G5+SS+U3a+-+Latin+America


 * Unit 3b: ** Latin America


 * Enduring Understanding: **Diversity is essential component the makes up a living system.


 * Essential Question: ** //How is the diversity of ecosystems important to the culture of various peoples?//

STANDARD 2 – WORLD HISTORY Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. STANDARD 3 – GEOGRAPHY Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live — local, national, and global — including the distribution of people, places, and environments over the Earth’s surface.
 * NYS Standards: **

Cultural Preservation and Transformation A1: discuss the inter-relationships between healthy people and healthy ecosystems. The Dynamics of Systems & Change C29: Demonstrate an understanding of how one event can influence another. Natural Laws and Ecological Principles F4: Clarify the importance of a great diversity of life (biodiversity) to the long-term sustainability of humankind and the other species on Earth. Sustainable Economics D7: Envision how their choices and actions can contribute to a sustainable future.
 * EfS Standards: **

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * Common Core Learning Standards: **

// Home and Garden // magazine is searching for tween environmental stewards who can work collectively to create a memento of their tours to various Latin American and Canadian biomes. You must create a patch for our “Save the Environment Quilt.” Your patch must demonstrate your commitment to the environmental preservation of the ecosystems of Latin America and Canada.
 * Performance Task: **

gulf || KBAD identify Latin America on a map.
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework ** || ** Environmental Stewardship Connections ** || ** Reading Focus Skill ** ||
 * ** 1 ** || nation

KBAD describe the geographical features of Latin America. || KWL //“What do you already know about Latin America?”//

Label a map of Latin America [|Prezi: Physical Features of Latin America] [|Brain Pop: Mesoamerica] || // Compare and contrast the geography of the United States with the geography of Latin America. How are they alike and different? //

iPad applications: [|Atlas for iPad] ||  || Accessing Prior Knowledge

Comparing and Contrasting || Chichen Itza || KBAD describe the culture of the Maya, Aztec, and Inca Peoples. || Introduction to Inca and Mayan traditions, language, arts, architecture, literature and dance. (Inca folktale activity.) [|History Channel - Mayan Civilization] [|Brain Pop: Inca Civilization] [|Brain Pop: Maya Civilization] [|Brain Pop JR: Maya Civilization] || // Describe what life would be like for someone living at Chichen Itza. // ||  || Drawing Inferences || ball court contribution || KBAD to identify the contributions and achievements of the Maya people. || Introduction to Mayan contributions and achievements. (ex. mathematics, astronomy, chocolate, ball courts). [|Maya Resource Site] || // Write a letter to a friend that describes the Mayan contribution that you think is the most important. // ||  || Fact and Opinion
 * ** 2 ** || Yucatan Peninsula
 * ** 3 ** || astronomy

Evaluating || Triangular Trade colony || KBAD describe the impact of European explorers.
 * ** 4 ** || natural resources || KBAD explain how the Maya people interacted with their land. || Overview of farming techniques and the ecosystem of the Maya empire. (ex. idea that deforestation and erosion of the soil due to farming practices may have caused to the fall of the Mayan civilization) || // How did the Maya people interact with their land? Summarize what you have learned. // ||  || Summarizing ||
 * ** 5 ** || Spain

KBAD to describe the role of Spanish colonies in the Triangular Trade. || Overview of the Triangular Trade and its global and local impact. Create a map of items traded during this period. [|Prezi: Triangular Trade] [|Brain Pop: Conquistadors] || // Choose one leg of the Triangular Trade and describe using details what goods are being moved and the direction they are being moved in. // ||  || Facts and Details || [|Brain Pop: Mexican Revolution] [|Brain Pop JR: Mexico] || // Summarize // ||  || Point of View
 * ** 6 ** ||  || KBAD to identify the key events and people in the struggle for independence in Haiti. || Overview the key events and people in the struggle for independence in Mexico.

Making Inferences || Discussion of sustainable farming practices in Cuba. (ex. Organopónicos) [|Prezi: Deforestation in Haiti] || // Project distribution: “Current Events: Environmental Issues” // ||  || Making Connections || ||  || Making Connections ||
 * ** 7-8 ** ||  || KBAD to describe environmental issues in Latin America. || Discussion of sustainable land use practices as it relates to deforestation. Comparison of Haiti and Dominican Republic.
 * ** At the end of Unit 3 (after Canada) ** ||  || KBAD create a memento of their tours to various Latin American and Canadian biomes. || Use internet and print resources to gather information about an animal native to the Canadian and Latin American biomes. || // Collect information for your virtual tour assignment. //


 * Ongoing activities: **
 * Map quizzes
 * Take-home current events project “Current Events: Environmental Issues”
 * Take-home posters on a Latin American Country

__**Matrix**__ for Grade 5 Social Studies Unit 3 - Latin America

__**GRASPS**__ for Grade 5 Social Studies Unit 3 - Latin America 

__**Benchmark/Checklist**__for Grade 5 Social Studies Unit 3 - Canada and Latin America 

__**Final Project Rubric**__ for Grade 5 Social Studies Unit 3 - Canada and Latin America SEE ECOSYSTEMS PAGE

NYCDOE Latin America Curriculum 