Vocabulary Self-Awareness

Unit 1, Activity 4, Vocabulary Self-Awareness Grade 5 Social StudiesBlackline Masters, Social Studies, Grade 5 Page 1 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 4, Vocabulary Self-Awareness Vocabulary Self-AwarenessWord +   Example Definition empire migrate artifact ceremony sacrifice civilization anthropologist archaeologist specialize achievement culture quipuBlackline Masters, Social Studies, Grade 5 Page 1 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 5, Comparison and Contrast of Aztecs, Incas, and MayaComparison and Contrast of Aztecs, Incas, and MayanFocal Points Aztecs Incas Mayan Physical environmentArchitectureLanguageLeisure activitiesScientific knowledgeReligious beliefsGoverning structuresBlackline Masters, Social Studies, Grade 5 Page 2 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, Activity 7, Split-Page NotetakingSplit-Page NotetakingBig Ideas Supporting InformationSettlementMoundsFoodsToolsTradeReligionBlackline Masters, Social Studies, Grade 5 Page 3 Louisiana Comprehensive Curriculum, Revised 2008 Unit 1, General Assessment 1, Venn Diagram Venn DiagramAZTEC MAYANINCABlackline Masters, Social Studies, Grade 5 Page 4 Louisiana Comprehensive Curriculum, Revised 2008 Unit 2, Activity 3, Native Americans of the United StatesNative Americans of the United StatesNative American Types of Way of Life Foods Interesting Fact Group Shelter Eastern WoodlandSouthwestNorthwestGreat PlainsArcticWestBlackline Masters, Social Studies, Grade 5 Page 5 Louisiana Comprehensive Curriculum, Revised 2008 Unit 2, Activity 5, Europeans in 1492Europeans in 1492Things We Things We Want Things We Know to Know Learned Foods and Need for SpicesReligionSocial ClassesTransportationMaking a LivingBlackline Masters, Social Studies, Grade 5 Page 6 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 1, Word GridDirections: Fill in the word grid by placing a “+” in the space corresponding to the element that describes the type of map. If the element is not present on a map, a “–” should be placed in the space.Word GridType of Map Area of Land Map Political Landforms Pictures Map Key Shown in Shades Scale Boundaries and of Color Symbols Political map Physical map Resource map Climate map Elevation mapBlackline Masters, Social Studies, Grade 5 Page 7 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 1, Can You Read a Map?Can You Read a Map?Questions Answers What does the map title tell you about how the map might be used? What is the distance between A and B? B and C? (Use distance scale.) In what direction must you travel to go from A to B? From C to B? How did the map key help you identify places A, B, and C on the map? What do A, B, and C represent on the map? How does the compass rose help you determine the direction from one place to another?Blackline Masters, Social Studies, Grade 5 Page 8 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 7, Anticipation Guide – Spanish Conquistadors Are Great Anticipation Guide – Spanish Conquistadors Are GreatSpanish Conquistadors Are Great DIRECTIONS: Read each statement carefully and decide whether the statement is true or false. Before Reading After Reading 1. Spanish conquistadors were friendly people who were only helping their country. ______2. Spanish conquistadors were looking for wealth. ______3. Spanish conquistadors intentionally exposed the ______Aztecs to smallpox. 4. Spanish conquistadors conquered territory in ______Mexico and South America. Blackline Masters, Social Studies, Grade 5 Page 9 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Push/Pull Factors Push/Pull FactorsCategory of Motivation Push Factors Pull Factors ReligiousEconomicPoliticalBlackline Masters, Social Studies, Grade 5 Page 10 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Motivations of Explorers Motivations of ExplorersExplorer Motivations of ExplorersChristopher ColumbusHenry HudsonJuan Ponce de LeonBlackline Masters, Social Studies, Grade 5 Page 11 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 10, Motivations of Early Settlers Motivations of Early SettlersEarly Settlements Motivations of Settlers St. AugustineRoanokeJamestownQuebecPlymouth Blackline Masters, Social Studies, Grade 5 Page 12 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 11, Cultural Changes in the New World Cultural Changes in the New WorldCultural Change Why did change What were some occur? long-term results? Native Americans convert to Christianity.Africans enslaved.Settlers learn to grow native crops.Blackline Masters, Social Studies, Grade 5 Page 13 Louisiana Comprehensive Curriculum, Revised 2008 Unit 3, Activity 6, Specific Assessment Rubric Specific Assessment Rubric Score Level Description of Score Level 4  The response demonstrates in-depth understanding of the relevant content and/or procedure.  The group completes all important components of the task accurately and communicates ideas effectively.  Where appropriate, the group offers insightful interpretations and/or extensions.  Where appropriate, the group chooses more sophisticated reasoning and/or efficient procedures. 3  The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood.  The group completes the most important aspects of the task accurately and communicates clearly.  The group’s logic and reasoning may contain minor flaws. 2  The group completes some parts of the task successfully.  The response demonstrates gaps in conceptual understanding. 1  The group completes only a small portion of the task and/or shows minimal understanding of the concepts or processes. 0  The students’ responses are totally incorrect, irrelevant, too brief to evaluate, or blank.Blackline Masters, Social Studies, Grade 5 Page 14 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 4, Regions of Colonial AmericaRegions of Colonial AmericaRegions Names of Physical Climate Resources Colonies Features New England ColoniesMiddle ColoniesSouthern ColoniesBlackline Masters, Social Studies, Grade 5 Page 15 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 7, Discussion Guide for Reciprocal TeachingDiscussion Guide for Reciprocal TeachingReading: Date: Prediction:Questions:Clarifications:Summary Statement:Was the prediction confirmed: YES NODetails:Blackline Masters, Social Studies, Grade 5 Page 16 Louisiana Comprehensive Curriculum, Revised 2008 Unit 4, Activity 8, Cooperation and ConflictCooperation and ConflictExamples of Colonists’ Cooperation with Examples of Native Americans’ Native Americans Cooperation with ColonistsExamples of Colonists’ Conflict with Examples of Native Americans’ Conflict Native Americans with ColonistsBlackline Masters, Social Studies, Grade 5 Page 17 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activity 2, Word GridDirections: Fill in the word grid by placing a “+” in the space for the correct reason each colony was founded and a “–“ in the space that would be an incorrect reason.Word GridColony Political Religious Economic VirginiaNew YorkMassachusettsRhode IslandConnecticutNew HampshireDelawareNew JerseyPennsylvaniaMarylandNorth CarolinaSouth CarolinaGeorgiaBlackline Masters, Social Studies, Grade 5 Page 18 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activity 2, Organization and Structure of the 13 ColoniesOrganization and Structure of the 13 ColoniesColony Founder of Political Social Economic Colony VirginiaNew YorkMassachusettsRhode IslandConnecticutNew HampshireDelawareNew JerseyPennsylvaniaMaryland North CarolinaSouth CarolinaGeorgiaBlackline Masters, Social Studies, Grade 5 Page 19 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, General Assessment 1, Sample RubricSample RubricScore Level Description of Score Level 4 Excellent  Student demonstrates in-depth understanding of event and remains focused on the event.  Student portrays an accurate account of event and communicates ideas effectively.  Student uses creativity.  Where appropriate, student offers insightful interpretations and/or extensions. 3 Good  Student demonstrates understanding of major concepts, although less important ideas may be overlooked or misunderstood.  Student portrays most important aspects accurately and communicates clearly.  Student’s interpretations may contain minor flaws. 2 Fair  Student completes some parts of the task successfully.  The response demonstrates gaps in conceptual understanding. 1 Poor  Student completes only a small portion of the task and/or shows minimal understanding of the concept. 0 Unsatisfactory  Student’s response is incorrect, irrelevant, or too brief to evaluate.Blackline Masters, Social Studies, Grade 5 Page 20 Louisiana Comprehensive Curriculum, Revised 2008 Unit 5, Activities 2 and 3 Specific-Assessment, Sums It UpSums It UpBlackline Masters, Social Studies, Grade 5 Page 21 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 1, Why Settle Here? Why Settle Here?Physical Features Influencing Settlements and Cities Settlement JamestownBostonPhiladelphiaPlymouthWilliamsburgNew YorkCharlestonBlackline Masters, Social Studies, Grade 5 Page 22 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 4, Process Guide Process GuideDescribe the relationship of colonists and Native Americans.Explain and give examples of how Native Americans adapted to living in a particular environment.Explain and give examples of how the colonists adapted to living in a particular environment.Describe the impact of human action on the environment. Blackline Masters, Social Studies, Grade 5 Page 23 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 4, Venn Diagram Venn DiagramBlackline Masters, Social Studies, Grade 5 Page 24 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 8, Useful Natural Resources Useful Natural ResourcesNatural Resource UseBlackline Masters, Social Studies, Grade 5 Page 25 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 10, Venn Diagram Venn DiagramBlackline Masters, Social Studies, Grade 5 Page 26 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Activity 11, Advantages and Disadvantages of Being English Colonists Advantages and Disadvantages of Being English ColonistsAdvantages DisadvantagesBlackline Masters, Social Studies, Grade 5 Page 27 Louisiana Comprehensive Curriculum, Revised 2008 Unit 6, Assessment of Presentations Rubric Assessment of Presentations Rubric4 Excellent 1. Group clearly explains the relationship between the colonists and the Native Americans. 2. Group clearly explains and gives examples of how the colonists adapted to the environment and what impact their actions had on the environment. 3. Group clearly explains and gives examples of how the Native Americans adapted to the environment and what impact their actions had on the environment. 3 Good Group clearly explains two parts and generally explains one part. 2 Fair Group clearly explains one part and generally explains the rest. 1 Poor Group clearly explains one part or generally explains all parts. 0 Unsatisfactory Group explains nothing.Blackline Masters, Social Studies, Grade 5 Page 28 Louisiana Comprehensive Curriculum, Revised 2008

Vocabulary Self-Awareness

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