Grade 5 Curriculum Map, DRAFT



C.S. 57X Curriculum Map Essential Question: How have the historical experiences of the western hemisphere affected the culture, economies, and geography of its nations? DRAFT Grade 5

|2005-2006 |

Content

• Skills

• Strategies

• Standards

|Reading

(Test prep embedded throughout)

• Establish routines, clear expectations, classroom management

• Choose a “just right” book

• Build stamina

• Chart strategies used by good readers

• Response logs

• Author’s Purpose

• Establish independent reading routines

• Read aloud/shared reading based on historical fiction

• Provide daily opportunities for read aloud, shared, independent

• Provide guided reading as needed

• Accountable talk

• Introduce Reader’s Notebook

• “Think-Aloud”

• Reader’s Notebook

• The following comprehension strategies are on-going throughout the year:

• Questioning

• Make connections

• Visualizing

• Predicting

• Visualizing

• Synthesizing

• Determining importance

Standards: E1a, E1d, E5a, E5b

Content Understandings: 3 Weeks in September

Who were the nations that joined the Iroquois Confederacy?

-What were the causes and effects of the formation of the Iroquois Confederacy?

-What were the similarities and differences between the roles of Iroquois women and Colonial women?

-What were the causes and effects of British taxation on colonial attitudes towards independence?

-What role did NY State play in the American Revolution?

Social Studies Standards: #1 History of US and NYS, #2 World History, #3 Geography, #4, Economics, #5 Civics, Citizenship and Govt.

Content Understandings: 1 Week in September

What is the purpose of government?

-How are the federal, state, and local (city) governments structured?

-What is the importance of the system of “checks and balances?”

-Why did the writers of the Constitution ensure that there were three branches of government?

-What are the roles of the three branches of government on the federal, state, and local levels?

-How is non-fiction different from fiction?

-How and when can the President use the power to veto? What are the benefits and/or potential problems with the use of such power?

Social Studies Standards: #1 History of US and NYS #5 Civics, Citizenship and Govt.

Writing

• Establish routines, procedures and expectations including:

• Writer’s notebook

• Use, care and maintenance of writing center materials

• Collecting ideas/strategies for generating topics

• Conferring

• Provide daily opportunities for modeled writing, student practice and independent writing

• Writer’s Notebook

• The writing process (plan, draft, revise, edit, publish)

• Introduce Editing Checklist ( No Nonsense Guide to Writing)

Standards: E2b, E2c, E5a, E5b |Reading

(Test prep embedded throughout)

• Identify features of nonfiction

• Summarize/retell

• Determine importance

• Main idea/ supporting details

• Synthesize

• Activate prior knowledge

• Question to gain information

• Compare/contrast

• Use of planning tools to show information

• Note taking

• Using text and non text structures

Standards: E1a, E1c, E5a

Content Understandings: 1st Week in October

What is the purpose of government?

-How are the federal, state, and local (city) governments structured?

-What is the importance of the system of “checks and balances?”

-Why did the writers of the Constitution ensure that there were three branches of government?

-What are the roles of the three branches of government on the federal, state, and local levels?

-How is non-fiction different from fiction?

-How and when can the President use the power to veto? What are the benefits and/or potential problems with the use of such power?

Social Studies Standards: #1 History of US and NYS #5 Civics, Citizenship and Govt.

Content Understandings: 2nd and 3rd Weeks in October

What are some common characteristics of maps, charts, and graphs?

-What are the main bodies of water in NY State and what regions do they border?

-What are the main regions of NY State and the United States?

-What land forms make up NY State?

-How can longitude and latitude help me to locate places on a map or globe?

-Where are the Equator and the Prime Meridian?

-How can I use a compass on a map or globe to locate places?

Social Studies Standards: #3 Geography

Content Understandings: Last week in October

How did the Industrial Revolution affect the economic status of New York within a global context?

-Why and how does New York play an important role in our nation’s economy?

-How do the concepts of supply/demand and scarcity affect the price of a product?

-What are the effects of having unlimited wants but limited resources?

-How do the natural resources of New York differ regionally and how do these differences affect the economies of each area?

-How did the roles of people change within a family and community during the Industrial Revolution?

Social Studies Standards: #4 Economics

Writing

• Non-fiction writer’s notebook

• Note-taking strategies

• Short response to data based questions (DBQ’s)

• Incorporate nonfiction text structures

• Apply author’s craft

• Voice

Standards: E2a, E4a, E5a

|Reading

(Test prep embedded throughout)

• Skim/question/predict

• Identify literary elements

• Character development

• Make connections -text to self/ world/ text

• Re-read/ thinking aloud using context clues

• Introduce Book Clubs

Standards: E1a, E1d, E5a

Content Understandings: 1st Week in November

How did the Industrial Revolution affect the economic status of New York within a global context?

-Why and how does New York play an important role in our nation’s economy?

-How do the concepts of supply/demand and scarcity affect the price of a product?

-What are the effects of having unlimited wants but limited resources?

-How do the natural resources of New York differ regionally and how do these differences affect the economies of each area?

-How did the roles of people change within a family and community during the Industrial Revolution?

Social Studies Standards: #4 Economics

3 weeks in November

The varied climates and geography of Latin America (including the Caribbean)

●

Ethnic, racial, and cultural diversity amongst the people of Latin America (including the Caribbean)

●

Cultural similarities amongst various Latin American nations

-How are the physical environments of Latin America different depending on climate and natural resources?

-How are the people of Latin America and the Caribbean similar? What cultural practices do they share? Why do they share these practices (what influenced them)?

-How are the people of Latin America racially, ethnically, and culturally diverse? What are the causes of such diversity?

-Why are most of the countries of Latin America and the Caribbean considered “developing nations” economically?

--How are the lives of the people in Latin America different from my life in New York as a result of geography, climate, and economy?

Social Studies Standards: : #2: World History

# 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

December:

Turning Points In the History of Latin America

-The Encounter: Ancient Civilizations of Latin America, European colonialists, and the African slave-trade

-Independence Movements throughout Latin American and the Caribbean

-The United States has an economic and political stake in Latin America (touch on any of the following: Mexican War, Monroe Doctrine, Spanish American War, Panama Canal, Cuban Missile Crisis)

-What were the characteristics of the main Indigenous Civilizations of Latin America?

-How did life change for the Indigenous people under Spanish colonial rule (both Church rule and conquistadors)?

-How did the slave trade impact the social and political landscape of Latin America?

-How did the American Revolution influence Latin American and Caribbean nations to also fight for their independence?

-How were the independence movements in Latin America and the Caribbean different from that of the U.S. (here, impact of dictatorships, etc.)?

-Why did the United States have a political and economic stake in Latin America?

-How are the economies of various Latin American countries similar and/or different from the free market democracy of the U.S.?

Social Studies Standards: : #1 History of US and NYS #2: World History

# 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

Writing

Writing process with emphasis on:

• Use writing to engage readers in an experience

• Develop actions and events

• Analyze character

• Developing good endings

• Editing/ mechanics/ grammar

Standards: E2b, E4a, E4b, E5a, E5b

|Reading

(Test prep embedded throughout)

• Identify features of folktales/songs

• Read various folklore and songs from United States, Canada and Latin America

• Compare/contrast

• Use graphic organizers

• Determine theme of story

• Context clues

• Make inferences

• Cause/effect

• Question

Standards: E1a, E1b, E1d

Content Understandings

Westward Expansion: Changing Boundaries of North America

●

-Boone (1775)

-Banneker (1791)

-Louisiana Purchase

-War of 1812

-Monroe Doctrine

-Indian Removal Act

-Battle over Texas (Alamo-1836)

-Oregon Trail (1840’s)

-California Gold Rush (1849)

-How and why have the political boundaries of North America changed over time?

-How have the historical events that expanded our country’s political boundaries contributed to the contemporary social diversity and economic disparity amongst groups within the Western Hemisphere?

-Who were the main historical figures who worked to expand the boundaries of the United States?

-What do the “Star-Spangled Banner” and other folk songs tell us about the values and history of the United States?

-What was the significance of moving the U.S. capital from Philadelphia to Washington, D.C.? What were the architectural influences for the designers of the city?

-What was life like for the pioneers/homesteaders?

Social Studies Standards: : #1 History of US and NYS #2: World History

# 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

Writing

• Compare and contrast characters and situations

• Create a character in an original story

• Write song lyrics pertinent to an area of the United States

Standards: E2b, E4a, E4b, E5b

|Reading

• Identify features of autobiography and biography

• Timelines

• Significant accomplishments

• Big theme/importance of subject in history

• Caption reading

• Main idea

• Character traits

• Facts/details

• Sequence

• Inference

• Cause/effect

• Graphic organizers

Standards: E1a, E1b, E1c, E1d

Content Understandings:

Industrial Revolution

●

-Mills and factories

-Inventions

-Increased transportation (land, water, and air)

-Why is the Industrial Revolution considered a “turning point” in the history of the United States?

-What factors helped or hindered the process of Industrialization throughout the Western Hemisphere?

-Who were the main contributors to the Industrial Revolution?

-How have increased opportunities for transportation changed the social and physical landscape of the Western Hemisphere?

-How has industrialization increased urbanization throughout the Western Hemisphere?

-How has industrialism made the countries of the Western Hemisphere increasingly interdependent?

-How does the portrayal of the “giants of industry” in portraits and other artwork reflect the impact of industrialism on society

Social Studies Standards: : #1 History of US and NYS #2: World History

# 4: Economics

Writing

• Research-based feature article

• Develop questions

• Interview

• Gather/organize data

• Note-taking

• Intro/body/conclusion

• Timelines

Standards: E2a, E4a, E4b, E5a

|Reading

• Identify features of narrative text

• Point of view

• Character traits

• Plot

• Conflict/resolution

• Climax, rising events

Standards: E1a, E1b, E1d

Content Understandings:

Voices of a Changing Continent

1840’s-early 1900’s

●

Abolitionists

Women’s Rights

Labor Movement

Preservationists

Native American Rights

Social Welfare Workers

-How have people throughout history shaped our country through the assertions of their values and beliefs?

-How were people treated differently/unequally in the past in the United States and what has been the historical legacy of such treatment today?

-How have the events in people’s lives caused them to develop distinct and varying perspectives on identical situations?

-How did the world change after slavery was made illegal? How did the lives of African-Americans change in the U.S.?

-Why did many Abolitionists join in the fight for Women’s Rights? How are the two movements connected?

-How did the work of those involved in the early Labor Movement contribute to our contemporary relationship to work and the economy?

Social Studies Standards: : #1 History of US and NYS # 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

Writing

• Response to literature including good beginnings and endings (cliffhangers and hooks, etc.), point of view, character development

Standards: E2b, E2c, E4a, E4b, E5b

|Reading

• Identify features of poetry

• Reading poetry:

-for enjoyment

-for meaning

-to study structure

-to make connections:

(text to self/ world/ text)

• Visualize

• Mood

• Distinguish prose from verse

• Use mentor texts

• Poetic devices (simile, metaphor, imagery, onomatopoeia, etc.)

Standards: E1a, E1b, E1d, E5a, E5b

Content Understandings:

Immigration and Migration

●

-British Loyalists to Canada during Revolution

-Mexican migration and immigration

-Chinese immigrants (early)

-Native American migration

-Great Migration (African-Americans migrate north and west)

-Early (early 20th century) Europeans immigrate due to famines and economic depression in Europe

-Post WWII immigration from Europe

-Present-day experience for immigrants

-What motivates a person, family, or group to move to a new place (push and pull factors)?

-What challenges have immigrants faced throughout history

-How and why are ethnic enclaves formed?

-What role did the British Loyalists play in shaping modern-day Canada (bi-lingualism)?

-How did the changing political borders make Mexican migration/immigration unique?

-What role did Chinese immigrants play in building the transcontinental railroad?

-What aspects of their culture have immigrants brought to the United States?

-Why was the United States referred to as a “melting pot” culture? Is this an accurate description?

-How did the Great Migration permanently change both the urban landscape of North America and the economy of the South?

-How has migration and immigration led to cultural diffusion?

-What was life like for immigrants in urban areas vs. rural areas?

Social Studies Standards: : #1 History of US and NYS #2: World History

# 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

Writing

• Incorporate poetic devices

• Imagery

• Descriptive and figurative language

• Poetic license

• Convey mood

Standards: E2b, E2c, E4b, E5a, E5b

|Reading

• Identify features of selected genre or identify a theme across text

• Examine author’s craft and style

• Use mentor texts

• Synthesize

• Making inferences

• Visualize

• Question

Standards: E1a, E1b, E1d, E5a, E5b

Content Understandings:

Hopes for Peace and Prosperity in the 20th Century

●

-WWI

-The Roaring Twenties

-The Great Depression

-The New Deal

-WWII

-Holocaust

-The Cold War

-Civil Rights

How do political posters, songs, and artwork provide us with a social and cultural context for historical events?

-How did the events of the 20th century alter the values and priorities of various nations in the Western Hemisphere?

-How did an increasing economic interdependence cause many of the hardships of the 20th century?

-How did our government respond to the political, economic, and social challenges that it faced throughout the 20th century?

-Who were the leaders that helped to enact change throughout the 20th century?

-Why did Canada and the U.S. have Japanese internment camps?

Social Studies Standards: : #1 History of US and NYS #2: World History

# 3: Geography

# 4: Economics

# 5: Civics, Citizenship, and Government

Writing

• Creating a piece that demonstrates characteristics of genre or theme

Standards: E2a, E2b, E2c, E4b, E5a, E5b

| |2005-2006 |September |October/November |November/December |January |February |March |April/May |May/June | |Listening

and

Speaking

|Listening/Speaking

• Learning how to engage each other in accountable talk

• Charting strategies used by good listeners

• Note taking

• Peer/teacher conferring

• Establishing cooperative learning groups

• Speaking to a group

• Debate issues

Standards: E3a, E3b, E3c

|Listening/Speaking

• Confer

• Accountable talk

• Compare, analyze and contrast historical media( Primary Source Documents, historical paintings, posters, photographs, maps, and charts)

• Listen and comment appropriately to class reports

• Weekly Celebrations/Oral Reports

Standards: E3a, E3b

|Listening/Speaking

• Oral retells

• Group discussions

• Establish conventions/ routines of literature circles

Standards: E3a, E3b, E3c

|Listening/Speaking

• Listen to and retell folkloric tales

• Read aloud

• Note taking

• Graphic organizers to take notes

Standards: E3a, E3b, E3c |Listening/Speaking

• Interview

• Question

• Listen to primary source speeches and recorded biographies

• Oral presentations

Standards: E3a, E3b, E3c

|Listening/Speaking

• Oral presentation of response to literature

• Listen and comment appropriately to class narratives

Standards: E3a, E3b, E3c

|Listening/Speaking

• Reading with and listening for: rhyme, rhythm, meter, patterns, language, beat

• Recite poetry

• Convey mood with voice and tone

Standards: E3a, E3b, E3c |Listening/Speaking

• Books on tape

• Converse to compare and contrast themes, characters, and ideas

• Question

Standards: E3a, E3b, E3c, E3d

| |Word Study |Word Study

• Use of Dictionary and thesaurus

• Advanced high frequency words

• Advanced spelling strategies

• Using an Atlas as a reference source/Map Skills

• Language and Usage: Sentences; Parts of a sentence, sentence structure, subjects and predicates

• Prefixes, , syllabication

Standard: E4a, E4b

|Word Study

• Topic sentence leads

• Key words

• Specialized content vocabulary

• Interactive word wall

• Transitional words and phrases, conjunctions

• Suffixes, structural analysis

• Synonyms

• Mechanics: punctuation and capitalization

Standard: E4a

|Word Study

• Vocabulary through context

• Testing Vocabulary

• Antonyms

• Homophones

• Homographs

• Nouns: Singular/Plural, Possessive

Standard: E4a |Word Study

• Specialized vocabulary

• Interactive word wall

• Transitional words

• Testing Vocabulary

• Folkloric character name origins

• Verbs: Main, Helping, Linking, Past, Present, Future, Regular and Irregular

Standard: E4a |Word Study

• Specialized vocabulary words

• Adverbs: Comparison, Time, Place and Manner,

• Prepositions and Prepositional Phrases

Standard: E4a |Word Study

• Descriptive words

• Review Synonyms/ antonyms

• Emotion words

Standards: E4a |Word Study

• Descriptive/figurative words

• Literary device words (similes, metaphors, onomatopoeia)

Standards: E4a, E4b |Word Study

• Add to word wall with terms specific to selected genre and/or author study

Standards:E4a, E4b | |Social Studies Vocabulary/

Key Term |Algonquians, artifacts, amendment, assembly, Bill of Rights, Boston Tea Party, boycott, branches of government, checks and balances, colonial government, colonist, colony, constitution, Continental Congress, culture, customs, delegate, democracy, freedom, government, Declaration of Independence, Haudenosaunee, independence, Iroquois, laws, legislature, liberty, longhouse, Minutemen, Native American Indian, New Amsterdam, New Netherlans, Peter Stuyvesant, Patriot, representative, patroon, Sons of Liberty, Stamp Act, Wampum, wigwam |Geographic

factors, geo

features/area, globe, Gulf Stream, landform, latitude, longitude, meridians

altitude

Antarctic Circle

Arctic Circle

Basin

Border

Canada

Climate

Contour

Delta

Geological process

Gulf Stream

Rainforest

Landforms

Latin America

Midwest

Province

Political boundar-ies

Prime Meridian

Tropic of Cancer

Tropic of Capricorn

tributaries

|Supply/ demand, interdependence, Industrial Revolution, Import/export, scarcity, limited resources/unlimited wants, profit, consumption, |Aztecs, agricultural campesino, Caribbean, Central America, conquistador, Cultures: Characteristic, distribution, complexity of, cultural groups, dictatorship, encomienda system, environmental factors, ethnic groups, indigenous peoples, Incas, Mayas, junta, Latin America, maize, migration, immigration, migration, resources: human, capital, natural, turning points, Amazon River, Argentina, Atacama Desert, Bolivia, Brazil, Caribbean Sea, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Gulf of Mexico, Guyana, Haiti, Hispaniola, Honduras, Jamaica, Lake Maracaibo, Lake Titicaca, Mexico, Mexico City, Nicaragua, the Pampas, Panama, Paragua, Peru, Orinoco ZRiver, Rio de la Plata system, Surname, Uraguay |Barter, cotton belt, geographic features, borders, boundaries, irrigation, human migration, mining, Mississippi River, prairies, state, westward expansion, Great Plains, Great lakes, Northwest territories, Rocky Mountains, Washington D.C. |Acid rain, assembly line, barter, capitalism, capital goods, capital resources, conservation, consumer, consumption, credit, developing nations, developed nations, economics, economic development, economic growth, economic interdependence, economic systems, exports, free enterprise, free trade, goods and services, production, distribution, exchange, import, industrialization, industrial growth and expansion, labor force, modernization, pollution, producer, production, profit, scarcity, supply and demand, stock market, surplus, rtariff, technologies, trade, manufacture, NAFTA, World Bank |Campaign, absentee ballot, civic life, civic values, citizenship, civil rights, suffrage, communism, due process, international labor movement, majority rule, political power, political party, separatists, socialism, veto |Census, human resources, immigrant, migrant, immigration, migration, population density, population distribution, population movement, rural to urban to suburban ( 19th and 20th century)

Societies, urbanization |Review all previously learned vocabulary and incorporate into research projects

Analyze primary-source accounts and documents to determine the credibility of the source.

-Summarize key historical events of the 20th century.

-Differentiate between essential and irrelevant information when conducting research with non-fiction.

-Identify the causes and effects of various events of the 20th century.

-Utilize questioning strategies to conduct research on a topic.

-Follow steps in a sequence to complete a visual presentation using technology (PowerPoint).

-Analyze art and music from various eras in the 20th century to develop a historical context.

-Compare and contrast the governments/economies of democratic and communist countries. | |

Student Outcomes

|

Students will:

• understand and practice reader’s and writer’s workshop

• collect ideas in writer’s notebook for later development of topics

• understand conventions of historical fiction

• create interdisciplinary exhibits: artifacts, maps, dioramas, tables, timelines that represent data

Recognize the characteristics of the genre of historical fiction.

-Summarize the main historical periods/events in New York State.

-Identify the causes and effects of European colonialism in NY State.

-Compare and contrast the role of women in the Iroquois Confederacy to the role of women in the Colonial Era.

-Identify the main idea and supporting details of primary and secondary sources.

-Develop a Social Studies vocabulary on the early history of NY State using contextual vocabulary clues.

-Develop an understanding of how there can be multiple perspectives of the same historical event.

-Identify the causes and effects of geography/climate on a location (i.e.: being located closer to the Equator causes a place to be warmer).

-Draw inferences and conclusions from data in maps, charts, and graphs.

-Identify, use, and interpret primary-source documents such as early maps of the Native Americans and/or explorers of NY State.

-Develop a Social Studies vocabulary on geography using contextual vocabulary clues.

Recognize the characteristics of the genre of non-fiction including the use of non-fictional aides such as graphs, charts, and captions/labels.

-Develop a sequential understanding of how a bill becomes a law using time lines and flow charts.

-Identify the authors’ purpose of The Declaration of Independence, The Constitution, The Articles of Confederation, and the Bill of Rights.

-Compare and contrast the structure and purposes of federal, local, and state governments.

-Draw conclusions and/or make inferences from information presented in primary-source documents.

-Develop a Social Studies vocabulary on government using contextual vocabulary clues.

|

Students will:

• recognize and understand the conventions of various non-fiction genre in the content areas

• respond to data appropriately

Recognize the characteristics of the genre of non-fiction including the use of non-fictional aides such as graphs, charts, and captions/labels.

-Develop a sequential understanding of how a bill becomes a law using time lines and flow charts.

-Identify the authors’ purpose of The Declaration of Independence, The Constitution, The Articles of Confederation, and the Bill of Rights.

-Compare and contrast the structure and purposes of federal, local, and state governments.

-Draw conclusions and/or make inferences from information presented in primary-source documents.

-Develop a Social Studies vocabulary on government using contextual vocabulary clues.

-Identify the causes and effects of geography/climate on a location (i.e.: being located closer to the Equator causes a place to be warmer).

-Draw inferences and conclusions from data in maps, charts, and graphs.

-Identify, use, and interpret primary-source documents such as early maps of the Native Americans and/or explorers of NY State.

-Develop a Social Studies vocabulary on geography using contextual vocabulary clues.

-Identify the causes and effects of limited resources on the economies of various nations (specific focus on US and NY State).

-Draw inferences and conclusions from data in maps, charts, flow charts, time lines and graphs (specific focus on import/export flow charts).

-Compare and contrast the economies of various regions in NY State according to their natural resources and means of production.

-Identify, use, and interpret primary-source documents.

-Develop a Social Studies vocabulary on economics using contextual vocabulary clues. |

Students will:

• have an understanding of the literary elements of realistic fiction

• write using supporting details

• use a graphic organizer as a planning tool to complete a writing piece

-Identify the causes and effects of limited resources on the economies of various nations (specific focus on US and NY State).

-Draw inferences and conclusions from data in maps, charts, flow charts, time lines and graphs (specific focus on import/export flow charts).

-Compare and contrast the economies of various regions in NY State according to their natural resources and means of production.

-Identify, use, and interpret primary-source documents.

-Develop a Social Studies vocabulary on economics using contextual vocabulary clues.

Latin America: November

Recognize the characteristics of the genre of non-fiction using maps, charts, graphs, graphs, etcetera.

-Draw inferences and conclusions from data.

-Determine the accuracy and reliability of data presented on the people or regions of Latin America.

-Identify the causes and effects of an increasing world-wide demand on the natural resources of the nations of Latin America.

-Compare and contrast the experiences of the people of various nations of Latin America and the Caribbean according to the geography of their lands and their [shared/varied] historical experiences.

-Identify the characteristics of the cultural traditions (include holidays) of various Latin American and Caribbean countries.

-Develop a Social Studies vocabulary on the geography and people of Latin America and the Caribbean.

Latin America: December

Identify the characteristics of the genre of realistic fiction in a historical context.

-Recognize that there are multiple perspectives of the same historical event.

-Analyze primary and secondary-source documents (including newspaper and media accounts) to determine accuracy and reliability of sources.

-Identify the main idea and supporting details of historical events.

-Develop an understanding of the causes and effects of the contemporary cultures and political/economic situations of Latin American countries.

-Differentiate between facts and opinions in historical accounts.

-Sequence events on a timeline.

-Draw conclusions and make inferences about the social and political climate in Latin American countries (and globally) from an analysis of political cartoons, art, and political posters of the period.

|

Students will:

• understand folklores and songs

• compare and contrast through a matrix

• analyze questions

• apply reading skills/strategies

• use notes to write

Identify the characteristics of the genre of folklore/tall tale in a historical context.

-Identify the songwriter’s purpose/perspective in writing various historically-motivated tunes.

-Make inferences about a historical event from primary and secondary-source documents (including newspaper and media accounts).

-Read and analyze maps and charts noting changes (compare/contrast) in political boundaries and demographics.

-Develop an understanding of the causes and effects of the Westward Expansion of the political boundaries of the United States on other nations (including Native American).

-Differentiate between facts and opinions in historical accounts.

-Sequence events on a timeline.

-Identify the meaning of vocabulary words in folklore and songs using to contextual clues.

|

Students will:

• understand features of autobiography and biography

• analyze questions

• apply reading skills/strategies

Distinguish between the characteristics of biographies and auto-biographies as distinct genres.

-Analyze art work (specifically portraits of inventors or key historical figures) of the Industrial Revolution to determine the ways that people or events were portrayed.

-Make inferences about a historical event from primary and secondary-source documents (including newspaper and media accounts).

-Read and analyze maps and charts noting changes (compare/contrast) in available means of transportation throughout the country.

-Develop an understanding of the causes and effects of Industrialization on the geographies, economies, and people of the Western Hemisphere.

-Summarize the main events in the life of a historical figure of the Industrial Revolution and put those events in sequential order.

-Differentiate between essential and extraneous information in non-fiction |

Students will:

• understand the features and conventions of POV narrative, including relevant author’s craft

-Recognize the causes and effects of asserting one’s values and beliefs by analyzing the work of famous activists throughout history.

-Identify various perspectives on the same historical event/issue.

-Develop a persuasive argument with a main idea and supporting details.

-Differentiate between facts and opinions in print.

-Interpret and draw maps.

-Analyze primary-source documents to determine a historical context.

|

Students will:

• increase their abilities to appreciate, enjoy, and write poetry

• understand the skills needed for crafting poetry

-Compare and contrast the motivations of various immigrant groups to the United States.

-Recognize the causes and effects of changing political borders and the Indian Reservation Act on the legal status of Native Americans.

-Identify the poetic language in African-American songs and spirituals about the Great Migration.

-Interpret poetry on the immigrant experience.

-Sequence various waves of immigration and detail the causes of such influxes of people to North America.

-Use and interpret maps, charts, and graphs.

-Interpret primary-source documents for contextual information about the experiences of various immigrant groups.

• |

Students will:

• read 4 books or book equivalents by a single writer or on one topic

• Conduct independent or group research on one of the sub-topics of the unit.

-Determine prior knowledge on the topic.

-Write a proposal for conducting research.

-Utilize graphic organizers and not-taking strategies to organize information.

-Provide documentation through an annotated bibliography about why particular sources were chosen.

-Conduct research using primary and secondary sources as well as information from the internet.

• -Create a Power-Point Presentation to accompany written work. | |

Assessments

|

Begin to establish portfolios - Baseline writing sample with analysis sheet

DRA for reading

Students will produce a self-selected standard setting writing piece that includes task/rubric/teacher-student commentaries (Produce a structured 5 paragraph essay with a clear beginning, middle, and an end)

Checklists

Rubrics

Running records, conferring

teacher observation

portfolio Pieces:

• have the opportunity to produce a Free Choice piece for the portfolio

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

Detail a pictorial time line of a typical day in the life of a colonial child.

-Hold a debate between the colonists and the British regarding taxation.

-Write an essay with a clear beginning, middle, and end contrasting the role of Iroquois women to Colonial women.

-Write and perform a news video of the events of the Revolutionary War in NY State.

-Write a diary showing a detailed understanding of the perspective of one group during a time of conflict in NY State (examples: Iroquois vs. Colonists or Patriot vs. Loyalist)

-Make posters and give oral presentations on how a bill becomes a law and the system of checks and balances.

-Write a class Constitution and amend it with a Bill of Rights that applies to values that the class holds important.

-Analyze political cartoons and primary documents for meaning in a “document center” with DBQ questions for the documents.

|

Students will:

• produce a choice of articles, poems, non-fiction picture book, journal writing, letters, posters, short essay writing, mini-reports on an informational topic

• Produce a Free Choice Portfolio Piece

• Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

Draw a map of New York and label land forms and bodies of water.

-Create a travel journal making use of cardinal directions.

-Take an imaginary trip up the Hudson River from NYC to the Erie Canal. Map out your route and use the scale to determine how far you have to go. Then, create your own map of another journey using a scale

-Make posters and giver oral presentations on how a bill becomes a law and the system of checks and balances.

-Write a class Constitution and amend it with a Bill of Rights that applies to values that the class holds important.

-Analyze political cartoons and primary documents for meaning in a “document center” with DBQ questions for the documents.

|

Students will:

Produce reflective journal entries

Write a reflective letter

Produce a Free Choice Portfolio Piece

Book Review for the Portfolio

Create a product and determine the cost of the product and the potential profit margin post-production

Interpret flow charts tracking the interdependence of various world economies according to the import/export cycle

Write a report about a place where limited resources/unlimited wants have caused problems for the people/environment of that area

Latin America: November

Create “artifacts” and foods of the various countries in Latin America and create a museum exhibit/have a fiesta.

-Begin a “data file” on various world locations (see Regionally Guide page 206).

-Make a travel brochure about a Latin American country.

-Choose a group of people from Latin America that have immigrated (wide-scale) into the U.S. and track their movement with a flow chart. Why and how did the group come to the U.S.?

-Label a map of Latin America with manufactured products and natural resources that come from the area.

Latin America: December

-Create a poster detailing the structure of colonial society within a Latin American country.

-Draw a political poster either encouraging independence for a Latin American country or detailing a contemporary issue that affected both the U.S. and at least one Latin American country.

-Write a report contrasting the leaders of the American Revolution with those of a Latin American Independence Movement (see page 218 Regional).

-Read a work of realistic fiction within a historical perspective and analyze the author’s perspective on the event. |

Students will:

• develop a short response

• compare and contrast piece on myths and folktales/fables

• write a unique folktale or song lyrics ( Fantasy)

• Produce a Free Choice Portfolio Piece

• Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

Character Study

-Write a song from the opposing perspective of an existing song (ex: a British “Star-Spangled Banner”).

-Write a tall tale/folk tale about one of the explorers during Westward Expansion.

- Write a newspaper article about either the construction and planning or burning of Washington, D.C.

- Make an “evolving class atlas” that demonstrates an understanding of the changing political boundaries of the countries of the Western Hemisphere.

-Make a 3-dimensional model of one of the events that expanded the country’s land claims and write a report detailing the effects of the expansion on various groups of people.

|

Students will:

• produce a feature article and an oral presentation

• Write a Memoir

• Produce a Free Choice Portfolio Piece

• Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

Character Study

Draw a portrait of a key historical figure during the Industrial Revolution. Include symbols and images that allude to their impact on the era.

-Make models of the original airplanes, trains, or steamboats.

-Create a population distribution map of the U.S. before the Industrial Revolution and another after to document the increased population density in urban areas.

-Make a poster detailing the process of manufacturing a product from raw materials.

-Using photos and other images, demonstrate how industrialization has negatively affected our environment with pollution/abuse.

-Identify various global trade routes on a map. Ensure that the map includes a key detailing the types of raw materials and manufactured products/labor that are traded. |

Students will:

• produce a POV narrative (response to literature) and an oral presentation on a Fantasy piece of writing

• Produce a Free Choice Portfolio Piece

• Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

-Create a class newspaper with articles by the various people/groups who have worked to shape the country (see list under topic). Include an editorial page, feature articles, etc.

-Map out the routes of the Underground Railroad.

-After reading three different viewpoints about State’s Rights and slavery, hold a class debate in which each viewpoint (James Buchanan, Jefferson Davis, and Frederick Douglass) is highlighted in detail. |

Students will:

• produce a body of work that demonstrates their understanding of the elements of poetry as it is presented in their genre study

• Produce a Free Choice Portfolio Piece

• Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

Conduct a data study in which students determine the most frequent countries of origin of the school population. Students will then graph or chart their results.

- Write a cinquain (5-line, structured poem) about the experience of immigration.

-Create a poster for fellow immigrants advertising a cultural event of your country.

-Write a letter to your home country about your experiences in the new land.

-Track either the migration of Native Americans (i.e.: Trail of Tears, etc.) or Great Migration on a map showing the areas to which the people involved in each re-located.

-Chart what caused various immigrant groups to come to North America and the effects of their immigration.

-Interview someone that you know who was an immigrant to the United States about their experiences.

|

Students will write a compare & contrast essay on two pieces within a genre or author OR

Students will create a picture book imitating a particular author’s craft in producing his work

Produce a Free Choice Portfolio Piece

Produce a reflective letter

• have the opportunity to produce a Theme Study piece for the portfolio

have the opportunity to produce a Book Review piece for the portfolio

| |Resources

|Suggested authors: Avi, Patterson, Bunting, etc, Videos, Documentaries

Wide Variety of DBQs, primary/secondary sources, Social Studies Library, non fiction library, Internet searches

Read Aloud Books from 4R Program

4Rs The Keeping Quilt

The Important Book

Feathers and Fools

Growing Up Abenaki (ESL)

-Iroquois Nation: Life of the Haudenosaunee

**add books cataloged upstairs on n.a.

-Drums At Saratoga

-Colonial Life (N)

-New York History Book Set

-Primary Source Documents set and books on Early America, Colonial America and New York

If You Were There When They Signed The Constitution (Q)

-The Bill of Rights (N).

-Congress (N).

-The Kid Who Ran for President(T

Review: New York: Adventures in Time and Place : Unit One A Place Called New York Chapters 1 & 2, Unit Two Settlement of a New Land Chapters 3-4

Grade 5: United States: Adventures in Time and Place: Unit Five: Chapter 11 Breaking Ties with Great Britain, Chapter 12 The American Revolution, Chapter 13 The Constitution of the United States, Unit Four Chapters 8-9 Colonies

The Declaration of Independence pp. R12-21

The Constitution pp. R22-45 |Wide Variety of DBQs, primary/secondary sources, Social Studies Library, non fiction library, Internet searches

4Rs The Keeping Quilt

If You Were There When They Signed The Constitution (Q)

• Level M: Exploring the World ( OOWE)

-The Bill of Rights (N).

-Congress (N).

-The Kid Who Ran for President(T

On the Trail with Lewis and Clark (N.G.)

-A Journey Along the Erie Canal (NG)

-Explorers in North America (R).

-Rivers and Lakes (World Regions Series) (NG)

-The Northeast (NG)

-Extreme Temperatures (Math)

Angels in the Dust by: Margot Theis Raven

-Out of the Dust by: Karen Hesse

-Growing Up in Coal Country by: Susan Campbell Bartoletti

-The Great Depression by: R. Conrad Stein

-Lyddie by: Katherine Paterson

-You Couldn’t Pay Me Enough To Do This Job by: Lisa Palazzolo

-Food For The World (V)

-To Trade or Not To Trade

Review: New York: Adventures in Time and Place Unit Two Settlement of a New Land Chapters 5 The American Revolution

Grade 5: United States: Adventures in Time and Place: Unit Five: Chapter 11 Breaking Ties with Great Britain, Chapter 12 The American Revolution, Chapter 13 The Constitution of the United States

|Suggested authors:

Paulsen, Soto, Spinelli, Sachar, Lowry, M. Taylor, Peck, Patterson, Blume, Giff

4Rs Encounter

National Geo: Geo Kit: Middle and South America, American History Series

Map Essentials

Expeditions in the Americas 1492-1700, Voayages to the Indies 1400-1520s, South America: People and Places, South America: geography and Environments, Mexico, Caracas, Venezuela

Angels in the Dust by: Margot Theis Raven

-Out of the Dust by: Karen Hesse

-Growing Up in Coal Country by: Susan Campbell Bartoletti

-The Great Depression by: R. Conrad Stein

-Lyddie by: Katherine Paterson

-You Couldn’t Pay Me Enough To Do This Job by: Lisa Palazzolo

-Food For The World (V)

-To Trade or Not To Trade (T).

Level R: Two Worlds Meet: The Travels of Francisco de Coronado ( OOWE)

Level S: Math in the Real World: Teotihuacan: Designing an Ancient Mexican City

Rigby Exploration Library:

Grade 5: United States: Adventures in Time and Place: Mexico pp. 656-659, Central America and the Caribbean pp. 660-663, South America pp. 664-667, Unit Three Chapter 6 pp. 135-165, Unit Four Chapter 10 pp. 256-263, Chapter 15: pp. 416-427

A Primary Source Guide to Mexico , I Am a Mexican-American

Anasazi by Timothy Larson

We Came to North America: The Hispanics by Greg Nickles

Exploration Into North America by Ana Maria Machado

South America by Michael Graf

Caribbean Canvas by Frane Lessac

My Mama’s Little Ranch on the Pampas by Maria Christina Brusca

In the Time of the Butterflies by Julia Alvarez

The Inca by Stefanie Takacs

Explorers and Exploration: Latin America

A Family from Guatemala

A Look at Mexico

A Ticket to Mexico

Cuba

Children from Guatemala, Children from Cuba, Children from Dominica, Children from Belize

In the Time of the Butterflies by: Julia Alvarez

-Going Home by: Nicholas Mohr

-Esperanza Rising by: Pan Munoz Ryan

-Riding Freedom by: Pam Munoz Ryan

-Baseball In April by: Gary Soto

-The Skirt by: Gary Soto

-Portuguese Colonies in the Americas by: Lewis K. Parker (On Deck: Rigby)

-Spanish Colonies in the Americas by: Lewis K. Parker (On Deck: Rigby)

|Folklores, poems, anthologies, internet, computer, graphic organizers (ie, Venn Diagram), format of matrix



education-

4Rs Celia and the Sweetwater

CS 57 Library Books:

• American Tall Tales

• Return of the Sun

• The Deetkatoo

• The Girl Who Married the Moon

• Flying with the Eagle, Racing with the Great Bear

• Rip Van Winkle

• McBroom’s Wonderful One Acre Farm

• Mike Fink

• Paul Bunyan

• Pecos Bill

• John Henry

• Womenfolk and Fairy Tales

Level P: Rigby Focus: Maps

Level Q:

Facts About the Fifty States

Level S:

What Happened to Bodie?

Grade 5: United States: Adventures in Time and Place Reviewing Geography Skills G4-9, Unit One Chapter 2: Geography of the United States

Unit 6 Chapters 14- 15 Expansion and Change, Chapter 18, Lessons 2-4

GeoKits: Lewis and Clark, Westward Expansion

The Price of a Pioneer Journey by: Barbara Linde (Math-Level K)

-Building Washington, D.C. by: Barbara Linde (Math-Level P)

-Prairie Song by: Pam Conrad

-Into a New Country: Eight Remarkable Women of the West by: Liza Ketchum

-If You Traveled in a Covered Wagon by: Ellen Levine

-Rigby Exploration Library:

The Gold Rush

Pioneers

Oregon Trail

Old Spanish Trail, etc.

National Geo: Cowboys and Cattle Drives

|Biographies, reading libraries, Social Studies libraries, computers (internet), textbooks, shared reading, radio interview

January: 4Rs Celia and the Sweetwater

February: 4Rs Your Move

Level N: Roberto Clemente ( OOWE)

Level O: The Dreamer Behind the Dome

Level R: IM Pei: A Life in Architecture

Rigby People in the Past Library

Rigby: Women Who Shaped History Series

CS 57 Library Books:

Henry Ford

Benjamin Franklin: In Their Own Words

Alexander Graham Bell

Daniel Boone

Daniel Boone and the Cumberland Gap

John James Audobon

Frida

Thomas Alva Edison

In Their Own Words: Paul Revere

And Then What Happened, Paul Revere?

Paul Revere, Son of Liberty

Eleanor Everywhere: Eleanor Roosevelt

Sitting Bull

Sitting Bull: Warrior of the Sioux

In Their Own Words: Christopher Columbus

Will You Sign Here, John Hancock?

Young Thomas Jefferson

Andrew Jackson, Frontier Patriot

Meet Thomas Jefferson

Clara Barton

James Monroe, Young Patriot

Wilbur and Orville Wright, The Flight to Adventure

John F. Kennedy

Encyclopedia of Presidents: John F. Kennedy

Journey to Freedom: Rosa Parks

Grade 5: United States: Adventures in Time and Place: Unit 6 Chapter 15

|Genre library, poems, guided reading libraries, oral history project (library of conference)

4Rs Your Move

Grade 5: United States: Adventures in Time and Place: Unit 6 Chapter 16

National Geo:

The Progressives

Votes for Women

The Struggle for Equality

Women Who Shaped History (Series: Rigby)

-The Underground Railroad (N.G.)

-Emancipation Proclamation (N.G.)

Abolitionists*:

Frederick Douglass

Abraham Lincoln

Sojourner Truth

William Lloyd Garrison

Angelina and Sarah Grimke

Harriet Tubman

Levi and Catherine Coffin

Women’s Rights:

Elizabeth Cady Stanton

Lucretia Mott

Misc.

Clara Barton

Civil Rights:

Blanche K. Bruce

Hiram R. Revels

Labor Movement:

Mary Harris Jones (Mother Jones)

Samuel Gompers

|Mentor poets such as Hughes, Nye, Silverstein, Yolen, Greenfield, Worth, Giovanni, Fleischman, Nash, Cummings, Heard

April: 4Rs The Long March: Choctaw’s Gift to Irish Famine Relief

May: 4Rs Friends from the Other Side

• Shel Silverstein

• Langston Hughes

• Eloise Greenfield

• Sing a Song of Popcorn

• A Child’s Anthology of Poetry

• The New Kid on the Block

• The Oxford Book of Story Poems

• The Oxford treasury of Time Poems

• The Oxford Illustrated Book of American Children’s Poems

• One Hundred Years of Poetry for Children

• All the small pomes and fourteen more

• The Earth is Painted Green: A Garden of Poems About the Earth

• Sea Songs

• Songs of Myself: An Anthology of Poems and Art

• Ordinary Things

• Spectacular Science: A Book of Poems

• Night On Neighborhood Street

Level O: Dorothea Lange: Faces of the Great Depression ( OOWE)

Level Q: Graciela Finds the Fair ( OOWE)

Level T: To Trade or Not to Trade ) OOWE)

-Lyddie by: Katherine Paterson

-You Couldn’t Pay Me Enough To Do This Job by: Lisa Palazzolo

-Food For The World (V)

Grade 5: United States: Adventures in Time and Place: Chapter 19

National Geo: Dust Bowl Days

A Suburban Community of the 1059’s

Communities Across America Today

I Saw Your Face by: Tom Feelings

-America, My New Home by: Monica Gunning

-Pages From A Scrapbook of Immigrants by: Morton Marcus

-“People in the Past’ (Series: Rigby)

-Immigration National Geographic Geo-Kit

-The Census and America’s People (Math)

|Suggested Authors: O’Henry, Bunting, Allsburg, Bradbury, Serling, Poe

Suggested Genres: Fantasy, Mystery, Science Fiction

May: 4Rs Friends from the Other Side

June: 4Rs Sweet Clara and the Freedom Quilt

Level P: Working for the Government

National Geo:

Exploring Space

Stars and Galaxies

Building Tiny Transistors

Fighting Disease

Protecting the Planet

Introduction to Energy

Uncovering eh Structure of DNA

Missions in Space 1955-present

Inside the Internet

Finding the First Vaccines

The Dream of Flight

Global Warming

Protecting Primates

| |2005-2006 |September |October/November |November/December |January |February |March |April/May |May/June | |Professional Development

|How to launch and sustain the workshops, Study group: The No Nonsense Guide to Teaching Writing

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping

How to administer a DRA

Meeting the Needs of the English Language Learner |Study Groups: Non-Fiction Matters and Strategies That Work, S. Harvey

The No Nonsense Guide to Teaching Writing

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping

Reciprocal Teaching |Bloom’s Taxonomy

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping

Differentiated Instruction

Using Data to Inform Instruction |A Teacher’s Guide to Standardized Testing, Standardized Reading Tests as a Genre, Calkins; New York State Guide to Standardized Reading tests

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping |Brainstorming ideas on types of biographies, how to teach biography.

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping |How to teach POV narrative, what are the characteristics?

Differentiated Professional Development for new staff

Educators for Social responsibility 4Rs

Portfolio Requirements

Curriculum Mapping |How to launch a poetry genre; ELA UFT resource guide; For the Good of the Earth and the Sun, and Awakening the Heart, G. Heard; The Non Nonsense Guide to Writing, Hill

|How to launch and sustain an author/ genre study; I’m in Charge of Celebrations, Baylor; The Author Studies Handbook, Laura Kotch; ELA UFT Resource Guide, volume 1 for genre studies

Nonfiction Matters | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download