New York State Learning Standards and Core Curriculum
NY.RH.5-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.5-8.4. Determine the meanings of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.5-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.5-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 5-8 text complexity band independently and proficiently.
NY.5P. Grade 5: Social Studies Practices
5P.A. Gathering, Interpreting, and Using Evidence
5P.A.5. Identify implicit ideas to draw inference, with support.
5P.B. Chronological Reasoning
5P.B.9. Understand the role of periodization as a practice in history and social studies.
NY.5. The Western Hemisphere
5.1. EARLY PEOPLES OF THE AMERICAS: The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. (Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)
5.1b. Human populations that settled along rivers, in rainforests, along oceans, in deserts, on plains, in mountains, and in cold climates adapted to and made use of the resources and environment around them in developing distinct ways of life.
5.2. COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. (Standards: 2, 3; Themes: ID, TCC, GEO, GOV)
5.2a. Civilizations share certain common characteristics of religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy.
5.2a.1. Students will locate the complex societies and civilizations of the Mayas, Aztecs, and Incas on a map, and students will determine when these societies and civilizations occurred.
5.2a.2. Students will investigate the characteristics of the Mayas, Aztecs, and Incas, noting similarities and differences.
5.2b. Complex societies and civilizations adapted to and modified their environment to meet the needs of their people.
5.2b.1. Students will compare how the Mayas, Aztecs, and Incas adapted to and modified their environment to meet the needs of the people, examining the clothing, farming, shelter, and transportation systems for each.
5.2c. Political states can take different forms, such as city-states and empires. A city-state is comprised of a city with a government that controls the surrounding territory, while an empire is a political organization developed when a single, supreme authority conquers other geographic and/or cultural regions beyond its initial settlements.
5.2c.1. Students will compare and contrast political states of the Maya and the Aztec, noting the territories that they controlled, the type of rule each had, and how the ruler attempted to unify the people.
5.3. EUROPEAN EXPLORATION AND ITS EFFECTS: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade. (Standards: 1, 2, 3, 4; Themes: MOV, TCC, GEO, ECO, EXCH)
5.3a. Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory.
5.3a.1. Students will investigate explorers from different European countries and map the areas of the Western Hemisphere where they explored, including Christopher Columbus, John Cabot, Jacques Cartier, Pedro Cabral, and Vasco Nunez de Balboa.
5.3b. Europeans encountered and interacted with Native Americans in a variety of ways.
5.3b.2. Students will examine European interactions with Native Americans, using these examples:
5.3b.2.a. Conquests by Cortez and Pizarro and the resulting demographic change