MATRIX # - Austin ISD

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksConcept (Big Idea): Building CommunityEnduring Understanding: Un ambiente cooperativo crea un sentido decomunidad y confianza. El colaborar con otros conduce a respetar diferentesideas y a apreciar la diversidad.Concept Pacing: 5 daysEssential Questions:1. ¿Cuáles son las características de un ambiente cooperativo?2. ¿Cuáles son las ventajas de edificar la comunidad?3. ¿En qué forma conduce a una comunidad sólida el respeto adiferentes ideas y a la diversidad?Unit 1: Building a Cooperative ClassroomUnit Pacing: 5 daysVocabulary:Arc 1 cuaderno estudiantil interactivo, medio ambiente, cultura, cooperativa, símbolo, lugar histórico, La Casa Blanca, la Estatua de la LibertadMandated by Texas Administrative Code (19 TAC §74.4), the English Language Proficiency Standards (ELPS), present standards that outline theinstruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically.The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of theTEKS. Please review the standards at: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4Resources: See Learning Plan for more resources. Student Icebreaker Activity handout from Icebreaker Activities on the AISD Social Studies website linkhere ; Interactive Student Notebook; Harcourt Horizons, United States History;Arc 1: Introductions, Objectives and SymbolsArc Pacing: 5 daysResources: See Learning Plan for more resources. Portfolio: 1 st 20 Days 5 th Grade; AISD Social Studies Resources link here ; Harcourt Horizons, UnitedStates HistoryTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.17 Citizenship. The studentunderstands important symbols,customs, celebrations, and landmarksthat represent American beliefs andprinciples and contribute to ournational identity.5.25 Social Studies Skills. The studentcommunicates in written, oral, andvisual forms.5.17A explain various patrioticsymbols, including Uncle Sam5.17E explain the significance ofimportant landmarks, including theWhite House, the Statue of Liberty5.25A use social studiesterminology correctly5.25B incorporate main andsupporting ideas in verbal andwritten communication5.25C express ideas orallybased on research andexperiences5.25D create written and visualmaterial such as journal entries,reports, graphic organizers,outlines, and bibliographies• Key terms: cuadernoestudiantil interactivo, medioambiente, cultura,cooperativa, símbolo, lugarhistórico, La Casa Blanca, laEstatua de la Libertad• The purpose of acooperative learningenvironment.• How to organize informationin their Interactive StudentNotebook.• Strategies for workingcooperatively, and building acooperative, tolerantclassroom environment.• The significance of certainsymbols and landmarks in• Verbally introducethemselves to other students.• Introduce the person met,and share one interestingfact; and something that eachhave in common.• Use new vocabulary in MeetSomeone Who Activity(ELPS 3B- Speaking).• Create the InteractiveStudent Notebook toorganize and analyzeinformation.• Complete student journalusing key symbolsrepresenting the UnitedStates.• Write a journal entry aboutReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 1 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.26 Social Studies Skills. The studentuses problem-solving and decisionmakingskills, working independentlyand with others, in a variety of settings.5.25E use standard grammar,spelling, sentence structure, andpunctuation5.26A use a problem-solvingprocess to identify a problem,gather information, list andconsider options, consideradvantages and disadvantages,choose and implement asolution, and evaluate theeffectiveness of the solution5.26B use a decision-makingprocess to identify a situationthat requires a decision, gatherinformation, identify options,predict consequences, and takeaction to implement a decisionthe United States.the important symbols andlandmarks of the U.S. (ELPS5F- Writing).• Incorporate importantnational symbols andlandmarks into their ownInteractive Student NotebookCover.Student Work Products/Assessment EvidencePerformance TasksOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)• Students will use new vocabulary as they talk with classmates duringthe Meet Someone Who… Introductory Activity (ELPS 3B- Speaking).• Interactive Student Notebooks (ISN)• Student discussions on text readings in the assigned pages in the• Students will organize Interactive Student Notebook (ISN)includingpage numbers, table of contents and notebook rubric.Learning Plan for Harcourt Horizons, United States History, pp. 1-10.• Student work samples• Students will write an autobiography “About the Author” page in theISN.• Teacher notebook model• Criteria charts and rubrics• Students will create Interactive Notebook cover showing landmarks • Teacher monitoring and observationsand symbols of the United States• Formal and informal assessments• Differentiated (enrichment): Students will illustrate, label and write • WOW Activity: American Symbols Memory Game ties movement tothe meaning of most of the symbols and landmarks they used tolearning the American symbols.decorate their notebooks in their ISN using the sentence stem, “Themeaning of ____ is_______.” (ELPS 5F- Writing).• Differentiated (intervention): Students will illustrate and label andwrite the meaning of some of the symbols and landmarks they used todecorate their notebooks in their ISN using the sentence stem, “Themeaning of ____ is_______.” (ELPS 5F- Writing).Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 2 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksLearning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website, etc.) OtherLesson: Ice-breakerDays: 1-5Portfolio: 1 st 20 Days 5 th GradeLesson: Setting up the InteractiveStudent NotebookDays: 1-5Portfolio: 1 st 20 Days 5 th GradePortfolio: Landmarks and SymbolsWow Activity: American SymbolsMemory GameThis activity comes from the Healthand PE Depts.• Student IcebreakerActivity handout fromIcebreaker Activities onthe AISD Social Studieswebsite link here• Harcourt Horizons:United States History,pp. 1-10ooooWhy History MattersCompare Primaryand SecondarySourcesWhy EconomicsMattersWhy Civics andGovernment Matter• Harcourt Horizons:United StatesHistory, UncleSam, p. 640• ISN Set up Click here• Landmarks andSymbolsThe Meet Someone Whohandout can be found onthe Social Studies Websiteby clicking on this link.• Harcourt Horizons:United States History,pp. 1-10ooooWhy History MattersCompare Primaryand SecondarySourcesWhy EconomicsMattersWhy Civics andGovernment Matter• Harcourt Horizons:United StatesHistory, UncleSam, p. 640• ISN Set up Click here• Landmarks andSymbolsStudent Icebreaker Activity handoutfrom Icebreaker Activities on theAISD Social Studies website linkhereISN Set up Click hereLesson: ISN Author PageDays: 1-5Portfolio: 1 st 20 Days 5 th Grade• Sample author pagesfrom a variety of books• Sample author pagesfrom a variety of books;teacher exampleConcept (Big Idea): Location and Place - Regions of the United StatesEnduring Understanding: El ambiente determina las adaptaciones de laspersonas. Los alumnos aprenderán acerca de la geografía de EstadosUnidos y aplicaran lo que aprendieron en una variedad de actividades degeografía y cartografía del mundo y los Estados Unidos.Concept Pacing: 10 daysEssential Questions:1. ¿Cómo afecta la ubicación al modo de vivir de una persona?2. ¿Cómo se adapta la gente a su ambiente?3. ¿Qué efecto tiene la ubicación en los patrones de asentamiento?Unit 2: Geography of the United StatesUnit Pacing: 10 daysVocabulary:Arc 1 lugar histórico, clima, geográfico, cordilleras, ríos importantes, patrones de clima, patrones de asentamiento, regiones, hemisferio, rosa de los vientos,ecuador, primer meridiano, siete continentes, cuatro océanos, tributario, llanura, cabo, bahía, golfo, mar, Grandes Llanuras, Montanas Rocallosas, LlanuraCostera, Noreste, Medio oeste, Sureste, Río MississippiResources: See Learning Plan for more resources. Harcourt Horizons, United States HistoryReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 3 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksArc 1: Geography of the United StatesResources: See Learning Plan for more resources. Portfolio: 1 st 20 Days 5 th Grade; Harcourt Horizons, United States HistoryArc Pacing: 10 daysTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.6 Geography. The studentuses geographic tools tocollect, analyze, andinterpret data.5.7 Geography. The studentunderstands the concept ofregions in the United States..5.8 Geography. The studentunderstands the locationand patterns of settlementand the geographic factorsthat influence where peoplelive.5.6A apply geographic tools,including grid systems, legends,symbols, scales, and compassroses, to construct and interpretmaps5.6B translate geographic datainto a variety of formats such asraw data to graphs and maps5.7A describe a variety ofregions in the United Statessuch as political, population, andeconomic regions that resultfrom patterns of human activity5.7B describe a variety of regionsin the United States such aslandform, climate, and vegetationregions that result from physicalcharacteristics such as the GreatPlains, Rocky Mountains, andCoastal Plains5.7C locate on a map importantpolitical features such as the tenlargest urban areas in the UnitedStates, the 50 states and theircapitals, and regions such as theNortheast, the Midwest, and theSouthwest5.7D locate on a map importantphysical features such as theRocky Mountains, MississippiRiver, and Great Plains5.8A identify and describe thetypes of settlement and patterns ofland use in the United States5.8B describe clusters ofsettlement in the United Statesand explain their distribution• Key terms: lugar histórico,clima, geográfico,cordilleras, ríos importantes,patrones de clima, patronesde asentamiento, regiones,hemisferio, rosa de losvientos, ecuador, primermeridiano, sietecontinentes, cuatroocéanos, tributario, llanura,cabo, bahía, golfo, mar,Grandes Llanuras,Montanas Rocallosas,Llanura Costera, Noreste,Medio oeste, Sureste, RíoMississippi• The major physical featuresof the United States• The difference betweenphysical and cultural mapsand regions.• The locations of the 50United States and theircapitals.• Label the key parts of a world map.• Locate places using latitude and longitude.• Use visual and contextual supports to readtext on maps.• Define key geographic terms.• Identify major physical features of theUnited States.• Create a series of physical and culturalmaps of the world and the United States byfollowing step-by-step directions.• Use prior knowledge to learn new languageof cartography (ELPS 1A- LearningStrategies).• Identify and locate key regions of the UnitedStates.• Engage in historical inquiry through theinterpretation of primary source materials.• Derive meaning from a variety of mediaincluding maps, primary source material,and technology such as Google Earth.• Use academic vocabulary specificallyrelated to the study of the geography of theUnited States to read and answer questionsabout a map with peers (ELPS 3E-Speaking).• Use key term cards to learn new vocabularyabout geography (ELPS 1C- LearningStrategies).• Write using newly acquired vocabulary tocreate journal entries about the geographyand regions of the U.S. (ELPS 5B-Writing).Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 4 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.24 Social Studies Skills.The student applies criticalthinkingskills to organizeand use informationacquired from a variety ofvalid sources, includingelectronic technology.5.8C analyze the location ofcities in the United States,including capital cities, andexplain their distribution, pastand present; 5.8D: explain thegeographic factors that influencepatterns of settlement and thedistribution of population in theUnited States, past and present5.24A differentiate between,locate, and use valid primary andsecondary sources such ascomputer software; interviews;biographies; oral, print, and visualmaterial; documents; and artifactsto acquire information about theUnited States5.24B analyze information bysequencing, categorizing,identifying cause-and-effectrelationships, comparing,contrasting, finding the mainidea, summarizing, makinggeneralizations and predictions,and drawing inferences andconclusions5.24C organize and interpretinformation in outlines, reports,databases, and visuals includinggraphs, charts, timelines, andmapsReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 5 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksStudent Work Products/Assessment EvidencePerformance Tasks• Students will use their ISN to record information on map studies,process writing on what they are learning and vocabulary graphicorganizers .• Students will create map that shows physical geographic features ofthe World, using key geographic terms, and the location of Austin.• Students will examine quotations from a primary source, HarcourtHorizons, United States History, p. 17, a quote from “America theBeautiful,” by Katharine Lee Bates, 1893, and explain what thedescription means.• Students will locate on a map important physical features such as theRocky Mountains, Mississippi River, and Great Plains usingtechnology.• Students will write a journal entry about the geography and regions ofthe U.S. using newly acquired geographic terms (ELPS 5B-Writing).• Students will partner to complete a social studies skill-builder tounderstand the physical features of the United States along with aseries of maps including world, landforms, latitude and longitude,regions and states of the United States (ELPS 3E- Speaking).• Students will use technology to derive meaning about the geographyof the U.S. on the planet Earth from a variety of media includingtechnology using lesson Virtual Field Trip.• Differentiated (enrichment): Students will create and use graphicvocabulary cards of geographic terms with written definitions in theirown words (ELPS 1C- Learning Strategies).• Differentiated (intervention): Students will create and use graphicvocabulary cards of geographic terms with labels and concisedefinitions in their own words (ELPS 1C- Learning Strategies).Other Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)• ISN reflections on map studies and vocabulary words• Formal and informal assessments• Harcourt Horizons, United States History Activity Book,o Land and Regions, p. 6o Use Elevation Maps, p. 7o Bodies of Water, p. 8o Climate and VegetationRegions, p. 9o Using the Land, p. 10o Where People Live and Work. p. 11o Use Latitude and Longitude, p. 12• Student work samples• Teacher observationsLearning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website, etc.) OtherLesson: Virtual Field Tripwith Google EarthPortfolio: GeographyDays: 6-15o Harcourt Horizons:United StatesHistory pp16-53(Chapter1)Google Earth maps at:www.earth.google.comPortfolio: 1 st 20 Days 5 th Grade• Harcourt Horizons, UnitedStates History TE, pp.16-53• Harcourt Horizons, UnitedStates History Activity Book,o Land and Regions, p. 6o Use Elevation Maps, p. 7o Bodies of Water, p. 8o Climate and VegetationRegions, p. 9o Google Earth mapsat:www.earth.google.comReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 6 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksLearning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website, etc.) Othero Using the Land, p.10o Where People Live andWork, p. 11o Use Latitude andLongitude, p. 12Lesson: The Geography of theUnited States Lesson from SocialStudies Alive! America’s PastDays: 6-15• Harcourt Horizons: UnitedStates History, Our Country’sGeography, pp.16-53• Harcourt Horizons:United StatesHistory, OurCountry’sGeography,pp.16-53Social Studies Alive! Lesson sampleat: www.teachtci.comConcept (Big Idea): Citizenship and Civic ParticipationEnduring Understanding: El núcleo de una democracia saludable es unciudadano que participa activamente en asuntos cívicos al tomarresponsabilidades, edificar comunidades, resolver problemas comunitarios yparticipar en el proceso político electoral.Concept Pacing: 5 daysEssential Questions:1. ¿Cómo pueden los individuos participar en los asuntos cívicos?2. ¿Cuáles son algunas de las ideas importantes expresadas en elPreámbulo a nuestra Constitución?3. ¿Cómo es importante para mí el Preámbulo a la Constitución?4. ¿Qué es la Declaración de Derechos y cómo se me aplica hoy a mí?Unit 3: Celebrate Freedom Week and Constitution DayUnit Pacing: 5 daysVocabulary:Arc 1 preámbulo, unión, domestico, tranquilidad, bienestar general, ordenar, establecer, justicia, democracia, apoyo/defensa, ciudadanía, compromisocívico, Constitución de los Estados Unidos, derechos, responsabilidades, valores, votarResources: See Learning Plan for more resources. Portfolio: 1 st 20 Days 5 th Grade: Puzzled? Lesson Plan; Apply the Bill of Rights Lesson Plan; TheRoad to Citizenship: A History of Voting Rights Lesson Plans, Harcourt Horizons, United States HistoryArc 1: The Basics of U.S GovernmentArc Pacing: 5 daysResources: See Learning Plan for more resources. Portfolio:1 st 20 Days 5 th Grade; Puzzled? Lesson Plan Apply the Bill of Rights Lesson PlanReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 7 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.15 Government. Thestudent understandsimportant ideas in theDeclaration of Independence,the U.S. Constitution, and theBill of Rights.5.17 Citizenship. The studentunderstands importantsymbols, customs,celebrations, and landmarksthat represent Americanbeliefs and principles andcontribute to our nationalidentity.5.19 Citizenship. The studentunderstands the importanceof effective leadership in aconstitutional republic.5.20 Citizenship. The studentunderstands the fundamentalrights of American citizensguaranteed in the Bill ofRights and other amendmentsto the U.S. Constitution.5.15A identify the key elementsand the purposes and explainthe importance of theDeclaration of Independence5.15B explain the purposes ofthe U.S. Constitution asidentified in the Preamble5.17C recite and explain themeaning of the Pledge ofAllegiance to the United StatesFlag5.17D describe the origins andsignificance of nationalcelebrations … Constitution Day,Columbus Day …5.19A explain the contributionsof the Founding Fathers to thedevelopment of the nationalgovernment5.20A describe the fundamentalrights guaranteed by eachamendment in the Bill of Rights,including freedom of religion,speech, and press; the right toassemble and petition thegovernment; the right to keepand bear arms; the right to trialby jury; and the right to anattorney5.20B describe variousamendments to the U.S.Constitution such as those thatextended voting rights of U.S.citizens• Key terms: preámbulo,unión, domestico,tranquilidad, bienestargeneral, ordenar, establecer,justicia, democracia,apoyo/defensa, ciudadanía,compromiso cívico,Constitución de los EstadosUnidos, derechos,responsabilidades, valores,votar• The meaning and purpose ofthe Declaration ofIndependence.• The purpose of the U. S.Constitution as listed in thePreamble to the Constitution• How individuals participatein civic affairs.• Explain how the Bill ofRights applies to the U.S.Society• Recite the Declaration of Independence(ELPS 3A- Speaking).• Use academic vocabulary specificallyrelated to the Preamble to the Constitutionto analyze and interpret the documents.• Select a phrase from the Preamble andexplain how they feel the phrase impactstheir life (ELPS 3G- Speaking).• Assemble a puzzle about the Preamble.Use visual and contextual supports to readtext of state license plates in alphabeticalorder (ELPS 4F- Reading).• Analyze situations that involve individualrights in the present-day.• Listen and participate in a classroomdiscussion about the individual rightscitizens of the U.S. possess (ELPS 2I-Listening).• Create a commemorative stamp about theU.S. Constitution, Bill of Rights, orDeclaration of Independence.Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 8 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.24 Social Studies Skills.The student applies criticalthinkingskills to organize anduse information acquired froma variety of valid sources,including electronictechnology.5.24A differentiate between,locate, and use valid primaryand secondary sources such ascomputer software; interviews;biographies; oral, print, andvisual material; documents; andartifacts to acquire informationabout the United States5.24B analyze information bysequencing, categorizing,identifying cause-and-effectrelationships, comparing,contrasting, finding the mainidea, summarizing, makinggeneralizations and predictions,and drawing inferences andconclusions5.24C organize and interpretinformation in outlines, reports,databases, and visuals includinggraphs, charts, timelines, andmaps5.24D identify different points ofview about an issue or topic5.24E identify the historicalcontext of an eventStudent Work Products/Assessment EvidencePerformance TasksOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)• Students will partners to discover the words of the Preamble to theConstitution by assembling a puzzle of state license plates in• ISN on reflections on the U.S. Constitution, the Bill of Rights and othercitizenship and government topicsalphabetical order (ELPS 4F- Reading).• Short-cycle assessments• Differentiated (enrichment): Students will recite the Preamble by • Student work samplesmemory, chorally, or individually (ELPS 3A- Speaking).• Teachers observations• Differentiated (intervention): Students will recite parts of the• Formal and informal assessmentsPreamble by memory as a choral group or Readers Theater (ELPS • Students will discuss the importance of Hispanic culture in the United3A- Speaking).States.• Students will choose the phrase from the Preamble that has greatestimpact on their lives and explain their choice to the class/smallReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 9 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksPerformance Tasksgroup/partner (ELPS 3G-Speaking).• Students create a commemorative stamp about the Preamble, theDeclaration of Independence, or the U.S. Constitution.• Students will engage in an experiential exercise to illustrate thechange in voting laws throughout U.S. History.• Students listen to situations that involve individual rights in thepresent-day and discuss how the Bill of Rights applies to thosesituations (ELPS 2I-Listening).Student Work Products/Assessment EvidenceOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)Learning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website, etc.) OtherLesson: Puzzled? Lesson PlanDays: 16-20• Harcourt Horizons,United States History,• Harcourt Horizons,United StatesPortfolio: 1 st 20 Days 5 th Gradeo Shhh, We AreHistory,Lesson: Apply the Bill of RightsLesson PlanDays: 16-20Writing theConstitution,pp. 342-343;o Shhh, We AreWriting theConstitution,Portfolio: U.S. GovernmentPortfolio: 1 st 20 Days 5 th GradeLesson: The Road to Citizenship: ALesson: History of Voting RightsLesson PlansDays: 16-20Portfolio: 1 st 20 Days 5 th GradeoooThe ConfederationPeriod, pp. 352-357;The ThreeBranches ofGovernment,p. 358;The Bill of Rights,pp. 370-372ooopp. 342-343;TheConfederationPeriod, pp.352-357;The ThreeBranches ofGovernment,p. 358;The Bill ofRights, pp.370-372Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 10 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksConcept (Big Idea): AdaptationsEnduring Understanding: Debido a factores ambientales Los nativos norteamericanostuvieron que adaptarse al ambiente físico. Esto resulto en el desarrollo de diferentesgrupos culturales.Concept Pacing: 8 DaysEssential Questions:1. ¿Cómo afectan el clima y la geografía al modo de vivir de lapoblación pasada y presente?2. ¿Cómo es que los diversos ambientes dieron lugar a unadiversidad cultural entre grupos de nativos norteamericanos?3. ¿Cómo hacen adaptaciones los grupos culturales, basadosen su ambiente físico?7Unit 4: AdaptationsUnit Pacing: 8 daysUnit Vocabulary:Arc 1 artefacto, migración, arqueólogo, origen, civilización, cultura, adaptación, medio ambiente, indios americanos, Hopi, Inuit, nómadaUnit Resources: See Learning Plan for more resources. Harcourt Horizons, United States History; Social Studies Alive! America’s PastArc 1: Hispanic Heritage and American Indian CulturesArc Pacing: 8 daysResources: See Learning Plan for more resources.Harcourt Horizons, United States History; Social Studies Alive! America’s PastEstablished GoalsTEKS Knowledge & Skill5.6 Geography. Thestudent uses geographictools to collect, analyze,and interpret data5.7 Geography. Thestudent understands theconcept of regions in theUnited States.5.8 Geography. Thestudent understands thelocation and patterns ofEstablished GoalsTEKS Student Expectation5.6A apply geographic tools toconstruct and interpret maps5.7A describe a variety ofregions in the United Statessuch as political, population, andeconomic regions that resultfrom patterns of human activity5.7B describe a variety ofregions in the United Statessuch as landform, climate, andvegetation regions that resultfrom physical characteristicssuch as the Great Plains, RockyMountains, and Coastal Plains5.7D locate on a map importantphysical features such as theRocky Mountains, MississippiRiver, and Great Plains5.8A identify and describe thetypes of settlement and patternsof land use in the United StatesStudents Will Know…• Key terms: artefacto,migración, arqueólogo,origen, civilización, cultura,adaptación, medio ambiente,indios americanos, Hopi,Inuit, nómada• Major Native Americancultural regions.• How environmental factorspromoted cultural diversityamong American Indiangroups.• How to describe culturaladaptations made byselected American Indiangroups.Students will be able to….• Explain the characteristics of differentNative American cultural groups andregions using academic vocabulary duringclass discussions (ELPS 3D- Speaking).• Illustrate a dictionary about vocabularyrelated to American Indian cultures.• Use accessible language to learn newlanguage by illustrating a dictionary.• Identify and locate key regions of the UnitedStates.• Use visual and contextual supports to readtext by drawing a graphic organizer (ELPS4F- Reading).• Engage in historical inquiry through theinterpretation of primary source materials.• Write an illustrated dialogue or short storyabout American Indian cultures (ELPS 5F-Writing).Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 11 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksEstablished GoalsTEKS Knowledge & Skillsettlement and thegeographic factors thatinfluence where peoplelive.5.24 Social Studies Skills.The student appliescritical-thinking skills toorganize and useinformation acquired froma variety ofvalid sources, includingelectronic technology.Established GoalsTEKS Student Expectation5.8B explain the geographicfactors that influence patterns ofsettlement and the distribution ofpopulation in the United States,past and present5.24A differentiate between,locate, and use valid primaryand secondary sources such ascomputer software; interviews;biographies; oral, print, andvisual material; documents; andartifacts to acquire informationabout the United StatesStudents Will Know…Students will be able to….5.24C organize and interpretinformation in outlines, reports,databases, and visuals includinggraphs, charts, timelines, andmapsStudent Work Products/Assessment EvidencePerformance TasksOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)• Students will illustrate a dictionary of key terms related to AmericanIndian cultures.• Interactive Student Notebook reflections on Hispanic culture and NativeAmericans• Students use academic vocabulary specifically related to American • Map quizIndian cultures and regions during class discussions (ELPS 3D- • Student work samplesSpeaking).• Teacher observations• Students will draw a graphic organizer showing the characteristics ofAmerican Indian cultural regions while reading selected pages fromthe textbook or other print sources (ELPS 4F- Reading).• Formal and informal assessments• Differentiated (enrichment): Students will create an illustrateddialogue or short story about a trade encounter between two NativeAmericans from different cultural groups (ELPS 5F- Writing).• Differentiated (intervention): Students will create a short dialogueor short story about a trade encounter between two NativeAmericans from different cultural groups with illustrated picture drawnto support to the dialogue (ELPS 5F- Writing).Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 12 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksLearning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website, etc.) OtherLesson: Hispanic Heritage “Dream”Note: Integrating language arts andsocial studies with reading andwritingPortfolio: Hispanic HeritageLesson: Native American CulturalRegionsPortfolio: Native American CulturesLesson: Native American LandsPortfolio: Native American Lands• Harcourt Horizons, UnitedStates History, CultureMatters, p.10• Harcourt Horizons, UnitedStates History TE, TheFirst Americans, pp. 54-98• Harcourt Horizons, UnitedStates History ActivityBook, The FirstAmericans, p. 15Lesson in Portfolio• HarcourtHorizons, UnitedStates History,Culture Matters,p.10• HarcourtHorizons, UnitedStates History,The FirstAmericans,pp. 54-98• HarcourtHorizons, UnitedStates HistoryActivity Book, TheFirst Americans,p. 15RESOURCES FOR HISPANICHERITAGE MONTH:• Hispanic America USA provides acatalog listing of resourcesavailable on Hispanic-Latinocontributions with a focus ongovernment and military service.http://www.neta.com/~1stbooks/content.htm• Gilder Lehrman’s Resources onMexican-American history areoutstanding and include severalprimary source documents relatedto the topic.http://www.mexicanamericans.com/index.htm• Mexican Ancestry an especiallyworthwhile website for thoseinterested in tracing Mexican-American ancestry.http://www.mexicanamericans.com/MexicanAncestry.htmReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 13 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksConcept (Big Idea): ExplorationEnduring Understanding: La competencia, el esparcimiento de ideas religiosas, y lanecesidad de gloria individual fueron algunas razones para la exploración y losasentamientos europeos del Hemisferio Occidental, en los siglos 16 y 17.Concept Pacing: 10 daysEssential Questions:1. ¿Cuáles fueron algunas razones para la exploración y losasentamientos europeos del Hemisferio Occidental, en lossiglos 16 y 17?2. ¿Cuáles fueron los efectos de la exploración y losasentamientos europeos sobre la tierra y los nativosamericanos en el Hemisferio Occidental?3. ¿Cuáles fueron los diferentes puntos de vista entre losnativos americanos y los exploradores europeos?Unit 5: European ExplorationUnit Pacing: 10 daysUnit Vocabulary:Arc 1 arqueólogos, colonia, colonizadores, artefacto, Pasaje del Noroeste, Las Indias Orientales, Colonización Europea, St. Augustine, libertad de culto,ganancia económica, William Bradford, John WiseUnit Resources: See Learning Plan for more resources. Harcourt Horizons, United States History; Social Studies Alive! America’s PastArc 1: European Exploration and SettlementResources: See Learning Plan for more resources. Harcourt Horizons, United States HistoryArc Pacing: 10 days7TEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….5.1 History. The studentunderstands the causes andeffects of Europeancolonization in the UnitedStates beginning in 1565, thefounding of St. Augustine.5.6 Geography. The studentuses geographic tools tocollect, analyze, and interpretdata.5.7 Geography. The studentunderstands the concept ofregions in the United States.5.10 Economics. The student5.1A explain when, where, and why groups ofpeople explored, colonized, and settled in theUnited States, including the search for religiousfreedom and economic gain5.6A apply geographic tools, including grid systems,legends, symbols, scales, and compass roses, toconstruct and interpret maps5.6B translate geographic data into a variety offormats such as raw data to graphs and maps5.7A describe a variety of regions in the UnitedStates such as political, population, and economicregions that result from patterns of human activity5.7B describe a variety of regions in the UnitedStates such as landform, climate, and vegetationregions that result from physical characteristicssuch as the Great Plains, Rocky Mountains, andCoastal Plains5.10A explain the economic patterns of early• Key terms:arqueólogos, colonia,colonizadores,artefacto, Pasaje delNoroeste, Las IndiasOrientales,Colonización Europea,St. Augustine, libertadde culto, gananciaeconómica, WilliamBradford, John Wise• The motivations forEuropean explorationin the Americas• The different points ofview of the AmericanIndians and theEuropean explorersand settlers.• How the AmericanIndian and European• Use new vocabularyrelated to Europeancolonization in journalentries (ELPS 5B-Writing).• Create a graphicorganizer showing theways the AmericanIndians and theEuropeans adapted tothe physical environmentof the Americas.• Engage in historicalinquiry through theinterpretation of primarysource materials relatedto European exploration.• Create maps related tothe American Indiancultures and Europeanexploration andunderstands the basicEuropean colonistsReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 14 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksTEKS Knowledge & Skill TEKS Student Expectation Students Will Know… Students will be able to….economic patterns of earlysocieties in the United States.5.11 Economics. The studentunderstands the development,characteristics, and benefitsof the free enterprise system inthe United States.5.24 Social Studies Skills. Thestudent applies critical-thinkingskills to organize and useinformation acquired from avariety of valid sources,including electronic technology.5.10B identify major industries of colonial America settlers adapted to thephysical environment5.11A describe the development of the freeof the Americas.enterprise system in colonial America and theUnited States5.24A differentiate between, locate, and use validprimary and secondary sources such as computersoftware; interviews; biographies; oral, print, andvisual material; documents; and artifacts to acquireinformation about the United States5.24B analyze information by sequencing,categorizing, identifying cause-and-effectrelationships, comparing, contrasting, finding themain idea, summarizing, making generalizationsand predictions, and drawing inferences andconclusions5.24C organize and interpret information in outlines,reports, databases, and visuals including graphs,charts, timelines, and maps5.24E identify the historical context of an eventsettlement.• Show comprehension oftext by writing aninformed response, tiedto text evidence, on aDBQ question aboutEuropean exploration inthe Americas (ELPS 4K-Reading).Performance Tasks• Students will create a chart of artifacts based on three categories“Motives for Exploration”, “New Technology that HelpedExploration”, and “New Products from the Americas”.• Students will analyze primary sources and demonstratecomprehension by writing a response to a document based questionon the motivations for European Exploration of the Americas (ELPS4K- Reading).• Students will fill out a cause and effect graphic organizer on whyEuropean explorers began their expeditions to explore the world.• Differentiated (enrichment): Students will write an entry in anexploration log as an European explorer, providing 8-10 facts aboutthe explorer and the lands he discovered (ELPS 5B- Writing).• Differentiated (intervention): Students will write an entry in anStudent Work Products/Assessment EvidenceOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)• ISN reflections on European exploration in Texas and the WesternHemisphere and the beginnings of settlements• Student work samples• Teacher observations• Formal and informal assessmentsexploration log as an European explorer, providing 3-5 facts aboutReadiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 15 of 16

Course: Grade 5 Social StudiesAustin ISD Curriculum Road Map1 st 9 WeeksPerformance Tasksthe explorer and the lands he discovered (ELPS 5B- Writing).• Students will graphically organize reading notes over artifacts fromthe Age of Exploration.Student Work Products/Assessment EvidenceOther Evidence (i.e. unit tests, open ended exams, quiz, essay, studentwork samples, observations, etc.)Learning PlanLesson/Activity/Module Name Teacher Resource Student Resource Technology (Media, website,etc.)Lesson: European Exploration in Texasand in the Western HemispherePortfolio: European Exploration• Harcourt Horizons,United States History,pp. 99-159• Harcourt Horizons,United States,pp.99-159OtherYou may use Harcourt Horizons, UnitedStates History as a resource to the lessonabove.Readiness Standards and Supporting Standards are not designated for Grade 5 level.© Austin Independent School District Grade 5 Social Studies Page 16 of 16