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MIDDLETOWN PUBLIC SCHOOLS
SOCIAL STUDIES/GEOGRAPHY
CURRICULUM Grade 5
Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/1/2013
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 1
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 2
he Middletown Social Studies Curriculum for grades K-12 was completed in June 2013 by a team of K-12 teachers. The team, identified as the Social Studies Curriculum Writers referenced extensive
resources to design the document that included but are not limited to:
• RI Social Studies Grade Span Expectations (GSE)
• National Standards for History
• Curriculum Standards for Social Studies
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS)
• Best Practice, New Standards for Teaching and Learning in America’s Schools
• Classroom Instruction That Works
• Differentiated Instructional Strategies
• Formative Assessment and Standards-Based Grading, Classroom Strategies That Work,
• Model curriculum documents, e.g. New York
• Educational websites
• Webb’s Depth of Knowledge
The K-12 Curriculum identifies what all students should know and be able to do in Social Studies education. Each grade or course draws from Rhode Island Grade Span Expectations for Social Studies, the
Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, the National History Standards, research-based instructional strategies, resources, map (or suggested
timeline), rubrics, and checklists.
The curriculum provides learners with a sequential comprehensive education in Social Studies through the study of Grade Span Expectations in Social Studies that includes:
• Civics and Government
• Historical Perspectives
• Economics
• Geography
And through the study of National Standards for History that includes:
• Topics for grades K-4
• United States History (Eras 1-10) for grades 5-12
• World History (Eras 1-9) for grades 5-12
• Historical Thinking Standards grades K-12
Additionally the Common Core State Standards for English Language Arts that includes:
• College and Career Readiness Anchor Standards for Reading
o Key Ideas and Details
o Craft and Structure
o Integration of Knowledge
o Range of Reading
• College and Career Readiness Anchor Standards for Writing
o Text Types and Purposes
o Production and Distribution of Writing
o Research to Build and Present Knowledge
o Range of Writing
• Define content standards— what students should know and be able to do in Civics and Government, Histroical Perspectives, Economics and Geography.
• Define what all students should know and be able to do by the end of each grade.
• Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12).
• Provide grade level specificity that define the skills and understandings that all students must demonstrate.
T
COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
GRADE SPAN EXPECTATIONS FOR SOCIAL STUDIES
Mission Statement
Our mission is to provide a comprehensive, integrated, and differentiated
K-12 Social Studies curriculum
that is based upon research and best practice,
ensuring that students become critical thinkers, effective communicators,
and responsible citizens
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 3
The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.
• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and
challenging).
• Use Classroom Instruction That Works Strategies:
o Setting objectives and providing feedback
o Reinforcing effort and providing recognition
o Cooperative learning
o Cues, questions, and advance organizers
o Nonlinguistic representations
o Summarizing and note taking
o Assigning homework and providing practice
o Identifying similarities and differences
o Generating and testing hypotheses
o Provide opportunities for independent, partner and collaborative group work
• Facilitates the integration of Applied Learning Standards (SCANS)
o problem solving
o communication
o critical thinking
o research
o reflection/evaluation.
• Differentiates instruction by varying the content, process, and product and implementing
o Anchoring
o Cubing
o Jig-sawing
o Pre/post assessments
o Think/pair/share
o Tiered assignments
• Analyzes formative assessment to direct instruction.
• Provides exemplars and rubrics.
• Provides opportunities for independent, partner and collaborative group work.
• Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist).
• Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web,
concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart).
• Employs Social Studies education best practices, e.g.
o student originality
o integration of arts across the curriculum
o school community involvement
o art for all students
• Models historical thinking skills:
o chronological thinking,
o historical comprehension
o historical analysis and interpretation, historical research capabilities
o historical issues – analysis and decision-making
RESEARCH-BASED INSTRUCTIONAL STRATEGIES
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 4
• Provides social studies best practices opportunities such as:
o investigating topics in depth
o exercising choice and responsibility by choosing their own topics for inquiry
o involving exploration of open questions that challenge students’ thinking
o involving students in active participation in the classroom and the wider community
o involving students in both independent inquiry and cooperative learning;
o involving students in reading, writing, observing, discussing, and debating
o building upon students’ prior knowledge
REQUIRED COMMON ASSESSMENTS
• Common Formative Assessments (CFA)
• Common Summative Assessments (CSA)
SUGGESTED ASSESSMENTS
• Anecdotal records
• Accountable talk
• A.P.P.A.R.T.S
• Conferencing
• Current events assessment
• Debates
• Graphic organizers e.g. comparison charts, Venn Diagram, etc.
• DBQ
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple Intelligences assessments, e.g.
o Role playing - bodily kinesthetic
o Graphic organizing - visual
o Collaboration - interpersonal Exhibits
• Interviews
• Journals
• Oral presentations
• Peer self-assessment (using department
rubrics/checklists
• Primary sources
• Problem/Performance based/common tasks
• Rubrics/Writing
o Informational
o Argument
• School-wide rubrics
• Tests/quizzes
• Text comparison
• Timelines
• Written responses: Common Core ELA Standards:
o Argument
o Informational
o Research
• 3-2-1
COMMON and SUGGESTED ASSESSMENTS
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 5
Textbook
• TBD
Supplementary books/material
• Trade books
• Weekly Reader
• Newspaper
• “We Were There”
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Videos and DVDs
Materials
• Laminated world maps (wall size)
• Teacher resource book for maps
Community
Websites
• explorelearning.com (Gizmo™)
• http://memory.loc.gov/learn/lessons/psources/pshome.html
• http://www.mywonderfulworld.org
• http://www.nationalgeographic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.commoncore.org/maps
• www.corestandards.org
• www.discoveryeducation.com
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world geography
• www.myngconnect,com (on line guide for National Geographic World Cultures)
• www.ngsp.com (on line guide for National Geographic World Cultures)
• www.ride.ri.gov
• www.sheppardsoftware.comgeograohy.htm
RESOURCES MIDDLE SCHOOL GRADE 5
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 6
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
CIVICS AND
GOVERNMENT
C&G 1: People
create and change
structures of power,
authority, and
governance in order to
accomplish common
goals.
HISTORICAL
THINKING • Chronological thinking,
• Historical
comprehension
• Historical analysis and
interpretation, historical
research capabilities
• Historical issues –
analysis and decision-
making
Students demonstrate an understanding of origins, forms, and purposes of government by… C&G
1 (5-6) –1
C&G 1 (5-6) –1a Identifying the basic functions of government.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Understands that government keeps order,
sets rules and provides services for a society.
• Essential question: What is government?
Academic vocabulary
• Government
C&G 1 (5-6) –1b Listing and defining various forms of government (e.g., dictatorship, democracy,
parliamentary, monarchy).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Understands that countries around the
world have different forms of government,
e.g.
o Democracy
o Monarchy
o Dictatorship
• Essential question: What are some of the
types of government?
Academic vocabulary
• Democracy
• Monarchy
• Dictatorship
C&G 1 (5-6) –1c Citing examples of when major changes in governments have occurred (e.g.,
American Revolution, Hammurabi’s Code, Rhode Island Royal Charter/ RI Constitution) as it applies
to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America – American Revolution,
Mayans, Aztecs
• South America
• Europe - Greece and Rome
• Asia
• Africa
• Australia
Academic vocabulary
Teachers
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Address multiple intelligences
instructional strategies, e.g. visual,
bodily kinesthetic, interpersonal
Models historical thinking skills:
• chronological thinking,
• historical comprehension
• historical analysis and
interpretation, historical research
capabilities
• historical issues – analysis and
decision-making
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/l
earn/lessons/psources/p
shome.html
• http://www.mywonderf
ulworld.org
• http://www.nationalgeo
graphic.com/xpeditions/
atlas/
• www.about.comgeograp
hy
• www.brainpop.com
• www.commoncore.org/
maps
• www.corestandards.org
• www.discoveryeducatio
n.com
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/l
earn/lessons/psources/p
shome.html
• www.myngconnect,com
(on line guide for
National Geographic
World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World
Cultures)
• www.ride.ri.gov
www.sheppardsoftware.
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 7
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Provide rubrics and models
comgeograohy.htm
Materials
• Laminated world
maps (wall size)
• Teacher resource
book for maps
CIVICS AND GOVERNMENT
C&G 1: People
create and change structures of
power, authority, and
governance in order to
accomplish common goals.
Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… C&G 1 (5-
6) 2
C&G 1 (5-6)–2a Identifying and summarizing the rule of law, using various enduring/ significant documents (e.g., Magna Carta,
Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech). Covered in grade 6
C&G 1 (5-6)–2b Identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine) as
authority figures/ leaders in the creation of government. Covered in grade 6
CIVICS AND GOVERNMENT
C&G 2: The
Constitution of the United
States establishes a government
of limited powers that are
shared among different levels
and branches.
Students demonstrate an understanding of United States government (local, state, national) by… C&G 2 (5-6) –1
C&G 2 5-6) –1a Identifying and describing the function of the three branches (i.e., checks and balances, separation of powers).
Covered in grade 6
C&G 2 (5-6) –1b Identifying how power is divided and shared among the levels of the United States government. Covered in grade 6
C&G 2 (5-6) –1c Explaining how a bill becomes a law. Covered in grade 6
CIVICS AND
GOVERNMENT
C&G 2: The
Constitution of the
United States
establishes a
government of limited
powers that are shared
among different levels
and branches.
Students demonstrate an understanding of the democratic values and principles underlying the
U.S. government by… C&G 2 (5-6) –2
C&G 2 (5-6) –2a Exploring democratic values (if applicable) such as: respect, property, compromise,
liberty, self-government, and self-determination a as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
Academic vocabulary
• Values
C&G 2 (5-6) –2b Identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the
United States. Covered in grade 6
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Address multiple intelligences
instructional strategies, e.g. visual,
bodily kinesthetic, interpersonal
Models historical thinking skills:
• chronological thinking,
• historical comprehension
• historical analysis and
interpretation, historical research
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 8
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
C &G 2 (5-6) –2c Exhibiting and explaining what it means to be a responsible citizen in the
community as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America - right to vote
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
• How does a responsible citizen contribute to
his community?
Academic vocabulary
• Citizen
• Community
capabilities
• historical issues – analysis and
decision-making
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.commoncore.org/map
s
• www.corestandards.org
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.ride.ri.gov
www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
CIVICS AND GOVERNMENT
C&G 3: In a democratic society
all people have certain rights
and responsibilities.
Students demonstrate an understanding of citizens’ rights and responsibilities by… C&G 3 (5-6) –1
C&G 3 (5-6) –1a Defining the concepts: “civic”(adj.), “civics”(n), “civil,” and “citizen.” Covered in grade 6
C&G 3 (5-6) –1b Identifying citizen’s rights in a democratic society (personal, economic, legal, and civic). Covered in grade 6
C&G 3 (5-6) –1c Identifying a citizen’s responsibilities in a democratic society (personal, economic, legal, and civic). Covered in grade 6
C&G 3 (5-6) – 1d Identifying conflicts between individual rights and the common good (e.g., Eminent domain, airport expansion,
Scituate Reservoir, Coastal Access). Covered in grade 6
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 9
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
CIVICS AND
GOVERNMENT
C&G 3: In a democratic
society all people have
certain rights and
responsibilities.
Students demonstrate an understanding of how of individuals and groups exercise (or are denied)
their rights and responsibilities by… C&G 3 (5-6) –2
C&G 3 (5-6)-2a – Identifying and explaining specific ways rights may or may not be exercised (e.g.,
civil rights) as it applies to:
Grade 5 - Social Studies: World History/Geography
• North America – civil rights, women’s
suffrage
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Rights
C&G 3 (5-6) –2b Recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compromises
(e.g., discrimination, bullying). Covered in grade 6
C&G 3 (5-6) –2c Explaining the judicial process - due process – local, state, and federal (e.g., school discipline policy, truancy court,
appeals process). Covered in grade 6
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 10
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
CIVICS AND
GOVERNMENT
C&G 4: People engage
in political processes in
a variety of ways.
Students demonstrate an understanding of political systems and political processes by… C&G 4 (5-
6) –1
C&G 4 (5-6) –1a Explaining how leaders are selected or elected (e.g., election process, appointment
process, political parties, campaigns) as it applies.
Grade 5 - Social Studies: World History/Geography
• Democracy
• Dictatorship
• Monarchy
Academic vocabulary
• Political systems
C&G 4 (5-6) –1b Listing the “labels” that individuals may give themselves within a political process (e.g., radical, liberal,
conservative, environmentalist, Democrat, Republican). Covered in Grade 6
C&G 4 (5-6) –1c Identifying, comparing, and contrasting different “political systems” (e.g., monarchy,
democracy, dictatorship).
Grade 5 - Social Studies: World History/Geography
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 11
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Read around the text
CIVICS AND GOVERNMENT
C&G 4: People engage in
political processes in a variety of
ways.
Students demonstrate their participation in political processes by… C&G 4 (5-6) -2
C&G 4 (5-6)-2a Using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to an
audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school newspaper). Covered in
grade 6
C&G 4 (5-6)-2b Describing the voting process for a local, state, or national election Covered in grade 6
C&G 4 (5-6)-2c Engaging in the political process (e.g., voting in school elections). Covered in grade 6
CIVICS AND
GOVERNMENT
C&G 4: People engage
in political processes in
a variety of ways.
Students participate in a civil society by… C&G 4 (5-6) 3
C&G 4 (5-6)-3a Demonstrating respect for the opinions of others (e.g., listening to and asking
relevant questions, taking turns, considering alternative perspectives).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Classroom expectations
Academic vocabulary
C&G 4 (5-6)-3b Demonstrating the ability to compromise (e.g., offering solutions, persisting to
resolve issues).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Classroom expectations
Academic vocabulary
• Consensus
• Compromise
C&G 4 (7-8)-3c Taking responsibility for one’s own actions (anticipating and accepting
consequences).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Classroom expectations
Academic vocabulary
C&G 4 (5-6)-3d Identifying and accessing reliable sources to answer questions about current
important issues (e.g., news media, children’s news magazines) as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
Academic vocabulary
• Primary source
• Source
• Secondary source
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
ASSESSMENT
NOTES
REQUIRED COMMON
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 12
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Asia
• Africa
• Australia
• Antarctica
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
CIVICS AND
GOVERNMENT
C&G 5: As members of
an interconnected
world community, the
choices we make
impact others locally,
nationally, and globally.
Students demonstrate an understanding of the many ways Earth’s people are interconnected by…
C&G 5 (5-6) – 1
C&G 5 (5-6) – 1a Identifying, describing, and explaining how people are socially, technologically,
geographically, economically, or culturally connected to others as it applies to the impact of various
continents or our country.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
Academic vocabulary
• Interconnected
C&G 5 (7-8) – 1b Locating where different nations are in the world in relation to the U.S. Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 13
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
CIVICS AND
GOVERNMENT
C&G 5: As members of
an interconnected
world community, the
choices we make
impact others locally,
nationally, and globally.
Students demonstrate an understanding of the benefits and challenges of an interconnected world
by… C&G 5 (5-6) -2
C&G 5 (5-6)-2a Identifying and discussing factors that lead to the breakdown of order among
societies (e.g., natural disasters, wars, plagues, population shifts, natural resources).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America (Civil War, Hurricane Katrina)
• South America
• Europe
• Asia (tsunami)
• Africa
• Australia
• Antarctica
Academic vocabulary
• Society
C&G 5 (5-6) 2b Citing a social, technological, geographical, economical, or cultural issue that
provides an example of both benefits and challenges.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
• “We Were There”
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 14
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• Model map skills
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
CIVICS AND
GOVERNMENT
C&G 5: As members of
an interconnected
world community, the
choices we make
impact others locally,
nationally, and globally.
Students demonstrate an understanding of how the choices we make impact and are impacted by
an interconnected world by… C&G 5 (5-6) 3
C&G 5 (5-6)-3a Identifying and analyzing the effects of consumer choice (environmental, consumer
waste, Fair Trade).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
•
Academic vocabulary
• Consumer
C&G 5 (5-6)-3b Explaining how actions taken or not taken impact societies (e.g., natural disasters,
incidences of social injustice, Rosa Parks, Ruby Bridges, Hurricane Katrina).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
•
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 15
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 1: History is an
account of human
activities that is
interpretive in nature.
Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary
sources) by… HP 1 (5-6) –1
HP 1 (5-6) –1a Identifying appropriate sources (e.g., historical maps, diaries, photographs) to
answer historical questions as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• History
• Historian
HP 1 (5-6) –1b Using sources to support the stories of history (How do we know what we know?)
as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 16
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Antarctica
• Essential question: What is history?
HP 1 (5-6) –1c Asking and answering historical questions, organizing information, and evaluating
information in terms of relevance as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
HP 1 (5-6) –1d Identifying the point of view of a historical source (e.g., media sources).
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
•
Academic vocabulary
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 1: History is an
account of human
activities that is
interpretive in nature.
Students interpret history as a series of connected events with multiple cause-effect relationships,
by… HP 1 (5-6) –2
HP 1 (7-8) –2a investigating and summarizing historical data in order to draw connections between
two events and to answer related historical questions as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America (slave trade)
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
• Essential question: How did events such as
exploration and trade impact native
cultures?
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 17
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL PERSPECTIVES
HP 2: History is a chronicle of
human activities, diverse
people, and the societies they
form.
Students connect the past with the present by… HP 2 (5-6) –1
HP 2 (5-6) –1a Identifying sequential events, people, and societies that have shaped RI today. Covered in grade 6
HP 2 (5-6) –1b Comparing and contrasting the development of RI ethnic history to the nation’s history (e.g., What historical factors
makes RI unique?; immigration, settlement patterns, religion, resources, geography). Covered in grade 6
HP 2 (5-6) –1c Identifying and describing how national and world events have impacted RI and how RI has impacted world events
(e.g., China Trade, WWII, Industrial Revolution). Covered in grade 6
HISTORICAL
PERSPECTIVES
HP 2: History is a
chronicle of human
activities, diverse
people, and the
societies they form.
Students chronicle events and conditions by… HP 2 (5-6) – 2
HP 2 (5-6) – 2a Placing key events and people of a particular historical era in chronological sequence
as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills Academic vocabulary
TEACHER NOTES
• Models on-going time line
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 18
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• North America (slave trade)
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
• Era
HP 2 (5-6) –2b Summarizing key events and explaining the historical contexts of those events as it
applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 2: History is a
chronicle of human
activities, diverse
people, and the
societies they form.
Students show understanding of change over time by… HP 2 (5-6) – 3
HP 2 (5-6) – 3a Establishing a chronological order by working backward from some issue, problem, or
event to explain its origins and its development over time as it may apply to some or all of the
following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
Academic vocabulary
• Origin
TEACHER NOTES
Model on-going time line
Use formative assessment to guide
instruction
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 19
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Europe
• Asia
• Africa
• Australia
• Antarctica
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• See websites on page
five
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 3: The study of
history helps us
understand the present
and shape the future.
Students demonstrate an understanding of how the past frames the present by… HP 3 (5-6) –1
HP 3 (5-6) –1a Identifying historical conditions and events that relate to contemporary issues (e.g.,
separation of church state, treatment of Native Americans, immigration, gender issues) as it may
apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
HP 3 (5-6) –1b Answering “what if” questions and using evidence to explain how history might have
been different (e.g., How might history be different if Anne Hutchinson hadn’t dissented?) as it may
apply to some or all of the following:
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
ASSESSMENT
NOTES
REQUIRED COMMON
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 20
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 3: The study of
history helps us
understand the present
and shape the future.
Students make personal connections in an historical context (e.g., source-to-source, source-to-self,
source-to-world) by… HP 3 (5-6) – 2
HP 3 (5-6) – 2a Explaining how the similarities of human issues across time periods influence their
own personal histories (e.g., so what? How does this relate to me?) as it may apply to some or all of
the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
HP 3 (5-6) – 2b Explaining how the differences of human issues across time periods influence
their own personal histories (e.g., so what? How does this relate to me?) as it may apply to some or
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 21
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
HP 3 (5-6) – 2c Identifying the cultural influences that shape individuals and historical events,
religion, language as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
:
Academic vocabulary
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 4: Historical events
and human/natural
phenomena impact and
are influenced by ideas
and beliefs.
Students demonstrate an understanding that geographic factors and shared past events affect
human interactions and changes in civilizations by… HP 4 (5-6) –1
HP 4 (5-6) –1a Identifying and explaining, using specific examples, how geographic factors shape the
way humans organize themselves in communities, government, and businesses as it may apply to
some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Interact
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 22
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
HP 4 (5-6) –1b Identifying Aand explaining using specific examples, how shared events affect how
individuals and societies adapt and change as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 4: Historical events
and human/natural
phenomena impact and
are influenced by ideas
and beliefs.
Students demonstrate an understanding that innovations, inventions, change, and expansion cause
increased interaction among people (e.g., cooperation or conflict) by… HP 4 (5-6) –2
HP 4 (5-6) – 2a Citing examples of how science and technology have had positive or negative impacts
upon individuals, societies and the environment in the past and present, e.g. space exploration,
internet, etc.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 23
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
HP 4 (5-6) –2b Prroviding historical examples of factors, causes, and reasons that lead to interactions
(e.g., exploration of worlds) as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
HP 4 (5-6) –2c Describing important technologies and advancements, including writing systems,
developed by a particular civilization/ country/ nation as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 5: Human societies
and cultures develop
and change in response
to human needs and
wants.
Students demonstrate an understanding that a variety of factors affect cultural diversity within a
society by… HP5 (5-6) –1
HP5 (5-6) – 2d Comparing and Ucontrasting the diversity of different groups, places, and time periods
or within the same group over time as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Diversity
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 24
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
HP5 (5-6) –1b Providing examples of cultural diversity as it may apply to some or all of the
following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 5: Human societies
and cultures develop
and change in response
to human needs and
wants.
Students demonstrate an understanding that culture has affected how people in a society behave
in relation to groups and their environment by… HP 5 (5-6) – 2
HP5 5-6) –2a Identifying how cultural expectations impact people’s behavior in their community.
HP5 (5-6) –2b Using a historical context, describe how diversity contributes to conflict, cooperation,
growth, or decline as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 25
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Africa
• Australia
• Antarctica
HP5 (5-6) –2c Describing challenges or obstacles a civilization/ country/ nation faced as it grew over
time as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
HISTORICAL
PERSPECTIVES
HP 5: Human societies
and cultures develop
and change in response
to human needs and
wants.
Various perspectives have led individuals and/or groups to interpret events or phenomena
differently and with historical consequences by… HP 5 (5-6) – 3
HP 5 (5-6) –3a Identifying various factors that impact individual and or group’sU perspective of events
(e.g., social, intellectual, political, economic) as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
RESOURCE NOTES
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 26
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
HP 5 (5-6) – 3b Describing how an individual or group’s perspectives change over time using primary documents as evidence. Covered in Grade 6
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Websites
• See websites on page
five
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
• 3-2-1
ECONOMICS
E1: Individuals and
societies make choices
to address the
challenges and
opportunities of scarcity
and abundance
Students demonstrate an understanding of basic economic concepts by… E 1 (5-6) –1
E 1 (5-6) –1a Differentiating between human, natural, capital, man-made, and renewable vs. finite
resources as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Natural resources
E 1 (5-6) –1b Identifying the role of producers and consumers in real-world and historical context as
it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
Academic vocabulary
• Consumers
• Producers
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 27
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Antarctica
E 1 (5-6) –1c Identifying and differentiating between surplus, subsistence, and scarcity as it may
apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
ECONOMICS
E1: Individuals and
societies make choices
to address the
challenges and
opportunities of scarcity
and abundance
Students demonstrate an understanding that scarcity and abundance causes individuals to make
economic choices by… E 1 (5-6) –2
E 1 (5-6) –2a Comparing the cost and benefits of consumer and producer choices to determine the value. Covered in Grade 6
E 1 (5-6) –2b Providing examples of how a society defines or determines wealth as it may apply to
some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 28
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
ECONOMICS
E1: Individuals and
societies make choices
to address the
challenges and
opportunities of scarcity
and abundance
Students demonstrate an understanding that societies develop different ways to deal with scarcity
and abundance by… E 1 (5-6) –3
E 1 (5-6) –3a Describing the distribution of goods and services. Covered in Grade 6
E 1 (5-6) –3b Identifying how scarcity impacts the movement of people and goods as it may apply to
some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Scarcity
TEACHER NOTES
Use formative assessment to guide
instruction
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 29
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
ECONOMICS
E2: Producers and
consumers locally,
nationally, and
internally engage in the
exchange of goods and
services
Students demonstrate an understanding of the variety of ways producers and consumers exchange
goods and services by… E 2 (5-6) –1
E 2 (5-6) –1a Identifying the benefits and barriers of different means of exchange (e.g., barter, credit,
and currency) as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Barter
• Goods
• Services
E 2 (7-8) –1b Identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g.,
division of labor/specialization). Covered in Grade 6
E 2 (5-6) –1c Comparing and contrasting incentives (i.e., advertising and marketing) related to consumer spending. Covered in Grade
6
TEACHER NOTES
Use formative assessment to guide
instruction
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 30
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
• 3-2-1
ECONOMICS
E2: Producers and consumers
locally, nationally, and internally
engage in the exchange of
goods and services
Students analyze how Innovations and technology affects the exchange of goods and services by… E 2 (5-6) – 2
E 2 (5-6) – 2a Identifying how inventions, innovations, and technology stimulate economic growth. Covered in grade 6
E 2 (5-6) – 2b Providing examples of how innovations and technology positively or negatively impact industries, economies, cultures,
and individuals. Covered in grade 6
ECONOMICS
E3: Individuals, institutions and
governments have roles in
economic systems
Students demonstrate an understanding of the interdependence created by economic decisions by… E 3 (5-6) –1
E 3 (5-6) –1a Depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
Covered in grade 6
ECONOMICS
E3: Individuals, institutions and
governments have roles in
economic systems
Students demonstrate an understanding of the role of government in a global economy by… E 3 (5-6) – 2
E 3 (5-6) – 2a Identifying how governments provide goods and services in a market economy by taxing and borrowing. Covered in
grade 6
E 3 (5-6) – 2b Citing examples of how government policies can positively or negatively impact an economy. Covered in grade 6
GEOGRAPHY
G1: The World in
Spatial Terms:
Understanding and
interpreting the
organization of people,
places, and
environments on
Earth’s surface provides
an understanding of the
Students understand maps, globes, and other geographic tools and technologies by… G 1 (5-6) –1
G 1 (5-6) –1a Identifying physical features of maps and globes.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Knows and understands the characteristics,
functions, and applications of maps and
globes, e.g.
o Title
o Legend
Academic vocabulary
• Title
• Legend
• Compass Rose:
cardinal and
intermediate
TEACHER NOTES
Use formative assessment to guide
instruction
Differentiate instruction by varying
the content, process, and product
and providing opportunities for:
• Anchoring
• Cubing
• Jig-sawing
• Pre/post assessments
• Think/pair/share
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 31
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
world in Spatial terms
o Compass Rose: cardinal and
intermediate directions
o Scale
o Latitude (parallels), longitude
(meridians)
o Hemispheres
directions
• Geography
• Scale
• Latitude (parallels),
longitude
(meridians)
• Hemispheres
G 1 (5-6) –1b Utilizing geographic tools like latitude and longitude to identify absolute location.
Grade 5 - Social Studies: World History/Geography
• Knows and understands that absolute
location is the exact point where latitude
and longitude meet.
Academic vocabulary
G 1 5-6) –1c Differentiating between local, regional, and global scales
Grade 5 - Social Studies: World History/Geography
• Identifies and locates the world continents
• Continents
o North America
o South America
o Europe
o Asia
o Africa
o Australia
o Antarctica
• Identify and locate the world oceans
o Atlantic
o Pacific
o Arctic
o Indian
Academic vocabulary
• Tiered assignments
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G1: The World in
Spatial Terms:
Understanding and
interpreting the
organization of people,
places, and
Students interpret the characteristics and features of maps by… G 1 (5-6) -2
G 1 (5-6)–2a Recognizing spatial information provided by different types of maps (e.g., physical,
political, map projections).
Grade 5 - Social Studies: World History/Geography
• Understands and uses different types of
maps
Academic vocabulary
• Physical
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 32
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
environments on
Earth’s surface provides
an understanding of the
world in Spatial terms
o Physical
o Political
o Thematic (climate, population,
etc.
o Google map
www.googlemap.com
o GPS
• Understands and uses map projections, e.g.
o Robinson
o Mercator
o Winkel Tripel (National
Geographic preferred)
• Political
• Thematic (climate,
population, etc.
• Google map
• GPS
• Robinson
• Mercator
• Winkel Tripel
G 1 (5-6)–2a Interpreting the spatial information from maps to explain the importance of the data.
Grade 5 - Social Studies: World History/Geography
• Uses the elements of space to describe
spatial patterns; analyze distribution maps
to discover phenomena (resources, terrain,
climate, water) that are related to the
distribution of people.
• Uses spatial concepts to explain spatial
structure, e.g. develop timelines, maps, and
graphs to determine how changing
transportation and communication
technology has affected relationships
between places.
Academic vocabulary
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G2: Places and Regions:
Physical and human
characteristics (e.g.
culture, experiences,
etc.) influence places
and regions
Students understand the physical and human characteristics of places by… G 2 (5-6) –1
G 2 (5-6) –1a Explaining and/or connecting how the geographical features influenced population
settlement.
Grade 5 - Social Studies: World History/Geography
• Understands how different physical
processes shape places, e.g. effects of
agriculture on changing land use and
Academic vocabulary
• Desert
• Gulf
TEACHER NOTES Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing
their own topics for inquiry
• involving exploration of open
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 33
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
vegetation, relationship of population
distribution to landforms, climate,
vegetation or resources
• Recognizes how different human groups
alter places in distinctive ways.
Essential question: How does the physical geography of
an area impact where cultures settle?
• Island
• Lake
• Landform
• Mesa
• Mountain
• Peninsula
• Plain
• Plateau
• River
• Sea
• Valley
• Volcano
G 2 (5-6) –1b Comparing and contrasting patterns of population settlement based on climate and
physical features as it applies to
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Arid
• Climate
• Tropical
questions that challenge
students’ thinking
• involving students in active
participation in the classroom
and the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing,
and debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish
bone, pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G2: Places and Regions:
Physical and human
characteristics (e.g.
culture, experiences,
etc.) influence places
and regions
Students distinguish between regions and places by… G 2 (5-6) –2
G 2 (5-6) –2a Comparing and contrasting the characteristics of different types of regions and places.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• Identifies the characteristics of different
regions
o climate
o housing
Academic vocabulary
•
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing
their own topics for inquiry
• involving exploration of open
questions that challenge
students’ thinking
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 34
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
o landforms
o language
o manufacturing
o religion
o trade
o vegetation
o wildlife
G 2 (5-6) –2b Explaining the difference between regions and places.
Grade 5 - Social Studies: World History/Geography
• Differentiates between
o region - a group of places with
common traits and linked by
trade, culture and other human
activity
o place - is found within a region
Academic vocabulary
• region
• place
• involving students in active
participation in the classroom
and the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing,
and debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish
bone, pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G2: Places and Regions:
Physical and human
characteristics (e.g.
culture, experiences,
etc.) influence places
and regions
Students understand different perspectives that individuals/groups have by… G 2 (5-6) –3
G 2 (5-6) –3a Identifying and describing the physical and cultural characteristics that shape different
places and regions as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
• Identifies the characteristics of different
regions
o climate
o housing
o landforms
o language
o manufacturing
o religion
Academic vocabulary
• Manufacturing
• Trade
• Vegetation
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 35
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
o trade
o vegetation
o wildlife
G 2 (5-6) –3b Researching a region to analyze how geography shapes that culture’s perspective (e.g.,
demographics, climate, natural and man-made resources as it may apply to some or all of the
following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Culture
• Resources
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G2: Places and Regions:
Physical and human
characteristics (e.g.
culture, experiences,
etc.) influence places
and regions
Students understand how geography contributes to how regions are defined / identified by… G 2
(5-6) –4
G 2 (5-6) –4a Identifying formal (e.g., United States of America), vernacular (e.g., the Middle East,
South County), and functional regions (e.g., cell phone service area) as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 36
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Antarctica
G 2 (5-6) –4b Explaining how regions may change over time (e.g., physical, cultural, political, and
economic changes as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
o Physical geography:
o History/culture:
o Government:
• South America
o Physical geography:
o History/culture:
o Government:
• Europe
o Physical geography:
o History/culture:
o Government:
• Asia
o Physical geography:
o History/culture:
o Government:
• Africa
o Physical geography:
o History/culture:
o Government:
• Australia
o Physical geography:
o History/culture:
o Government:
• Antarctica
o Physical geography:
o History/culture:
o Government:
Academic vocabulary
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments, e.g.
o Role playing -
bodily
kinesthetic
o Graphic
organizing -
visual
o Collaboration -
interpersonal
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G3: Human Systems:
(Movement) Human
Students understand why people do/do not migrate by… G 3 (5-6) –1
G 3 (5-6) –1a Identifying and explaining the push and pull factors that lead to a decision to migrate
as it applies to:
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 37
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
systems and human
movement affect and
are affected by
distribution of
populations and
resources, relationships
(cooperation and
conflict), and culture.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Migrate
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• See websites on page
five
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G3: Human Systems:
(Movement) Human
systems and human
movement affect and
are affected by
distribution of
populations and
resources, relationships
(cooperation and
Students understand the interrelationships of geography with resources by… G 3 (5-6) –2
G 3 (5-6) –2a Use evidence to correlate how geography meets or does not meet the needs of the
people as it may apply to some or all of the following:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
o Physical geography:
o History/culture:
o Government:
• South America
Academic vocabulary
• Interdependence
• Interrelationship
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 38
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
conflict), and culture. o Physical geography:
o History/culture:
o Government:
• Europe
o Physical geography:
o History/culture:
o Government:
• Asia
o Physical geography:
o History/culture:
o Government:
• Africa
o Physical geography:
o History/culture:
o Government:
• Australia
o Physical geography:
o History/culture:
o Government:
• Antarctica
o Physical geography:
o History/culture:
o Government:
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G3: Human Systems:
(Movement) Human
systems and human
movement affect and
are affected by
distribution of
populations and
resources, relationships
Students understand how geography influences human settlement, cooperation or conflict by… G
3 (5-6) –3
G 3 (5-6) –3a Recognizing and justifying how geography influences human settlement, cooperation
and conflict as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
Academic vocabulary
• Influence
• Settlement
TEACHER NOTES
Use formative assessment to guide
instruction
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 39
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
(cooperation and
conflict), and culture. • Africa
• Australia
• Antarctica
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
• 3-2-1
GEOGRAPHY
G4: Environment and
Society: Patterns
emerge settle, modify,
and interact on Earth’s
surface to limit or
promote human
activities.
Students explain how humans depend on their environment by… G 4 (5-6) -1
G 4 (5-6)-1a Researching and reporting how humans depend on the environment.
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
Academic vocabulary
• Environment
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 40
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Australia
• Antarctica
G 4 (5-6)-1b Explaining how human dependence on environment influenced development of
civilizations as it applies to: Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Civilization
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G4: Environment and
Society: Patterns
emerge settle, modify,
and interact on Earth’s
surface to limit or
promote human
activities.
Students explain how humans react or adapt to an ever-changing physical environment by… G 4
(5-6) -2
G 4 (5-6)-2a Identifying and describing human reactions to changes in their physical
environment, e.g. depletion of natural resources, global warming and natural disasters as it
applies to: as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
Academic vocabulary
• Adapt
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
RESOURCE NOTES
Textbook
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 41
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Asia
• Africa
• Australia
• Antarctica
G 4 (5-6)-2b Analyzing the impact of human reactions to environmental changes as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
• Australia
• Antarctica
Academic vocabulary
• Impact
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
Facilitates strategies of summarizing
and paraphrasing
• graphic organizers: sequence
organizers (chains, cycle),
concept development (mind
map), compare/contrast
organizers (Venn diagrams,
comparison charts), organizers
(word web, concept map),
evaluation organizers (charts,
scales), categorize/classify
organizers (categories, tree)
relational organizers (fish bone,
pie chart)
• two column note taking
• 5-3-1
• QAR
• Read around the text
Technology
• Computers
• LCD projectors
• Interactive boards
• T.V.
Websites
• explorelearning.com
(Gizmo™)
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• http://www.mywonderfulw
orld.org
• http://www.nationalgeograp
hic.com/xpeditions/atlas/
• www.about.comgeography
• www.brainpop.com
• www.discoveryeducation.co
m
• www.factmonster.com
• www.googleearth.com
• www.kidport.com/world
geography
• http://memory.loc.gov/learn
/lessons/psources/pshome.h
tml
• www.myngconnect,com
(on line guide for National
Geographic World Cultures)
• www.ngsp.com (on line
guide for National
Geographic World Cultures)
• www.sheppardsoftware.com
geograohy.htm
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Multiple
Intelligences
assessments.
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
o Opinion
o Informational
o Research
• 3-2-1
GEOGRAPHY
G4: Environment and
Society: Patterns
emerge settle, modify,
and interact on Earth’s
surface to limit or
promote human
activities.
Students explain how human actions modify the physical environment by… G 4 (5-6) –3
G 4 (5-6) –3a Identifying how human actions have changed the physical environment and describe
its effects, e.g. skyscrapers, rain forest, etc. as it applies to:
Grade 5 - Social Studies: World History/Geography
Essential knowledge and skills
• North America
• South America
• Europe
• Asia
• Africa
Academic vocabulary
TEACHER NOTES
Use formative assessment to guide
instruction
Provides social studies best
practices opportunities such as:
• investigating topics in depth
• exercising choice and
responsibility by choosing their
own topics for inquiry
• involving exploration of open
questions that challenge students’
thinking
TBD (preferably: National
Geographic Reading
Expedition: People and
Places and Geography
Supplementary Books,
Teacher (T) Student (S)
• Trade books
• “Weekly Reader”
• Newspaper
Technology
• Computers
• LCD projectors
ASSESSMENT
NOTES
REQUIRED COMMON
ASSESSMENTS
• Formative
• Summative
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS
• Accountable talk
• Anecdotal records
SOCIAL STUDIES/GEOGRAPHY CURRICULUM Grade 5 Curriculum Writers: Sharon Brown, Tricia Dougherty, Denise Krzyzek, and Deb Marcellino
6/12/2013 Middletown Public Schools 42
ENDURING
KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKS
Middletown Public Schools
INSTRUCTIONAL
STRATEGIES
RESOURCES ASSESSMENTS
• Australia
• Antarctica
o
• involving students in active
participation in the classroom and
the wider community
• involving students in both
independent inquiry and
cooperative learning;
• involving students in reading,
writing, observing, discussing, and
debating
• building upon students’ prior
knowledge
• two column note taking
• 5-3-1
• QAR
• Read around the text
• Interactive boards
• T.V.
Websites
• See websites on page
five
Materials
• Laminated world maps
(wall size)
• Teacher resource book
for maps
• A.P.P.A.R.T.S
• Conferencing
• Current events
• DBQ
• Debates
• Exhibits
• Essays
• Interviews
• Graphic organizers
• Journals
• Mark-up-text
• Mock election
• Modeling
• Oral presentations
• Primary sources
• Problem based
common tasks
• Rubrics/checklists
• Tests and quizzes
• Technology
• Text comparison
• Timeline
• Writing genres
• 3-2-1