Social Science
Grade 5: Heritage and Citizenship: Early Civilizations |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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identify and compare the ways in which people in various early civilizations
met their physical and social needs, including how they interacted with and
used the natural environment; |
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use a variety of resources and tools to investigate characteristics of a
number of early civilizations, including their significant innovations and
technological advances; |
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show how innovations made by various early civilizations have influenced the
modern world. |
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Specific Expectations |
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Knowledge and Understanding |
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identify major early civilizations (e.g., Mediterranean, African, Asian,
North/ Central/South American) and locate them on a world map; |
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describe the physical features and climate of two or more regions where early
civilizations developed (e.g., the flood plains of the Tigris and Euphrates
Rivers, the Nile River Valley, the inland delta of the upper Niger River, the
mountainous islands of Greece, the fertile plains of China, the rain forest
of the Amazon, the deserts of the United States); |
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how two or more early civilizations shaped and used the environment to meet
their physical needs for food, homes, clothing, and health (e.g., use of
irrigation in agriculture in Egypt, planting of olive groves and orchards in
Greece, use of bamboo for homes in China, pottery making in Mesopotamia,
growing of maize by Mayans, use of cedar trees by Haida people); |
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compare how two or more early civilizations were governed (e.g., pharaohs in
Egypt; early democracy in Greece; emperors in China; republican government in
Rome; nobles, priests, and military in Aztec society; chiefdoms in the Indus
Valley; city states on the Swahili Coast; clan mothers and chiefs in the
Iroquois Confederacy); |
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outline how social needs were met in two or more early civilizations (e.g.,
family roles, recreation, sports, arts, entertainment, sanitation, education,
written language); |
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identify important values and beliefs in two or more early civilizations and
describe how they affected daily life (e.g., world views, including religious
beliefs and practices; government; social structure; family structure and
roles); |
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identify some scientific and technological advances made by two or more early
civilizations (e.g., written language, calendar, time-keeping methods,
invention of the wheel, medicine, sculpture, irrigation, building methods,
architecture, embalming, aqueducts, metalwork); |
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identify and compare the distinguishing features of two or more early
civilizations (e.g., class structure, location, governance, beliefs, arts). |
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Inquiry/Research and Communication Skills |
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formulate questions to develop a research focus (e.g., What farming methods
were used by the Aztecs? How did trade between early African civilizations
contribute to mutual prosperity? How did social organization differ among
various North American First Nation peoples?); |
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use primary and secondary sources to locate information about early
civilizations (e.g., primary sources: artefacts, field trips; secondary
sources: atlases, encyclopedias and other print materials, illustrations,
videos, CD-ROMs, Internet sites); |
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use graphic organizers and graphs to sort information and make connections
(e.g., Venn diagrams comparing governments, subject webs illustrating
physical needs, year-round calendar to show agricultural cycles, bar graph
for temperature data); |
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compare maps of early civilizations with modern maps of the same area; |
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use knowledge of map-making techniques and conventions to map sites of early
civilizations (e.g., grids and direction symbols to show locations; colour
and shading to show elevations/physical features); |
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use media works, oral presentations, written notes and descriptions,
drawings, tables, charts, maps, and graphs to communicate information about
early communities; |
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use appropriate vocabulary (e.g., culture, myth, legend, civilization,
technology, democracy) to describe their inquiries and observations. |
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Application |
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make connections between some elements of modern life and similar elements
from early civilizations (e.g., the Olympic ideal, democracy, money as a
medium of exchange, citizenship, philosophy, mythology, trade, social
structures, legal systems, theatre, architecture); |
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compare and respond to myths and legends from two or more early
civilizations; |
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report on the relevance to modern society of selected scientific and
technological discoveries made by early civilizations (e.g., written
language, astronomy, irrigation, mathematics, navigational instruments,
medicine, architecture, the mining and smelting of metals). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.