Download Social Studies COS Grade 5-2011-2012

Grade 5
2011-2012
Social Studies Course of Study
Strand - History
TOPIC: Historical Thinking and Skills
CONTENT STATEMENT: #1
 Multiple-tier timelines can be used to show relationships among events and places
CONCEPTS
VOCABULARY
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Multiple-tier timelines can be used to
analyze cause and effect patterns in a
specific period of time.
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Multiple-tier timelines use two rows of
events with each row representing a
different topic or perspective related to a
specific time period.
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Timeline
Relationships
Chronological Order
Intervals
Span of Years
Century
Decade
B.C.
A.D.
Multiple-tier
Event
BCE
CE
PERFORMANCE SKILLS:
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Organize events in chronological order to construct a multiple-tier timeline and analyze the
relationships among the events.
Construct a multiple-tier timeline using personal life events and local, state, or national
events.
Identify the theme of a timeline.
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Grade 5
2011-2012
Social Studies Course of Study
Strand - History
TOPIC: Early Civilization
CONTENT STATEMENT: #2
 Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western
Hemisphere prior to the arrival of Europeans. These civilizations had developed unique
governments, social structures, religions, technologies, and agricultural practices and
products.
CONCEPTS
VOCABULARY
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A land bridge existed from Asia to North
America.
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Early civilizations often followed the
migration of hunted animals.
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The Mayans’ cities were religious and
government centers where priests and
nobles served as leaders and lived in large
palaces.
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The Mayans participated in outdoor games
and held festivals honoring Mayan gods.
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The Mayans developed a number system
and a calendar.
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The Mayans used a slash and burn method
to farm their main crop, maize.
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The largest mound building civilization
was call the Mississipian because it began
in the Mississippi River Valley.
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The Mississipians had a strong trade
system.
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Asia
Land Bridge
Environment
Ice Age
Glacier
Continent
Native American
Aztec
Inca
Maya
Mississippian
Empire
Migration
Civilization
Europeans
Social Structure
Agricultural Practices
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Grade 5
2011-2012
Social Studies Course of Study
Strand – History (cont’d)
CONCEPTS
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The Aztecs believed in several gods, and
believed that a light-skinned god had sailed
away years before but would return to rule
his people.
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The Aztecs were strong fighters.
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The Aztecs didn't have any farmland, so
they devised a way to create their own
farmland, called chinampas.
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The Incans used terracing to grow corn and
potatoes raise llamas and alpacas for food
and labor.
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Many Incans were killed because they
refused to accept Christianity.
VOCABULARY (cont’d)
PERFORMANCE SKILLS:
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Compare the unique characteristics of early Indian civilizations (government, social
structure, religion, technology and agricultural practices and products).
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Grade 5
2011-2012
Social Studies Course of Study
Strand – History (cont’d)
TOPIC: Heritage
CONTENT STATEMENT: #3
 European exploration and colonization had lasting effects which can be used to understand
the Western Hemisphere today.
CONCEPTS
VOCABULARY
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Countries explored new territories in search 
of wealth, opportunity, and religious
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freedom.
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Lasting effects of European exploration and
colonization can be seen today in the
cultural practices and products of the
Western Hemisphere.
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Evidence of existing cultural patterns today
in place names, languages, religions,
domesticated animals, and domesticated
plants.
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Central and South America developed from
the growth of the Spanish colonies.
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Exploration
Conquistador
Countries Involved in Exploration (Spain,
Portugal, England, France, Great Britain)
European Explorers
Colony
Colonization
Independent
Settlement
Culture
Architecture
Traditions
Languages
Religion
Domesticated
Columbian exchange
PERFORMANCE SKILLS:
 Describe the lasting effects of European exploration and colonization on the culture practices
and products of the Western Hemisphere.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – History
TOPIC: Spatial Thinking and Skills
CONTENT STATEMENT: #4
 Globes and other geographic tools can be used to gather, process and report information
about people, places and environments. Cartographers decide which information to include
in maps.
CONCEPTS
VOCABULARY
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Aerial photographs and digital satellite
images are used to communicate
information from a spatial perspective.
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Geographic data are compiled, organized,
stored, and created using technology
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The purpose for which the cartographer
creates a map and how it is to be used
influences the way cartographic
information is presented.
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Locator, key/legend, compass rose,
latitude, longitude, scale, grids,
coordinates and degrees are basic
properties of maps, globes and aerial
photographs.
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Globes and maps are used to provide
geographic information.
Map
Globe
Geographic Tools
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scale
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grid
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legend
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key
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locator
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latitude
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longitude
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coordinates
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degrees
Cartographer
Satellite
Geographic Information System (GIS)
Global Positioning System (GPS)
Remote Sensing (RS)
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PERFORMANCE SKILLS:
 Use appropriate maps, globes and geographic tools to gather, process and report information
about people, places and environments.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – History
TOPIC: Spatial Thinking and Skills
CONTENT STATEMENT: #5
 Latitude and longitude can be used to make observations about location and generalizations
about climate.
CONCEPTS
VOCABULARY
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Latitude and longitude can be used to make
generalizations about climate (e.g., location
relative to the Equator, bodies of water,
mountains, and rainfall amounts).
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Locations on the earth’s surface are
identified using lines of latitude and
longitude.
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Longitude describes a point’s position on
Earth’s surface in relation to the equator.
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Latitude describes a point’s position on
Earth’s surface in relation to the prime
meridian.
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Imaginary circles called parallels of
latitude run around Earth parallel to the
equator.
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Climate describes long-term trends in
weather elements and atmospheric
conditions.
Latitude
Longitude
Geographic Data
Climate
Bodies of Water
Mountains
Precipitation
Equator
Relative Location
Prime Meridian
Coordinates
Grid
Degrees
Parallels
PERFORMANCE SKILLS:
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Use location to make generalizations about climate in a specific place or region.
Use latitudes and longitudes to identify locations on a map.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography
TOPIC: Places and Regions
CONTENT STATEMENT: #6
 Regions can be determined using data related to various criteria including landform, climate,
population, and cultural and economic characteristics.
CONCEPTS
VOCABULARY
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Regions can be determined based on
landforms, climate, populations, cultures
and economics.
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Different regions have different climates,
populations, cultures and economic
characteristics.
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Landforms are the shape, form or nature of
a specific physical feature of earth’s
surface such as plains, hills, plateaus, and
mountains.
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Climate is the long term trends in weather
elements and atmospheric conditions such
as temperature and precipitation.
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Population is the number of people who
live in a specific area; characteristics of
population include density, migration and
birth rate.
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Culture is the learned behavior of people
including belief systems, languages, social
relationships, institutions, organizations,
religions, language, and material goods.
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Landforms (mountains, rivers,
waterways)
Climate
Culture characteristics
Economic characteristics
Region
Population
Agricultural products
income
Natural Resources:
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Renewable resources
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Non-renewable resources
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Physical feature
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Density
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Allocation
o
Migration
Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography (cont’d)
CONCEPTS
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VOCABULARY (cont’d)
Economics is the set of principles that
society uses to organize the ownership and
allocation and use of resources including
natural resources, agricultural products and
income levels.
PERFORMANCE SKILLS:
 Identify and describe regions within the Western Hemisphere using criteria related to
landform, climate, population, and cultural and economic characteristics.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography
TOPIC: Human Systems
CONTENT STATEMENT: #7
 Variations among physical environments within the Western Hemisphere influence human
activities. Human activities also alter the physical environment.
CONCEPTS
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VOCABULARY
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The change in waterways can cause an
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increase in population and change the
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economy.
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Certain physical environments limit human 
activity such as the Arctic region.
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People depend on the physical environment 
for survival.
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Human activities develop in response to
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the conditions in particular physical
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environments.
Human activity alters the physical
environment.
Many of the issues facing the world today
are related to the change in human activity,
such as building dams, farms, cities and
transportation systems; using wetlands and
forests; and practicing irrigation and
mining.
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Physical Environment
Western Hemisphere
Waterways
Urbanization
Ecosystem
Farming Methods
Slash and burn
Terrace farming
Chinampas
Vegetation
Agriculture
Flooding
Dikes
Dams
Canals
Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography (cont’d)
PERFORMANCE SKILLS:
 Explain how variations among physical environments in the Western Hemisphere
influence human activities there.
 Explain how the activities of human have altered the physical environment of the Western
Hemisphere.
 Explain how the issues in the world are related to changes in human activity.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography
TOPIC: Human Systems
CONTENT STATEMENT: #8
 American Indians developed unique cultures with many different ways of life. American
Indian tribes and nations can be classified into cultural groups based on geographic and
cultural similarities.
CONCEPTS
VOCABULARY
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Americans Indian tribes settled in North
and South America and survived using the
resources in their region.
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Anthropologists grouped various tribes
and nations based on their geographic and
cultural similarities.
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These classifications are called cultural
areas or cultural groups.
Anthropologist
Cultural areas or cultural groups
Region
Artifacts
Migration
American Indian tribes
Canadian and US cultural groups (Arctic,
Subarctic, Northeast/Eastern Woodlands,
Southeast, Plains, Northwest Coast,
California, Great Basin, Plateau and
Southwest)
Latin America Cultural Regions (Middle
America, Caribbean, Andes, Tropical
Forest, and South American Marginal)
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PERFORMANCE SKILLS:
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Make generalizations about the cultural ways of life among American Indian cultural groups
in North and South America.
Create a map showing different regions of American Indian cultural groups.
Research a cultural group as a team and present to the class as either a research paper or a
slide show presentation.
Create a product explaining how the environment influenced the way of life of a cultural
group.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography
TOPIC: Human Systems
CONTENT STATEMENT: # 9
 Political, environmental, social and economic factors cause people, products and ideas to
move from place to place in the Western Hemisphere today.
CONCEPTS
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People, products, and ideas move from
place to place in the Western Hemisphere
for political, environmental, social and
economic reasons.
VOCABULARY
Diffusion
Migration
Political leadership
Resources
Renewable
Nonrenewable
Physical environment
Natural Resources
Employment
Social
Economic factors
Products
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Political (leadership and citizen’s rights),
social (discrimination, intolerance and
religious freedom), economic (availability
of resources, changes in trade patterns, and
employment opportunities) and
environmental conditions (climate and
natural disaster) influence the movement of
people, products, and ideas.
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PERFORMANCE SKILLS:
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Explain how the political, environmental, social and economic factors cause the movement of
people, products and ideas in the Western hemisphere.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Geography
TOPIC: Human Systems
CONTENT STATEMENT: #10
 The Western Hemisphere is culturally diverse due to American Indian, European, Asian and
African influences and interactions, as evidenced by artistic expression, language, religion
and food.
CONCEPTS
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Cultural diversity in the Western
Hemisphere is a result of the interactions
among the American Indian, European,
Asian and African people.
VOCABULARY
Cultural Diversity
Artistic Expression
Belief System
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Culture is a learned behavior of a select
group including their belief system and
languages, their social relationships, their
institutions and organizations and their
material goods such as food, clothing,
buildings, tools and machines.
PERFORMANCE SKILLS:
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Describe the cultural diversity of the Western Hemisphere as evidenced by artistic
expression, language, religion, clothing, and food.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Government
TOPIC: Civic Participation
CONTENT STATEMENT: #11
 Individuals can better understand public issues by gathering and interpreting information
from multiple sources. Data can be displayed graphically to effectively and efficiently
communicate information.
CONCEPTS
VOCABULARY
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In order to be a good citizen, one must
effectively collect and communicate
knowledgably on public issues.
Source
o Primary
o -Secondary
Almanacs
Maps
Trade books
Periodicals
Newspapers
Digital resources
Interpret
Collect
Analyze
Table, graph, chart
Public issues
Accuracy
Primary Source
Secondary Source
Negotiate
Compromise
Collaborate
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When obtaining information, students must 
know where to get information, consider
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the accuracy of facts and the credentials of
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the source, assess and analyze information. 
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In order to promote the common good, one 
must learn to negotiate, compromise and
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collaborate based on information.
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Information should be displayed in different 
forms depending on the type of
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information.
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PERFORMANCE SKILLS:
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Use multiple sources and appropriate communication tools to locate, investigate, organize
and communicate information on a public issue.
Research and present opposing points of view on a public issue.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Government
TOPIC: Roles and Systems of Government
CONTENT STATEMENT: #12
 Democracies, dictatorships and monarchies are categories for understanding the relationship
between those in power or authority and citizens.
CONCEPTS
VOCABULARY
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Governments can be organized in different
ways.
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Governments can have limited or
unlimited power.
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Democracies, dictatorships and
monarchies are three basic ways of
describing the relationship that exists
between those in power and citizens.
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In a democracy, the poser of those in
authority is limited because the supreme
power is retained by the people.
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In a dictatorship, poser is held, often
through force, by a ruler or small group
with absolute power over the people.
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Monarchy is a government in which
authority over the people is retained
through a tradition of allegiance.
Democracy
Dictatorship
Monarchy
Limited powers
Unlimited powers
Governing
Governed
Citizen
Authority
PERFORMANCE SKILLS:
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Explain the relationship between those in power and individual citizens in a democracy, a
dictatorship and a monarchy.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Economic Decision Making and Skills
CONTENT STATEMENT: #13
 Information displayed in circle graphs can be used to show relative proportions of segments
of data to an entire body of data.
CONCEPTS
VOCABULARY
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Economic data is often represented in a
circle graph to show how an entire
segment of date can be separated into
parts.
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Circle graphs show part to whole
relationship between segments of data and
the whole database.
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Economics
Consumers
Producers
Savers
Investors
Costs
Benefits
Data
Circle graphs
PERFORMANCE SKILLS:
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Construct a circle graph that displays (economic and other) information on part to whole
relationships of data.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Economic Decision Making and Skills
CONTENT STATEMENT: #14
 The choices people make have both present and future consequences.
CONCEPTS
VOCABULARY
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Choices have consequences, both present
and future.
Choices
Consequences
PERFORMANCE SKILLS:
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Explain the present and future consequences of an economic decision.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Scarcity
CONTENT STATEMENT: #15
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The availability of productive resources (i.e., human resources, capital goods and natural
resources) promotes specialization that leads to trade.
CONCEPTS
VOCABULARY
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Productive capacity is influenced by
human and natural resources.
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When there are not enough resources,
scarcity of goods and services results.
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Specialization develops as a result of
people using the productive resources
available.
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Regions may specialize in products when
they produce at the lowest opportunity cost
which causes both production and
consumption to increase and results in
trading.
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Human resources consist of the talents and
skills of human beings that contribute to
the production of goods and services.
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Capital goods are the human-made
materials needed to produce goods and
services, such as buildings, tools, and
equipment.
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Natural resources are productive resources
supplied by nature.
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Specialization is the concentration of
production on fewer kinds of goods and
services than are consumed.
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Goods
Services
Scarcity
Productive resources
Human resources
Interdependence
Capital goods
Trade
Specialization
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics (cont’d)
PERFORMANCE SKILLS:
 Explain how the availability of productive resources in a specific region promotes
specialization and results in trade.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Production and Consumption
CONTENT STATEMENT: # 16
 The availability of productive resources and the division of labor impact productive capacity.
CONCEPTS
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VOCABULARY
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The division of labor tasks among workers 
with different expertise can increase
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productive capacity.
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Capacity is the maximum output of an
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economy.
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Productive resources are the resources used 
to make goods and services.
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The productive capacity of a region is
influenced by available resources.
Goods
Services
Division of Labor
Productive
Capacity
Natural Resources
Capital Goods
Human Resource
Production
Trade
Capital
Labor
Maximum Output
Entrepreneur
PERFORMANCE SKILLS:
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Explain how the availability of productive resources and the division of labor
influence productive capacity.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Markets
CONTENT STATEMENT: # 17
 Regions and countries become interdependent when they specialize in what they produce
best and then trade with other regions to increase the amount and variety of goods and
services available.
CONCEPTS
VOCABULARY
 Specialization of production of goods is
based on supply and demand or need.
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 Specialization leads to increased production
because concentrating on fewer goods
reduces the cost of production.
 Greater specialization leads to increased
interdependence among regions and
countries because nations rely on other
nations for the goods they do not produce
for themselves.
 When regions and countries trade, a greater
variety of goods are available to consumers.
Specialization
Production
Cost of Production
Goods
Services
Interdependent
Trade
Buyers
Sellers
Allocate
Competition
Export
Import
Limited Resources
 Becoming an entrepreneur requires
responsibility and being a leader.
PERFORMANCE SKILLS:
 Explain how specialization and trade lead to interdependency among countries of the
Western Hemisphere.
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Grade 5
2011-2012
Social Studies Course of Study
Strand – Economics
TOPIC: Financial Literacy
CONTENT STATEMENT: # 18
 Workers can improve their ability to earn income by gaining new knowledge, skills, and
experiences.
CONCEPTS
VOCABULARY
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An individual’s interests, knowledge, and
abilities can affect career and job choice.
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Different careers require various levels of
knowledge, skills and experience.
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Different careers provide different levels
of income, usually based on the amount of
knowledge, skills and experience needed.
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Technical
Entrepreneurial skills
Certification
License
Degree
Entry level job
Internship
Apprenticeship
Income
Educational achievement
Potential
Successful
PERFORMANCE SKILLS:
 Identify a career of personal interest and research the knowledge, skills and experiences
required to be successful.
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