Having access to more food than a civilization needs, Agricultural specialization (Louisiana through farming, hunting, etc., which allows the grows sugar cane and rice that can’t be civilization to sustain and advance itself; the geography of grown in northern states), Food Surplus food a place often dictates how food is produced or gathered processing factories (e.g., settling around waterways provides drinking water and water for animals and crops) Physical and organizational structures, such as buildings, As the population grows, there are roads, tombs, etc. needed for a civilization to function; additions to the existing infrastructure Planned planned roads or transportation via waterways support (e.g. more roads, wider interstates, more infrastructure trade and expansion, both of which help sustain and buildings) advance a civilization Exchange of a good or service for something else (typically Louisiana exports petroleum and sugar a monetary exchange); goods must be moved easily (e.g., cane throughout the world. We import Trade via waterways or roads); a food surplus results in trade goods that are not widely available here opportunities such as potatoes. Gathering of knowledge that results in achievements in Parents teaching children (speaking, Accumulated communication (e.g., language, writing), math, science, manners, etc.), Public education, learning and technology/innovation People enjoy many different genres of Creative and cultural expression via music, dance, music and dance today. Art and Arts sculpture, architecture, etc. architecture are showcased in homes, offices, museums, etc. Unit One Instruction Topic Two: The Aztec Empire (5.1.1-2, 5.1.4, 5.2.1, 5.4.1-3) Connections to the unit claim: Students examine various sources from Tenochtitlán, the capital city of the Aztec Empire, to determine advancements made by the Aztec Empire, including social hierarchy (e.g., those closer to the Templo Mayor had a higher status in the society), agriculture, markets and job specialization, system of tribute (e.g., vassals contributed clothing, honey, feathers, etc.), organized religion, and an organized system of government (e.g., the Triple Alliance maintained power over the surrounding areas and required tribute), and to understand how those advancements exemplify the characteristics of civilization. Suggested Timeline: 8 class periods Use this sample task:
Surplus food Having access to more food than a civilization needs, through farming, hunting, etc., which allows the civilization to sustain and advance itself; the geography of a place often dictates how food is produced or gathered (e.g., settling around waterways provides drinking water and water for animals and crops) Agricultural specialization (Louisiana grows sugar cane and rice that can’t be grown in northern states), Food processing factories Planned infrastructure Physical and organizational structures, such as buildings, roads, tombs, etc. needed for a civilization to function; planned roads or transportation via waterways support trade and expansion, both of which help sustain and advance a civilization As the population grows, there are additions to the existing infrastructure (e.g. more roads, wider interstates, more buildings) Trade Exchange of a good or service for something else (typically a monetary exchange); goods must be moved easily (e.g., via waterways or roads); a food surplus results in trade opportunities Louisiana exports petroleum and sugar cane throughout the world. We import goods that are not widely available here such as potatoes. Accumulated learning Gathering of knowledge that results in achievements in communication (e.g., language, writing), math, science, and technology/innovation Parents teaching children (speaking, manners, etc.), Public education, Arts Creative and cultural expression via music, dance, sculpture, architecture, etc. People enjoy many different genres of music and dance today. Art and architecture are showcased in homes, offices, museums, etc. Unit One Instruction Topic Two: The Aztec Empire (5.1.1-2, 5.1.4, 5.2.1, 5.4.1-3) Connections to the unit claim: Students examine various sources from Tenochtitlán, the capital city of the Aztec Empire, to determine advancements made by the Aztec Empire, including social hierarchy (e.g., those closer to the Templo Mayor had a higher status in the society), agriculture, markets and job specialization, system of tribute (e.g., vassals contributed clothing, honey, feathers, etc.), organized religion, and an organized system of government (e.g., the Triple Alliance maintained power over the surrounding areas and required tribute), and to understand how those advancements exemplify the characteristics of civilization. Suggested Timeline: 8 class periods Use this sample task:
social-studies-sample-scope-and-sequence---grade-5.docx