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Winston-Salem/ Forsyth County Schools Recommended 5th Grade Pacing Guide/Curriculum Document

North America:United States History, Canada, México, & Central America

Developed 2008

*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

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http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

Introduction The goal of the 5th grade North American Studies pacing guide/curriculum document is to establish a realistic pacing, based on 145-160 actual instructional days, full of suggested ideas to successfully cover the curriculum during the school year; the document should undergo review and revisions as necessary. Relevant (and helpful) information is included for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

To guide instructional pacing so that key areas receive proper attention by including helpful information such as…o Suggested number of days per unito Thematic concepts in each unito Key Terms/People/Places/Events – factual material to recognize and recallo Vocabulary to help build a child’s knowledge of academic words through word walls and word mapso Target Goals for students to accomplish by the end of unitso Global connections that can be extensions of the NC Standard Course of Studyo The NC Standard Course of Study for easy reference

To establish quarterly benchmark goals for the units of study that will ensure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by shared pacing between our schools.

To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, and examples of target goals)

Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a

living document and must continue to be perfected as years go by.

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http://wsfcs.k12.nc.us/departments/socialstudies

Table of ContentsPages…

4-5. Overview of Pacing Guide Features & Curriculum Document

6-21. WSFCS Pacing Guide/Curriculum Document for 5th grade North American Studies: Quarters 1-4

7. Pacing Guide for 5th grade North American Studies8. Core Curriculum: a top 100 list of Terms/People/Places/Events9-21. Curriculum Document for 5th grade North American Studies

Appendix: NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions) An Item Shells Approach to Formulating Questions for Each Cognitive Level

We extend deep gratitude and appreciation to all the 5th grade teachers who provided feedback and suggestions for this document.

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2008-2009 WS/FCS Recommended 5th Grade Pacing Guide at a Glance

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption

Harcourt

Introduction to 5th grade-opening of school √-5 days [Units]

Overview of North American Geography & Regions/ In Focus: CG 1 √-11-12 days

1 (lessons 1,2, & 4)

North America’s People & MovementIn Focus: CG 1 √- 8-9 days

1(lessons

3 & 5)Early History of the United States

(pre-Columbian-1840s)/ In Focus: CG 4 √-13-14 days(stop before

American Rev.)

√-19-20 days (begin with

American rev.)

2

History of the United States: Civil War to Present (1840s-today)/ In Focus: CG 4 √-19-20 days

(stop at Great Depression)

√-19-20 days (begin with FDR)

3

4

“In Focus”:Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on focused CGs that are natural fits for the given unit

Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark.

Politics & Society in North America/ In Focus: CG 2 √-19-20 days

4

(if possible) History of Canada, Mexico, & Central America

*√-6-7 days

The Diversity of People & Beliefs in North AmericaIn Focus: CG 3

√-19-20 days*(13-14 days if

unit on “History of Canada, Mex. & C. America is

taught)

5

Economic Decisions & Resources in North America √-11-12 days

6

UNIT OF STUDY/THEME:

Early History of the United States (pre-Columbian-1840s) / In Focus: CG 4

Suggested # of Days 32-34 Unit Essential

QuestionWhy was the use of land so important to people throughout the early history of the

United States? (address how land impacted decisions)

Examples of Lesson Essential Questions SCOS Objectives

Key Concepts & Terms/People/Places/

EventsVocabulary Builder Examples of Target Goals

& Global Connections

Settlement: Who were some

4.01 Define the role of an historian and explain the importance of studying history.

Concepts: adaptation

Vocabulary: historian

Students should be able to: provide specific

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Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

Unit EQs: What is the key learning for this unit that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.





of the earliest civilization groups in N. America?

How did tribes in the US & Canada use the environment to their advantage?

Exploration: How did

European explorers change North America? (socially & physically)

Colonial Period How did the

colonists in North America use land & natural resources to maintain their power? (can address political, social, or economi

4.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

4.03 Describe the contributions of people of diverse cultures throughout the history of US

4.04 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights.

4.05 Describe the impact of wars and conflicts on United States citizens (American Revolution)

4.08 Trace the development of

artifacts civilizations tribal life spreading

religion imperialism slavery independence revolution democracy freedom turning points

Terms/People/Places/Events: Olmec

civilization Middle Passage borderlands triangular trade

routes naval stores Minutemen Patriots &

Loyalists

ancestors civilization confederation bartering navigation expedition mission/

missionaries colony cash crop dissent charter indentured

servant plantation representation protest backcountry boycott revolution mercenary constitution

examples of how settlers, European colonizers, Africans (slaves), and immigrants all had to adjust to their new surroundings

see how land is used to gain/maintain power

Global Connections: Students can better

understand all the indigenous groups of North America

Exploration= English, French, Spanish, Portuguese, & Dutch.

Understand slavery’s existence throughout history & different societie

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“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ. EQs should drive instruction & be made

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”Provide(s) specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall “Target Goals”: a roadmap for unit mastery “Global Connections”: developing students

for the global workforce through social studies.

2008-2009 WS/FCS Recommended 5th Grade Pacing Guide at a Glance

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption

HarcourtIntroduction to 5th grade-opening of school √-5 days [Units]

Overview of North American Geography & Regions/ In Focus: CG 1 √-11-12 days

1 (lessons 1,2, & 4)

North America’s People & MovementIn Focus: CG 1 √- 8-9 days

1(lessons

3 & 5)Early History of the United States

(pre-Columbian-1840s)/ In Focus: CG 4 √-13-14 days(stop before

American Rev.)

√-19-20 days (begin with

American rev.)

2

History of the United States: Civil War to Present (1840s-today)/ In Focus: CG 4 √-19-20 days

(stop at Great Depression)

√-19-20 days (begin with FDR)

3

Politics & Society in North America/ In Focus: CG 2 √-19-20 days

4

(if possible) History of Canada, Mexico, & Central America *√-6-7 days

The Diversity of People & Beliefs in North AmericaIn Focus: CG 3

√-19-20 days*(13-14 days if

unit on “History of Canada, Mex. & C. America is

taught)

5

Economic Decisions & Resources in North AmericaIn Focus: CG 5

√-11-12 days6

Technology in North AmericaIn Focus: CG 6 √-7-8 days

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1. North America2. the Caribbean3. Central America4. Continental Divide5. the Rockies6. West7. Southwest8. Midwest9. Southeast10. Northeast11. Ring of Fire12. Irish Potato Cop Failure (1800s)13. internet14. Olmec Civilization15. Middle Passage16. triangular trade routes17. Patriots & Loyalists18. Manifest Destiny19. Indian Renoval Act20. Mexican American War21. Industrial Revolution22. Eli Whitney23. interchangeable parts 24. cotton gin25. Underground Railroad26. Abraham Lincoln27. Emancipation Proclamation28. Reconstruction29. transcontinental railroad30. Jane Addams31. Spanish-American war32. Panama Canal33. the Lusitania34. Harlem Renaissance35. Great Depression36. Franklin Roosevelt

37. the New Deal38. Adolph Hitler & Nazis39. Pearl Harbor40. Holocaust41. John F. Kennedy42. Vietnam War43. Ronald Reagan44. Brown vs. Board of Education45. Cesar Chavez46. Al-Qaeda47. Declaration of Independence48. Bill of Rights49. legislative branch50. executive branch51. judicial branch52. British Commonwealth53. Prime Minister-Canada54. Nobel Peace Prize (and North American

winners)55. Pilgrims-Puritans56. vaqueros57. 1848 gold rush58. Arab Americans59. Asian Americans60. American Indians61. African Americans62. Christians63. Muslims64. Buddhists65. Judaism66. Hinduism67. Poor Richard’s Almanack68. Quebec69. Mexico City70. Diego Rivera71. totem poles

72. ecotourism73. NAFTA74. market economy75. free enterprise76. Wall Street77. Information Age78. NASA79. Thomas Edison80. Lewis Lattimer

Core Curriculum for 5th Grade US, Canada, Mexico & Central

America—a list of top 80 Key

Terms/People/Places/Events (see units)

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5th Grade– North America UNIT OF STUDY/THEME: Overview of North American Geography & Regions/ In Focus: CG 1


Question How can the five themes of Geography help you better understand North America?





Location: Use North

America’s geography to describe the difference between absolute & relative location.

Place: How can climate

help us better understand what it’s like to live in different parts of NA?

Regions: What are some

major regions you remember from North Carolina?

Movement: How can climate

explain the movement of

1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America.

1.02 Analyze how absolute and relative location influence ways of living in the United States and other countries of North America.

1.03 Compare and contrast the physical and cultural characteristics of regions within the United States, and other countries of North America.

1.05 Explain how and why population distribution differs within and between countries of North America.

1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment.

Concepts: geography location climate regions movement human-environmental

relationships resources

Terms/People/Places/Events: North America Canada Mexico The Caribbean Central America Great Lakes Gulf of Mexico Hudson Bay Lake Nicaragua Continental Divide The Rockies Mexican Plateau

Vocabulary: absolute location relative location landforms natural resources renewable industry plains plateaus inlets gulfs population density rural urban physical environment adapt modify bodies of water mountain ranges

Students should be able to… refer back to the

five themes of geography as they explore N.A.

identify major geographic locations in North America.

understand how human decisions are impacted by their environment.

Global Connections: Students can compare

NC’s geography to other areas of N.A.

Students can show prior knowledge by connecting terms & vocabulary to other parts of the world.

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people?

Human-Environment Interactions: How do people

modify the environment for their benefit?

Students can address modern environmental issues.

UNIT OF STUDY/THEME: North America’s People & Movement/ In Focus: CG 1


Question How has the movement of people, throughout North American history, defined the

different regions?


Key Concepts &Terms/People/Places/



Regions: What

characteristics define the regions of North America?

How does the economy define a region?

Migration: For what reasons

might your family migrate?

Immigration:

1.03 Compare and contrast the physical and cultural characteristics of regions within the United States, and other countries of N. America.

1.04 Describe the economic and social differences between developed and developing regions in North America.

1.05 Explain how and why population distribution differs within and between countries of North America.

1.07 Analyze the past movement of people, goods,

Concepts: diversity culture regions push factors pull factors inventions

Terms/People/Places/Events: West Southwest Midwest Southeast Northeast Ring of Fire Central America

Vocabulary: regional cultural traits per capita

income Hispanic tradition economy developing country developed country migration immigration

Students should be able to: understand

which human & physical traits define a region.

identify the regions of North America & within the US.

explain how ideas have moved across time.

Global Connections: What immigrant

groups have settled

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Key Concepts &Terms/People/Places/



How has immigration to the United States changed over time?

Moving Goods & Ideas: What do moving

goods & moving ideas have in common?

and ideas within and among the United States, Canada, Mexico, and Central America and compare it to movement today.

Irish Potato crop failure (1800s)

railroads air travel radio television internet

NC over its history? How many languages

are spoken at home by students in WS/FCS?

What language classes can you take?

Have students consider what websites, TV, movies, & magazines they might see from other countries/languages.

UNIT OF STUDY/THEME: Early History of the United States (pre-Columbian-1840s) / In Focus: CG 4


QuestionWhy was the use of land so important to people throughout the early history of the

United States? (address how land impacted decisions)





First Settlers of North America: Who were some

of the earliest civilization groups in N. America?

How did tribes in the US & Canada use the environment to



4.03 Describe the contributions of people of diverse cultures throughout the history of US

Concepts: adaptation artifacts civilizations tribal life religion imperialism slavery independence revolution democracy

Vocabulary: historian ancestors civilization confederation bartering navigation expedition mission/

missionaries colony

Students should be able to: provide specific

examples of how settlers, European colonizers, Africans (slaves), and immigrants had to adjust to their new

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their advantage?

European Exploration: How did

European explorers change North America? (socially & physically)

Colonial Period: How did the

colonists in North America use land & natural resources to maintain their power? (political, social, or economic practices)

American Revolution: Why did the

American colonists revolt?

4.04 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights.

4.05 Describe the impact of wars and conflicts on United States citizens (American Revolution)

4.08 Trace the development of the United States as a world leader and analyze the impact of its relationships with Canada, Mexico, and selected countries of Central America.

freedom /slavery turning points

Terms/People/Places/Events: Olmec

civilization Middle Passage borderlands triangular trade

routes naval stores Minutemen Patriots &

Loyalists Manifest Destiny Louisiana

Purchase Lewis & Clark Andrew Jackson Indian Removal

Act Trail of Tears Mexican

American War Erie Canal Industrial

Revolution Eli Whitney interchangeable

parts cotton gin Morse code agricultural

cash crop dissent charter indentured

servant plantation representation protest backcountry boycott revolution mercenary constitution delegate compromise ratify pioneer human rights

surroundings. see how land is used to

gain/maintain power. understand what was

“revolutionary” about the American Rev.

gain a better grasp of protected freedoms.

explain how industry changed the world.

Global Connections: Students can better

understand all the indigenous groups of North America.

Exploration: English, French, Spanish, Portuguese, & Dutch.

Understand slavery’s existence throughout history & in different societies.

Examine how the American Revolution influenced other revolutions in South America & France.

Discuss which US lands belonged to Mexico before the

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The New Nation: What was the

biggest gain for newly independent America?

Did the Bill of Rights work for everyone? (in US and in relation with other people)

What was the most important invention of the Industrial Revolution?

inventions Mexican-American War (as well as our purchase of Florida from Spain).

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UNIT OF STUDY/THEME: History of the United States: Civil War to Present (1840s-today)/ In Focus: CG 4


Question How has the legacy of the Civil War determined modern U.S. history?





The Road to Civil War: What were the

main reasons the South seceded?

Why do you think the North won?

Why did Reconstruction not work?

The Beginning of Modern America: What role did

technology play in changing America?

How did migration & immigration change America?

How did the US “flex” its muscles between the 1880s-1919?

Looking at the US during the 1920s,


4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.

4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.

4.06 Evaluate the effectiveness of civil rights and social movements throughout United States' history that reflect the struggle for equality and constitutional rights for all citizens.

Concepts: segregation compromise free state/ slave state abolish (abolition) civil war frontier life movement (forced

removal) industrialization imperialism (voting) rights (expanding the

federal) government space & arms races terrorism

Terms/People/Places/Events: Underground Railroad Abraham Lincoln Emancip.Proclamation Ulysses Grant Robert E. Lee key CW battles John Wilkes Booth Reconstruction John Rockefeller

Vocabulary: fugitive secede emancipate assassinate reservation skyscraper blockade armistice alliance military draft trench warfare suffrage stock market rationing internment camps concentration camps communism free world cold war arms race cease-fire segregation integration civil rights nonviolence terrorism

Students should be able to: understand what

led to the Civil War AND why it was a turning point in US history.

analyze why Reconstruction did not work.

connect the failure of Reconstruction to the Harlem Renaissance & the civil rights era.

assess how FDR’s decisions helped the US get out of the Depression.

determine how the US has faced the great struggles after WWII (USSR, Vietnam, terrorism, etc.).

Global Connections: Discuss varying views

from online sources

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why do you think the stock market crash was called the “Great Depression?

What do you think was FDR’s greatest accomplishment?

America & the World: What was the

biggest lesson we can learn from WWII?

Why did the US government feel it was necessary to stop communism?

Which groups benefited from the civil rights movement?

Explain which

challenge you think is the greatest one the US is now facing? (may address

4.07 Compare and contrast changes in rural and urban settlement patterns in the United States, Canada, Mexico, and selected countries of Central America.

4.08 Trace the development of the United States as a world leader and analyze the impact of its relationships with Canada, Mexico, and selected countries of Central America.

transcontinental railroad

tenement Jane Addams the Great Migration Spanish-American war Theodore Roosevelt The Maine Panama Canal the Lusitania Woodrow Wilson Harlem

Renaissance the Great Depression Franklin Roosevelt the New Deal Adolph Hitler & Nazis Pearl Harbor Internment camps Holocaust John F. Kennedy Cuban Missile Crisis Vietnam War Ronald Reagan Mikhail Gorbachev Brown v. Board of Ed Martin Luther King Jr Malcolm X César Chavez NAFTA Al-Qaeda

coalition terrorism hijack interdependence globalization urban sprawl labor unions

that explore reactions to the civil war.

Connections can be made to how the slave issue, or race relations, was handled elsewhere in the Americas.

Certain events can be expanded to look at the reaction from foreign countries: Spanish-American War, Mexico & Zimmermann telegram, US Marines in Nicaragua, Panama Canal, Cuban independence & acquiring Puerto Rico.

Examine how different countries sided during the Cold War.

Current views from abroad of the US & rest of North America.

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terrorism, the environment, population growth, economy, etc.)

UNIT OF STUDY/THEME: (if possible) History of Canada, Mexico, & Central America

Suggested # of Days *(6-7) Unit Essential

Question What has democracy meant to the other nations of North America?





Independence: What issues were

important to Haitian independence?

How similar was the struggle for independence in Middle America to US?

History: Why is 5 de Mayo a

national holiday in Mexico?

What were the causes of the Mexican Revolution?

3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States.

3.04 Hypothesize how the differences and similarities among people have produced diverse American cultures.

3.06 Compare and contrast the roles various religious and ethnic groups have played in the development of the United States with those of Canada, Mexico, and selected countries of Central America.


Concepts: independence democracy military juntas one-party rule ecotourism societal hierarchies multi-linguistic

T erms/People/Places/Events: Middle America Spanish Empire Touissant L’Overture

(Haiti) “Padre” Hidalgo (Mex.) Central American

Federation-1830s 5 de Mayo Mexican Revolution

(Pancho Villa-Gen.

Vocabulary: hemisphere indigenous bilingual nationalism dictatorship foreign policy rainforests ecotourism outsourcing

Students should be able to: see how

independence and freedom were not just happening in the US.

understand why many countries in NA have traditionally lacked a democratic history. see how the US

has played a significant role

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How did US presence in Cuba & Nicaragua make an impact?

What benefits does Canada receive by staying in the British Commonwealth?

Why did the US become involved in Nicaragua during the 1980s?

How has democracy worked in Latin America?

4.07 Compare and contrast changes in rural and urban settlement patterns in the United States, Canada, Mexico, and selected countries of CA4.08 Trace the development of the US as a world leader and analyze the impact of its relationships with neighbors.

Zapata) Marines in Nicaragua Panama Canal zone Augusto Sandino British commonwealth Contras Oscar Arias NAFTA & CAFTA-DR

in the history of its neighbors.

Global Connections:

This unit is deigned to be global in nature.

UNIT OF STUDY/THEME: Politics & Society in North America/ In Focus: CG 2


Question Why do people form groups?





Historical Documents: When you look at

the Mayflower Compact, Declaration of Independence, Constitution, & Bill of Rights—

2.01 Analyze major documents that formed the foundations of the American idea of constitutional government.

2.02 Describe the similarities and differences among the local, state, and national levels of government in the United

Concepts: self-governing majority rule federal system separation of

powers due process of

law naturalization

Vocabulary: republic grievance amending due process budget veto jury naturalized

Students should be able to: understand why

people would want to form a government, political parties, families, and school systems.

differentiate 18





what important ideas help protect people?

Why did the Founding Fathers think that powers needed to be separated?

Why is it necessary, at times, to amend laws?

Political Parties: Why were

political parties formed?

Governments in North America: In what ways did

people design different governments in North America?

Societies in North America: How is education

treated differently in North America?

States and explain their legislative, executive, and judicial functions.

2.03 Recognize how the United States government has changed over time.

2.04 Compare and contrast the government of the United States with the governments of Canada, Mexico, and selected countries of Central America.

2.05 Assess the role of political parties in society.

2.06 Explain the role of public education in the United States.

2.07 Compare and contrast the educational structure of the United States to those of Canada, Mexico, and selected countries of Central America.

2.08 Describe the different types of families and compare and contrast the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America.

sharing powers family government

Terms/People/Places/Events: Mayflower Compact Thomas Jefferson Declaration of

Independence preamble Constitutional

Convention Bill of Rights Amendments legislative

branch executive branch judicial branch justices British

Commonwealth Prime Minister -

Canada Oscar Arias Sánchez Nobel Peace Prize

citizen cabinet political party public agenda primary election society parliamentary

democracy prime minister presidential

democracy proportional

representation elementary

education secondary

education nuclear family extended family single-parent

family blended family

between varying perspectives on the issues/topics listed above.

Global Connections: Identify struggles for

freedom that exist around the world today.

Use separation of powers as a way to give students a quick look at Iraq today and how power sharing is important to a new government.

Students can pick a country and compare /contrast political parties with the US. (also: governments.)

You can address matrilineal societies in parts of the world.

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What are some common traits that North American families share?

UNIT OF STUDY/THEME: The Diversity of People & Beliefs in North America/ In Focus: CG 3

Suggested # of Days

19-20*(13-14)

Unit Essential Question

What roles have different groups played throughout North America? (make sure you can have students address how groups mix or interact)

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Historical Contributions: Which ethnic

group’s contribution to US history surprised you?

Which ethnic groups make up your community or school?

Innovation: How has

technology improved communication?

Diversity: Which US region

would you most like to visit?

Using examples from history, how can speaking more than one language help a group of people interact with others?

Which form of North American

3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States.

3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States.

3.03 Identify examples of cultural interaction within and among the regions of the United States.

3.04 Hypothesize how the differences and similarities among people have produced diverse American cultures.

3.05 Describe the religious and ethnic impact of settlement on different regions of the US

3.06 Compare and contrast the roles various religious and ethnic groups have played in the development of the US with Canada, Mexico, & C.A.

3.07 Describe art, music, and craft forms in the United States and compare them to various art forms in Canada, Mexico, and selected countries of Central America.

Concepts: ethnicity immigration cultures customs & traditions faith movement (nomadic

life) transportation communication

Terms/People/Places/Events: Pilgrims-Puritans ranchos vaqueros 1848 gold rush Muslims Arab Americans Asian Americans American Indians African Americans Hispanic Americans Christians Buddhists Judaism Sikhism & Hinduism dugout Poor Richard’s Almanack Mormons New Orleans Quebec Mexico City Diego Rivera

Vocabulary: ethnic group nomad communication almanac cultural region pluralistic cultural diversity bilingual craft mural heritage

(celebrations) bluegrass music Motown reservations toleration

(religious & social)

refuge

Students should be able to: identify the

various groups in the US throughout history and today.

identify ways new technology has helped people to better understand cultures that are different. (telegrams, radio, TV, movies & computers)

identify the different regions in the US. Discuss what sets them apart and what traits are common.

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arts attracted you?

totem poles mariachis

Global Connections:This unit is global in nature, but… look at migration &

immigration issues around the world. (ex: China today, illegal immigrants going into Mexico, European Union, etc.)

understand ethnic groups & minority groups in Canada, Mexico, Central America & Caribbean.

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UNIT OF STUDY/THEME: Economic Decisions & Resources in North America/ In Focus: CG 5

Suggested # of Days 19-20 Unit Essential Question How do people in North America come to decisions on how to use resources?

Examples of Lesson Essential Questions SCOS Objectives Key Concepts &

Terms/People/Places/Events Vocabulary Builder Examples of Target Goals & Global Connections

Resources: How do natural,

human, and capital resources help make an economy grow?

Economy: How do we live in

a more globally-connected economy?

In which ways can we use Costa Rica’s ecotourism to explain how North Carolina uses ecotourism? (use pgs. 268 & 278)

How do different economies help societies?

How does modern technology create a global

5.01 Categorize economic resources found in the N.A. states- human, natural, or capital-& assess their long-term availability.

5.02 Analyze the economic effects of the unequal distribution of natural resources in N. America.

5.03 Assess economic institutions & how well they enable people to meet their needs.

5.04 Describe the ways in which the economies of N. America are interdependent and assess the impact of increasing international economic interdependence.

5.05 Evaluate the econ. influence of discoveries, inventions, & innovations on interdependence.

5.06 Examine different economic systems -traditional, command, & market-developed in countries of N. America & assess their effectiveness in meeting needs.

5.07 Describe the ways N.A. states specialize in economic activities related to increased production & consumption.

Concepts: (economic) systems (economic)

resources capital wants vs. needs conservation profit tourism interdependence globalization

Terms/People/Places/Events: ecotourism stockholders NAFTA command economy traditional economy subsistence economy market economy free enterprise Wall Street Information Age e-commerce Henry Ford

Vocabulary: human resource capital resource raw material surplus scarcity deforestation export import economy privatize specialization technology high-tech diverse economy production consumption division of labor

Students should be able to: differentiate the

various forms of economies.

understand surplus & deficit.

apply to their city and NC different ways to grow an economy.

see how technology is changing the ways business is done.

Global Connections: Look at European

Union for a different approach to economies.

Examine areas of the world that are still more primitive in economics (bartering, agriculture-based).

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Examples of Lesson Essential Questions SCOS Objectives Key Concepts &

Terms/People/Places/Events Vocabulary Builder Examples of Target Goals & Global Connections

society? Why is division of

labor helpful?

5.08 Cite effects of surplus & scarcity in the American market.

Investigate how communism has affected Cuba.

UNIT OF STUDY/THEME: Technology in North America/ In Focus: CG 6


QuestionWhy do you think that technology has been so important to the development of

North America?





Early Technologies: How did

technology help people settle North America?

In which ways did the Industrial Revolution create the modern lifestyle?

Modern Technology: How can we use

technology to improve society and also protect the Earth?

How can technology spread culture?

How can

6.01 Explore the meaning of technology as it encompasses discoveries from the first primitive tools to today's personal computer.

6.02 Relate how certain technological discoveries have changed the course of history and reflect on the broader social and environmental changes that can occur from the discovery of such technologies.

6.03 Forecast how technology can be managed to have the greatest number of people enjoy the benefits.

6.04 Determine how citizens in the United States and the other countries of N.A. can preserve fundamental values & beliefs in a world that is rapidly becoming more technologically oriented.

6.05 Compare and contrast the changes that technology has

Concepts: subsistence consumers service security (renewable) power intended vs.

unintended effects

Terms/People/Places/Events: NASA International Space

Station caravels Thomas Edison Lewis Lattimer (see

pg. 130)

Vocabulary: technology navigation service industry national security cultural borrowing cultural diffusion habitat consumer goods genealogy

Students should be able to: discuss how

technology has changed lives throughout history.

show how technology can be used to protect the environment.

elaborate on how the world is becoming smaller due to new technologies.

Global Connections: Focus on the global

aspect of technology:

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technology improve lives? brought to North America

6.06 Predict future trends in technology management that will benefit the greatest number of people.

phone operators & bio-medical services in India, government censure of internet in Iran & China, Euro- “Chunnel”, foreign space programs, etc

Look at foreign approaches to environmentalism.

Appendix:

NC Department of Public Instruction’sCognitive Level Model: Bloom-Marzano

Hybrid (adopted-1989)

and

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An Item Shells Approach to Formulating Questions for Each Cognitive Level

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NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge Defining problems: clarifying needs, discrepancies, or puzzling situations Setting goals: establishing direction and purpose Observing: obtaining information through one or more senses Formulating questions: seeking new information through inquiry Encoding: storing information through long-term memory Recalling: retrieving information from long-term memoryUseful Verbs: list, name, label, recall, identify, match, choose

Organizing Arranging information so it can be used effectively Comparing: noting similarities and differences between or among entities Classifying: grouping and labeling entities on the basis of their attributes Ordering: sequencing entities according to a given criterion Representing: changing the form but not the substance of informationUseful verbs: categorize, group, classify, compare, contrast

Applying Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or

principles that are required to solve a problem.Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

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Analyzing Clarifying existing information by examining parts and relationships Identifying attributes and components: determining characteristics or parts of something Identifying relationships and patterns: recognizing ways in which elements are related Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting themUseful Verbs: outline, diagram, differentiate, analyze

Generating Producing new information, meaning, or ideas Inferring: going beyond available information to identify what reasonably may be true Predicting: anticipating next events or the outcome of a situation Elaborating: explaining by adding details, examples, or other relevant informationUseful Verbs: conclude, predict, explain, elaborate, infer

Integrating Connecting and combining information Summarizing: combining information efficiently into a cohesive statement Restructuring: changing existing knowledge structures to incorporate new informationUseful Verbs: combine, summarize, design, imagine, generalize

Evaluating Assessing the reasonableness and quality of ideas Establishing criteria: setting standards for making judgments Verifying: confirming the accuracy of claimsUseful Verbs: judge, evaluate, rate, verify, assess, define criteria

An Item Shells Approach to formulating questions for each cognitive level (some examples)28

KNOWLEDGE (Identifying):Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)What completes this ________________________________________?

APPLYING (Problem Solving)What is the true nature of the problem?Which _____________________________________ is an example of ______________________________?What is a possible solution?

ANALYZING:What must _________________________________ consist of?Given _____________________________________, what is the primary cause _____________________?What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):What would happen if ______________________________________?What is needed to solve this problem?If ____________________________happens, what should be done to ____________________________?On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):_________________________ and _____________________ will likely make/result in _________________?How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):What is most effective for ____________________________________?Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)What is most effective method for _____________________________?What is the most critical step in this procedure? Which step in unnecessary in this procedure?Which is the most effective (efficient) solution?Why is _________________________ the most effective (efficient) solution?

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

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