MOUNT VERNON CITY SCHOOL DISTRICT FIFTH GRADE SOCIAL STUDIES CURRICULUM MAP ACADEMIC YEAR

Transcription

1 Key Ideas Conceptual Understandings Theme(s) Standard Geography, Humans, and the Environment of the Western Hemisphere 5.1. The Western Hemisphere, 5.1.a The physical landscape of North and South America shows both great variation and comprised of North and South unifying patterns. America, has an expansive and varied 5.1.b The extensive biodiversity in North and South America produces unique biomes geography comprised of different and species of plants and animals. regions, physical features, climates, 5.1.c North and South America can be divided into regions that share common human and human communities. and/or physical features. 5.1.d The physical environment, human culture, and economic and political structures all influence the unique sense of place of a region. 5.2 The physical environment and 5.2.a Physical systems influence patterns of human migration and settlement in North and natural resources in North and South South America. America encouraged development of the 5.2.b The varied physical environments across North and South America are reflec ted in first human settlements and cultural the array and diversity of human settlements that appear across the region. systems by Native Americans. 5.2.c Different types of structures, forms of agriculture, and location of urban centers are examples of ways people adapt to the physical landscape to form settlements. 5.2.d Human settlements modify the physical landscape and environment by creating transportation systems, industries, and methods to harness and control natural 5.3 Over time, different ethnic, religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages. resources. 5.3.a Cultures and societies described as civilizations share certain common characteristics, including the development of economic systems, urban centers, centralized governments, complex technologies and social structures. 5.3.b Nation states within North and South America have developed over time and contain multiple diverse ethnic and religious groups. 5.3.c Different ethnic groups share their various customs, beliefs, ideas, languages, and religions 5.3.d 5.3.e 5.3.f 5.3.g 5.3.h 5.3.i Creating culturally diverse nations and regions and leading to cultural integration. Geography, Humans, and the Environment Geography, Humans, and the Environment Development, Movement, and Interaction of Cultures Development, Movement, and Interaction of Cultures 3 1, 2, 3 1, 2

2 Key Ideas Conceptual Understandings Theme(s) Standard Time, Continuity, and Change in the Western Hemisphere 5.4 Major social, political, economic, and 5.4.a European migration and settlement reflected and altered people's views and cultural shifts in Europe resulted in an understanding of the world. Age of Exploration and Encounter in the 5.4.b Competition for natural resources led to particular settlement patterns for 15th century that brought explorers, Europeans and interactions with Native American peoples. European settlers, and Africans to North 5.4.c European and Native American settlement had an impact on physical and human and South America and changed people's environments, with both positive and negative effects. understanding of the world. 5.4.d Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. 5.4.e Differing belief systems of Native Americans and Europeans created social and 5.5 Across time and place, the people of the Western Hemisphere have held differing beliefs regarding power, authority, governance, and law resulting in dynamic periods of colonial rule, revolutions, and state building. 5.6 The forces of expansion and migration have affected nations and cultures throughout the Western Hemisphere, resulting in population shifts, development of urban centers, displacement of native cultures, and imperial conflicts. political inequalities in the Americas. 5.5.a During colonial eras, Europeans held beliefs about power and economic needs that led them to colonize and control over other lands and people. 5.5.b Periods of revolution freed people from colonial authority. 5.5.c Following revolutions, former colonial states worked to organize diverse peoples and regions into nation states with a common government, economy, and national identity. 5.5.d Although colonial oppression was one catalyst for revolution, new nations used race, religion, gender, and economic status to officially and unofficially differentiate treatment of the population. 5.6.a Geographic characteristics found in particular regions have served to aid expansion and the connection with other societies. 5.6.b Growth of industrialization led to the development of urban areas and shifted populations and centers of wealth. 5.6.c People leave their homes and move to other places within their countries or other countries for economic, political, and cultural reasons. 5.6.d The movement of human population has led to the displacement of indigenous groups often through force and aggression. Development, Movement, and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Time, Continuity, and Change Power, Governance, and Authority Time, Continuity, and Change Geography, Humans, and the Environment 1, 2 1, 2, 5 1, 2, 3

3 Key Ideas Conceptual Understandings Theme(s) Standard Power, Authority, and Governance in the Western Hemisphere 5.7 Over time, different political 5.7.a Colonial histories, politic and social values, religious institutions, spatial systems have developed in the nations of the Western Hemisphere, and these governments maintain order, provide security, and protect individual rights in different ways. arrangement of people and physical features contribute to the types of political systems found in the Western Hemisphere. 5.7.b Oligarchy, republic, and military dictatorship are political systems of the Western Hemisphere that govern differently. 5.7.c Governments make laws and enforce them in different ways to maintain order and 5.8 The roles of citizenship and individual rights are led by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time. 5.9 Across time and place, different cultural groups and populations have struggled and fought for civil rights and equality using different means, and the sources of power and authority in the Western Hemisphere nations have responded to issues of justice and inequality with different approaches Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding. security within a country or community. 5.8.a Citizens have different rights and responsibilities in the nations of the Western Hemisphere. 5.8.b Women and other minority groups have not always been granted the rights of citizenship in the nations of the Western Hemisphere. 5.8.c Most constitutions of nations in the Western Hemisphere have added statements about the protection of individual rights of their citizens. 5.9.a The concept of justice suggests that the rules of the government should be applied equally to all people. 5.9.b Groups of people, particularly groups of women, Native Americans, African Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere countries have responded to inequality and injustice with a variety of tactics d Protests by groups of people have led to increased individual rights, but they have also intensified the suppression of rights. 5.9.c Citizens find ways to confront and challenge their 5.10.a Multinational organizations and non governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations b The United Nations helps maintain peace between nations and uses international pressure protect human rights and promote cultural understanding c Then nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance. Power, Authority, and Governance Power, Authority, and Governance Civic Ideals and Practices Power, Authority, and Governance Development and Transformation of Social Structures Civic Ideals and Practices Power, Authority, and Governance Global Connections and Exchange 5 5 1, 2, 5 1, 2

4 Key Ideas Conceptual Understandings Theme(s) Standard Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere 5.11 The types and availability of natural resources shape the economic systems of nations in North and South America and play a strong role in determining the 5.11.a The physical features, climate, and natural resources of North and South America enable different kinds of agricultural and industrial production and development b Governments make rules that regulate types of economic production. overall strength and influence of those nations c The strength and influence of a nation are partially determined by the size and health of its economy Over time, nations have shifted 5.12.a Physical, political, and other thematic maps can be used to show the relationship and transformed their economic between agrarian and industrial systems, land use, access to transportation systems, and systems. size of settlements b Transportation systems within and between nations allow for the movement of raw materials and goods from farmlands and mines to industrial areas where goods are produced or consumed c People in agrarian and industrial areas develop different lifestyles related to their 5.13 Nations of North and South America depend on one another for various resources and products they need Economic systems among nations and regions are becoming increasingly interdependent. modes of economic production a Some nations have a comparative advantage in the production of goods and services b Trade with other nations to meet economic needs that they cannot meet alone c Issues of scarcity and supply and demand impact how economic needs are met d The North American Free Trade Agreement (NAFTA) and the World Trade Organization (WTO are examples of groups which regulate trade between nations e The World Bank and the International Monetary Fund (IMF) loan money to support nations in need. These lending policies have drawn criticism from some groups due to the requirements and regulations that frequently accompany the loans a Global interdependence suggests that national economic systems rely on and affect one another b Have trade and money investments in other nations, and when one nation struggles economically or financially, this can affect the global community. Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Global Connections and Exchange

5 Key Ideas Conceptual Understandings Theme(s) Standard Geography, Humans, and the Environment of the Western Hemisphere 5.1. The Western Hemisphere, 5.1.e The physical landscape of North and South America shows both great variation and comprised of North and South unifying patterns. America, has an expansive and varied 5.1.f The extensive biodiversity in North and South America produces unique biomes and geography comprised of different species of plants and animals. regions, physical features, climates, 5.1.h North and South America can be divided into regions that share common human and human communities. and/or physical features I The physical environment, human culture, economic and political structures all 5.2 The physical environment and natural resources in North and South America encouraged development of the first human settlements and cultural systems by Native Americans. 5.3 Over time, different ethnic, religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages. influence the unique sense of place of a region. 5.2.e Physical systems influence patterns of human migration and settlement in North and South America. 5.2.f The varied physical environments across North and South America are reflec ted in the array and diversity of human settlements that appear across the region. 5.2.g Different types of structures, forms of agriculture, and location of urban centers are examples of ways people adapt to the physical landscape to form settlements. 5.2.h Human settlements modify the physical landscape and environment by creating transportation systems, industries, and methods to harness and control natural resources. 5.3.j Cultures and societies described as civilizations share certain common characteristics, including the development of economic systems, urban centers, centralized governments, complex technologies and social structures. 5.3.k Nation states within North and South America have developed over time and contain multiple diverse ethnic and religious groups. 5.3.l Different ethnic groups share their various customs, beliefs, ideas, languages, and religions creating culturally diverse nations and regions and leading to cultural integration Geography, Humans, and the Environment Geography, Humans, and the Environment Development, Movement, and Interaction of Cultures Development, Movement, and Interaction of Cultures 3 1, 2, 3 1, 2

6 Key Ideas Conceptual Understandings Theme(s) Standard Time, Continuity, and Change in the Western Hemisphere 5.4 Major social, political, economic, and 5.4.a European migration and settlement reflected and altered people's views and cultural shifts in Europe resulted in an Age understanding of the world. of Exploration and Encounter in the 15th 5.4.b Competition for natural resources led to particular settlement patterns for century that brought explorers, European Europeans and interactions with Native American peoples. settlers, and Africans to North and South 5.4.c European and Native American settlement had an impact on physical and human America and changed people's environments, with both positive and negative effects. understanding of the world. 5.4.d Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. Differing belief systems of Native Americans and Europeans created social and political 5.4 Major social, political, economic, and cultural shifts in Europe resulted in an Age of Exploration and Encounter in the 15th century that brought explorers, European settlers, and Africans to North and South America and changed people's understanding of the world. 5.5 Across time and place, the people of the Western Hemisphere have held differing beliefs regarding power, authority, governance, and law resulting in dynamic periods of colonial rule, revolutions, and state building. 5.6 The forces of expansion and migration have affected nations and cultures throughout the Western Hemisphere, resulting in population shifts, development of urban centers, displacement of native cultures, and imperial conflicts. inequalities in the Americas. 5.4.k European migration and settlement reflected and altered people's views and understanding of the world. 5.4.l Competition for natural resources led to particular settlement patterns for Europeans and interactions with Native American peoples. 5.4.m European and Native American settlement had an impact on physical and human environments, with both positive and negative effects. 5.4.n Cultural diffusion between Europeans and Native Americans reshaped the lives and beliefs of all groups. 5.4.o Differing belief systems of Native Americans and Europeans created social and political inequalities in the Americas. During colonial eras, Europeans held beliefs about power and economic needs that led to colonize and rt control over other lands and people. Periods of revolution freed people from colonial authority. Following revolutions, former colonial states worked to organize diverse peoples and ns into nation states with a common government, economy, and national identity. Although colonial oppression was one catalyst for revolution, new nations used race, on, gender, and economic status to officially and unofficially differentiate treatment of opulation. 5.6.c Geographic characteristics found in particular regions have served to aid expansion and the connection with other societies. 5.6.d Growth of industrialization led to the development of urban areas and shifted populations and centers of wealth. 5.6.e 5.6.f People leave their homes and move to other places within their countries or other countries for economic, political, and cultural reasons. 5.6.g 5.6.h The movement of human population has led to the displacement of indigenous groups often through force and aggression. Development, Movement, 1, 2 and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Development, Movement, 1, 2 and Interaction of Cultures Time, Continuity, and Change Global Connections and Exchange Time, Continuity, and Change Power, Governance, and Authority Time, Continuity, and Change Geography, Humans, and the Environment 1, 2, 5 1, 2, 3

7 Key Ideas Conceptual Understandings Theme(s) Standard Power, Authority, and Governance in the Western Hemisphere 5.7 Over time, different political 5.7.d Colonial histories, politic and social values, religious institutions, spatial systems have developed in the nations of the Western Hemisphere, and these governments maintain order, provide security, and protect individual rights in different ways. arrangement of people and physical features contribute to the types of political systems found in the Western Hemisphere. 5.7.e Oligarchy, republic, and military dictatorship are political systems of the Western Hemisphere that govern differently. 5.7.f Governments make laws and enforce them in different ways to maintain order 5.8 The roles of citizenship and individual rights are led by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time. 5.9 Across time and place, different cultural groups and populations have struggled and fought for civil rights and equality using different means, and the sources of power and authority in the Western Hemisphere nations have responded to issues of justice and inequality with different approaches Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding. and security within a country or community. 5.8.d Citizens have different rights and responsibilities in the nations of the Western Hemisphere. 5.8.e Women and other minority groups have not always been granted the rights of citizenship in the nations of the Western Hemisphere. 5.8.f Most constitutions of nations in the Western Hemisphere have added statements about the protection of individual rights of their citizens. 5.9.d The concept of justice suggests that the rules of the government should be applied equally to all people. 5.9.e Groups of people, particularly groups of women, Native Americans, African Americans, and other cultural, ethnic, and racial minorities in Western Hemisphere countries have responded to inequality and injustice with a variety of tactics. 5.9.f Citizens find ways to confront and challenge their government. 5.9.g Protests by groups of people have led to increased individual rights, but they have also intensified the suppression of rights d Multinational organizations and non governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations e The United Nations helps maintain peace between nations and uses i nternational pressure protect human rights and promote cultural understanding f hen nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance. Power, Authority, and Governance Power, Authority, and Governance Civic Ideals and Practices Power, Authority, and Governance Development and Transformation of Social Structures Civic Ideals and Practices Power, Authority, and Governance Global Connections and Exchange 5 5 1, 2, 5 1, 2

8 Key Ideas Conceptual Understandings Theme(s) Standard Creation, Expansion, and Interaction of Economic Systems in the Western Hemisphere 5.11 The types and availability of natural 5.11.d The physical features, climate, and natural resources of North and South resources shape the economic systems of America enable different kinds of agricultural and industrial production and nations in North and South America and development. play a strong role in determining the 5.11.e Governments make rules that regulate types of economic production. overall strength and influence of those 5.11.f The strength and influence of a nation are partially determined by the nations. size and health of its economy Over time, nations have shifted and transformed their economic systems Nations of North and South America depend on one another for various resources and products they need Economic systems among nations and regions are becoming increasingly interdependent d Physical, political, and other thematic maps can be used to show the relationship between agrarian and industrial systems, land use, access to transportation systems, and size of settlements e Transportation systems within and between nations allow for the movement of raw materials and goods from farmlands and mines to industrial areas where goods are produced or consumed f People in agrarian and industrial areas develop different lifestyles related to their modes of economic production f Some nations have a comparative advantage in the production of goods and services g Trade with other nations to meet economic needs that they cannot meet alone h Issues of scarcity and supply and demand impact how economic needs are met i The North American Free Trade Agreement (NAFTA) and the World Organization (WTO are examples of groups which regulate trade between nations j The World Bank and the International Monetary Fund (IMF) loan money to support nations in need. These lending policies have drawn criticism from some groups due to the requirements and regulations that frequently accompany the loans c Global interdependence suggests that national economic systems rely on and affect one another d have trade and money investments in other nations, and when one nation struggles economically or financially, this can affect the global community. Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Creation, Expansion, and Interaction of Economic Systems Global Connections and Exchange

9 WEEK OF: UNIT LESSON NUMBER September 8-12 September September September 29-October 3 October 8-October 12 October October October 27-October 31 November 3-7 November Major Landforms RI.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within a text. RI.4: Determine the meaning of unknown words and phrases in a text relevant to a grade 2 topic or subject area. RI.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY Provide students with activities to build background knowledge and motivate students Complete Diagnostic Assessment Front load vocabulary using the suggested vocabulary practice activities Skill Building Main Idea and Details November Major Waterways November Natural Resources RI.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.. Coordinate Grids on Geography Reading Skill Instruction on Text Features December Climate Regions Big Idea: Relationships affect choices. Lesson Presentation Option: Use the Big Idea Project presentation to introduce the project. Materials: newspaper strips, flour paste in bowls at each table, sheets of newspaper to cover tables, one balloon for each student, apron or paint shirt for each child, paint and markers, paper clips to use as hooks, yarn to hang

10 globes in the classroom Students will be making a papier-mâché globe to show what they learned in Unit 1. o Read the checklist together and answer questions students may have about the project. o Have students cover a round balloon with strips of newspaper dipped in the paste. o When the paste dries, have students draw, paint, and label the continents and oceans. (You can also print world outline maps and pass them out to students. Students can then cut, color, label, and glue the continents onto their globe.) o Hang the globes in the o classroom. Encourage self-reflection by asking: What did you learn by doing this project? To assess the project, use the Unit 1 Big Idea Project Rubric.

11 WEEK OF: UNIT LESSON NUMBER December Environmental Challenges MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY December Hurrican Katrina and RI.9: Compare and contrast the most important New Orleans points presented by two texts on the same topic. Skill: Compare and Contrast Map and Globe Skills January Unit Wrap UP Review/Assessment Big Idea Activities Map and Globe Skills January History of the United States Map and Globe Skills January History of Canada Reading Skill Instruction January United States RI.3: Describe the connection between a series of Government historical events, scientific ideas or concepts, or steps Reading Skill Instruction: Sequencing

12 WEEK OF: UNIT LESSON NUMBER February The Government of Canada MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY Big Idea: Culture influences the way people live. Lesson Presentation Option: Use the Big Idea Project presentation to introduce the project. Materials: boxes, cardboard, construction paper, markers, and tape o Have students revisit the Show As You Go! pages for information from each lesson. o Provide supplies such as boxes, cardboard, construction paper, markers, and tape. o Have students share their mini museum display with the class. o Then display the mini museums in the classroom to remind students of what they learned about Native American culture. o After students complete their projects, encourage selfreflection by asking: How did you plan your mini museum display? What changes would you make to this project if you did it again? What did you learn from making your mini museum display? To assess the project, use the Unit 2 Big Idea Project Rubric

13 WEEK OF: UNIT LESSON NUMBER February Cultures and Lifestyles of the United States February Cultures and Lifestyles of Canada March Unit Wrap Up Review/Assessment Big Idea Activities March 9-March Economic Regions of the United States MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY RI.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Provide students with activities to build background knowledge and motivate students Complete Diagnostic Assessment Front load vocabulary using the suggested vocabulary practice activities Map and Globe Skills Reading Skill Instruction: Determine the Meaning of Unknown Words and Understanding Sequence Study of Jacob Lawrence Big Idea: Change happens over time. Lesson Presentation Option: Use the Big Idea Project presentation to introduce the project. Materials: poster board, magazines, family pictures, construction paper, markers, and tape Read the checklist together and answer questions students may have about the project.

14 Have students cut out pictures from magazines, draw their own pictures, or bring in family pictures to create their posters. Have students label and briefly describe each picture on their posters. Have students share their posters with the class. Then display the posters in the classroom. To assess the project, use the Unit 3 Big Idea Project Rubric. WEEK OF: UNIT LESSON LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY NUMBER March 16-March Economic Regions of Canada RI.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Provide students with activities to build background knowledge and motivate students Complete Diagnostic Assessment Front load vocabulary using the suggested vocabulary practice activities

15 WEEK OF: UNIT LESSON NUMBER April 7-April The United States, Canada, and the World MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY April 13-April Environmental Issues RI.6: Identify what the author wants to answer, explain, or describe in the text. April 20-April 24 3 Unit Wrap Up Review/Assessment Big Idea Activities RI.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.8: Identify the reasons an author gives to support points in a text. RI.3 With prompting and support, describe the connection between two individuals, event, ideas, or pieces of information in a text. April 27-May Landforms RI.1: Ask and answer such questions as who, what, where, when, why, and how to deomonstrate understanding of key details in a text. RI.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Reading Skill Instruction: Author s Purpose Reading Skill Instruction Reading Skill Instruction Reading Skill Instruction: Ask and Answer Questions About Key Details

16 WEEK OF: UNIT LESSON LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY NUMBER May 4- May Waterways Big Idea: Culture influences the way people live. Lesson Presentation Option: Use the Big Idea Project presentation to introduce the project. Materials: hangers, constructions paper, string or yarn, tape Read the checklist together and answer students questions about the project. Students will be making a mobile to show what they learned in Unit 4. Read the checklist together and answer students questions about the project. Have students revisit the Show as You Go! pages for information from each lesson. Provide supplies such as index cards, yarn, and wire coat hangers. Have students share their mobiles with the class. Then hang the mobiles in the classroom to remind students of what they learned about citizenship and government. After students complete their projects, encourage selfreflection by asking: 1. How did you plan your mobile? 2. What changes would you make to your project if you did it again? To assess the project, use the Unit 4 Big Idea Project Rubric

17 WEEK OF: UNIT LESSON NUMBER May 11-May A Wealth of Natural Resources May The Columbian Exchange MOUNT VERNON CITY SCHOOL DISTRICT LESSON TITLE STANDARDS ASSESSMENT/ACTIVITY RI.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.7: Explain how specific images (e.g., diagram showing how a machine works) contribute to and clarify the text. Provide students with activities to build background knowledge and motivate students Complete Diagnostic Assessment Front load vocabulary using the suggested vocabulary practice activities Reading Skill Instruction: Use the Visual and Answering Questions about Key Details May Climate June Unit Wrap Up Review/Assessment Big Idea Activities Big Idea: Relationships affect choices. Lesson Presentation Option: Use the Big Idea Project presentation to introduce the project. Materials: paper, pencils, magazines, and art materials. 1. Read the checklist together and answer any questions students may have about the project. 2. Stock the writing center with paper, pencils, magazines, and art materials.

18 June MOUNT VERNON CITY SCHOOL DISTRICT 6 Latin American Culture 3. Have students take part in the following process: brainstorm ideas, write a rough draft, take part in a peer review, revise the rough draft, and write/illustrate a final copy. 4. Have students sit in the Author s Chair as they read their books to the class. To assess the project, use the Unit 5 Big Idea Project Rubric. 6 3/4 The Caribbean OR Brazil