A Correlation of myWorld History Social Studies, Grade 5
to the
Social Studies Standards for the Archdiocese of Detroit, Grade 5
A Correlation of
Survey Edition
To the
Social Studies Standards
for the Archdiocese of Detroit
Grade 5
Introduction
This document demonstrates how myWorld Social Studies meets the Social Studies Standards for the Archdiocese of Detroit, Grade 5. Correlation page references are to the Student Edition, and Teacher’s Guide. Alignments are cited at the page level.
Everyone has a story. What’s yours?
myWorld Social Studies™ utilizes storytelling to bring social studies content to life. Exclusive interactive digital solution makes social studies personal for every student in a way that’s easier for the instructor. With myWorld Social Studies, you can get to the heart of social studies in the time you have.
Reinforce literacy instruction Every minute spent teaching social studies also reinforces reading and writing instruction.
Reduce prep time Ready-made digital presentations, quick-start Teacher Guide, and easy-to-use online resources reduce time.
Keep it current Teach to the moment using Pearson’s exclusive myStory Book Current Events prompts.
Prepare students for the next level Embedded interactive skills instruction prepares students for lifelong learning.
Interactive Student Text
Interactive Student Worktexts promote active learning and support students who are learning to read in the content areas. Standards-based content is presented in an interactive format that promotes active reading strategies.
Student Materials
· Kindergarten Flip Book
· Student Edition
· Student Atlas
· Leveled Readers
· Student Edition DVD-ROM
Teacher Materials
· Teacher Guide
· Accelerating Progress for English Language Learner’s Teacher Guide Activity Kit
· Activity Kit, Hands-on activities for each chapter designed by Colonial Williamsburg
· myStory Video DVD-ROM, engaging videos that explore the Big Question
· ExamView® DVD-ROM, ready-made chapter tests and quizzes
· Teacher Resource Library DVD-ROM, One stop resources for lesson plans,
high-stakes assessment support, and more
Table of Contents
History 4
Geography 14
Civics and Government 32
Economy 35
Public Discourse, Decision Making, and Citizen Involvement 38
Social Studies Standards forthe Archdiocese of Detroit / myWorld History
Survey Edition
/
History
H1 The World in Temporal Terms: Historical Habits of MindEvaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
H1.1: Temporal Thinking
Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, and time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpretations, including major starting points, and calendars based on different criteria (religious, seasonal, Earth-sun- and-moon relationships). Historians use eras and periods to organize the study of broad developments that have involved large segments of world’s population and have lasting significance for future generations and to explain change and continuity.
5– H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. / SE: Measuring Time, 4–5; Timelines, 55, 79, 83, 107, 141, 167, 197, 231, 234–235, 251, 271, 297, 325, 361, 387, 416–417, 429, 447, 485, 513, 545, 579, 599, 625, 649, 667, 669, 669, 679, 709, 718–719, 737, 744, 759, 793, 825, 853, 889, 923, 951, 973; Sequence, 50, 444, 476, 510, 646, 755, 880
PG: Measuring Time, T4 (make a timeline of students life); Timeline Builders, T5; Polis Timeline, T10–T11 (make timeline); Who Was Then? T46–T47 (describe different Muslim empires in order – make a timeline); Crusade Timelines, T81; Enrichment: Events of the Counter Reformation, T48 (Timeline)
5– H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included). / SE: Gregorian calendar, 5, 720; lunar / solar calendar, 156; Japanese, new calendar, 553; Maya calendars, 588; Julian calendar, 719–720
PG: Civilizations of the Americas: Quick Facts: A Unique Calendar, 588–589
H1.2: Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of today), and explain that historical events often are the result of multiple sources of causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Western Hemisphere.
5– H1.2.1: Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). / SE: Archeologist, 2, 3, 8–9, 58, 59–62; Anthropology, 9, 55–58; Geologist, 59, 815; Historians, 4, 6–7, 346, 471; also see: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; 21st Century Learning: Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Script a Documentary About Ancient Societies of the Americas, 620–621
PG: Core Concepts: Archeology and Other Sources, T8; Origins: Archeological Mysteries Conference, T5–T7; Spread the News, T10–T11 (archeological find and news article); Enrichment: Carbon Dating, T12; Digging for Clues, T44; Archeologists for a Day, T45
5– H1.2.2: Identify by reading a historical passage the basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes that occurred. / SE: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785
PG: Core Concepts: Historical Sources, T6; The Ancient Near East: Historian Talk Show, T89 (read religious primary sources); Ancient India and China: Primary Source: The Right to Govern, T98
5– H1.2.3: Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. / SE: Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; also see: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785
PG: Ancient Greece: Taking Sides, T16–T17 (compare views of different members of Greek Society; The Byzantine Empire and Islamic Civilization: Can We Talk? T16–T17 (viewpoints of Roman Catholics and Orthodox); African and Asian Civilizations:
A Trading Empire, T10–T11 (compare points of view to trade); The Rise of Europe:
A Poem for Two Voices, T70–T71 (Compare viewpoints of Spanish soldiers and Native Americans); The Early Modern World: Gallery of Thoughts, T88–T89 (causes and effects of French Revolution; compare viewpoints)
Hi.3: Historical Understanding
Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct knowledge as historical understandings. These understandings are drawn from the record of human history and include human aspirations, strivings, accomplishments, and failures in spheres of human activity.
5– H1.3.1: Describe and use cultural institutions to study an era and a region (political, economic, Catholic and other religions/beliefs, science/technology, written language, education, the family). / SE: This standard is met throughout the program. Representative lessons can be found on the following pages: Foundations of Government, 20–21; Political Systems, 22–23; What is Culture?, 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Early Agriculture, 82–89; Democracy in Athens, 312–317; Oligarchy in Sparta, 318–321; Primary Source: Comparing Athens and Sparta, 354–355; The Spread of Christianity in Europe, 634–639; Kings, Nobles, and the Magna Carta, 658–663; Religious Crusades, 664–671; Christians and Muslims in Spain, 672–675; also see: Unit Activities: Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Chart Cultural Change, 574–575; Make a Medieval Trivia Game, 704–705
PG: Core Concepts: Foundations of Government, T18; Political Systems, T20; Political Structures, T22; Citizenship, T24; What Is Culture? T38; Culture Spotting, T39; Religion, T40; Religion Research, T41; Cultural Diffusion and Change, T42; Track That Trait, T43
5– H1.3.2: Describe and use themes of history to study patterns of change and continuity. / SE: This standard is met throughout the program. Representative lessons can be found on the following pages: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Foundations of Government, 20–21; Political Systems, 22–23; Economic Basics, 28–29; Economic Process, 30–31; Economic Systems, 32–33; Trade, 34–35; What Is Culture? 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47
PG: Core Concepts: Foundations of Government, T18; Political Systems, T20; Political Structures, T22; Citizenship, T24; What Is Culture? T38; Culture Spotting, T39; Religion, T40; Religion Research, T41; Cultural Diffusion and Change, T42; Track That Trait, T43
5– H1.3.3: Use historical perspective to analyze global issues faced by humans long ago and today. / SE: Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; also see: Primary Sources, 100–101, 190–191, 290–291, 354–355, 422–423, 478–479, 572–573, 618–619, 702–703, 786–787, 882–883, 1000–1001; Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785
PG: Ancient Greece: Taking Sides, T16–T17 (compare views of different members of Greek Society; The Byzantine Empire and Islamic Civilization: Can We Talk? T16–T17 (viewpoints of Roman Catholics and Orthodox); African and Asian Civilizations:
A Trading Empire, T10–T11 (compare points of view to trade); The Rise of Europe:
A Poem for Two Voices, T70–T71 (Compare viewpoints of Spanish soldiers and Native Americans); The Early Modern World: Gallery of Thoughts, T88–T89 (causes and effects of French Revolution; compare viewpoints)
E1 Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E. /B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.
E1.1: Peopling of the Earth
Describe the spread of people in the Western Hemisphere in Era 1.
In the first era of human history, people migrate throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in the Americas.
5– E1.1.1: Describe the early migrations of people among Earth’s continents (including the Beringia Land Bridge). / SE: The Human Migration, 68–69, 71; Chapter Assessment, 76
PG: Ancient India and China: Extra Support: Trace Aryans and Native Americans migration on maps, T14
5– E1.1.2: Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire). / SE: Hunter-Gatherer Societies, 64–67; Adapting to Varied Environments, 70-72; Chapter Assessment, 76
PG: Origins: Get Your News, T16–T17 (new tool or skill can help early humans); What Do I Need? T22–T23 (importance of tools)
E1.2: Agricultural Revolution
Describe the Agricultural Revolution and explain why it is a turning point in history. The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement.
5– E1.2.1: Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals). / SE: Early Agriculture, 82–89; Centers of Wealth, 91; Early Civilizations, 92; Resources and Settings of Civilizations, 93
PG: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community)
5– E1.2.2: Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season). / SE: Early Agriculture, 82–89; New Ways of Living, 86–89; Centers of Wealth, 91; Settings of Civilizations, 93; Agriculture in Mesopotamia, 111–112; The Nile River Valley, 144–145; Civilization Develops, 146; Farming the Indus Valley, 202; Settling Along the Huang River, 254–257
PG: Origins: When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community); The Ancient Near East: Farm Fresh Lyrics, T40–T41 (Egyptian famer’s life)
5– E1.2.3: Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). / SE: Early Agriculture, 82–89; Centers of Wealth, 91; Early Civilizations, 92; Resources and Settings of Civilizations, 93
PG: Origins: The Road to Civilization, T29–T31 (each culture is unique but common stuff; humans develop technology); When I Grow Up! T34–T35 (explore specialized jobs in an early agricultural community)
E2 Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E. /B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.
E2.1: Early Civilizations and Early Pastoral Societies
Describe the characteristics of early Western Hemisphere civilizations and pastoral societies. During this era early agrarian civilizations and pastoral societies emerged. Many of the world’s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed cultures that reflected the geography and resources that enabled them to inhabit the more challenging physical environments such as the tundra and semi-arid regions of North and South America.
5– E2.1.1: Explain how the environment favored hunter gatherer, pastoral and small scale agricultural ways of life in different parts of the Western Hemisphere. / SE: Hunter-Gatherer Societies, 64–67; Adapting to Varied Environments, 70-72; Chapter Assessment, 76; Early Agriculture, 82–89; Centers of Wealth, 91; Early Civilizations, 92; Resources and Settings of Civilizations, 93