Fifth Grade Social Studies
Curriculum Map (Update, June, 2015)
Unit 1
Geography
Duration
September
Content Standards
4. Globes and other geographic tools can be used to gather, process and
report information about people, places and environments. Cartographers
decide which information to include in maps.
generalizations about climate.
6.Regions can be determined using various criteria (e.g., landform, climate,
population, cultural, economic)
7.Variations among physical environments within the Westtern Hemisphere
influence human activities. Human activities also alter the physical
environment.
Learning Targets/I Can Statements

I can find the absolute location of a city using latitude and longitude
coordinates.

I can made inferences about the climate of a city when given its
geographic coordinates.

I can use maps, globes, gps and other tools to gather information about
my assigned city and the people who live there.

I can make connections between the environment and physical features
of my city and the way people live in that place.

I can create a map and give reasons for the information I include.

I can explain what a region is.

I can suggest at least 2 different criteria that could be used to divide an
area into regions.
Resources

Classroom set of Atlases

Classroom set of write & wipe world maps

Internet maps (Google maps)

Rand McNally Classroom Activities (TE Companion to Student Atlases)
Unit 2
PreColumbian People in Mexico, Central and S. America
Duration
September/October
Content Standards
2. Early Indian civilizations existed in the Western Hemisphere prior to the
arrival of Europeans. These civilizations had developed unique governments,
social structures, religions, technologies, and agricultural practices and
products.
Learning Targets/I Can Statements

I can describe the Maya civilization ( location, government, religion,
culture, farming, written language, advances).

I can describe the Inca civilization.

I can describe the Aztec civilization.

I can compare the Aztec, Inca and Maya civilizations.

I can describe the characteristics of a cultural group.
Resources

“ The Maya” – Kids Discover magazine

“ Aztecs” – Kids Discover magazine

“ Incas “ – Kids Discover magazine

Owen, Keeping Records

Eberle & Milton, Thematic Unit – Aztec, Inca, Maya

Banquedano, Aztec, Inca, & Maya – Eyewitness Books
Unit 3
Indian cultural groups in N. American
Duration
November
Content Standards
8. American Indians developed unique cultures with many different ways of
life. American Indian tribes and nations can be classified into cultural groups
based on geographic and cultural similarities.
Learning Targets/I Can Statements

I can create a map of American Indian cultural groups.

I can compare the culture of 5 of the 15 cultural groups studied.
Resources

“America 1492” – Kids Discover magazine

“Native America” – Kids Discover magazine

“Northwest Coast Peoples” – Kids Discover magazine

“Plains Indians” – Kids Discover magazine

“Southwest Peoples” – Kids Discover magazine
Unit 4
European Exploration and its effects on the New World
Duration
November/December
Content Standards
3. European exploration and colonization had lasting effects which can be used
to understand the W. Hemisphere today.
1. Multiple-tier timelines can be used to show relationships among events and
places.
Learning Targets/I Can Statements

I can explain the Columbian Exchange and give examples of what was
exchanged.

I can explain ways that the Columbian Exchange shaped the New World.

I can identify the early European explorers beginning with Columbus and
explain their reasons for coming to the New World.

I can describe/explain the impact of the European explorers and colonies
on the native population.

I can use a 2 tier timeline to compare events in Europe with those in the
New World and make inferences about connections between the two.
Resources

“ America 1492” – Kids Discover magazine

Roop, I Columbus: My Journal 1492-1493

The Columbian Exchange, PBS Learning Media

Trading in the Old World-New World Market – councilforeconed.org

Explorer Profiles, mrmussbaum.com

The United States – Scott Foresman (textbook)
Unit 5
Cultural Diversity in America
Duration
January
Content Standards
9. Political, environmental, social and economic factors cause people, products
and ideas to move from place to place in the Western Hemisphere today.
10. The Western Hemisphere is culturally diverse due to American Indian,
European, Asian and African influences and interactions, as evidenced by
artistic expression, language, religion and food.
Learning Targets/I Can Statements

I can research an assigned person who immigrated to America and
identify reasons this person came to America.

After listening to other students research, I can compile a list of reasons
people might leave their home countries to live somewhere else.

I can locate examples to give evidence of the impact of other cultures on
the United States.

I can locate examples of art, architecture, food or languages in my
community or in Ohio that are based in other cultures.

I can display data in a circle graph to illustrate cultural diversity in the
United States.
Resources

Benear, Immigration Thematic Unit

Virtual Tour of Ellis Island –
teacher.scholastic.com/activities/immigration/webcast.htm

Explore Ellis Island – teacher.scholastic.com/activities/immigration/tour

Immigrant Stories –
teacher.scholastic.com/activities/immigration/young_immigrants/

Immigration Data –
teacher.scholastic.com/activities/immigration/immigration_data
Unit 6
Governments
Duration
February
Content Standards
12. Democracies, dictatorships and monarchies are categories for
understanding the relationship between those in power or authority and
citizens.
11. Individuals can better understand public issues by gathering and
interpreting information from multiple sources. Data can be displayed
graphically to effectively and efficiently communicate information.
Learning Targets/I Can Statements

I can explain the rights and responsibilities of citizens in a democracy.

I can explain who has the power in a democracy, a monarchy and a
dictatorship.

I can compare the role of citizens in a democracy with a monarchy and a
dictatorship.

I can investigate and gather information about a public issue and present
this information to the class.

I can suggest ways to become involved in public issues.
Resources

Madenfort, Benear – Democracy, Dictatorship, and Monarchy Thematic
Unit
Unit 7
Economics
Duration
March/April
Content Standards
13. Information displayed in circle graphs can be used to show relative
proportions of segments of data to an entire body of data.
14. The choices people make have both present and future consequences.
15. The availability of productive resources promotes specialization.
16. The availability of productive resources and the division of labor impact
productive capacity.
17. Regions and countries become interdependent when they specialize in
what they produce best and then trade with other regions to increase the
amount and variety of goods and services available.
Learning Targets/I Can Statements

I can document choices I made and their opportunity cost, explaining
present and future consequences of those choices.

I can interpret information on the circle graph to explain import/export
relationships between countries.

I can name the types of productive resources and give examples of each.

I can explain the economic concept of scarcity and possible causes of
scarcity.

I can explain how the division of labor is related to the supply of a
product.

I can explain why regions/countries specialize and how that creates
interdependence between them.

I can explain reasons why countries/regions import & export goods and
services.
Resources

Hawaiian Economics: From the Mountain to Sea – econedlink.org

Hawaiian Economics: Barter for Fish and Poi – econedlink.org

Money Metropolis – practicalmoneyskills.com

Interpret Economic Data – tv411

Scarcity, Sweet Scarcity – econ.org
Unit 8
Career Choices
Duration
May
Content Statements
18. Workers can improve their ability to earn income by gaining new
knowledge, skills and experiences.
Learning Targets/I Can Statements

I can research and report on a career of my choice ( income potential,
job forcasts, and training/schooling necessary).

I can draw conclusions about relationship between earning potential and
vocational training/continued education.
Resources

Texas Workforce Commission – Careers are Everywhere Activity
Workbook