West Hempstead Union Free School District

Daniel Rehman

Superintendent of Schools Joel C. Press

Assistant Superintendent for Business & Operations Phone: (516) 390-3103

Dina Reilly Assistant Superintendent for

Curriculum & Instruction Phone: (516) 390-3119

Michelle Notti

Principal – George Washington School

Curriculum Writer

Howard Popkin

Program Description:

Updates to the 5th

Grade Social Studies Curriculum

July 2020

Unit 1 - Geography of the Western Hemisphere

Content Understandings Maps and other geographic representations, tools, and technologies can be used to gather, process, and report information about the United States, Canada, and Latin America. Different geological processes shaped the physical environments of the United States, Canada, and Latin America. Human actions modify the physical environments of the United States, Canada, and Latin America. The nations and regions of the Western Hemisphere can be analyzed in terms of spatial organization, places, regions, physical settings human systems, and environment and society.

Essential Questions • What are the major physical features of the Western Hemisphere? • What geographical features does U.S. share with it continental neighbors? • What boundaries divide the countries of the Western Hemisphere? • What are political boundaries? • Does geography determine history?

Vocabulary

• Absolute Location • Agricultural • Arid • Caribbean • Central America • Climate • Contiguous • Continent • Drainage Basin • Elevation • Environment • Equator • Erosion • Fall Line • Geographic Factors • Geographic Features • Gulf • Inlet • Isthmus • Irrigation • Landform Region •

Latitude • Longitude • Meridians • Mountain Range • Natural Resources • Natural Vegetation • Population • Prairie • Prime Meridian • Region • Relative Location • River System • Sound • Tributary • Tundra • Western

Hemisphere

Skills – NYS Next Gen Gathering, Interpreting and Using Evidence

2. Recognize and effectively select different forms of evidence used to make meaning in social studies

(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

Geographic Reasoning 1. Use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Western Hemisphere are in relation to each other, to describe connections among places, and to evaluate the benefits of particular places for purposeful activities.

Standards - NYS Next Gen 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. 5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. (Standards: 2, 3; Themes: ID, TCC, GEO, GOV)

Assessments – Students will create a travel brochure; teacher created assessments https://www.pnwboces.org/PNWBOCES/media/SSELA/Grade%205/Unit%203/G5_U3_L6_Travel-Brochure.pdf

Resources https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-3.aspx#resources https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-3/Lesson-1.aspx

Unit 2 - Native Americans

Content Understandings

The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Native American Indians have contributed to the cultural diversity of the Western Hemisphere by sharing their customs, traditions, beliefs, ideas, and languages. Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States

Essential Questions • How did the geography and climate of the Americas affect Native Americans? • How did civilization develop in the Americas? • Why was living near the Atlantic Ocean important for the Algonquian people? • Why did the Iroquois form the Iroquois League? • What historical experiences have the Native Americans shared with other nations exploring the Western Hemisphere? • How did the complex societies of ancient civilizations that developed in the Western Hemisphere influence our society today?

Vocabulary • Adobe • Ancestor • Artifact • Aztecs • Barter • Ceremony • Civilization • Clan • Confederation • Council • Cultural Region • Culture • Cultural Diffusion • Division of Labor • Economy • Incas • Indigenous Peoples • Igloos • Kayaks • Longhouses • Migration • Mayas • Native American Indians • Natural Resources • Palisades • Scarce • Theory • Tradition • Travois •

Wampum

Instructional Suggestions • Create a KWL chart • Create a time line to show the development of Native American civilizations

• Create a model wigwam or longhouse • Write an illustrate a book about Native American groups such as Iroquois and Algonquian

• Guided Reading Groups using non-fiction text

Next Gen Social Studies Standard 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. Examine the broad sweep of history from a variety of perspectives. 5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. (Standards: 2, 3; Themes: ID, TCC, GEO, GOV)

Suggested Assessments

Students will describe and demonstrate an understanding of ancient civilizations in the history of the Western Hemisphere, with specific references to time and place and circumstance, and to connections to the broader regional process. Putnam County BOCES Unit 1 Assessment - https://www.pnwboces.org/PNWBOCES/media/SSELA/Grade%205/Unit%201/Gr5_Unit1_Assessment_Pt1-and-2.pdf • Completion of in-class projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment)

Resources https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-1.aspx#resources

Unit 3 - Exploration and Colonization of the Western Hemisphere

Content Understandings

Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Exchanges of technologies, plants, animals, and diseases between and among nations of the Americas and Europe and Sub-Saharan Africa have changed life in these regions. Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points include 16th -17th century European exploration and encounter with native peoples. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States.

Essential Questions • Why did some trading companies send explorers to North America? • What were Europeans searching for when they began exploring the America? • Why did the Spanish explore and conquer large areas of the Americas? • How did European exploration affect existing civilizations in the Western Hemisphere? • How did the European economic system influence the barter system of the Native Americans? • Why was he such an important figure in the history of Spanish Exploration of the Americas? (Who was Estabanico?)

Vocabulary • Ally • Apprentice • Border • Broker • Central America • Colonial Government • Colony • Compact • Conquistador •

Constitution • Environmental Factors • Expedition • Expel • Export • Geographic Factors • Immigrant • Import • Indentured Servant • Isthmus • Legislature • Missionary • Mutiny • Navigation • Political Boundaries • Population Distribution • Prairies • Primary Source • Profit • Reformation• Refuge • Region • Religious Toleration • Secondary Source • Self-government •

Treaty • Trial by Jury • Westward Expansion

Instructional Suggestions • Research an explorer. Write a biography and present findings. • Pretend to be an explorer. Write a letter to the king or

queen persuading him/her to pay for your expedition. • KWL Chart • Guided Reading Groups using non-fiction text to further reinforce historical concepts

Next Gen Social Studies Standard 5.3 EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade. 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced

human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO) 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. (Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH)

Suggested Assessments https://www.pnwboces.org/PNWBOCES/media/SSELA/Grade%205/Unit%202/G5_Unit2_Assessment.pdf • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment)

Resources https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-2.aspx#resources

Unit 4 - The Thirteen Colonies Content Understandings: The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States. Across time and place, the people of the Western Hemisphere have held differing assumptions regarding power, authority, governance, and law. Different people living in the Western Hemisphere may view the same event or issue from different perspectives. Concepts such as civic life, politics, and government can be used to answer questions about what governments do, how people should live their lives together, and how citizens can support the proper use of authority or combat the abuse of political power.

Essential Questions • How were the colonists able to succeed in their new environment? • What were the causes and effects of the American Revolution? • What impact did the American Revolution have on other countries of the Western Hemisphere? • Why have some Western Hemisphere nations been more successful than others in meeting their needs and wants? • How can we use primary sources to understand historic events? Who was Phyllis Wheatley?)

Vocabulary • American Revolution • Apprentice • Boycott • Brokers • Civil Rights • Constitution of the United States • Debtors •

Declaration of Independence • Dissent • Diversity • Good and Services • Expel • Exports • Immigrant • Imports • Indigo • Industry • Middle Passage • Naval Stores • Petition • Planters • Primary Sources • Proprietor • Refuge • Religious

Toleration • Repeal • Secondary Sources • Tariff • Trial by Jury • Triangular Trade Routes

Instructional Suggestions Compare and contrast various colonies • Groups projects on individual colonies’ finances, living conditions, etc. and class presentations • Guided reading using nonfiction texts • SOCRATIC SEMINAR – Using Phyllis Wheatley’s Poems -

https://www.nationalarchives.gov.uk/pathways/blackhistory/culture/docs/wheatley_poem.htm

Next Gen Social Studies Standard 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced

human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. Examine the broad sweep of history from a variety of perspectives. 5.7 ECONOMICS: The peoples

of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world

Assessments • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment)

Resources A Voice of Her Own: Candlewick Biographies: The Story of Phyllis Wheatley, Slave Poet https://www.scholastic.com/teachers/books/voice-of-her-own-a-the-story-of-phillis-wheatley-by-kathryn-la/https://www.poetryfoundation.org/poets/phillis-wheatley https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-america https://www.thoughtco.com/african-americans-in-the-revolutionary-war-4151706

Unit 5 - The United States Government Content Understandings: Basic civic values such as justice, due process, equality, and majority rule with respect for minority rights are expressed in the constitutions and laws of the United States, Canada, and nations of Latin America. The roles of citizenship are defined by different constitutions in the Western Hemisphere. Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights. The rights of citizens in the United States are similar to and different from the rights of citizens in other nations of the Western Hemisphere. Governmental structures vary from place to place, as do the structure and functions of governments in the United States, Canada, and Latin American countries today. Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. In the United States these documents include the Declaration of Independence, the United States Constitution, and the Bill of Rights. In Canada these documents include the British North

America Act and the Canadian Bill of Rights. Citizenship in the United States, Canada, and nations of Latin America includes an awareness of the patriotic celebrations of those nations.

Essential Questions • What changes in the governments of the Western Hemisphere nations have taken place across time and place, and what has been the effect of these changes? • How did the makers of the U.S. Constitution try to fix some of the problems that existed under the Articles of Confederation? • What are the powers of the three branches of government in the United States?

Vocabulary • Amendment • Anti-Federalists • Bill • Bill of Rights • Cabinet • Citizenship • Civil Rights • Compromise • Democracy • Democratic Party • Due Process of Law • Equality of Opportunity • Executive Branch • Federal System • Federalists •

Government • House of Representatives • Impeach • Independence • Judicial Branch • Legislative Branch • Political Party • Popular Sovereignty • Public Agenda • Ratify • Republic • Republican Party • Representative • Reserved Powers •

Senate of the United States • Separation of Powers • Suffrage • Veto

Instructional Suggestions • Create a poster to compare and contrast responsibilities of each branch of government • Presentation and explanation of posters and charts • Compare and contrast government of United States to the government of Canada and Latin American • KWL chart • Guided reading non-fiction texts • Create a poster to compare and contrast responsibilities of each branch of government• Write class Constitution• Compare and contrast government of United States to the government of Canada and Latin American • Presentation and explanation of posters and charts • Who was William Lee? How did he influence the U.S. Constitution? KWL chart • Guided reading non-fiction texts • Write class Constitution •

Next Gen Social Studies Standard 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO)

Assessments American Quilt - https://www.pnwboces.org/PNWBOCES/media/SSELA/Grade%205/Unit%204/G5_U4_Quilt_Culminating_Activity.pdf

Unit 6 - Westward Expansion

Content Understandings: Different ethnic, national, and religious groups, including Native American Indians, have contributed to the cultural diversity of these nations and regions by sharing their customs, traditions, beliefs, ideas, and languages. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include19th-century westward migration and expansion.

Essential Questions • How did the United States grow in the early 1800s? How were the Native Americans affected? • How did the discovery of gold affect people’s lives in the Western Hemisphere? • How was the buying of New Orleans important to the growth of the United States? • Who were the Buffalo Soldiers?

Vocabulary • Annex • Assimilate •Buffalo Soldier• Canal • Cession • Consequence • Dictator • Forty-niners • Gap • Geographic Factors

• Gold Rush • Industrial Revolution • Interchangeable Parts • Lock • Locomotive • Manifest Destiny • National Anthem • Nationalism • Pioneer • Political Boundaries

Instructional Suggestions • Read Aloud(s)- see resources • Guided reading of nonfiction texts • Create a timeline to show the nation’s growth during the late 1700s and early1800s • Write a newspaper article describing what happened at Fort McHenry • Socratic Seminar – Song – Buffalo Soldier – Bob Marley – lyrics in resources • Research: Where did the Buffalo Soldier’s name come from? In what historical events did they participate?

Next Gen Social Studies Standard 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO) 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV)

Assessments • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based

questions (modeled after NYS Assessment)

Resources https://www.history.com/topics/westward-expansion/buffalo-soldiers#:~:text=Buffalo%20soldiers%20were%20African%20American,passed%20the%20Army%20Organization%20Act.

https://genius.com/Bob-marley-and-the-wailers-buffalo-soldier-lyrics https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-4.aspx#resources https://www.pinterest.com/pin/446419381814437505/

Unit 7 –The Civil War and Reconstruction Content Understandings: Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include the Civil War.

Essential Questions • What were the causes of the Civil War? • What was the Underground Railroad and how did was it successful in achieving the set goals? • How did the outcome of the Civil War affect all nations of the Western Hemisphere? • What was Reconstruction? • What were the economic and living conditions of the former slaves in post-Civil War America? • What is Juneteenth?

Vocabulary Assassinate • Border State •Civil Rights•• Civil War • Confederacy • Diverse Economy • Emancipate • Free State •

Fugitive • Prejudice • Reconstruction • Sectionalism • Slave State • Strategy • Succeed • Tariff • Underground Railroad

Instructional Suggestions • Create a timeline of the highlights of the Civil War • Research one historical figures of the Civil War and create Power

Point Presentation • Guided reading of nonfiction texts • Read Aloud- see resources •

Create a scrapbook about the Civil War• INVESTIGATION

What is the 1619 Project? The 1619 Project is an ongoing project developed by The New York Times Magazine in 2019 with the goal of re-

examining the legacy of slavery in the United States and timed for the 400th anniversary of the arrival of the first enslaved Africans in the Virginia colony.

Research: Who was Harriet Tubman? Who was Martin Delaney?

Next Gen Social Studies Standard 5.6c Across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality

and civil rights or sovereignty. Students will examine at least one group of people, such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere, who have struggled or are struggling for equality and civil rights or sovereignty 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV) 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. (Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH)

Assessments • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment)

Resources

Suggested Unit Resources: http://us.history.wisc.edu/hist102/photos/photos.html guided reading non-fiction texts Pink and Say by Patricia Polacco; Life in America’s First Cities by Sally Senzell Isaacs; Your Travel Guide to Civil War America by

Nancy Day; Fields of Fury by James M. Mc Pherson https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html

https://www.zinnedproject.org/if-we-knew-our-history/when-black-lives-mattered/ https://www.zinnedproject.org/news/tdih/juneteenth-emancipation-day/

Unit 8–New Industries and Immigration Different ethnic, national, and religious groups, including Native American Indians, have contributed to the cultural diversity of these nations and regions by sharing their customs, traditions, beliefs, ideas, and languages. Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.

Essential Questions • How did the arrival of ranchers and homesteaders affect the lives of Native Americans on the plains? • What effect did the Transcontinental Railroad have on the economic make-up of the United States? • What role did immigrants play in the development of the nations of the Western Hemisphere? • What historic figures and groups made significant contribution to the development of the Western Hemisphere? • Who was York? (Lewis and Clark expedition)

Vocabulary • Acquit • Assembly Line • Black Codes • Boom • Bust • Collective Bargaining • Economic Development

• Economic Growth • Economies • Export • Freedmen • Homesteader • Import • Immigration • Industrialization • Labor Union • Modernization • Migration • Petroleum • Production • Productivity • Prospector • Reconstruction • Reformer • Reservation • Segregation • Settlement House • Sharecropping • Skyscraper • Strike • Tenement • Transcontinental

Railroad

Instructional Suggestions

• Write a report about the sharecropping system explaining who owned the land, who worked the land, and how they were paid • Guided reading using nonfiction texts • Read Aloud- see resources

Next Gen Social Studies Standard 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO) 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. (Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH)

Assessments • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment

Resources https://quizlet.com/26877946/important-people-during-westward-expansion-flash-cards/

https://www.smithsonianmag.com/history/york-explored-west-lewis-and-clark-his-freedom-wouldnt-come-until-decades-later-180968427/

https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-3.aspx#resources https://aroundthekampfire.com/2017/09/westward-expansion-activities-for-literacy.html

Unit 9–World War I and World War II Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include the world wars. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States. Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.

Essential Questions • How did World War I affect the United States and the Western Hemisphere? • How did the United States become a

world power? • How did Stock Market crash affect people’s stocks and savings in the Western Hemisphere? • What were the causes of World War II and the reason for the United States’ entry into the war? • How did World War II affect life in the United States and the Western Hemisphere? • After World War II, why did the countries in the free world not want

more communist countries? Vocabulary

• Armistice • Assembly Line • Bureaucracy • Cease-fire • Communism • Concentration Camp • Conservation • Consumer Good • Depression • Free World • Holocaust • Internment Camp • Military Draft • No-man’s Land • Parallel Timeline •

Progressives • Rationing • Stock Market • Suffrage • Trench Warfare

Instructional Suggestions Using Newsday, participate in “The Stock Market Game” • Presentation of projects • Use bar graphs to follow particular

stocks and record their openings and closings over a given time period • Guided reading using non-fiction texts • Create a time line showing events leading up to and the conclusion of World War I • Show clip of “Mary Poppins” (women’s

suffrage) • Read Aloud(s) see resources • Create a poster to compare and contrast the causes and effects of World War I and World War II • Guided reading using non-fiction texts • Create a time line showing events leading up to and the

conclusion of World War I

Next Gen Social Studies Standard 5.4 GEOGRAPHY IN THE WESTERN HEMISPHERE: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. (Standard: 3, Theme: GEO) 5.5 COMPARATIVE CULTURES: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. Due to their proximity to each other, the countries of the Western Hemisphere share some of the same concerns and issues. (Standards: 1, 2; Themes: ID, MOV, SOC) 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. (Standards: 5; Themes: GOV, CIV) 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed

various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. (Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH)

Assessments End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment • Presentation of projects

Resources http://us.history.wisc.edu/hist102/photos/photos.html http://www.ukans.edu/carrie/docs/amdocs_index.html (Documents for the study of American history) “Mary Poppins” movie guided reading non-fiction texts Professional Resources: Social

Studies: The United States (Harcourt) Social Studies: Canada and Latin America (Harcourt)

Unit 10–The Western Hemisphere Since 1945 Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include: 20th-century population movement from rural to suburban areas. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States. Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.

Essential Questions • What was The Cold War and how did it impact the Western Hemisphere? • What was the Cuban Missile Crisis and how did it affect the Western Hemisphere? • What were the reasons behind the struggle for human rights? • How did the Civil Rights movement grow during the 1950s and 1960s? • What were the main global and national challenges of the 1970s? • How did the end results of the Cold War affect the Western Hemisphere? • What were the causes of the Persian Gulf War? • How did the achievements of the Clinton presidency affect the Western Hemisphere? Do cultural interactions benefit the lives of people?

Vocabulary Arms Control • Arms Race Bill of Rights • Cease-fire • Coalition • Cold War • Communism • Crisis • Deficit •

Developing Country • Economic Interdependence • Free Trade • Labor Movement • Recession • Satellite • Scandal • Stock Market • Suburb • Technologies • Terrorism

Instructional Suggestions • Create a timeline of the Cold War • Guided reading using nonfiction texts • Show clips of the movie “Thirteen

Days” (Cuban Missile Crisis) • Create a diary from the 1950s. Write an entry telling about the television that your family just got • Create a timeline of the major events of the Western Hemisphere between 1970 to 1980 •

Guided reading using nonfiction texts • Create a tree diagram showing the effects of the Clinton presidency https://www.thoughtco.com/martin-luther-king-day-federal-holiday-45159

•https://www.pnwboces.org/SSELANEW/Content/Grade-5/Unit-6/Lesson-3.aspx

Investigation: Who is Colin Powell? Who was Diego Rivera? Who was MLK?

Next Gen Social Studies Standards 5.5 COMPARATIVE CULTURES: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. Due to their proximity to each other, the countries of the Western Hemisphere share some of the same concerns and issues. 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world.

Assessments • Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment

Resources https://www.ccny.cuny.edu/colinpowellschool/powellbio

Suggested Unit Resources: “Thirteen Days” movie http://www.americanhistory.si.edu (Websites for information about the history of the United States) http://www.lib.utexas.edu/maps/histus.html (Smithsonian National

Museum of American History) Guided reading non-fiction texts Professional Resources: Social Studies: The United States (Harcourt) Social Studies: Canada and Latin America (Harcourt)

Unit 11–Global Challenges for the Western Hemisphere Different people living in the Western Hemisphere may view the same event or issue from different perspectives. The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place. Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United

States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States. Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.

Essential Questions • How did World War I affect the United States and the Western Hemisphere? • How did the United States become a

world power? • How did Stock Market crash affect people’s stocks and savings in the Western Hemisphere? • What were the causes of World War II and the reason for the United States’ entry into the war? • How did World War II affect life in the United States and the Western Hemisphere? • After World War II, why did the countries in the free world not want

more communist countries? Vocabulary

• Armistice • Assembly Line • Bureaucracy • Cease-fire • Communism • Concentration Camp • Conservation • Consumer Good • Depression • Free World • Holocaust • Internment Camp • Military Draft • No-man’s Land • Parallel Timeline •

Progressives • Rationing • Stock Market • Suffrage • Trench Warfare

Instructional Suggestions • Using Newsday, participate in “The Stock Market Game” • Presentation of projects • Use bar graphs to follow particular stocks and record their openings and closings over a given time period • Guided reading using non-fiction texts • Create a time line showing events leading up to and the conclusion of World War I • Show clip of “Mary Poppins” (women’s suffrage) • Read Alouds- see resources • Create a poster to compare and contrast the causes and effects of World War I and World War II • Guided reading using non-fiction texts • Create a time line showing events leading up to and the conclusion of World War II

Next Gen Social Studies Standard 5.5 COMPARATIVE CULTURES: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. Due to their proximity to each other, the countries of the Western Hemisphere share some of the same concerns and issues. 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place 5.7 ECONOMICS: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world.

Assessments Presentation of projects • End of unit written assessment with multiple choice, short answer, and document based questions (modeled after NYS Assessment

Resources Suggested Unit Resources: http://us.history.wisc.edu/hist102/photos/photos.html

http://www.ukans.edu/carrie/docs/amdocs_index.html (Documents for the study of American history) “Mary Poppins” movie guided reading non-fiction texts Professional Resources: Social Studies: The United States (Harcourt) Social

Studies: Canada and Latin America (Harcourt)