Grade 5 Curriculum Guide 2010

Native American Indians Unit Title: Geography of the of Western New Hemisphere York State

Essential Question How have the key geographic and environmental characteristics of nations and regions in the Western Hemisphere affected the history, economies, and cultures of its nations?

New York State Standards and Content Understandings: Students will understand that:

Overview

• The United States, Canada, and Latin America are located in the Western Hemisphere.

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• The physical and human characteristics of places in the United States, Canada, and Latin America.

• Human actions modify the physical environments of the United States Canada, and Latin America.

Essential Questions: • What are the characteristics of a region?

• What are the regions of the Western Hemisphere?

• What common characteristics of geography (physical and human) unify and distinguish the major regions of the Western Hemisphere?

• Who are the people of the Western Hemisphere?

• What factors influence where people choose to live ?

• How does geography, climate, and natural resources affect the people of the Western Hemisphere?

• Where do most of the people in the nations of the Western Hemisphere live? Why?

Native American Indians Unit Title: Geography of the of New York State Western Hemisphere New York State Performance Indicators: Students will know: • Maps and other geographic representatives, tools, and technologies can be used to gather, process, and report information about the United States, Canada, and Latin America.

Overview

• The relationships between people and environments and the connection between people and places.

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• Why people and places are located where they are located and what patterns can be perceived in these locations.

• How to formulate geographic questions and define geographic issues and problems.

Native American Indians Unit Title: Geography of the of Western New Hemisphere York State

Overview

Vocabulary:

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region strait environment tributary society canal culture channel climate desert border glacier civilization lake ethnic groups mountain geography mountain range interdependence mouth community peninsula equator

plain cultural diffusion river continent swamp country valley state volcano province tundra island plateau landforms source altitude globe longitude physical features hemisphere prime meridian meridians cultural characteristics

compass rose ocean cardinal directions scale intermediate directions key/legend population permafrost migration rain forest rural topography urban suburban archipelago bay cape delta gulf harbor isthmus oasis

Native American Indians Unit Title: Geography of the of Western Hemisphere New York State Skills:

Overview

Map and Globe Skills

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• Identify the key physical and human characteristics of the hemispheres and its nations.

• Identify geographic features that nations and regions share.

• Locate major political centers of government (as well as physical features).

• Differentiate between political and physical features of the hemisphere.

• Use different scales to measure distances and to find absolute and relative locations, in order t learn more about the hemisphere and its nations.

• Identify the effects of climate due to elevation.

• Recognize reversal of seasons in the Southern Hemisphere.

• Answer geographic questions such as: • Where are places located?

• Why are they located where they are?

• What is important about their locations?

• What is a region?

• What common characteristics of geography (physical and human), economic, political, and cultural, unify and distinguish the major regions of the US, Canada, and selected nations of the Western Hemisphere?

• What are the major causes of change in regions?

Native American Indians Unit Title: Geography of the of New York State Western Hemisphere

Overview

Research and Writing Skills

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• Organize a national profile or data profile for the US, Canada, and the Latin American nations that includes information on natural resources, climate, topography, vegetation, land use, population centers, major cities, key harbors, and major ethnic groups in the population.

• Identify similarities and differences among the nations as they are studied.

• Research major cities of the Western Hemisphere nations and answer questions such as: • Why did the city develop where it did?

• What was the effect of geographic and environmental factors on development?

• How have human actions modified the physical environment of the city?

• What geographic and environmental features would determine where you would locate a new city? Compare your answer to the location selected for the city of Brasilia.

Thinking Skills • Compare the major regions of the US, Canada, and Latin America.

• How do the characteristics of a specific region affect the way people earn a living? How do these characteristics affect lifestyles and population distribution?

• What are examples of change in the characteristics of a region?

• What are examples of interdependence between and among regions?

Native American Indians Unit Title: Geography of the of Western New Hemisphere York State • Explain the origin of names of physical and political features in the Western Hemisphere to see the connection between geography/environment and history/culture.

• Collect articles about nations of the Western Hemisphere and explain how geography is linked to economics, government, or history in the articles.

• Handle diversity of interpretation.

Overview

Graphs, Tables and Image Analysis

5

• Decode images using graphs cartoons, paintings and photographs.

• Compare a population distribution map of a Western Hemisphere nation with other information of that nation, and draw conclusions about the pattern of population distribution.

• Analyze patterns of human activity and ways the problems can be solved and the effects of the solutions.

Interpersonal and Group Relation Skills • Recognize and avoid stereotypes • Participate in group planning and discussions • Cooperate to accomplish a goal • Assume responsibility for carrying out tasks

Native American Indians Unit Title: Geography of the of Western New Hemisphere York State Task Title: Peoples of the Western Hemisphere

Assessment Evidence

Performance Task Overview:

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You are a researcher in charge of creating a nation profile or data file (include natural resources, climate, topography, vegetation, land use, population centers, major cities, key harbors and major ethnic groups). Your job is to collect and interpret information about the populations of the Western Hemisphere nation you have been assigned, in order to create a national profile or data file. After you gather your own information, you will come together with your country and compile the data file.

Once the data file is created, you will choose one of the performance outcomes to solidify your understanding of the topic.

Your challenge is to identify similarities and differences among the nations of the Western Hemisphere. Remember that your audience is your teacher(s) and your classmates who you need to convince to come visit your country.

Performance Outcomes/Products: • Travel posters encouraging people to visit different nations in Western Hemisphere, use different landforms and/or political landmarks and include a brief report on the importance of the physical features and/or places for the particular nation.

• Create a DBQ focusing on key physical and human characteristics of nations and regions in the Western Hemisphere.

• Create a web organizer that shows patterns of human activity affecting the environment affecting human activity.

• Produce a public announcement for radio of TV that features a community in the Western Hemisphere.

Native American Unit Title: History Geography ofIndians the of the of Unit History of the UnitTitle: Title: Western Hemisphere Western New Hemisphere York State Other Evidence:

Assessment Evidence

Tests • World Studies (see text) • History Alive! (see text)

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Work Samples • National profile or data file • Collage • Travel poster • Public announcement • Migration map • Web organizer Teacher Questioning and Observation • Who are the people of the Western Hemisphere?

• What changes in population have taken place over time and space?

• Where do most people of the Western Hemisphere live and why?

• What factors influence where people choose to live?

• Where would you prefer to live and why?

• Why do people migrate and emigrate?

• What examples of cultural diffusion in the nations of the Western Hemisphere and due to migration and/or immigration?

• Read Prentice Hall World Studies textbook: • Use suggested prereading activities for each chapter section.

• The United States and Canada-Chapter 1 • Latin America-Chapter 1 • Use the Teacher Resource Guides for chapter 1 as a guide to summarize sections.

• After readings, bring all gathered information together as a class to compare all three regions.

• Assessments: use exit cards or one word summaries.

• Show or explain what a data file is.

• Use technology (Appleworks) to show how to create, insert and modify tables (see attached data file example).

Native American Indians Unit Title: History Geography of the of the of Western Hemisphere New York State • Brainstorm with students possible resources to use and how to gather information.

• Use cooperative groups to research data for profile (suggestion: assign two groups per nation to assure validity of gathered information) • Regions will meet to compare information and should agree on the information that will be shared with the class.

• Students will use class data file to great a final project (see performance outcomes for suggested differentiated activities)

Native Unit Title:American GeographyIndians of the of Western Hemisphere New York State Learning Experiences and Instruction • Begin with KWL on the geography of the Western Hemisphere.

• Read Prentice Hall World Studies textbook • The United States and Canada-Chapter 1 • Latin America-Chapter 1 • While reading chapter 1, conduct map skill activities and focus on note taking suggestions.

• Play I Have, Who Has? card game to review previously learned vocabulary, focusing on geographic terms (see attached) • Assessment: Geography Term Quiz (see attached) • Compare knowledge of map and globe (Prentice Hall Teacher Resources Handbook, pg. 36) • Label political map (History Alive! Student Handbook, pg. 3) using textbook page 15 as a desk reference.

• Label physical map (History Alive! Student Handbook, pg. 4) using textbook pg. 16 as a desk reference.

• Create floor grid (History Alive! Lesson Guide 1, pg. 3) • Review terms and maps • Assessment: map skills-test political and physical map skills (suggested assessment attached or see History Alive!

Lesson Guide 1, pg. 8-14).

• Using political and physical maps of Canada, US and the Western Hemisphere, compare features of each region.

• Create Venn diagram to compare regions (see attached).

• Ask question: How do these features affect the population of each region?

Unit Title: Geography of the of Native American Indians Western Hemisphere New York State

Interdisciplinary Connections: Science

• Creation of topographical maps • Compare environments in Western Hemisphere

Physical Education

• Learn dances for specific cultures • Learn games played by other cultures and time periods

Arts

• Collect artifacts and depict lifestyles of various people • Collect photographs of physical features of the Western world • Replicate artifacts of special cultures

Language Arts

• Read Hatchet by Gary Paulsen • Write a persuasive essay on positive and negative effects of human activity on the environment • Read folk tales and myths of certain cultures

Math

• Create a population graph comparing countries • Breakdown of percentage of ethnic populations in the Western Hemisphere (pie chart)

Native American Indians Unit Title: Geography of the of Western New Hemisphere York State Other Resources: Trade Books: • The Big Book of Canada: Exploring the Provinces and Territories by Christopher Moore • Canada the Culture by Bobbie Kalman • Mexico by Ann Heinrichs • Time Among the Mayas: Travels in Belize, Guatemala, and Mexico

by Ronald Wright • Don’t Know Much about the United States by Kenneth C Davis • The United States by John D Baines • Hatchet by Gary Paulsen

Internet Sites: • • • • •

www.lakelandschools.org/edtech/primarydocs/fifth.htm www.Lanic.utexas.edu/subject/countries www.canada.gc.ca/acanada/acpubhome.jsp www.odci.gov/cia/publications/factbook/geos/ca.html www.kids.premier.gov.on.ca

Native American Indians of New York State Game: I Have Who Has? Instructions: Below please find a variety of questions to place on index cards.

Once the cards are set up with questions on one side and an answer on the back, shuffle the cards. Distribute the cards around the room randomly so as not to create a pattern. The student with the card labeled START begins the game. The first student reads their question and the student with the correct answer says “I Have” and reads their answer from the card. Then they say, “Who Has” and read the question for the other side of their card.

Sample Questions: 1. START: What is a piece of land surrounded on three sides by water?

2. Peninsula: What is an imaginary line across the center of the globe?

3. Equator: What is the study of our physical and cultural surroundings?

4. Geography: What is an instrument for finding direction?

5. Compass: What are masses of land such as continents, islands, and peninsulas?

6. Landforms...

Unit 1 Changes and Additions 2008

2008

Unit 1: Geography Vocabulary 5 Themes of Geography: Location, Movement, Place, Region, Human/Environment Interaction Prime Meridian Longitude Latitude Territory Province Boundary Hemisphere Border Intersecting Cardinal Directions Intermediate Directions Landforms Physical features Population Population Density Urban Suburban Rural Scale Coast Megalopolis Isthmus Climate/Climatic Economy One-Resource Economy Vegetation Dependent

Test Vocabulary Compare Contrast Explain Identify Describe

Unit 1 Geogprahy Perfomance Task Objectives Students will understand the globe is divided into hemispheres.

Identify the hemispheres.

Review important features of a map.

Identify the location and importance of the prime meridian and equator.

Introduce latitude and longitude and be able to locate positions on a grid given coordinates.

Be able to locate positions on a map given lines of latitude and longitude Be able to utilize a compass rose and cardinal/intermediate directions.

Understand the importance of borders.

Understanding the differences between natural borders and man-made borders.

Understand how each region is divided (i.e. states, territories, provinces).

Identify the various bodies of water, landforms, physical features and climate of Canada, the United States and Latin America.

Discuss how physical features and/or climate affect the lives of people and how people affect their environment.

Suggested Resources for Geography Unit History Alive! Chapter 1 pp. 11-19 World Studies Canada Maps pp. 2-7 Chapter 1 pp. 10-33 Regions of U.S. pp. 110-116 World Studies Latin America Maps pp. 2-5 Chapter 1 pp. 8-30 Panama: An Important Crossroads pp. 116-122 Brazil: Geography Shapes A Nation pp. 166-172

*Please refer to Social Studies Binder for enrichment activites.

Name _______________ Geography Assessment

Date ___________ Good Luck!

Location: 1. Use the map below to locate 0째 longitude. Identify this line of longitude and explain its importance.

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Use the map below to respond to questions 2-4

2. Name the territory in Canada that shares a border with the U.S.? _________________________________ 3. What are the intersecting latitude and longitude lines that run through Quebec? __________________

4. Name the state that is directly located northeast of Kansas. ____________________ Movement: 1. The illustration below shows buildings most often found in which kind of region?

A. manufacturing C. mining

B. urban D. rural

2. Which of these conclusions is best supported by the information on the graph below?

A. Mexico was more rural than urban until the 1960s.

B. Since 1950, Mexico has become more rural than urban.

C. Mexico will not become an urban country until the 2020s.

D. In 2000, about half of all Mexicans lived in rural areas.

3. Use the map to locate O째 N and 50째 W. Then locate O째 N and 60째 W.

Which location do you think would have a greater population? Give two reasons why you think that. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

4. Few people live in Canada’s Northern Region for all of the reasons listed below except __________ A. dense forests C. harsh winters

B. few resources D. rugged mountains

Region: Use the map and your knowledge of social studies to answer the questions below.

1. What is the best title for this map?

A. B. C. D.

The United States and Its Neighbors Regions of the United States U.S. States and Capitals Latitude and Longitude of the U.S.

2. Find the scale. The scale is one-half inch long. How many miles does one inch stand for on this map?

A. 6 C. 600

B. 60 D. 6,000

Read the following passage. Use the passage and your knowledge of social studies to answer the questions below.

These regions have much in common. Both lie beside the Atlantic Ocean. A low, flat plain runs along the coast in both regions. It is known as a coastal plain.

The Appalachian Mountains also run through both of these regions. Large rivers flow out of mountains. The rivers that flow east cut across the coastal plain to the Atlantic Ocean. The rivers that flow west drain into the Gulf of Mexico.

3. What two regions are described in this passage?

A. B. C. D.

the West and Southwest the Southwest and Midwest the Midwest and Northeast the Northeast and Southeast

4. Name two states that are located in each of the regions you chose for question number 3. _____________________

_____________________

_____________________

_____________________

Place: Use the population map below to answer questions 1-2.

1. What city in Massachusetts is part of the northeastern megalopolis?

A. Washington, D.C. C. Philadelphia

B. Boston D. New York

2. Which state has a low population density?

A. Connecticut C. Massachusetts

B. Maine D. New Jersey

Human Environment/Interactions: Use the picture below to answer question number 1.

1. What changes to the Isthmus of Panama have been accomplished by man to encourage better transportation? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

2. Describe two (2) ways that the mountainous land of Middle America affects the lives of people in the region. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

3. Explain how weather can affect a country’s economy if it is too dependent on one crop. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 4. The climate throughout Canada, the United States and Latin America varies; because of this the people living in these regions each grow different types of vegetation. Compare and contrast two (2) climatic regions within Canada, the United States or Latin America by explaining how climate and vegetation influence their way of life. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Native American of Unit Title: History ofIndians the Western New Hemisphere York State

Essential Question What historical experiences have nations of this hemisphere shared? How have different people and nations viewed these similar or shared experiences?

Overview

New York State Standards and Content Understandings:

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Students will understand that: • Standard 1: • The major ideas, eras, themes, developments, and turning points in the history of the United States • United States history involves many important roles and contributions of individuals and groups • The development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions • Standard 2: • The important ideas, social and cultural values, beliefs, and traditions of Canada • The important ideas, social and cultural values, beliefs, and traditions of Latin America • The major ideas, eras, themes, developments, and turning points in the history of Canada • The major ideas, eras, themes, developments, and turning points in the history of Latin America • Canadian history involves many important roles and contributions of individuals and groups • Latin American history involves many important roles and contributions of individuals and groups

Native American of Unit Title: History ofIndians the New York State Western Hemisphere

Essential Questions: • How did various groups and cultures play a role in creating a way of life in the regions of the Western Hemisphere?

• How are nations of the Western Hemisphere (US, Canada, Latin America) similar in their histories? How are they different?

• What important individuals and events helped shape the histories of The United States, Canada, and Latin America?

Overview

New York State Performance Indicators:

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Students will know: • • • • •

Historical events have an impact on all aspects of a region History repeats itself Historical events can unite or divide a nation The definition of a turning point Certain time periods contain events in each nation

Overview

Native American of Unit Title: History ofIndians the Western New Hemisphere York State

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Vocabulary: American Revolution artifacts assembly line boycott Canada census Central America citizenship civilization civil rights Civil War compromise conquistador cotton belt cultural diffusion democracy emigrate ethnic groups French Canadians Great Depression independence immigrant indigenous people industrialization international migration minority modernization NAFTA petition

pollution population population density power revolution separatists slavery slave trade social/cultural exchanges and connections societies South America symbolize symbols technology turning points western hemisphere westward expansion United States

Native American of Unit Title: History ofIndians the Western Hemisphere New York State

Skills:

Overview

Map and Globe Skills

• Locate and label all region in the US, Canada and Latin America • Create a graphic organizer showing changes in control of parts of this hemisphere through the 19th century using historical maps of North and South America and the Caribbean from different time periods • Determine what nations were located in the areas where political control changed.

• Answer questions, such as: • How did Spain lose control of the lands it claimed in the US? In Latin America?

• How did the Louisiana Purchase change the map of North America? Of the United States?

• How did the political map change as the US grew to its present boundaries?

• How did the US acquire Alaska and Hawaii?

• Why is Canada a bilingual nation?

Research and Writing Skills

• Research key turing points and events in the US, Canada and Latin America • Research the migration of people in the US, Canada and Latin America.

Understand that this migration has lead to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place.

Graphs, Tables and Image Analysis

5

• Decode images using graphs cartoons, paintings and photographs • Analyzed songs, posters and paintings about major historic events including the accuracy of the music or visual as well as its point of view • Create a collage that shows examples of cultural diffusion in the Western Hemisphere today

Native American of Unit Title: History ofIndians the New York State Western Hemisphere

Overview

Thinking Skills

• Understand that different people living in the WH may view the same event of issue from different perspectives • Create a graphic organizer showing the causes and effects of a turing point in the history of one or more WH nations • Compare and contrast connections and exchanges between and among the peoples of US, Canada and Latin America. These connections and exchanges include social/cultural, migration/immigration and scientific/technological • Compare two accounts an historic event or current issue showing different points of view. Topics to consider may include the Mexican War, the Panama Canal, the clash over Oregon, the Spanish-American War, and the French-Canadian Separatist Movement.

Sequencing and Chronology Skills

• Create timeline of the key turning points and events in the histories of Canada, Latin America, and the US and organize them into different historical time periods.

• Create multi tiered timelines comparing time periods of major turning points and events in the history of the US, Canada, and selected Latin American nations.

• Predict and then research points on the timeline where there is relationship between events.

• Conceptualize that industrial growth, development, and urbanization had important impacts on the US, Canada, and Latin America.

Interpersonal and Group Relation Skills

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• Recognize 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.

• Determine the important historic figures and groups that have made significant contributions to the development of Canada, Latin America, and the US.

Native American of Unit Title: History ofIndians the Western New Hemisphere York State

Task Title: Time Machine

Assessment Evidence

Performance Task Overview:

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You are an explorer who has the unique opportunity to travel through time. Before your journey, you must choose a time period in which there is a significant event occurring in each region of the Western Hemisphere. Once the period is chosen, you must get in your time machine and travel to the first region. When you exit your time machine in each region, you must make sure you are aware of your surroundings. Pay attention to detail. Make sure to explain your purpose in the region if you are confronted by people at that time. Be careful where you decide to visit, there may be a conflict going on when you land. Remember, you never know where in the region you will be placed, so choose carefully. After you return home, choose one of the places you visited. Pretend you are a newspaper reporter from the region at the time period you have selected. Write an article about the event that you witnessed, from the perspective of the newspaper reporter. After completing that activity. Choose one of the other activities and create the project based on the knowledge you gained from your journey. Have fun!

Performance Outcomes/Products: • Write a newspaper article about a major event from the perspective of a reporter in that nation.

• Set up a museum from a specific time period with “artifacts” from each region in the Western Hemisphere.

• Choose one of the battles from the time period. Create a journal. entry describing what side you would fight for and why you chose this position.

• Create a role play describing a meeting between leaders in a major historic event.

• Describe the strategies used by the leaders in the conflict and how that affected the outcome of the dispute.

• Using the language of the region you have chosen, make a dictionary or pictionary of key words that describe the event you witnessed.

Native American of Unit Title: History ofIndians the Western New Hemisphere York State

Other Evidence:

Assessment Evidence

• Quizzes • Major events in chronological order by region • Showing connections between events within region or between regions • Teacher Resource Guide-Section Quizzes-Chapter 2

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• Tests • See Teacher Resource Guide-Exams-Chapter 2 • Work Samples • Timeline • Museum exhibit • Newspaper article • Journal entry • Role Play • Dictionary/Pictionary • Teacher Questioning and Observation • What major events occurred in each region?

• What connections can be made about the events in the regions?

• Why do certain events reoccur within the same nation?

• How are all people in a region affected by events?

• What effects do events have on the people of a region?

Native American of Unit Title: Title: History of ofIndians the Unit History the Western Hemisphere Western New Hemisphere York State

Learning Experiences and Instruction

Learning Activities

• Read Prentice Hall World Studies textbook • Use suggested prereading activities for each chapter section • The United States and Canada-Chapter 2 • Latin America-Chapter 2 • Locate and label all regions being researched

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• Use suggested graphic organizers located in each section to assist students in note taking skills • After readings bring all gathered information together as a class to compare all three regions studied • Use (technology)Timeliner to create individual timelines for each region (see attached sample) • Whole class will meet to discuss construction of three-tiered region timeline, using Timeliner projects (see attached sample) • Students will use class-generated timeline to create final projects (See Performance Outcomes for suggested differentiated activities)

Native American Indians of Unit Title: History of the Western Hemisphere New York State

Interdisciplinary Connections: Science

• Understanding technology and technological advancements • Comparing how climate and geography effect historical events

Arts

• Museum exhibits and artwork • Collage • Learn songs of time and their importance in the events

Language Arts • • • • •

Math

Read The Secret of The Andes by Ann Nolan Clark (Latin American) Read Esperanza Rising by Pam Munoz Ryan (Mexico) Read Follow the Crinking Gourd by Jeanette Winter (Canada) Read The Broken Blade by William Durbin (Canada) Read Sign of the Beaver by Elizabeth George Speare (USA)

• Comparison of events on corresponding timelines • Determine statistics for each historical event

Name____________________ History Assessment – Unit 2

Date__________ Good Luck!

Part A

Directions: Read each question carefully. For multiple choice questions, circle the correct answer. For short answer questions, make sure to answer the question completely. [1 pt. each] 1. Manifest Destiny was the belief that A. it was right for the United States to expand to the Pacific Ocean B. native peoples in the United States should be treated with respect C. the United States should respect the land claims of other countries D. all U.S. citizens should have the right to vote Fill in the blanks in the following chart NAME OF TERRITORY HOW WAS THIS TERRITORY ACQUIRED • Purchased from France.

2.

Includes the land from the Rocky Mts. to the Mississippi River 3.

Texas Annexation 4.

Florida Acquisition

5.

• 6.

Acquisition of Oregon Country

Acquired after signing the treaty of Guadalupe Hidalgo

7. Which is an effect of the British North American Act? A. It gave Canadians the right to vote B. English became the national language of Canada C. Canada became a self governing nation D. The British had complete control of Canada 8. What A. B. C. D.

is not a result of the Quebec Act? French people could speak their own language Gave France control of Canada French people could practice their own religion French people could follow their own customs

9. What name was given to the people of Canada who wanted to see Quebec become its own country?

A. Separatists B. Francophone C. Abolitionists D. Loyalists 10. Explain one way that the Treaty of Paris (1783) affected Canada, AND one way the Treaty of Paris affected the United States. [2]

Circle N or S to indicate whether each statement best describes the North or the South N

S

11. Farming was a way of life for most people in this region, and cotton the most important crop.

N

S

12. This region had large, growing cities that were connected by canals and railroads.

N

S

13. Workers in this region were paid for their work and were free to take a job or not.

N

S

14. This region depended heavily on workers who were not paid for their labor and who were considered the property of the people they worked for.

Circle T or F to indicate whether each statement is true or false.

T

F

15. Union and Confederate soldiers joined their respective armies for the same reasons.

T

F

16. Most soldiers who fought in the Civil War were poor farmers.

T

F

17. The Battle of Gettysburg marked a turning point in the Civil War, in favor of the Confederacy.

T

F

18. Under the leadership of General Ulysses Grant, the Union finally defeated the Confederacy and won the Civil War.

T

F

19. More Americans died in the Civil War than in any other war in U.S. history.

20. The scene above illustrates?

A. An underground railroad “station” B. A slave auction C. A meeting of an abolitionist society D. A political rally

21. The speaker (with the speech bubble) is most likely saying?

A. “ Vote for Abe Lincoln for President” B. “Who can hide this family for the next 2 nights” C. “ For this sale this family can be split up” D. “All men are created equal”

Historical Background: During the 1800s, the land west of the Mississippi River was claimed by many different nations. Many Americans believed that it was natural and right for the United States to take over these territories - they said that expanding westward was America’s Manifest Destiny, or obvious fate.

As America expanded west, many sacrifices were made and many people were affected.

Task: Using the information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to these questions will help you write the Part B essay in which you will be asked to: Explain the reasons Americans decided to move westward and the effect it had on the country.

In your essay, be sure to: • Address all aspects of the Task by accurately analyzing and interpreting at least FOUR of the documents • Incorporate relevant outside information • Support the theme with relevant facts, examples, and details • Use a logical and clear pattern of organization

PART B Document 1

1. What are all of the people in the picture doing? How can you tell? [2] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. Why is there a woman in a white gown above the people? Why is she smiling? [2] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 2

1. What does the saying “Man belongs to the earth, earth does not belong to the man� mean? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. Why is there a picture of a Native American in the center of this saying? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 3

1. What trend do you see in the number of states that have entered the Union? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. During what time periods do you see the most growth? Why do you think this is? [2] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 4

1. According to the document, why would Americans go to California? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. Would the Americans who traveled to California support the Manifest Destiny? Why or why not? [2] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 5

FARM LAND FOR SALE THE ILLINOIS CENTRAL RAILROAD COMPANY Is now prepared to Sell

OVER TWO MILLION ACRES OF PRARIE FARM LANDS, In tracts of 40 Acres or upward,

ON LONG CREDITS AND AT LOW RATES OF INTEREST!

--Also available READY-FRAMED FARM DWELLINGS, WHICH CAN BE SET UP IN A FEW DAYS They will be 12 feet by 20 feet, divided into one Living and three Bed Rooms, and will cost complete – set up on ground chosen anywhere along the Road, $150 in cash, exclusive of transportation. Larger buildings… [available]. The Company will forward all the materials or such buildings over the their Road promptly, charging the cheapest class at the rate of 11 cents for every mile transported…

--REMEMBER “…One man will plant as fast with the machine as four will with hoes, and do the work much better than can be done with the hoe, as the machine is so nicely adjusted as to the drop from three to five kernels, pricking them all within the space of an inch and a half square, thus giving a much better chance to run the plow close to the hill, than if the hill occupies from four to six square inches, as it does planted with a hoe.” **A BROADSIDE IS A POSTER THAT GIVES INFORMATION** 1. Use the Broadside to list what the railroad is carrying to the prairie.

[1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 5 (con’t) 2. List two examples of technology mentioned in this document.[1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

3. How will the train and the technology it brings change life on the prairie? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Document 6

1. What difficulties might this family have experienced traveling in a covered wagon? [1] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. What are some differences between traveling by train and covered wagon? [2] _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

ANSWER KEY Name____________________ History Assessment – Unit 2

Date__________ Good Luck!

Part A

Directions: Read each question carefully. For multiple choice questions, circle the correct answer. For short answer questions, make sure to answer the question completely. [1 pt. each] 1. Manifest Destiny was the belief that A. It was right for the United States to expand to the Pacific Ocean B. Native peoples in the United States should be treated with respect C. The United States should respect the land claims of other countries D. All U.S. citizens should have the right to vote Fill in the blanks in the following chart NAME OF TERRITORY HOW WAS THIS TERRITORY ACQUIRED • Purchased from France.

2. Louisiana Purchase Includes the land from the Rocky Mts. to the Mississippi River 3. Texas declared its Texas Annexation independence from Mexico (Battle of the Alamo) 4. Spain agreed to give Florida to the United States Florida Acquisition

5. Mexican Cession

Acquisition of Oregon Country

•

Acquired after signing the treaty of Guadalupe Hidalgo

6. Agreed on a boundary with Britain. (Britain gave up claims to land South of this line.)

ANSWER KEY

7. Which is an effect of the British North American Act? A. It gave Canadians the right to vote B. English became the national language of Canada C. Canada became a self governing nation D. The British had complete control of Canada 8. What A. B. C. D.

is not a result of the Quebec Act? French people could speak their own language Gave France control of Canada French people could practice their own religion French people could follow their own customs

9. What name was given to the people of Canada who wanted to see Quebec become its own country?

A. Separatists B. Francophone C. Abolitionists D. Loyalists 10. Explain one way that the Treaty of Paris (1783) affected Canada, AND one way the Treaty of Paris affected the United States.

(Two point question) The Treaty of Paris affected America because Britain agreed to recognize the United States as an independent nation. Britain also gave the U.S. a huge amount of land. The Treaty of Paris affected Canada because Britain gained complete control of Canada.

Circle N or S to indicate whether each statement best describes the North or the South N

S

11. Farming was a way of life for most people in this region, and cotton the most important crop.

N

S

12. This region had large, growing cities that were

ANSWER KEY connected by canals and railroads.

N

S

13. Workers in this region were paid for their work and were free to take a job or not.

N

S

14. This region depended heavily on workers who were not paid for their labor and who were considered the property of the people they worked for.

Circle T or F to indicate whether each statement is true or false.

T

F

15. Union and Confederate soldiers joined their respective armies for the same reasons.

T

F

16. Most soldiers who fought in the Civil War were poor farmers.

T

F

17. The Battle of Gettysburg marked a turning point in the Civil War, in favor of the Confederacy.

T

F

18. Under the leadership of General Ulysses Grant, the Union finally defeated the Confederacy and won the Civil War.

T

F

19. More Americans died in the Civil War than in any other war in U.S. history.

ANSWER KEY

20. The scene above illustrates?

A. An underground railroad “station” B. A slave auction C. A meeting of an abolitionist society D. A political rally

21. The speaker (with the speech bubble) is most likely saying?

A. “ Vote for Abe Lincoln for President” B. “Who can hide this family for the next 2 nights” C. “ For this sale this family can be split up” D. “All men are created equal”

ANSWER KEY

Historical Background: During the 1800s, the land west of the Mississippi River was claimed by many different nations. Many Americans believed that it was natural and right for the United States to take over these territories - they said that expanding westward was America’s Manifest Destiny, or obvious fate.

As America expanding west, many sacrifices were made and many people were affected.

Task: Using the information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to these questions will help you write the Part B essay in which you will be asked to: Explain the reasons Americans decided to move westward and the effect it had on the country.

In your essay, be sure to: • Address all aspects of the Task by accurately analyzing and interpreting at least FOUR of the documents • Incorporate relevant outside information • Support the theme with relevant facts, examples, and details • Use a logical and clear pattern of organization

ANSWER KEY

PART B Document 1

1. What are all of the people in the picture doing? How can you tell? [2] • •

Moving West Answers will vary (ex. Covered wagons)

2. Why is there a woman in a white gown above the people? Why is she smiling? [2] • She is guiding the people Westward • She is bringing them to their Destiny

ANSWER KEY

Document 2

1. What does the saying “Man belongs to the earth, earth does not belong to the man” mean? [1] •

Answers will vary (ex. We should respect the land)

2. Why is there a picture of a Native American in the center of this saying? [1] • It was the Native American’s land first.

ANSWER KEY

Document 3

1. What trend do you see in the number of states that have entered the Union? [1] • It decreased as time passed.

2. During what time periods do you see the most growth? Why do you think this is? [2] • •

Most growth – 1787-1800, 1787-1850, or 1787-1900 (any of those answers are acceptable) Answers will vary (ex. They had reached the Pacific and there was no more land left to take)

ANSWER KEY

Document 4

1. According to the document, why would Americans go to California? [1] • Gold 2. Would the Americans who traveled to California support the Manifest Destiny? Why or why not? [2] • Yes – the Manifest Destiny said that it was their fate or right to acquire the land and/or gold.

ANSWER KEY

Document 5

FARM LAND FOR SALE THE ILLINOIS CENTRAL RAILROAD COMPANY Is now prepared to Sell

OVER TWO MILLION ACRES OF PRARIE FARM LANDS, In tracts of 40 Acres or upward,

ON LONG CREDITS AND AT LOW RATES OF INTEREST!

--Also available READY-FRAMED FARM DWELLINGS, WHICH CAN BE SET UP IN A FEW DAYS They will be 12 feet by 20 feet, divided into one Living and three Bed Rooms, and will cost complete – set up on ground chosen anywhere along the Road, $150 in cash, exclusive of transportation. Larger buildings… [available]. The Company will forward all the materials or such buildings over the their Road promptly, charging the cheapest class at the rate of 11 cents for every mile transported…

--REMEMBER “…One man will plant as fast with the machine as four will with hoes, and do the work much better than can be done with the hoe, as the machine is so nicely adjusted as to the drop from three to five kernels, pricking them all within the space of an inch and a half square, thus giving a much better chance to run the plow close to the hill, than if the hill occupies from four to six square inches, as it does planted with a hoe.” **A BROADSIDE IS A POSTER THAT GIVES INFORMATION** 1. Use the Broadside to list what the railroad is carrying to the prairie.

[1] • Building materials and/or buildings

ANSWER KEY Document 5 (con’t) 2.

List two examples of technology mentioned in this document.[1] • Train and plow

3. How will the train and the technology it brings change life on the prairie? [1] • Answers will vary: • It will make the prairie more accessible • It will make farming easier • More opportunity to make money

ANSWER KEY

Document 6

1. What difficulties might this family have experienced traveling in a covered wagon? [1] • Answers will vary (ex. Sickness, tired animals, starvation, etc.)

2. What are some differences between traveling by train and covered wagon? [2] • Answers will vary (ex. Speed, time, safety, convenience, luxury)

Native American Indians of Unit Title: History of the Western Hemisphere New York State

Other Resources: Trade Books: • • • • •

All the People, 1945-1999 (The History of the US) by Joy Hakim An Age of Extremes, 1870-1917 (The History of US) by Job Hakim Eyewitness: Explorer by Rupert Matthews The Spanish American War by Michael Golay Picture the Past, Life in New France by Jennifer Blizin Gillis

Internet Sites: • • • • • • • •

http:\\www2.lhric.org/pocantico/canada/canada.htm http:\\www.ualberta.ca/~bleeck/canada/ http:\\www3.sympatico.ca/goweezer/canada/canathem.htm http:\\elbalero.gob.mx/index_kids.html http:\\www.canada.gc.ca/ http:\\www.americanhistory.si.edu http:\\www.memory.loc.gov http:\\www.odci.gov/cia/publications/factbook

Unit Title: The Governments of the Western Hemisphere Essential Question What are the similarities and differences among governments of the Western Hemisphere, such as governmental structures and functions, civic values and principles, and views of the role and rights of citizens?

Overview

New York State Standards and Content Understandings: Students will understand that:

5

Standard 5: Civics, Citizenship and Government • Across time and place, the people of the Western Hemisphere have held differing assumptions regarding power, authority, governance, citizenship, and law.

• The rights if 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 government in the United States of America, Canada, and Latin America countries.

Essential Questions: • What are some of the different types of governments of the Western Hemisphere nations?

• How are constitutions of Western Hemisphere nations alike and different?

• How do governments affect the lives of people in different nations of the hemisphere?

• What do the symbols of a nation tell us about the nation’s beliefs and values?

• What differences are there in the ways nations of the Western Hemisphere became independent?

• Why do nations have governments?

• Who holds the power in different governments of Western Hemisphere nations today?

• What are similarities and differences in the views of citizenship of Western Hemisphere nations?

• How do governments affect the lives of the nation’s citizens?

Unit Title: The Governments Unit Title: The Governments of the Western Hemisphere of the Western Hemisphere

New York State Performance Indicators: Students will know:

Overview

• The basic civic values and how these can best be modeled on a personal and classroom level.

• The concepts as fairness, justice, and equality.

• The importance of rules and or laws.

• The reasons for creating governments and why all groups and societies create rules and laws.

• The similarities of governmental structures of the United States, Canada, and selected nations of Latin America.

• The type of government in different nations of the world.

5

Unit Title: The Governments of the Western Hemisphere

Overview

• Vocabulary:

5

absentee ballot amendment American democracy, ideals, values/principles of Bill of Rights branches of government cabinet campaign Canadian Bill of Rights capitalism census checks & balances citizenship civic life civic values civil rights colonial governments commonwealth Commonwealth of nations communism compromise Constitution of the US Declaration of Independence Democracy Democratic Party dictatorship due process executive branch federal government foreign relations foreign policy government

Great Depression House of Representatives independence individual rights to life, liberty, pursuit of happiness international international organizations judicial branch legislative branch legislator monarchy parliament political boundaries political party political power population power Preamble to the Constitution president Prime Minister Republican Party representative Senate of the United States separatists state Supreme Court tariff United Nations United States of America veto

Skills: Students will be able to:

Unit Title: The Governments Unit Title: The Governments of of the Hemisphere the Western Western Hemisphere

Overview

Research and Writing Skills

• Organize information gathered about power, authority, governance, citizenship and law in different time periods and nations in the Western Hemisphere.

• Create graphic organizer to compare the rights and responsibilities of citizens in the Western Hemisphere.

• Compare the major governing documents of the Western Hemisphere.

• Answer such questions as: • What is the purpose of each document?

• When was each document created?

• Who created each document?

• Why was each document created?

• How are the documents alike and different?

Graph and Image Analysis Skills

• Drawing conclusions; use data and various statistics to interpret graphs, images, and charts in order to draw conclusions • Analyze and making predictions using visual images

Sequencing and Chronology Skills

• Researching time and chronology • Understanding the concepts of time, continuity, and change • Use sequence/order to describe the process of a bill becoming a law

Thinking Skills

• Identify and compare the different types of governments in the Western Hemisphere nations.

• Identify characteristics that are shared amongst the governments of these nations.

• Compare and contrast constitutions of Western Hemisphere nations.

• Recognize important leaders in each type of government.

5

Interpersonal and Group Relation Skills • • • •

Recognize that other groups or nations have different points of view.

Participate in group planning and discussions.

Assume responsibility for carrying out tasks.

Cooperate to accomplish the goal.

Unit Title: The Governments Unit Title: Governments of of the theWestern Western Hemisphere Hemisphere

Performance Task Title: Separation of Powers of the US Federal Government

Assessment Evidence

Performance Task Overview: (GRASPS Format) (Role Play Attachment)

5

Your goal is to take part in a role playing activity of the branches of government within the United States federal government. You will review the different branches of government and discuss the importance of each branch. You will listen to a hearing and a lawsuit brought to the US Supreme Court by the New York Journal. The General Council will represent the NY Journal, the Solicitor General will represent the US Government, and the branches will sit as the audience. The Chief Justice along with the eight associate justices will hear the case and render a decision. The Judicial branch will hand down its ruling. (DI-interest/ability)

Performance Outcomes/Products: • Complete a Case Review sheet based on the analysis of the Supreme Court cases selected (see Role Play Attachment 1) • Create two articles speaking out about new law • One from a factual standpoint • One with a yellow journalistic spin (exaggerated facts) • Write a bill reflecting the demands of the people (see Role Play Attachment 2) • Vote on and pass or veto the bill into a law • Evaluate facts of case brought to court and determine if law is constitutional/unconstitutional • Come to a consensus through group discussion and complete the verdict sheet (see Role Play Attachment 3)

UnitUnit Title: The Governments Title: My Governments Family andof Other the Western Families Hemisphere of the Western Hemisphere

Other Evidence:

Assessment Evidence

Tests: • History Alive • World Studies

5

Work Samples: • Student created rubric • Branches of government posters • Student created documents based on Canadian research (DI-interest) • Newspaper article • Political cartoon • Bar graph • Venn diagram Teacher Questioning and Observations: • What changes have taken place in government over time?

• What factors influence a national government?

• Is a government always necessary?

Unit Title: The Governments Unit Title: Governments of of the theWestern Western Hemisphere Hemisphere

Learning Activities

Learning Experiences and Instruction

5

• Read History Alive and World Studies textbooks for background knowledge on subject matter • Canadian Government • Prentice Hall World Studies US & Canada pg. 60, 153-154, 181-182 • US Government • History Alive Chapter 14 & 15 • Latin American Government • Prentice Hall World Studies Latin America See curriculum map for specific country of study • While reading suggested text pages, fill out graphic organizer on governmental information (see attachment H)

Activity (DI-product)

• Break up class into three groups • Each group will represent a country (US, Canada and Latin America) • The groups will create an informational poster summarizing the basics of their countries government • Students will present projects to the class • Display on chalkboard • Using the projects, have students use the triple Venn diagram to compare all three countries (see attachment I) • Review terms • Assessments (see tests section) • Whole class review • Students will use information gathered to participate in role-play

UnitUnit Title: The Governments Unit Title: Title: Title: Governments Unit Title: My Family andof of the Hemisphere theWestern Western Hemisphere Other Families

Interdisciplinary Connections: Science • Western hemisphere countries push toward funding stem-cell research • Government funding for space exploration

Learning Activities

Arts

5

• Role-playing • Political cartoons • Create maps, charts, and symbols per country

English Arts • Read We the Kids: The Preamble to the Constitution of the United States by David Catrow • Read The Declaration of Independence: The Words That Made America

by Sam Fink • Read Shh! We’re Writing the Constitution by Jean Fritz

Mathematics • Create graphs and interpret data on country statistics • Create government budgets • Electoral College study

Unit Title: The Governments of the Western Hemisphere

Other Resources: Trade Books:

• A Kids’ Guide To America’s Bill Of Rights, Kathleen Krull • The US Constitution and You, Syl Sobel • How the US Government Works, Syl Sobel • If You Were There When They Signed the Constitution, Elizabeth Levy

• Shh! We’re Writing the Constitution, Jean Fritz • We the Kids: The Preamble to the Constitution of the United States, David Catrow • So You Want to Be President?, Judith St. George

Internet Sites:

• www.canada.gc.ca/ • www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/3bgovt.htm

• • • • •

http://susanthelibrarian.tripod.com/federal.html http://wwwgen.bham.wednet.edu/gen5favr.htm http://teachers.emints.org/fy05/kennedyb/socstudlinks.htm www.collectionscanada.ca/2/2/index-e.html www.elbalero.gob.mx/kids/government/html/home.html

Internet sites for students

• http://schools.katyisd.org/groups/pathways/Instr_Ctr/linkslessons/e lem/5th/ss/5th_ss.html • http://bensguide.gpo.gov/3-5/ • http://www2.lhric.org/pocantico/links/5thgrade.htm • http://www.lib.umd.edu/GOV/el-kids.html • http://www.50states.com/ • http://www.usdoj.gov/kidspage/ • http://www.fbi.gov/kids/dogs/doghome.htm • http://clerkkids.house.gov/ • http://teachers.emints.org/fy05/kennedyb/socstudlinks.htm

Name ___________________ Government Assessment – Unit 3

Part A

Date __________ Good Luck!

Directions: Read each question carefully. For multiple choice questions, circle the correct answer. For short answer questions, make sure to answer the question completely. [1 point each] 1.

In what way is the U.S. government like a three-legged stool? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Write the letter of the branch of government next to each statement that describes it.

A. Executive Branch B. Legislative Branch C. Judicial Branch _____ 2. This branch has the power to determine whether a law is unconstitutional. _____ 3. The head of this branch can suggest ideas for new laws in the State of the Union speech.

_____ 4. This branch has the power to impeach government officials accused of serious crimes.

_____ 5. The head of this branch can “check” the power of the legislative branch by vetoing any bill it passes. _____ 6. Members of this branch can accept or reject appointments to important positions that the president makes. _____ 7. The powers of this branch are “balanced” because its members are appointed by the president and approved by the Senate.

Each statement below represents something the U.S. government cannot legally do. For each statement, write the amendment that protects citizens from these government actions. For each, choose the 1st, 2nd, or 4th Amendment. (You may use an Amendment more than once.)

8. ___

9. ___

Police enter a citizen’s house without good reason or permission from a judge. The police search for evidence to try to solve a crime.

The government closes a newspaper for printing articles that criticize the president.

10. ___

The government confiscates (takes away) all guns from citizens.

11. ___

The government tells you that you many no longer practice your religion.

12. How does the Bill of Rights protect the citizens of the United States? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Head of Government (political)

Structure of Government CANADA UNITED STATES 13.

President (elected by the voters) 14.

President

Legislature

15.

Divisions

16.

Head of State (ceremonial)

Congress -House of Representatives -Senate States

Match. ____ 17. A person with certain rights and responsibilities under a particular government

a. commonwealth

____ 18. A place with its own government that has strong ties to a particular country

b. exile

____ 19. A person who leaves his or her homeland, often because of political problems

c. citizen

20. Freedom of expression under the Bill of Rights, includes all of the following except A. freedom of speech B. the right not to have a religion C. protection against illegal searches D. the right to attend a protest march

Background: Latin America contains many diverse (different) countries with diverse forms of government. Each form of government contains a system by which leaders are chosen, decisions are made, and laws are created. Each countries system reflects its history and culture. Our American system of government was created under our constitution; it serves as a model for several of the Latin American countries. However, other Latin American countries have followed a very different path.

Task: Using the information from the documents and your knowledge of social studies, answer the questions that follow each document in pat B. Your answers to these questions will help you write the part c essay in which you will be asked to: Among the various Latin American countries presented, select two (2) countries that best represent our American system of government. Be specific in terms of identifying three characteristics for each country named.

In your essay, be sure to: • Address all aspects of the Task by accurately analyzing and interpreting at least TWO of the documents • Incorporate relevant outside information • Support the theme with relevant facts, examples, and details • Use a logical and clear pattern of organization

PART B Document 1

Cuba is a totalitarian communist state controlled by General Raul Castro and a cadre of party loyalists. Raul Castro replaced his brother Fidel Castro (pictured above) as chief of state, president of Cuba, and commander-in-chief of the armed forces on February 24, 2008.The Communist Party is constitutionally recognized as Cuba's only legal political party. The party monopolizes all government positions, including judicial offices. The Communist Party or one of its front organizations approves candidates for all elected offices. Citizens do not have the right to change their government.

1.

How do government officials get their positions in Cuba? [1]

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. What type of government does Cuba have? [1] _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ________________________________________________________

Document 2

Costa Rica is a democratic republic. Under the 1949 constitution, all citizens are guaranteed equality before the law, the right to own property, the right of petition and assembly, freedom of speech and the right of habeas corpus.

The constitution also divides the government into independent executive, legislative and judicial branches. The executive branch is composed of the president, two vice presidents and a cabinet. The legislature is the National Assembly, composed of 57 members (diputados) elected by proportional representation. National elections are held every four years, on the first Sunday of February. Under a constitutional amendment enacted in 1969, a president may serve only one four-year term during his lifetime. Diputados also are elected for four years and may serve a second term four years after the first ends. The largest political party is the National Liberation Party (PLN). Its main rival is the more conservative Social Christian Unity Party.

1. What are 3 rights guaranteed to all citizens of Costa Rica? [3] _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Document 3 •

The following is a chart of the Government of Uruguay.

1. How many branches does the government of Uruguay have? What are they called? [2] _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Document 3 (con’t) 2. Why are there many different courts under the Judicial Branch? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Document 4 Hugo Chavez is the president of Venezuela. In 2ooo, Chávez easily won the presidency with 60% of the vote. As a result, Chavez succeeded in concentrating power in his own hands—and he stretched that power to the limit. There were no checks and balances in place. In 2001 he passed a set of forty-nine economic laws. The most dramatic law was a land reform program. At the time nearly 70 percent of Venezuela's farmable land was owned by less than 3 percent of the population. Under the new law, land that was not being used would be given to poor farmers.

Wealthy landowners and middle-class business owners were outraged, fearing that privately owned property would be confiscated (taken away) by the government. Chávez further angered wealthy Venezuelans in two more ways: He attempted to organize workers into one government-controlled unit. Also, he used oil profits to pay for programs for the poor. He built a hospital for the poor and hired over 10,000 doctors to serve the people. To enforce his rule, Chavez relied on a powerful police force.

Finally, Chávez kept in contact with the people thorough his weekly radio broadcast. He silenced any opposition (people who did not agree with him) newspapers. The newspapers accused Chávez of going too far; they also said he was a kind of diablo, or devil, who was hurting the democratic state of Venezuela.

Document 4 (con’t)

1. Name two ways that Chavez helped the poor in Venezuela. [2] _________________________________________________________ _________________________________________________________ _________________________________________________________

2. How was Chavez able to “stretch his power to the limit”? [2] _________________________________________________________ _________________________________________________________ _________________________________________________________

Document 5

*Term - a period of time to which limits have been set: elected for a term of four years.

1. Why did the artist depict Hugo Chavez with Fidel Castro’s cigar, beard, and hat? Why did the artist use four steps to do so? [3] _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Document 5 (con’t) 2. What could happen to a government without term limits for its leader? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Answer Key Name ___________________ Government Assessment – Unit 3

Part A

Date __________ Good Luck!

Directions: Read each question carefully. For multiple choice questions, circle the correct answer. For short answer questions, make sure to answer the question completely. [1 point each unless otherwise noted] 1.

In what way is the U.S. government like a three-legged stool? • Ensures that one branch of government does not have too much power Write the letter of the branch of government next to each statement that describes it.

A. Executive Branch B. Legislative Branch C. Judicial Branch __C___ 2. This branch has the power to determine whether a law is unconstitutional. ___A__ 3. The head of this branch can suggest ideas for new laws in the State of the Union speech.

___B__ 4. This branch has the power to impeach government officials accused of serious crimes.

Answer Key __A___ 5. The head of this branch can “check” the power of the legislative branch by vetoing any bill it passes. __B__ 6. Members of this branch can accept or reject appointments to important positions that the president makes. __C__7. The powers of this branch are “balanced” because its members are appointed by the president and approved by the Senate.

Each statement below represents something the U.S. government cannot legally do. For each statement, write the amendment that protects citizens from these government actions. For each, choose the 1st, 2nd, or 4th Amendment. (You may use an Amendment more than once.)

8. __4_ Police enter a citizen’s house without good reason or permission from a judge. The police search for evidence to try to solve a crime.

9. __1_ The government closes a newspaper for printing articles that criticize the president.

10. __2_ The government confiscates (takes away) all guns from citizens.

11. __1_ The government tells you that you many no longer practice your religion.

12. How does the Bill of Rights protect the citizens of the United States?

• It ensures that citizens maintain certain freedoms/liberties

Answer Key

Head of Government (political)

Structure of Government CANADA UNITED STATES 13.

Queen President (elected by the voters) 14.

Prime Minister President

Legislature

15.

Head of State (ceremonial)

Parliament/ House of Commons Divisions

16.

Provinces

Congress -House of Representatives -Senate States

Match. ___C_ 17. A person with certain rights and responsibilities under a particular government

a. commonwealth

___A__ 18. A place with its own government that has strong ties to a particular country

b. exile

___B__ 19. A person who leaves his or her homeland, often because of political problems

c. citizen

20. Freedom of expression under the Bill of Rights, includes all of the following except A. freedom of speech B. the right not to have a religion C. protection against illegal searches D. the right to attend a protest march

Native American Unit Title: The EconomicsIndians of the New York State Western Hemisphere

of

Essential Question Why have some Western Hemisphere nations been more successful than others in meeting their needs and wants?

Overview

New York State Standards and Content Understandings:

5

Students will understand that: Standard 4: • Concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems can be used to study the economic systems of the Western Hemisphere.

• Individuals and groups in the Western Hemisphere attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.

• Types and availability of resources are important to economic development in the Western Hemisphere.

• Nations in the Western Hemisphere form organizations and make agreements to promote economic growth and development.

• As the economic systems of the global community have been more interdependent, decisions made in one nation or region in the Western Hemisphere have implications for all nations or regions.

Essential Questions: • How have science and technology influenced the standard of living in the Western Hemisphere nations?

• What factors have a positive or negative influence on the economic development of the nations of the Western Hemisphere?

• What characteristics make up a strong economic system?

• What are the effects of the natural, capital, and human resources, as well as other geographic factors, on industrialization in the Western Hemisphere?

• How are the factors of production important in all economic systems?

• How does the economic system of a region affect the lives of the nation’s people?

• What is the role of agriculture in the economics of Western Hemisphere nations?

Native Indians Unit Title:American The Economics of the of New York State Western Hemisphere New York State Performance Indicators:

Overview

Students will know:

5

• That societies organize their economies to answer three fundamental questions: • What goods and services should be produced and in what quantities?

• How should goods and services be produced?

• For whom shall goods and services be produced?

• How the availability and distribution of resources is important to a nation’s economic growth.

• How production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.

• How people’s wants exceed their limited resources and this condition defines scarcity.

• That supply and demand have an inverse relationship.

• That demand and price have a direct relationship.

Native American Indians Unit Title: Unit Title: The Economics of the New York State Western Hemisphere

Overview

Vocabulary:

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assembly line barter budget capitalism capital goods capital resources conservation consumer consumption credit currency debt economics economic development economic growth economic interdependence economic systems economies encomienda system entrepreneur quality of opportunity export factors of production finance free enterprise free trade goods services Great Depression Gross Domestic Product Gross National Product human resources industrialization import income interdependence industrialization industrial growth/expansion

labor force labor movement manufacture markets money NAFTA OAS (Organization of American States) opportunity cost natural resources needs producer production productivity profit capital resources recycle nonrenewable resources trade-off quota tariff boycott salary wealth interest wage expenses deficit invest bond risk insurance checking account savings distribute inventory scarcity stock market

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Native American Indians Unit Title: Unit Title: The Economics of the New York State Western Hemisphere stock supply demand surplus trade union World Bank

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wants partnership non profit organization assets liabilities net worth

Overview

Skills: Research and Writing Skills

• Collect and discuss newspaper articles about economic issues and problems affecting their region.

• Research a local industry to determine what it produces, how it makes its product, the distribution system, and how the finished product is marketed.

• Identify a list of potential economic problems or issues facing the Western Hemisphere.

• Brainstorm a list of possible solutions to current economic issues and the potential effects of these solutions.

• Rank order the solutions in terms of their likelihood of success.

Graphs, Tables and Image Analysis Skills

• Discuss the differences between capital, human, and natural resources and classify pictures of each resource type in the appropriate category.

• Design a display board showing how students might acquire and spend income.

• Analyze a set of graphs or tables showing selected imports and exports for the United States to make hypotheses about what might happen if the imports or exports increase or decrease in value.

Sequencing and Chronology Skills

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• Organize information based on interviews of a laborer, service provider, small business owner, banker, business executive, elected government official, or government employee to identify how individuals produce and distribute goods and services, why individuals make the kinds of decisions they make, and how individuals describe the effect of their decisions on others.

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• Understand that priorities need to be set in order to deal with the issue of scarcity.

Map and Globe Skills

• Use map symbols to locate and identify natural resources found in different regions of Western Hemisphere.

Overview

Thinking Skills

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• Identify and compare the different types of economies in the Western Hemisphere nations.

• Identify characteristics that are shared amongst the economies of these nations.

• Compare and contrast economies of Western Hemisphere nations.

• Draw conclusions about how people in families, schools, and communities all over the world must depend on others to help them meet their needs and wants.

Interpersonal and Group Relations Skills

• Role-play a family or group situation in which group members make an economic decision about whether to purchase a new car, plan a family or group trip, or invest the money.

• Defining terms.

• Understand the concept of opportunity cost and how the concept applies to personal and business decision making.

Native American Indians Unit Unit Title: Title: The Economics Economics Title: ofof the the Western Hemisphere New York State Western Hemisphere

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Task Title: Getting a Day Job

Assessment Evidence

Performance Task Overview: (GRASPS Format)

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You are going to see what it is like to work for a company in the real world. You will be asked to apply for a position at a business at Commerce Plaza. After you are accepted to your new position you will be asked to learn how to perform your job function in the most efficient manner. Some of your tasks may include account maintenance, management procedures, employee and public relations, customer service, advertising and marketing. Through this real world business simulation, you will know how companies function in today’s economy. You will understand how each company has an impact on the success and failure of our economy.

Performance Outcomes/Products: • • • • • • •

Profit and Loss statement Balance check book Purchase and sell items Budget money for day Graph stock progress overtime Create posters for business Develop marketing plan to sell items

Other Evidence: Work Samples • Student created rubric • Western Hemisphere economics posters • Student created documents based on Western Hemisphere economies • Newspaper article • Political cartoon • Bar graph • Venn diagram • Student created economic reports on Western Hemisphere countries • Student financial report on Western Hemisphere stock exchanges

Assessment Evidence

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Teacher Questioning and Observation • What changes have taken place in Western Hemisphere economies over time?

• What factors influence supply and demand in an economy?

• What factors promote commerce in the US, Canada, and Latin America?

• How have Western Hemisphere economies evolved through time?

• What technological advancements have helped economies gain power in their respective markets?

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Interdisciplinary Connections: Science

• Understanding technological advancements that helped shape the economy of the Western Hemisphere.

-steam engine: ship goods

-telegraph: communication -flashbulb: exposed working and living conditions

Connections

Physical Education

• Perform physical activities in order to promote sports and physical educational products.

Arts

• Create a commercial advertisement to promote product.

• Use effective marketing strategies to gain a competitive advantage.

• Develop a catchy slogan for your business.

Language Arts

• Write a brief essay answering these questions about a current advertisement for goods and services.

-What audience is the advertiser trying to reach in the ad?

-What is the evidence for you answer?

-How successful or persuasive is the advertiser? Would you buy the goods or services offered? Why or Why not?

• Write a newspaper article about your Commerce Plaza experience including a business report.

• Read a current article related to business economics. Interpret and react to the information in the article.

Math:

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• Create comparative graphs and charts with economic data about trade among Western Hemisphere nations.

• Role Play a situation in which group members make an economic decision (ex. purchase a new car, investments, and grocery).

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Other Resources: Trade Books:

• Growing up in Coal Country, Bartlett, Susan.

• Kids at Work: Lewis, Hine and the Crusade Against Child Labor, Freedom, Russell.

• Potato: A Tale from the Great Depression, Lied, Kate.

• The Triangle Factory Fire, Sherro, Victoria.

• The Great Depression (Cornerstones of Freedom), Stein, Conrad R.

Internet Sites:

Resources

• www.economics.com • www.mcps.k12.md.us/curriculum/socialstd/grade5/Sweet_Clara.html

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• ecedweb.unomaha.edu/K-12/K-5concepts.cfm • school.discovery.com/lessonplans/programs/kidsandcash/ • www.internet4classrooms.com/skills_5th_social.htm