Unit 1, Activity 4, Vocabulary Self-Awareness
Grade 5
Social Studies
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 4, Vocabulary Self-Awareness
Vocabulary Self-Awareness
Word
+   Example
Definition
empire
migrate
artifact
ceremony
sacrifice
civilization
anthropologist
archaeologist
specialize
achievement
culture
quipu
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 5, Comparison and Contrast of Aztecs, Incas, and Maya
Comparison and Contrast of Aztecs, Incas, and Mayan
Focal Points
Aztecs
Physical environment
Incas
Mayan
Architecture
Language
Leisure activities
Scientific knowledge
Religious beliefs
Governing structures
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 2
Unit 1, Activity 7, Split-Page Notetaking
Split-Page Notetaking
Big Ideas
Supporting Information
Settlement
Mounds
Foods
Tools
Trade
Religion
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 3
Unit 1, General Assessment 1, Venn Diagram
Venn Diagram
AZTEC
MAYAN
INCA
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 4
Unit 2, Activity 3, Native Americans of the United States
Native Americans of the United States
Native American
Group
Types of
Shelter
Way of Life
Foods
Interesting Fact
Eastern
Woodland
Southwest
Northwest
Great Plains
Arctic
West
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 5
Unit 2, Activity 5, Europeans in 1492
Europeans in 1492
Things We
Know
Things We Want
to Know
Things We
Learned
Foods and Need for Spices
Religion
Social Classes
Transportation
Making a Living
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 6
Unit 3, Activity 1, Word Grid
Directions: Fill in the word grid by placing a “+” in the space corresponding to the
element that describes the type of map. If the element is not present on a map, a “–”
should be placed in the space.
Word Grid
Type of
Map
Map
Key
Area of Land
Shown in Shades
of Color
Map
Scale
Political
Boundaries
Landforms
Pictures
and
Symbols
Political
map
Physical
map
Resource
map
Climate
map
Elevation
map
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 7
Unit 3, Activity 1, Can You Read a Map?
Can You Read a Map?
Questions
Answers
What does the map title tell you about how
the map might be used?
What is the distance between A and B? B
and C? (Use distance scale.)
In what direction must you travel to go
from A to B? From C to B?
How did the map key help you identify
places A, B, and C on the map?
What do A, B, and C represent on the map?
How does the compass rose help you
determine the direction from one place to
another?
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 8
Unit 3, Activity 7, Anticipation Guide – Spanish Conquistadors Are Great
Anticipation Guide – Spanish Conquistadors Are Great
Spanish Conquistadors Are Great
DIRECTIONS: Read each statement carefully and decide whether the statement is true or
false.
Before Reading
After Reading
1. Spanish conquistadors were friendly
people who were only helping their country.
____
____
2. Spanish conquistadors were looking for wealth.
____
____
3. Spanish conquistadors intentionally exposed the
Aztecs to smallpox.
____
____
4. Spanish conquistadors conquered territory in
Mexico and South America.
____
____
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 9
Unit 3, Activity 10, Push/Pull Factors
Push/Pull Factors
Category of Motivation
Push Factors
Pull Factors
Religious
Economic
Political
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 10
Unit 3, Activity 10, Motivations of Explorers
Motivations of Explorers
Explorer
Motivations of Explorers
Christopher Columbus
Henry Hudson
Juan Ponce de Leon
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 11
Unit 3, Activity 10, Motivations of Early Settlers
Motivations of Early Settlers
Early Settlements
St. Augustine
Motivations of Settlers
Roanoke
Jamestown
Quebec
Plymouth
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 12
Unit 3, Activity 11, Cultural Changes in the New World
Cultural Changes in the New World
Cultural Change
Why did change
occur?
What were some
long-term results?
Native Americans convert to
Christianity.
Africans enslaved.
Settlers learn to grow native
crops.
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 13
Unit 3, Activity 6, Specific Assessment Rubric
Specific Assessment Rubric
Score Level
4
3
2
1
0
Description of Score Level
 The response demonstrates in-depth understanding of the relevant
content and/or procedure.
 The group completes all important components of the task
accurately and communicates ideas effectively.
 Where appropriate, the group offers insightful interpretations
and/or extensions.
 Where appropriate, the group chooses more sophisticated
reasoning and/or efficient procedures.
 The response demonstrates understanding of major concepts
and/or processes, although less important ideas or details may be
overlooked or misunderstood.
 The group completes the most important aspects of the task
accurately and communicates clearly.
 The group’s logic and reasoning may contain minor flaws.
 The group completes some parts of the task successfully.
 The response demonstrates gaps in conceptual understanding.
 The group completes only a small portion of the task and/or shows
minimal understanding of the concepts or processes.
 The students’ responses are totally incorrect, irrelevant, too brief
to evaluate, or blank.
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 14
Unit 4, Activity 4, Regions of Colonial America
Regions of Colonial America
Regions
Names of
Colonies
Physical
Features
Climate
Resources
New England
Colonies
Middle Colonies
Southern
Colonies
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 15
Unit 4, Activity 7, Discussion Guide for Reciprocal Teaching
Discussion Guide for Reciprocal Teaching
Reading:
Date:
Prediction:
Questions:
Clarifications:
Summary Statement:
Was the prediction confirmed:
YES
NO
Details:
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 16
Unit 4, Activity 8, Cooperation and Conflict
Cooperation and Conflict
Examples of Colonists’ Cooperation with
Native Americans
Examples of Native Americans’
Cooperation with Colonists
Examples of Colonists’ Conflict with
Native Americans
Examples of Native Americans’ Conflict
with Colonists
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 17
Unit 5, Activity 2, Word Grid
Directions: Fill in the word grid by placing a “+” in the space for the correct reason each
colony was founded and a “–“ in the space that would be an incorrect reason.
Word Grid
Colony
Virginia
Political
Religious
Economic
New York
Massachusetts
Rhode Island
Connecticut
New Hampshire
Delaware
New Jersey
Pennsylvania
Maryland
North Carolina
South Carolina
Georgia
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 18
Unit 5, Activity 2, Organization and Structure of the 13 Colonies
Organization and Structure of the 13 Colonies
Colony
Founder of
Colony
Political
Social
Economic
Virginia
New York
Massachusetts
Rhode Island
Connecticut
New Hampshire
Delaware
New Jersey
Pennsylvania
Maryland
North Carolina
South Carolina
Georgia
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 19
Unit 5, General Assessment 1, Sample Rubric
Sample Rubric
4
Score Level
Excellent
3
Good
2
Fair
1
Poor
0
Unsatisfactory
Description of Score Level
 Student demonstrates in-depth understanding of event
and remains focused on the event.
 Student portrays an accurate account of event and
communicates ideas effectively.
 Student uses creativity.
 Where appropriate, student offers insightful
interpretations and/or extensions.
 Student demonstrates understanding of major concepts,
although less important ideas may be overlooked or
misunderstood.
 Student portrays most important aspects accurately and
communicates clearly.
 Student’s interpretations may contain minor flaws.
 Student completes some parts of the task successfully.
 The response demonstrates gaps in conceptual
understanding.
 Student completes only a small portion of the task
and/or shows minimal understanding of the concept.
 Student’s response is incorrect, irrelevant, or too brief
to evaluate.
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 20
Unit 5, Activities 2 and 3 Specific-Assessment, Sums It Up
Sums It Up
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 21
Unit 6, Activity 1, Why Settle Here?
Why Settle Here?
Settlements and Cities
Physical Features Influencing
Settlement
Jamestown
Boston
Philadelphia
Plymouth
Williamsburg
New York
Charleston
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 22
Unit 6, Activity 4, Process Guide
Process Guide
Describe the relationship of colonists and Native Americans.
Explain and give examples of how Native Americans adapted to living in a particular
environment.
Explain and give examples of how the colonists adapted to living in a particular
environment.
Describe the impact of human action on the environment.
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 23
Unit 6, Activity 4, Venn Diagram
Venn Diagram
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 24
Unit 6, Activity 8, Useful Natural Resources
Useful Natural Resources
Natural Resource
Use
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 25
Unit 6, Activity 10, Venn Diagram
Venn Diagram
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 26
Unit 6, Activity 11, Advantages and Disadvantages of Being English Colonists
Advantages and Disadvantages of Being English Colonists
Advantages
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Disadvantages
Page 27
Unit 6, Assessment of Presentations Rubric
Assessment of Presentations Rubric
4
Excellent
3
Good
2
Fair
1
Poor
0
Unsatisfactory
1. Group clearly explains the relationship between the
colonists and the Native Americans.
2. Group clearly explains and gives examples of how the
colonists adapted to the environment and what impact
their actions had on the environment.
3. Group clearly explains and gives examples of how the
Native Americans adapted to the environment and what
impact their actions had on the environment.
Group clearly explains two parts and generally explains one
part.
Group clearly explains one part and generally explains the
rest.
Group clearly explains one part or generally explains all
parts.
Group explains nothing.
Blackline Masters, Social Studies, Grade 5
Louisiana Comprehensive Curriculum, Revised 2008
Page 28