardized during the Qin dynasty which helped trade between the regions.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 continued The student will define the economic systems of ancient India and China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

During the Han dynasty the silk trade with other countries began. The salt industry began. Taxes, roads and new technology improved trade.

The Silk Road was made possible by the Han. Many goods were traded along the Silk Road:

The Chinese traded silk, fine dishware, ornaments, jewelry, cast-iron products and decorative boxes. The Chinese valued: yHorses, jade, furs and gold from Central Asia. y Cotton, spices, pearls and ivory from India. yGlassware and gold from Rome.

Beyond good, many cultural exchanges took place. Buddhism was introduced to China. Many new plants were introduced to different areas.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS The student will identify the political systems of ancient India and ancient China.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Empirical and dynastic rule throughout Which of the empires and dynasties India: Create flip books to explain the major early India and China affected everyday that ruled early India and China was Under the Mauryan empire India was contributions of early Indian and lives of its people. best for its people? unified. Chinese dynasties. After a series of wars and conquest ended, King Ashoka embraced Buddhism and reigned focusing on Buddhist teachings. King Ashoka posted edicts for all to see in public places promoting general welfare, justice and security. yWelfare focused on good health, shelter, clean water and enough food. yJustice was concerned with fair laws, court and jail systems. ySecurity focused on issues of peace and conquest. Kind Ashoka believed in laws, allowed slavery and permitted people to be executed for serious crimes.

The Guptas united northern kingdoms and built alliances by arranging marriages through rulers. They set up a central government. A council made up of advisors and royal family members helped the king to make decisions. The empire was divided into provinces. Provinces were ruled by royal governors and town leaders. A great deal of independence was given to the provinces allowing for prosperity and a golden age in the Gupta Empire. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: The First Emperor of China

UNIT IV: Ancient Asia: India and China

ENDURING UNDERSTANDING: Students will understand that a leader’s belief system influences government systems.

CONCEPTUAL UNIT QUESTION: In what ways did the belief system of India’s and China’s leaders influence their government?

KEY CONCEPT(s): Students learn about and evaluate the rule of Qin Shihuangdi.

ESSENTIAL QUESTION: Was Qin Shihuangdi an effective ruler?

APS OBJECTIVES: 5.2 , 5.3, 5.4

LESSON DESCRIPTION: Through Visual Discovery students examine the reign of Ancient China’s first emperor Qin Shihuangdi, deciding whether he was an effective ruler in a final processing activity.

Materials/Resources: Interactive Student Notebooks, pencils, projector, Images/Transparencies 22A-22E, copies of students notes, processing sheets for Lesson 22, copies of Act-It-Out directions, sticky notes, History Alive!, The Ancient World and one sheet of white poster board or cardstock.

Strategies: Visual Discovery and processing assignment.

Student Action: • The students will get into appropriate groups. • The students will take notes, read, share, have work checked and participate in Act-It-Outs based on teacher directives and the Visual Discovery Lesson 22 from pages 145-150 in the Interactive Student Notebook. • The Students will complete Processing 22 activity from the Interactive Student Notebook.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Teacher Action: • Read Lesson 22, pages 397-399 in Lesson Guide 2, History Alive, The Ancient World, Teachers Guide. • Prepare and copy student notes and processing sheets; pages 145-150 from Interactive Student Notebook. • Find images/transparencies 22A-22E. • Arrange classroom into groups of four, provide chart for students. • Introduce Activity; Students will analyze five images and read to learn about and evaluate the rule of the Emperor of Qin. • Project Image 22A. Step 1: Explain the image and how it will help the students to answer the question at the top of the image. They will then complete Step one of their Reading notes 22. Using “magic paper” the students will share what they wrote in their notes. • Have students complete Step 2 of their reading notes. Using Guide to Reading Notes 22, check their answers. • Students will complete Step 3 of their Reading Notes, discussing how they would rate this act of China’s first emperor. They will place a sticky on a projected spectrum (very effective, very ineffective or somewhere in-between) and one group member will share the justification of this placement. • Have students repeat Steps 1-3 for Images 22B and 22C. • After completing Steps 1-3 for Image 22C, give each group Student Handout 22: Directions ofr Act-It-Outs. Assign each group a character in the image, complete the steps on the first page of the the handout and give them time to prepare. • Conduct the Act-It-Out calling one actor from each group to stand in front of their character on the screen. Assume the role of a reporter and interview the characters, asking questions like those they asked in their groups. • Have students repeat Steps 1-3 and another Act-It-Out for Image 22D. • Have students repeat Steps 1-3 for Image 22E. • After completing the Visual Discovery have students complete Processing 22 from the Interactive Student Notebook.

Assessment: Performance and processing in notebooks. Reading notes 22, pages 145-150 and Processing 22, page 150, History Alive, The Ancient World, Interactive Student Notebook.

Adaptation: Struggling learners – Allow students to have copies of notes from their teammates. They may draw a picture or orally explain their processing activity. Extension – Allow students to write a rebuttal on behalf of the first emperor, Qin Shihuangdi, defending his actions, motives and decisions.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Unit V: Ancient Greece

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 in ancient Greece. APS 5.2 History: The student will analyze the effects of the people, places, and events that took place in ancient Greece. APS 5.3 Economic: The student will define the economic systems of ancient Greece. APS 5.4 Civics: The student will identify the political systems of ancient Greece.

ENDURING UNDERSTANDING: Students will understand that the contributions of ancient civilizations are still evident in modern society.

CONCEPTUAL UNIT QUESTION: In what ways are the forms of government in ancient Greece similar to and different from the government we have today?

PREVIEW ACTIVITY: Geography and the Settlement of Greece. Phase 1: Settling in a Harsh Environment; Phase 2: Surviving in a Harsh Environment. Use graphic organizer in Interactive Student Notebook.

Source: History Alive! The Ancient World. Lesson Guide 2. pp. 507-515. 2004. Teacher note: This lesson facilitates the understanding of city-states.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and/or individuals students should know to successfully understand course content. * indicates words not included in text and/or would need supplemental materials/additional discussion acropolis Athens Delphi Monarchy Persian War agora Battle of Marathon* Democracy oligarch philosophy Alexander the Great Battle of Plataea* Golden Age Oligarchy Socrates allies Battle of Salamis* Hellespont Panathenaic Sparta Aristocracy Battle of Thermopylae* isolated community Parthenon tyrant aristocrat cavalry legacy Peloponnesian War Tyranny Aristotle City – State Macedonia Peloponnesus* assembly cultural borrowing* monarch Persia

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 in ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The geography of ancient Greece What were the geographic features of Greece is a nation made up of many Identify Greece on a map of Europe. affected its economy and history. ancient Greece? islands and peninsulas situated in Southern Europe. Label regions, rivers and important What were the geographic historical sites on a map of Greece. advantages/disadvantages on the development of democracy in ancient Greece has high mountains, a temperate Use a graphic organizer to explain how Greece? climate and hard, rocky soil. It has geography caused the rise of city-state limited rivers and sources of fresh and contributed to trading partners. How did the geography of ancient water. Greece affect its rise to power and subsequent fall from power? The mountainous terrain of Greece led to isolated communities and contributed to the development of city- states. 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 that took place in ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Advances in the seven systems of How did the advances in the systems of System of Government Debate the cause of the downfall of the government, religion, writing, arts, government help the Greeks? Greece was the birthplace of Greek empire. technology, social structure, and stable democracy. food supply helped ancient Greece Why were Greek city-states such fierce Compare and Contrast the rivalry and evolve and develop complexity. rivals? The practice of a citizen jury began in allied relationship of the Greeks and Greece. Spartans. Envy and rivalry among the Greek city- What are the continuing legacies of the states led to their demise. ancient Greeks in the arts? Athenian citizens debated and voted on Create a graphic organizer representing issues. the seven systems of the ancient Greek civilization. Only free men could be citizens of ancient Greece.

System of Religion Greek religion was polytheistic.

The Greeks believed their gods lived on Mt. Olympus and often interacted with humans.

Greek mythology explained phenomena that could not be understood by observation or science.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of the people, places, and events that took place in ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

System of the Arts The word theater is a Greek word meaning “a viewing place”.

Drama was used a means of public expression of ideas and theories.

Philosophers such as Aristotle and Socrates challenged the standard thinking of the population.

Olympic Games were first held in 776 B.C.E. to honor Zeus.

Science and Technology Systems Hippocrates is referred to as the “father of modern medicine”.

Greeks discovered that the heart was the center of the vascular system and the brain was the center of the nervous system.

Hypatia, Euclid, and Pythagoris extended the understanding of mathematics and geometry.

Astronomers speculated that the Earth moves around the sun.

The system of longitude and latitude were developed to describe spatial locations on the Earth. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of the people, places, and events that took place in ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Aristotle first classified plants and animals into homogenous groups.

Greeks built temples using the principles of balance and symmetry.

System of Writing The word alphabet comes from the Greek letters alpha and beta.

English grammar, punctuation, and paragraphing is derived from the ancient Greek model.

English contains many Greek words and ideas.

Social Structure System The rivalry between Athens and Sparta was central to the Golden Age.

Free men were citizens. Slaves and women were not.

Wealthy boys were educated.

Girls were taught home and family management.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS

The student will define the economic systems of ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Economic factors hindered the How did trade throughout the Greece has very limited natural Describe cause-and-effect relationships unification of Greece and the rise of a Mediterranean benefit and complicate resources. Flocks of sheep and goats that affected the economy of Greece. Greek empire. the city-states of ancient Greece? were kept and some wheat could be grown. Fishing was abundant. Olives Create a map of the Greek trading and grapes grew well in the hard, rocky partners and describe the goods traded soil. with each partner.

By trading olive oil and wine, Evaluate how economic factors both commodities that few had, Greeks were aided and hindered the Greeks. able to get things they needed and wanted.

Greeks became prolific traders of goods along the Mediterranean.

As Greek city-states became overcrowded they established colonies abroad. Colonies were used for their new natural resources and as new markets by their patron city-states.

Greek city-states were jealous of each other’s economic successes.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS

The student will identify the political systems of ancient Greece.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Forms of government from ancient Which form of government was the Compare and contrast the forms of times have impacted the development most successful in ancient Greece? 2000 – 800 B.C.E. rule was by Greek government. of modern governments. monarchy. How has the ancient Greek model Evaluate the benefits and complexities influenced our system of government? 800 – 600 B.C.E. rule was by tyranny. of a democracy.

500 B.C.E. rule was by democracy.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: The Rise of Democracy

UNIT V: Ancient Greece

ENDURING UNDERSTANDING: Students will understand that the contributions of ancient civilizations are still evident in modern society.

CONCEPTUAL UNIT QUESTION: In what ways are the forms of government in ancient Greece similar to and different from the government we have today?

KEY CONCEPT: civics

ESSENTIAL QUESTION(s): Which form of government is the most inclusive?

APS OBJECTIVES: 5.4 Civics

LESSON DESCRIPTION: This lesson helps students recognize the differences between tyranny, oligarchy, monarchy, and democracy.

Materials/Resources: History Alive! The Ancient World. Lesson Guide 2. pp. 526 – 537. 2004. History Alive! The Ancient World textbook chapter 26. Interactive Student Notebooks, music CD’s (brought to class by students), headband made of yellow paper, headband made of green paper, 3 coins or play money of large denominations, yardstick or meter stick.

Strategies: Evaluation

Student Action: • bring in song selections • read for meaning • participate in group experience • complete reading notes Teacher Action: • prepare materials in advance including collecting CDs denoting students’ favorite songs. • arrange the classroom into mixed ability pairs • introduce the activity, “Which songs should we listen to?” • monarch – select a king and a queen to select their choices – debrief • oligarchy – select a few students to come to the front of the room to receive “money” and let them select the songs – debrief • tyranny – use questioning strategies and select a tyrant to select songs – debrief • democracy – have the class debate and vote on which songs to play – debrief Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Assessment: Have students complete Processing 26 in their Interactive Student Notebooks using words and pictures to explain the four different forms of government. Assessment 26, History Alive! The Ancient World. Lesson Guide 2 pp. 533 – 535.

Adaptation: Students may use symbols and emoticons to show their understanding. Students needing enrichment may create additional scenarios to display meaning.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Unit VI: Ancient Rome

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 in ancient Rome. APS 5.2 History: The student will analyze the effects of the people, places, and events that took place in ancient Rome. APS 5.3 Economics: The student will define the economic systems of ancient Rome. APS 5.4 Civics: The student will identify the political systems of ancient Rome.

ENDURING UNDERSTANDING: Students will understand that modern societies adapt the best elements from previous civilizations.

CONCEPTUAL UNIT QUESTION: What characteristics from ancient civilizations are evident in modern societies?

PREVIEW ACTIVITY: The Founding of Rome.

Source: History Alive! The Ancient World. Lesson Guide 2. pp. 675 – 683. 2004. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and/or individuals students should know to successfully understand course content. * indicates words not included in text and/or would need supplemental materials/additional discussion aqueduct consul Jesus plebeian tribune Augustus* cuniculus Julius Caesar Punic Wars vault Byzantium/Constantinople* dictator Latin renaissance veto Carthage* dome Marcus Aurelius* republic Christianity emperor Palentine Romulus and Remus civil war Forum patricians senate Colosseum gladiator Pax Romana* Tarquin the Proud* Constantine* Greco-Roman persecution Tiber river 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 in ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The varied geography of the Roman How did the geography of ancient Rome lies in central Italy along the Identify Rome and the growth of the empire helped it grow and expand. Rome contribute to the economy? banks of the Tiber river. Roman empire on a map.

Extreme and rapid growth of the How did the geography of ancient Rome had fertile soil and mild weather, In a letter to a Roman senator, explain Empire became one of the factors of its Rome affect its rise to power and which enabled it to focus on how Rome’s location in the downfall. subsequent fall from power? agriculture. Mediterranean enabled it to expand outward. Through conquest, the Romans established an empire and controlled the entire Mediterranean Sea, much of Europe, North Africa and Asia Minor.

Legend holds that Romulus and Remus founded Rome on the Tiber river.

The first inhabitants of Rome were the Latins who built on the Palentine hill in central Italy. 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 that took place in ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Advances in the seven systems of How did Rome build its vast empire? Rome started out as a small farming Create a timeline using words and government, religion, writing, arts, village in central Italy. It soon found it pictures depicting the major events of technology, social structure, and stable As the Roman empire expanded, what had to conquer rival Italians to survive. Roman history. food supply helped Rome conquer the systems were in place to maintain the Mediterranean world and beyond. structure? After conquering Italy, Rome expanded Using a graphic organizer, analyze the trade. It fought and won the Punic seven systems of government. What factors led to the demise of the Wars against Carthage so it could Roman empire? dominate trade in the Mediterranean.

After the conquest of North Africa, Rome turned its aims towards the rest of Europe, Egypt and Asia Minor.

Jealous, power hungry Roman generals engaged in civil wars to bolster their reputations.

Eventually, Rome could not control its huge empire. Roman emperors were more interested in being decadent than in protecting their empire. Barbarians from the North and East pushed into Roman territory.

By 300 A.D., the Roman empire was split in two. The Eastern half would be ruled from Byzantium in modern day Turkey.

In 408 A.D. Rome fell to barbarians. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of the people, places, and events that took place in ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Social Structure System Rich Romans were at the top of the social hierarchy. Slaves were at the bottom.

The system of paterfamilias [father of the family] was the rule.

All men were conscripted into the army.

All citizens were equally dealt with under the law.

System of Writing English uses the Latin alphabet.

Prefixes, suffixes, and root words expanded.

Roman numerals become the standard.

System of Religion Romans were polytheists until the spread of Christianity.

Rome’s religion was based on the Greeks. Most of the Greek pantheon were given Latin names and adopted.

The Romans borrowed gods from other cultures in which they came into contact. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 continued The student will analyze the effects of the people, places, and events that took place in ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

System of the Arts Romans adopted aspects of other cultures, especially the Greeks. The combination of these two cultures is referred to as Greco-Roman.

The Romans were patrons of the arts, sculpture making was perfected, many famous frescos remain today.

Science and Technology Systems Roman architects mastered the use of vaults, domes and arches.

Romans engineered roads, bridges and aqueducts.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS

The student will define the economic system of ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Natural Resources were abundant in In what ways did the Romans develop Early Romans started as farmers and Diagram the patterns of trade during ancient Rome. their economy? traders. Rome’s geography was ideally the Roman empire. suited to both. Ancient Rome built its empire and How did expansion negatively and economy through trade and conquest. positively affect the Empire? As Rome’s empire grew, it began to trade with neighbors and used its conquered lands to supply basic needs to its citizens.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS

The student will identify the political systems of ancient Rome.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Forms of government from ancient How did republican ideals benefit the Rome started out as a small farming Compare and contrast each form of times have impacted the development ancient Romans? community, which was conquered by government in ancient Rome. of modern governments. the Etruscans in 600 B.C.E. Analyze the positive and negative Rome lived under the Etruscan aspects the Roman Democratic monarchy for 100 years. They Republic. overthrew the Etruscan king, Tarquin the Proud, around 500 B.C.E.

The Roman did not want a monarchy so they set up a Republic, a form of representative democracy.

In the Republic a senate represented the rich patrician families with 2 consuls acting as leaders. Later, tribunes were added to represent the working class plebeians.

The senate, in cases of national emergencies, could elect a dictator.

Eventually dictators seized control and became emperors thus reestablishing a a pseudo monarchy. The senate was used to advise the Emperor.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: The Rise of the Roman Republic

UNIT VI: Ancient Rome

ENDURING UNDERSTANDING: Students will understand that modern societies adapt the best elements from previous civilizations.

CONCEPTUAL UNIT QUESTION: What characteristics from ancient civilizations are evident in modern societies?

KEY CONCEPT: civics

ESSENTIAL QUESTION(s): How did the struggles between patricians and plebeians lead to a more democratic government in ancient Rome?

APS OBJECTIVES: 5.4 Civics

LESSON DESCRIPTION: This lesson will help students understand how groups of people resolve conflict to advance a common goal.

Materials/Resources: History Alive! The Ancient World. Lesson Guide 2. pp. 684 – 695. 2004. Interactive Student Notebooks, Image 33, books and games (checkers / playing cards), magazines with color illustrations or pictures, rulers, scissors, candies / snacks, glue

Strategies: Analysis

Student Action: • describe the rise of the Roman Republic • describe the differences between patricians and plebeians in the Roman Republic • list the political rights earned by plebeians in their struggles with patricians • explain how the government of the Roman Republic was reorganized

Teacher Action: • prepare materials and arrange the room in using diagram on page 685 of Lesson Guide 2 • introduce the “problem” scenario • monitor the groups • establish new working relationships • debrief

Assessment: Students complete the graphic organizer in their Interactive Student Notebooks.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Adaptation: For special needs students, allow students to use Section 33.5 of the textbook to complete the graphic organizer. For second language learners, introduce vocabulary in advance of the exercise using visual references. Direct gifted and talented students to find corollaries in modern conflict resolution.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

UNIT VII: Mesoamerica

STANDARDS OF LEARNING: This unit will emphasize the following objectives:

APS 5.1 Geography: The student will understand the effects of geography on the location, development, and activities of Mesoamerica. APS 5.2 History: The student will analyze the effects of the people, places and events of Mesoamerica. APS 5.3 Economics: The student will define the economic systems of Mesoamerica. APS 5.4 Civics: The student will identify the political systems of Mesoamerica.

ENDURING UNDERSTANDING: Students will understand that geography impacts the advancements that civilizations make.

CONCEPTUAL UNIT QUESTION: Mesoamerican cultures were advanced for their time. Do you agree or disagree?

PREVIEW ACTIVITY: Reenact a market place, reflective of any of the Mesoamerican cultures at most any time (including Olmecs, 2000-300 B.C.; Mayas 250 B.C.-900 A.D.; Aztecs 1150-1521 A.D.; Incas ). The class can do this in small groups or sequentially as a whole. Prepare these sections of the room: • The baskets of corn and beans to be sold in the market have fallen and gotten mixed. Use dried beans and popcorn, spread on the floor. The market children must separate them into separate containers. • Market children have found a hard rubber ball from the ball court. They sit on the floor with feet touching and as they roll it , calling out their birthday, which in Mesoamerica, decides your name. • Jaguar and Eagle Warriors are working on shields (brown paper), decorating them with real or paper feathers for Eagles or Jaguar paper teeth for Jaguars. • Children eat popcorn and chocolate squares. While they eat, they make a list of all of the foods they can think of that can be made of corn and/or chocolate. Divide students into four groups and assign each group to an activity area. Allow groups to work for about eight minutes, then rotate. Then reassemble the whole class. Present a map of Mesoamerica. Explain that all the Mesoamerican cultures would have had activities like this, from 1000B.C. to the time of the Spanish. Some of those cultures were called Olmec, Mayan, Aztec and Inca. Ask: What do we know about the Mesoamerican people from this market? (Augment this discussion with the following information. They had a balanced diet of corn, beans, peppers and squash. They had warriors in two groups, the Eagles and the Jaguars. They used the sap of certain trees to make rubber balls for a game played without the use of hands. They ate popcorn. They used cacao beans to make a chocolate drink. They had an elaborate calendar. They had a religion with many gods related to their natural world. They tried to please these gods in different ways including human sacrifice.) Have students write a dialogue between two children at the market.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5 SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and/or individuals students should know to successfully understand course content.

MAYAN/OLMEC MAYAN/OLMEC AZTEC/INCA AZTEC/INCA AZTECINC astronomy Maya alliance dike Quetzalcoatl atazahab Mesoamerica atole eagle telpochcalli cacao beans Olmec aviary Huitzilopochtli Tenochtitlan Coming-of-Age ceremony pok-a-tok axolotl Inca tlachtli copal quetzals ayllus Itzcoatl Toltecs and Teotihuacans corbal vault rituals Aztlan suspension bridge trephiration dialect sacrifice calmecac Lake Texcoco Valley of Mexico huipalas slash-and-burn agriculture calpulli/ward mercenaries jaguar steles causeway patolli Maize/corn, beans and squash tamales and tortillas chinampas pochteca

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 of civilizations of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The geographical location, place and Where is Mesoamerica relative to Mesoamerican civilizations flourished Locate Mesoamerica on the map. region of a culture can influence the today’s world? in Central and South America. movement of ideas and the human/environmental interaction. Mayans: The Mayans built their civilization on inherited ideas from the Olmec who How were parts of Mesoamerica the lived in the jungle areas on the east same and how were they different? coast of Mexico.

Mayan civilization spread over much of Mesoamerica including present day: ySouthern Mexico yBelize yMost of Guatemala yParts of Honduras and El Salvador

Mayan landscape varied greatly. In the south, pine forests covered mountain highlands.

Northern and central regions were known as lowlands and had rainforests, grasslands and swamps.

Thick jungle covered the southern part of the lowlands where Mayan civilization reached its highest development.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.1 GEOGRAPHY (continued) The student will understand the effects of geography on the location, development, and activities of civilizations of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Aztecs: The Aztec Empire was located nearly 8,000 feet above sea level in fertile land in the Valley of Mexico.

The Aztecs arrived in this area and found it dotted with marshy islands and thriving city-states.

They eventually settled on an island in the shallow waters of Lake Texcoco and began to build the city the called Tenochtitlan.

Incas: The Inca Empire stretched a distance of 2,500 miles along the Andes mountain range.

It reached from the Amazon River basin in the east to the Pacific Coast in the West.

yThe Incan Empire included territory in the following modern day areas: yMost of Peru and Ecuador Parts of Argentine, Bolivia and Chile.

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 of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Answers are not always found by those Why did the Maya not pass on all of The MAYA Predict the reasons for the who study the history of the Mayans. their knowledge? Origins of the Mayan civilization came disappearance of the Mayans in a well from a people called the Olmec. written paragraph..

The Olmec civilization was based on agriculture.

They established farming villages, trade routes and by 1400 B.C.E. had a capital city with palaces, temples and monuments.

The Olmec were the first Mesoamericans to develop large religious and ceremonial centers.

Mayan civilization is divided into three main periods.

Pre-Classic: 2000 B.C.E. to 300 C.E. During this time, the Maya farmed the land, lived in simple houses, compounds or groups of buildings.

Settlements grew larger and they began to build governmental and religious buildings.

50 B.C.E., the Maya began to adapt Olmec writing system in to their own hieroglyphic writing.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 HISTORY (continued) The student will analyze the effects of the people, places and events of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Classic period: 300 to 900 C.E. Without the wheel or use of iron tools, the Maya built stone cities, with highly decorated palaces, pyramids and temples.

By 900 C.E. the Maya had abandoned their cities to the jungles.

The collapse of Classic Maya Civilization is a great Mesoamerican mystery. Many scholars have provided theories: yPopulations of cities grew faster than farming systems to feed them. yThere was uncontrolled warfare. yInvaders from central Mexico helped to destroy Mayan city-states. Many of the Maya from this period returned to village life.

Post Classic period: 900 to 1500 C.E. To the north of the Yucatan Peninsula Mayan cities prospered with warfare and empire building.

The Maya were not one unified nation, but shared a common culture, that still lives on in the Americas today.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 HISTORY (continued) The student will analyze the effects of the people, places and events of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The AZTEC

The influence of prior civilizations of the Toltec and Teotihuacans people could be felt in the Valley of Mexico that would become home to the Aztecs.

A tale is told of the Aztecs arriving onto a shallow island in the waters of Lake Texcoco, where they would build one of the greatest cities of the world, Tenochtitlan.

The Aztecs served as mercenaries for 100 years and then through alliances, gained land, trading connections and wealth.

By the early 1500s the empire stretched from the Gulf of Mexico to the Pacific Ocean.

Although defeated cities had to promise obedience to Aztec rulers, many never considered themselves to be true Aztecs and wanted their freedom. This led to a lack of unity and the Spanish took advantage of this weakness and made allies with these enemies.

The Spanish invaded Mexico in 1519.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.2 HISTORY (continued) The student will analyze the effects of the people, places and events of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The INCAS In the 1400’s from their base in Cuzco, the Inca’s began developing their empire in South America.

Extending almost the length of the Andes Mountains, they created a huge empire.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS: The student will define the economic systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills New technologies enable a culture to How did Mesoamerican technologies The Mayans were accomplished Create a chart that compares and develop, in technologies are handed on impact the world today? traders, traveling by sea, river and well contrasts the Mayan number system to to the future and to other cultures, they constructed roads to other city-states. ours, using Arabic numbers and base too can develop. ten. They imported obsidian, jade, copal (tree sap) and quetzals(birds with shiny green feathers) from the highlands to the lowlands.

Farming Technology: Farmers grew maize, beans, squash, chili peppers and other crops.

They built terraces, earth steps and raised earth platforms with drainage systems. They also built gardens in the cities.

In dense areas, they cut away vegetation and burned the area to clear the land, a technique called slash-and- burn agriculture.

The Arts: Weavers made and traded cloth with complex patterns. They also embroidered tunics called huipilas.

Made three dimensional carving of gods and rulers in upright stone slabs called steles.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS CONTINUED: The student will define the economic systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Architecture: Temples and pyramids were built from hand-cut limestone bricks.

Buildings featured type of arch called a corbel vault.

Communication: The Maya developed the most complex system of writing including hieroglyphics and glyphs. Mayans spoke related dialects.

Astronomy/Mathematics: The Maya had a sacred calendar and a solar calendar. The solar calendar was based on the sun and totaled 365 days.

They also had a 52 year period of time which I what a century is to us today.

The Maya had a number system based on 20. They had values for 1s, 20, 400s and so on. They also had the number zero.

The AZTEC

The Aztecs of Tenochtitlan reclaimed land by farming on chinampas, small floating islands they constructed from mud and plants.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS (continued): The student will define the economic systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Aztecs had many markets and used a barter system of trading one kind of good for another, instead of using money.

Guards watched to make sure sellers acted honestly and disputes were handled in courts by three judges that could be found at one end of the market.

Merchants sold gold, silver, turquoise, animal skins, clothing, pottery, chocolate, vanilla, tools and slaves.

Professional traders called pochteca, led caravans to distant lands for exotic goods.

Architecture: Causeways linked the island to the mainland.

Wooden bridges could be raised to let boats through or to protect the city in an enemy attack.

The city had an aqueduct and a dike.

Aztecs were known for building massive stone temples and building double stairways.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS (continued): The student will define the economic systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The Arts: The Sun Stone is a well known symbol of Mexio. It is a carved stone that is nearly 12 feet wide, weighing almost 25 tons and shows the face of the sun god.

Music and dance were important parts of Aztec ceremonies.

Aztec painters used brilliant colors to create scenes of religious ceremonies or gods.

Sculptures carved small lifelike figures of people and animals from rock and semiprecious stones such as jade.

Communication: The Aztec language, Nahuatl was rich in vocabulary and spoken language was considered an art form.

Aztec writing included both glyphs and pictographs.

The INCAS Engineering was the Incas greatest technological skill.

They build roads across the length and width of their empire.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.3 ECONOMICS CONTINUED: The student will define the economic systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills They carved staircases and gouged tunnels out of rock to create routes through steep mountains.

The built suspension bridges over rivers.

They used systems of terraces for farming and grew crops at elevations where they would grow best.

Incas made remarkable advances in medicine, including trephination, a type of surgery that involves penetrating the skull.

The making of textiles for clothing was another important Incan art form.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills In Mayan civilization there were many independent city-states. Each city-state had farming communities and one or more cities.

Social Structure: y Ruler- “Halach Uinic”, who inherited his position. Ruled the state with help from advisors. Decided where and when to go to war. Considered a god-king. Almost always a male. Sons of kings or relatives succeeded the throne. yNobles and Priests- Only members of society who knew how to read and write. . -Nobles oversaw administration of states, tax collections and supplies and labor for projects. Led peasant armies and wore elaborate costumes (jaguar skins) to battle. -Priests inherited positions and maintained favor with the gods. They led rituals, sacrifices, foretold the future, and picked days for battles. Many were also mathematicians, astronomers and healers. yMerchants and Artisans- -Merchants were strong traders who imported valuable products from the highlands to the lowlands. -Artisans created murals, wall paintings, decorative designs on palace walls and painted books on paper made from the bark of fig trees. They were also skilled potters and weavers.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS (continued): The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills yPeasants- Peasants were the backbone of Mayan society. They grew maize, squash, beans and other crops. When not farming, they helped to build pyramids and temples and were soldiers during times of war. ySlaves- Slaves provided manual labor for owners. Some people were born into slavery and others were sold into slavery. War prisoners of humble origin and criminals became slaves. Although slaves were not treated badly in general, many were sacrificed when their masters died.

Daily Life: The majority of the Maya were peasants. . They had daily tasks including weaving, cooking, washing clothes, fishing and working the land.

They used corn and ground it into meal to make tortillas and tamales. On special days, they might have hot chocolate made from cacao beans.

Mayan families took time to celebrate important events that include rituals. The birth of a child, the Coming-of-age ceremony and marriage customs were very important.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS (continued): The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Religion: The Maya were polytheistic, believing in more than 160 gods.

Primary gods were forces in nature and affected daily life, such as rain, growing of corn or death.

Many gods had animalistic qualities, such as that of the jaguar.

Priests always consulted the gods and made sacrifices of food, feathers, flowers, animals and people. Blood was . considered a sacred sacrifice.

Tax collectors were stationed around the empire

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS (continued): The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Warfare: War was the center of Aztec life. Every male was trained to be an Aztec soldier.

Aztecs believed they received strength from these animals. Shields with figures of animals such as eagles and jaguars were carried by warrior knights.

Captives of war were taken to Tenochtitlan and became slaves, although most were sacrificed to the Aztec god, Huitzilopochtli.

Social Structure: yRuler- . Considered semi-divine. Called tlatoani, or “he who speaks.” Maintained the empire and decided when to wage war. Advisors chose the next ruler from the emperor’s family, but the new ruler had to acquire new possessions of his own. yGovernment Officials, Priests and Military Leaders- -Officials were appointed by the emperor for life, but status was not hereditary. Officials counseled the emperor, were judges and governed the four districts within the city, collected tribute and erected public buildings and roads outside of the city. -Priests conducted all religious ceremonies and served gods. They ran schools that trained boys for priesthood and government jobs. Generally nobles became priests, but a few came from lower classes and girls could become priestesses.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS (continued): The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills -Farmers, fishers, laborers and servants made up the largest and lowest group of commoners. They were loaned plots of lands by their calpulli or ward. They paid tribute with crops, labor or goods. yPeasants- Although peasants were free, they were not loaned land and had to hire their services out to nobles. ySlaves- Slaves were at the bottom of Aztec society. Lawbreakers, prisoners of war or debtors could be slaves.Slaves could own slaves and property. Their children were not born into . slavery. Slaves could gain their own freedom. Itzcoatl’s mother was a slave.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

APS 5.4 CIVICS (continued): The student will identify the political systems of Mesoamerica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Tenochtitlan grew into a magnificent city. A ceremonial plaza for religious rituals, feasts and festivals was at the center of the city.

The two-story palace located in the city included government offices, shrines, courts, storerooms, gardens, courtyards and an aviary.

Daily Life: Marriage was important to the Aztec and signified entry into adulthood. A matchmaker helped families to organize marriages, including setting a dowry.

Polygamy was allowed and a man could have as many wives as he . could afford. Divorce was allowed in Aztec society.

Men had higher status than woman in Aztech life. However, women could own property and sell goods.

All boys attended school. Most went to telpochcalli or “house of youth,” to be trained as soldiers. Sons of nobles went to the calmecac to be trained as officials, priests or military commanders.

Maize was the mainstay of the Aztecs diet. Atole, was a porridge made of maize.

The wealthy ate differently and imported foods. They enjoyed axolotl (a lizard-like creature),cocoa, pineapples, oysters and crabs.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SAMPLE LESSON TITLE: Mesoamerica in Words and Icons UNIT VII: Meosamerica

ENDURING UNDERSTANDING: Students will understand that geography impacts the advancements that civilizations make.

CONCEPTUAL UNIT QUESTION: Mesoamerican cultures were advanced for their time. Do you agree or disagree?

KEY CONCEPT(s): The student will see graphically the common systems of the Mesoamerican cultures and also note the differences.

ESSENTIAL UNDERSTANDING(s): The Olmecs, the Maya, the Aztecs and the Incas shared systems of agriculture, nutrition, trade, entertainment, warfare, architecture, mythology and religion. Only the Maya developed a number system with zero and place value. Only the Maya developed writing which included signs for how to say the word. The Aztecs developed a controlled empire while the Maya mostly had city-states existing side by side and only occasionally warring.

ESSENTIAL QUESTION(s): How were the main cultures in Mesoamerica alike and how were they different? APS OBJECTIVES: 5.2

LESSON DESCRIPTION: Students will use information from their notes to compare the Mesoamerican civilizations.

Materials/Resources: A copy of the “Key Terms and People” list provided in this unit, the History Alive! text, optional other resources, plain and lined paper, and a notebook. Strategies: Use of the comparative diagrams/charts. Student Action: • Organize some of the ideas from the “Key Terms and People” list, from the book and from other sources in a diagram, labeling a column for each: Olmecs, Maya, Aztecs and Incas. If using the student social studies notebook, this should go on the right (testable) side. • Design an original way of presenting the ideas shown in the diagram in a pictorial way. This echoes the efforts of the Maya and the Aztecs to put their ideas in drawings and glyphs. Use the blank paper, which can then be glued into the Interactive Student Notebook.

Teacher Action: • Review the unit, stressing the common systems of the main cultures. • Provide materials and instruct the students and then encourage them to think critically.

Assessment: The students can write about which civilization they think made the most lasting impression, citing examples from their diagram. Adaptation: For students who need additional support, make a wall chart class dictionary of icons, using some of the unit’s key terms and people. Make sure the chart is well spaced to allow room for many students to place their personally developed icon for each term or important person. Allow students needing enrichment to create their own dictionaries with words, glyphs, and definitions of terms that they use today.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

You Teach the Middle Ages

Independently:

___Read your assigned chapters.

___Take notes (at least 20) about what you think are interesting or important facts from the chapter.

___Use the text features of nonfiction (captions, bolding, diagrams, etc.) to help you determine the big ideas.

As a Team:

___Share your notes with your teammates.

___Decide which facts you want to include in the presentation.

___Everyone in your group should have at least two of their facts included.

___Identify the role of each member of the team. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Power Point Considerations:

___A title slide with your topic and pictures.

___Spelling and grammar count!

___It is okay to include pictures, sounds, colors, special effects, etc…..once the information is typed in!

___All fonts should be legible and easy to read. (Yellow font or font that moves quickly can be difficult to read.)

___Your facts need to be the center of attention in your presentation.

___Your power point should be six slides in length (plus a “team member” page).

___ALL group members should have a speaking part during the presentation.

___All group members should be able to answer questions about the presentation.

POP Quiz:

___Type a pop quiz for the class.

___The quiz should include five questions that are true or false, fill in the blank with a word bank, or matching with all information present.

___The quiz information should come directly from your power point facts.

___You need to turn in one blank quiz and an answer key.

Due Date: ______(Your teacher will give you the due date.)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Your Name goes here: ______You Teach the Middle Ages

You or your team will be in charge of teaching the following chapter: ______

You will be required to do the following in order to teach your chapter of information to the class:

I. Read the pages in your chapter.

II. Write (type if possible) 20 important facts about your chapter. Make sure to include facts from all lessons in the chapter. This fact sheet will need to be copied for all members of your class and will be a part of your presentation.

III. Create a vocabulary activity sheet using a list of vocabulary words from your chapter. Your worksheet must include the words and the definitions.

Examples of Vocabulary Activities:

•Matching with words and definitions Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

•Crossword puzzles with meanings and a word bank. •Word search with meanings and a word bank. •Fill in the blanks with definitions and a word bank.

IV. Create a poster about your chapter. Make it colorful and eye catching. It should include a title and have at least five interesting facts displayed.

V. Create a quiz for your classmates to take that can be accomplished by using your twenty interesting facts sheet. Your test must have a total of 10 questions. The ten questions must be made up of either: multiple choice, matching or true/false questions.

Due Date: ______(Your teacher will give you the due date.)

Your Name goes here: ______Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SUGGESTED LITERATURE and OTHER SOURCES

GENERAL WEBSITES and DATABASES:

Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the world

Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.

Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible information about the history of United States.

Unit I: Prehistory

LITERATURE: Hunt!: Can You Survive the Stone Age? by Julia Bruce— In this Step Into History series book the reader assumes the role of clan chief during the Stone Age and must help the clan survive by making fire, finding shelter, hunting for their food during the cold icy winter.

Ice Age: Meet Early Humans and Amazing Animals Sharing a Frozen Planet by Stewart Ross—This pictorial book takes readers back to the time when human beings competed with the most ferocious, now-extinct animals to share life’s necessities. Predators, scavengers, ice age sea creatures, the Neanderthals, and early modern humans are described.

Best Book of Early People by Margaret Hynes—This book guides readers through the stages of humans from the first toolmakers, through the Ice, Bronze, Iron Ages, to the beginnings of civilizations and cities.

You Wouldn’t Want to be a Mammoth Hunter!: Dangerous Beasts You’d Rather Not Encounter by John Malam—This book tells in what ways early man used mammoths for food and more.

Unit II: Fertile Crescent LITERATURE: Life in Ancient Mesopotamia by Shilpa Mehta-Jones—This book from Crabtree Publishing details the everyday life of ancient Mesopotamia including the political and economic structures, religious beliefs, and languages spoken.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Ancient Mesopotamia: The Sumerians, Babylonians, and Assyrians by Virginia Schomp—People of the Ancient World series by Watts introduces the history and culture of the ancient Mesopotamia with a look at the military, political, social, and cultural lives of the Sumerians, Babylonians, and Assyrians.

Gilgamesh the Hero by Geraldine McCaughrean—Retelling of the legend of Gilgamesh losing his dear friend Enkidu, and sets out on a journey to find the secret to eternal life.

Gilgamesh the King by Ludmila Zeman—Retelling of the ancient Sumarian legend of Gilgamesh, the king who was half man and half god.

Revenge of Ishtar by Ludmila Zeman—King Gilgamesh and his friend Enkidu undertake heroic adventures, slay monsters, and save their city.

The Last Quest of Gilgamesh by Ludmila Zeman—King Gilgamesh, mourning for his friend, sets out on a journey to overcome death.

Tigris and Euphrates: Rivers of the Fertile Crescent by Gary Miller—This is an introduction to the two rivers and how the people living in Mesopotamia used the rivers to help create and sustain their civilizations as well as advance culture and scientific principles.

Unit III: Ancient Egypt LITERATURE: Life in Ancient Egypt by Paul Challen—This book from Crabtree Publishing details the everyday life in ancient Egypt including language, economy, religion, and funeral rites.

The Ancient Egyptians by Hila Perl—People of the Ancient World series by Watts introduces the history and culture of the ancient Egypt including the legacy of ancient Egypt through pyramids, temples, hieroglyphics, farming, and social structure.

Technology in Times Past: Ancient Egypt by Robert Snedden—This book provides an introduction to the technology of construction, clothing, tools, medicine, farming, transportation, weapons, and arts of ancient Egypt.

Voices of Ancient Egypt by Kay Winters—Poems and illustrations tell the stories of various occupations in ancient Egypt including scribe, pyramid builder, dancer, and more.

Pharaoh’s Boat by David Weitzman—This book details the building of a boat for Pharaoh Cheops more than 4,000 years before it was completely restored piece by piece. As the boat is built, history, mythology, and customs are explained.

You Wouldn’t Want to Be a Pyramid Builder!: A Hazardous Job You’d Rather Not Have by Jacqueline Morley—This book describes how workers built pharaoh’s tomb.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

Unit IV: Ancient Asia: India and China LITERATURE: Life in Ancient China by Paul Challen—This book from Crabtree Publishing details the everyday life of ancient China including art, inventions, agricultural methods and government.

The Ancient Chinese by Virginia Schomp—People of the Ancient World series by Watts introduces the history and culture of the ancient China including the culture and social structure of the Shang, Zhou, Qin, and Han dynasties.

Technology in Times Past: Ancient China by Robert Snedden—This book provides an introduction to the technology of construction, clothing, tools, medicine, farming, transportation, weapons, and arts of ancient China.

The Emperor's Silent Army: Terracotta Warriors of Ancient China by Jane O'Connor—Describes the archaeological discovery of thousands of life-sized terracotta warrior statues in northern China in 1974, and discusses the emperor who had them created and placed near his tomb.

The Great Wall of China by Lesley A. Dutemple—Explains the history of the walls as they sections were built through the many ages.

Unit V: Ancient Greece LITERATURE: Ancient Greece: Archaeology Unlocks the Secrets of Greece’s Past by Marni McGee—This book explores the history and culture of Ancient Greece by looking at the buildings, wall paintings, statues, and other artifacts constructed during the age of Pericles.

The Ancient Greeks by Allison Lassier—People of the Ancient World series by Watts introduces the history and culture of the ancient Greece by looking at groups such as philosophers, priests and priestesses, poets, artists, architects, warriors, slaves, and athletes.

Technology in Times Past by Robert Snedden—This book provides an introduction to the technology of construction, clothing, tools, medicine, farming, transportation, weapons, and arts of ancient Greece.

The Ancient City: Life in Classical Athens & Rome by Peter Connolly—Recreates the public buildings, temples, shops, and houses of ancient Athens and Rome, providing a window through which to look at the development of the cities and their architecture, and to discuss various aspects of daily life, including religion, food, drama, games, food, culture, and entertainment.

Welcome to the Ancient Olympics! by Jane Bingham—This book provides an introduction to the ancient Greek Olympics covering topics from athletes and events to prizes and the modern Olympic games.

Oh My Gods!: A Look-It-Up Guide to the Gods of Mythology by Megan Bryant—Outlines profiles and family trees from many figures in Greek and Roman mythology, including the powerful Zeus and Hera to mythical beings like the Cyclopes.

The Greek News by Anton Powell—Uses a newspaper format to present articles on the military, trade, religion, education, recreation, philosophy, food, fashion, and other elements of ancient Greek culture. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

You Wouldn't Want To Be a Slave in Ancient Greece! : A Life You'd Rather Not Have by Fiona Macdonald—Looks at the life of a Scythian woman after she is captured and sold into slavery in Greece in the fifth century B.C.

Unit VI: Ancient Rome LITERATURE: Life in Ancient Rome by Shilpa Mehta-Jones—This book from Crabtree Publishing details the everyday life of ancient Rome including the government, economy, and army.

The Ancient Romans by Allison Lessier—People of the Ancient World series by Watts introduces the history and culture of the ancient Rome focusing on the political structure, philosophers, roles of working class, women, priests, and other groups.

Conquest!: Can You Build a Roman City by Julia Bruce—In this Step Into History series book, the army general has been tasked to help expand the Roman empire by planning and fighting battles, building forts, roads, aqueducts, and beginning to govern the new province.

Technology in Times Past: Ancient Rome by Robert Snedden—This book provides an introduction to the technology of construction, clothing, tools, medicine, farming, transportation, weapons, and arts of ancient Rome.

You Wouldn’t Want to Be a Roman Soldier!: Barbarians You’d Rather Not Meet by David Stewart—Through funny illustrations, information surrounding the life of a Roman soldier is detailed such as training, battling, living in forts, illness, injury, and retirement.

Rome: in Spectacular Cross-Section by Andrew Solway—Detailed illustrations with explanatory captions and narrative text survey some sites in ancient Rome.

Unit VII: Mesoamerica LITERATURE: Life in Ancient Mesoamerica by Lynn Peppas—This book from Crabtree Publishing details everyday life of ancient Aztecs and Mayans including civilizations, architecture, religion, and their medical advances.

The Ancient Aztecs by Liz Sonneborn—People of the Ancient World series by Watts introduces the history and culture of the ancient Aztecs including how they built the city of Tenochtitlan and explains their social structure.

The Ancient Inca by Patricia Calvert—People of the Ancient World series by Watts introduces the history and culture of the ancient Incas including religion, art, architecture, and the rise and fall of their empire.

The Ancient Maya by Lila Perl—People of the Ancient World series by Watts introduces the history and culture of ancient Maya including their Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

developments in math, science, and writing systems.

Secrets in Stone: All About Maya Hieroglyphs by Laurie Coulter—Describes the Maya and their language, and examines how the Mayan writing system was deciphered.

Technology in Times Past: Aztec, Inca, and Maya by Robert Snedden—This book provides an introduction to the technology of construction, clothing, tools, medicine, farming, transportation, weapons, and arts for the Aztec, Incan, and Mayan civilizations.

Extension: The Early Middle Ages LITERATURE: Siege!: Can You Capture a Castle? by Julia Bruce—In this Step Into History series book, it is time to besiege and capture a rebel lord’s castle by planning your strategy, arming your men, and building the correct weapons.

You Wouldn’t Want to Be a Medieval Knight!: Armor You’d Rather Not Wear by Fiona Macdonald—Gives information on the training, traditions, and life of knights during the Middle Ages.

Good Masters! Sweet Ladies!: Voices from a Medieval Village by Laura Amy Schlitz—This book is a collection of short one person plays featuring characters from the middle ages including a Lord’s nephew, blacksmith’s daughter, pilgrim, tanner’s apprentice, and more.

Knights and Castles by Philip Dixon—Through text and 3D illustrations, this book outlines information about knighthood and castles including how the castle is used as both a fort and palace.

Knights and Castles: Exploring History Through Art by Alex Martin—Through the use of colorful paintings and illustrations, this book provides information about the daily lives of knights and children with emphasis on food, festivals, and games.

Castle by David Macaulay—Text and detailed drawings follow the planning and construction of a typical castle and adjoining town in thirteenth- century Wales.

Cathedral : The Story of its Construction by David Macaulay—Text and detailed drawings follow the planning and construction of a magnificent Gothic cathedral in the imaginary French town of Chutreaux during the thirteenth century. (Caldecott Honor)

ADDITIONAL LITERATURE Hands on Ancient History series from Heinemann Library—These books include history and hands-on activities such as recipes, crafts, physical activities, and art projects. Titles in this series include: History and Activities of Ancient China History and Activities of Ancient Egypt History and Activities of Ancient Greece History and Activities of the Aztecs Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

History and Activities of the Roman Empire

Seven Wonders of the Ancient World by Michael Woods—One book within the series Seven Ancient Wonders from Twenty-First Century Books. This book series looks at various wonders of the ancient world including the Hanging Gardens of Babylon, the Great Pyramid of Giza, Statue of Zeus at Olympia, and more. Titles within the series include: Seven Wonders of Ancient Asia Seven Wonders of Ancient Central and South America Seven Wonders of Ancient Greece Seven Wonders of the Ancient Middle East

Ancient Agriculture: From Foraging to Farming by Michael Woods and Mary B. Woods—Discusses agricultural technology in various cultures from the Stone Age to 476 A.D., including China, Egypt, Mesoamerica, and Greece.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

SUGGESTED PACING GUIDE

The following is a suggested pacing guide. Its use is dependent upon schools’ schedules, teachers’ thematic sequential or issue-based approach to content, students’ leaning needs, and the availability of resources.

UNIT TIMEFRAME DATES I. Prehistory 3 weeks September

II. Fertile Crescent 4 weeks October

III. Ancient Egypt 4 weeks November/December

IV. Ancient Asia: India and China 5 weeks January/February

V. Ancient Greece 3 weeks February/March

VI. Ancient Rome 3 weeks March/April

VII. Mesoamerica 4 weeks May/June

Extension Activity: The Middle Ages

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 5

TEXTBOOK ALIGNMENT CHART: HISTORY ALIVE! THE ANCIENT WORLD

TEXTBOOK VENDOR: Teachers’ Curriculum Institute

UNIT SOL/APS CORRELATION TO STUDENT EDITION NUMBER & TITLE: OBJECTIVE NUMBER TEACHER RESOURCE CORRELATIONS AS NOTED MW—Medieval World Program Unit I APS 5.1-5.4 5-11, 24-31 Prehistory

Unit II APS 5.1-5.4 32-39, 44-53, 54-65 The Fertile Crescent

Unit III APS 5.1-5.4 66-77, 78-85, 85-89-103 Ancient Egypt

Unit IV APS 5.1-5.4 131-143, 176-221, 231-239, 244-265 Ancient India & China

Unit V APS 5.1-5.4 267-293, 302-311, 320-333 Ancient Greece

Unit VI APS 5.1-5.4 334-375, 394-405 Ancient Rome

Unit VII APS 5.1-5.4 MW 273-283, 285-291, 303-313, 315-327 Mesoamerica