REGIONS OF THE UNITED STATES
REGIONS OF THE UNITED STATESCurriculum and Implementation GuideGrade 5 Social SciencesDr. Edgar B. HatrickDivision SuperintendentMs. Sharon D. AckermanAssistant Superintendent for InstructionMr. Eric L. StewartDirector of Curriculum and InstructionMr. William F. BrazierInstructional Supervisor, Social SciencesSpecial Thanks to:Dr. Thomas S. WoodallMs. Becki BrownMs. Patricia HerrMs. Nancy PersonMs. Laurie WoulfeLoudoun County Public SchoolsDepartment of InstructionRevised January 2006Updated June 2007
NEW information regarding the Grade 5 Regions Curriculum for 2006:During the school year 2005-2006, much has happened in grade 5 Social Science. First, we have trained over 80 teachers in the Social StudiesAlive! methodology from the Teachers Curriculum Institute, and have provided resources to support this methodology to 34 elementaryschools in Loudoun County. This training program will continue in 2006 and beyond so that we can have at least one teacher in every schoolusing the program--expanding this engaging and results-oriented teaching methodology.As of 2006-2007, there are curriculum changes in grade 5 as well. Since no two instructional resources divide the US regions in the samemanner, and since the Virginia Standards of Learning DO divide the regions of the US in the grade 7 US History curriculum, we have broughtthe grade 5 divisions in line with the grade 7 Standards of Learning for US History. These new political regions are outlined on the openingtwo pages of this document.There have been no major shifts in land forms, lakes, or oceans in North America, so the geographic regions of the US will remain the same.This document also has two additional changes. First, there are some correlations listed in the fourth column to the Science curriculum. Thisshould help teachers combine some of their plans and instruction, so that students can integrate their various strands of knowledge. Second,there are also correlations listed in the fourth column to the Social Studies Alive! resources and the Macmillan textbook, Our Country’sRegions. “SSA” stands for Social Studies Alive!, and “R” stands for the regions textbook from Macmillan. These correlations should helpteachers find and plan appropriate lessons for specific topics in the Regions curriculum.Thanks to Pat Herr of Smarts Mill Middle School, and Jennifer Muldowney of Sanders Corner Elementary School for their tireless work on thegrade 5 Regions program.Ashburn, VirginiaSpring 2006NEW for 2007-08: Grade 5 Teachers created concept maps for each region. These are organizing “maps” for teachers to use whenthinking about the central concept(s) for each region and how they plan to carry out instruction. Look at the end of this document forthese “maps.” Teachers should consult these when planning REGIONS lessons.**For skills related to internet safety and/or safety tips while conducting research, see the addendum to the curriculum on the last page of thisdocument. These internet safety guidelines should be reviewed with students before teachers ask them to use the internet.2
Grade 5 Regions of the United States:Northeast:Maine, New Hampshire, Vermont, Massachusetts, Connecticut, Rhode Island, Pennsylvania, New York, New JerseySoutheast:Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Arkansas, Louisiana,Mississippi, Alabama, Georgia, Florida,Middle West:North Dakota, South Dakota, Minnesota, Wisconsin, Michigan, Nebraska, Iowa, Illinois, Indiana, Ohio, Kansas, MissouriSouthwest:Arizona, New Mexico, Oklahoma, TexasRocky Mountain States:Montana, Idaho, Wyoming, Nevada, Utah, ColoradoPacific States:Washington, Oregon, California, Alaska, Hawaii3
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Organization of this document:A recommended Pacing and Planning Guide follows this page. Teachers are encouragedto consult this page when planning instruction and conceptualizing the content for theirstudents.Part I is composed of the Geography objectives and concepts that students will need tomaster and apply to their study of every US region. These will likely require explicitinstruction and review before the study of specific regions can begin.Part II is composed of the material relevant to the study of each US region. This is thecenter of the curriculum around which Parts I and III should conceptually revolve.For each unit/region of study in Part II:a. Instruction should require the use of Geography skills and application of Geographyconcepts.b. Instruction should weave important Social Science themes and concepts from PartIII into each of the units on specific regions.Part III is composed of the Social Science themes and concepts that teachers shouldstrive to integrate into the study of all of the US regions. Teachers should use these intheir planning for each specific region.5
5th Grade Pacing Guide - the following chart has multiple purposes: 1) Pacing guide – use the chart to guide the planning and pacing of your instruction;2)Check list – use the chart as a checklist to confirm that you have integrated all the themes into each region; 3) Integration – use the weave together the themesfor each region.Standards 1.2 – 1.7 should be taught during the month of September. It is important that students have an overall understanding ofGEOGRAPHYgeography and geographical terms before beginning their study of individual regions. During the study of each individual region, thegeography that is particular to that region should be integrated with the other STheme:CULTURE &CUSTOMSTheme: THEROLE OFTECHNOLOGYTheme:TRANSPORTATIONAND berMidwestDec/Jan.SouthwestFebruaryRocky MountainMarchPacificApril6
Part I: Geography Material7
Major Concept (Objective): Identify the Five Themes of GeographyI.1Essential UnderstandingLocationPlaceHuman Environment InteractionMovementKey QuestionsWhat is the difference between absoluteand relative location?What physical and human characteristicsdefine a place?How does human interaction affect theenvironment?How is movement related to geography?Essential Knowledge(Facts and Skills)Activities/ Resources/Science ConnectionEvery point on earth has a specificlocation determined by imaginary lines oflatitude and longitudeEquatorPrime MeridianLongitude and LatitudeRelative location is how a place is locatedin relation to other places. It is theinteraction between and among places,how places are ces/ngo/education/themesPlace: Described by physical and humancharacteristicsPhysical: animal lifeHuman: architecture, land use, language,religious and political ideologyIdentify, read and use maps and globes:tools of geographySSA pgs. 23 – 34R- PE: H2, H4, H17, 4, 5, 36TE : H2, H4, H17, 4, 5, 36, 42A, 42E,42FScience connection:AIMS book, Finding Your BearingsHuman interaction affects the environmentboth positively and negatively whenhumans interact with it. One example isdamming a river for irrigation andrecreation. Studying HEI helps peopleplan and manage environmentalresponsibility.Movement is composed of whereresources are located, who needs them,and how they are transported over theearth’s surface.SSA pgs. 12, 14, 15, 16R- PE : H12, H13, 5, 12, 36, 64TE : H12, H13, 5, 12, 36, 48C,48D, 64Using longitude and latitude, locatespecified places, such as highest mountain,the mouths of three rivers, 3 major eachers/mapadv.htmSSA pg. 11SSA pgs. 23 – 34R – PE: A16, H2, H4, 16 –19, 21TE: A16, H2,H4, 16 – 19, 21, 42A,42E, 42FSSA pg 11R – PE: A10, A11, 22 -23TE: A10, A11, 22, 23, 42A, 42E, 42F8
What makes a region?RegionsRegions are an area on the earth’s surfacethat is defined by certain unifyingcharacteristics, including physical, human,cultural.Regions change over time.Geographers divide the world intomanageable units of study.SSA pg. 11R – PE: A12, H3, A15, 4, 34, 35, 36, 37TE: A12, H3, A15, 4, 34, 35, 36, 37,42A, 42E, 42FRead a shortened version of Gulliver’sTravels. Discuss each region and itscharacteristics.9
Major Concept (Objective): Identify, Read, and Use Maps and Globes: Tools of GeographyI.2Essential UnderstandingLongitude and latitude are used to locateplaces on maps and globes.A map is a visual representation ofgeographic information.Key QuestionsHow do the tools of Geography help us todescribe Human activity?How do the tools of Geography help us todescribe the earth’s physical features?Essential Knowledge(Facts and Skills)Illustrate the following ways maps showinformation Symbols Color LinesShow the following major types ofthematic maps Population Resource Climate Political PhysicalUse a map key to determine an area’selevation.Maps reflect changes over time due toimproved technology and the change ofnames and boundaries.Identify the imaginary lines, (equator,prime meridian) that divide Earth intohemispheres.Activities/ Resources/Science ConnectionSSA pg. 13SSA pg. 17SSA pgs. 17, 76SSA pgs. 14 – 15SSA pgs. 11-12SSA pgs. 14 –15R – PE: H5, H14, H16, H18, 62, 63, 64,65, 70TE: H5, H14, H16, H18, 42A, 42E,42F, 62, 63, 64, 65, 70R – PE : H11 – H18, 62, 63TE: H11 – H18, 42A, 42E, 42F, 62-65Describe the location of the United Statesrelative to Earth’s hemispheres and theoceans and nations surrounding it.Using longitude and latitude, locate placeson maps and globes.Compare maps of the world beforeexploration, and today.10
Major Concept (Objective): Students will use maps, globes, photographs, pictures, and tables to identify and describe the locationof the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains,Rocky Mountains, Basin and Range, and Coastal Range.I.3Essential UnderstandingGeographic regions have distinctivecharacteristics.Key QuestionsEssential Knowledge(Facts & Skills)Science ConnectionsWhere are the geographic regions of NorthAmerica located?Geographic regions-locations and physicalcharacteristicsWhat are some physical characteristics ofthe geographic regions of North America?Coastal Plain4.5 Students will investigate andunderstand how plants and animalsin an ecosystem interact with oneanother and the nonlivingenvironment. Study how thedifferent environments (biomes) ofthese features affect the animalsand plants that live there. Located along the Atlantic Oceanand Gulf of Mexico Broad lowland providing manyexcellent harborsAppalachian Mountains Located west of Coastal Plainextending from eastern Canada towestern Alabama Old, eroded mountains (oldestmountain range in NorthAmerica)Canadian Shield Wrapped around Hudson Bay ina horseshoe shape Hills worn by erosion andhundreds of lakes carved byglaciers Holds some of the oldest rockformations in North AmericaInterior Lowlands Located west of the AppalachianMountains and east of the GreatPlains Rolling flatlands with many , ,rivers, broad river valleys, and grassy hillsSSACoastal Plains – pgs. 18, 76, 77, .1978Appalachian Mountains – pgs.18, 41, 67, 76Interior Lowlands – pg. 76Great Plains – pg. 19Rocky Mountains pgs. 20, 140,142, 152Basin and Range – pg. 20Coastal Range – pg. 16011
Great Plains Located west of InteriorLowlands and east of the RockyMountainsFlat land that gradually increases inelevation westward: grasslandsR – PE: A10, A12, A16, H11 –H15, H17-18, 34, 35, 36, 37, 48, 77TE: A10-A12, A16, H11-H15,H17 –H18, 4C, 4D, 34, 35, 36, 37,42E, 42F, 48,77Rocky Mountains Located west of the Great Plainsand east of the Basin and Range Rugged mountains stretchingfrom Alaska to Mexico; highelevations Contains the Continental Divide,which determines the directionalflow of riversBasin and Range Located west of RockyMountains and east of the SierraNevadas and the Cascades Area of varying elevationscontaining isolated mountainranges and Death Valley, thelowest point in North AmericaCoastal Range Rugged mountains along thePacific Coast that stretch fromCalifornia to Canada Contains fertile valleysAnalyze and interpret maps to explainrelationships among landforms andwater features.R – PE: A10 –A12, H13 – H15,H17, 2,3 ,6-9, 11,14,15, 21, 34 –38,40,56,103, 121, 129, 135, 187, 189,207, 253, 273, 314, 315, 332, 380,382, 383, 397TE: A10 –A12, H13- H15,H17, 2, 3, 6, 7, 8, 9, 11, 14, 15, 21,34 –38, 4,0, 42E, 42F, 56, 103,121, 129, 135, 187, 189, 207, 253,273, 314, 315, 332, 380, 382, 383,39712
Major Concept (Objective): Students will use maps, globes, photographs, pictures, and tables to locate and identify the waterfeatures important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, ColumbiaRiver, Colorado River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.I.4Essential UnderstandingKey QuestionsEssential Knowledge(Facts & Skills)Science ConnectionThe United States has access to numerousand varied bodies of water.What are the major bodies of water in theUnited States?Bodies of water support interaction amongregions, form borders, and create links toother areas.What are some ways bodies of water inthe United States have supportedinteraction and created links to otherregions?Major Bodies of Water Oceans: Atlantic, Pacific Rivers: Mississippi, Missouri,Ohio, Columbia, Colorado, RioGrande Lakes: Great Lakes Gulf: Gulf of Mexico Trade, transportation, andsettlement The location of the United States,with its Atlantic and Pacificcoasts, has provided access toother areas of the world. The Atlantic and Pacific coasts,have provided access to otherareas of the world. The Ohio River was the gatewayto the west. Inland port cities grew in theMidwest along the Great lakes. The Mississippi and Missouririvers were the transportationarteries for farm and industrialproducts. They were links toports and other parts of the world. The Columbia River wasexplored by Lewis and Clark. The Colorado River was exploredby the Spanish. The Rio Grande forms the borderwith Mexico.The Pacific Ocean was an earlyexploration route(Cont.)5.6 Students will investigate andunderstand the ocean environment.Compare and contrast the Atlanticand Pacific Ocean, along with theGulf of Mexico5.6b Compare and contrast thecontinental shelf on the east coastto that of the west coast and toother continents5.7e Students will investigate andunderstand how the earth’s surfaceis constantly changing, includingweathering and erosionSSA pgs.18,19,44,68,77,78,90,119,145,125 –135R – PE: A10, A11, H10, H11 – H18, 5, 8,9, 11, 16, 17, 19, 21, 50-55, 77, 118, 120,121, 122, 127, 136, 199, 207, 216, 234,324, 380TE: A10, A11, H10, H11-H18, 5, 8,9, 11, 16, 17, 19, 21, 50- 55, 77, 112E,112F, 118, 120, 121, 122, 127, 136, 199,207, 216, 234,324, 380R - PE : A10, A11, H11, H12, H13, H14,H15, H16, H17, H18, 6, 7, 9, 11, 19, 21,51, 52, 53, 77, 100, 118, 120, 122, 199,207, 234, 32413
The Gulf of Mexico provided theFrench and Spanish withexploration routes to Mexico andother parts of America.TE: A10, A11, H11-H18, 6, 7, 9, 11,19, 21, 48C, 51, 52, 53, 77, 100, 112E,118, 120, 122, 199, 207, 234, 244F, 324Analyze and interpret maps to explainrelationships among water features andhistorical events.14
Major Concept (Objective): Analyze and interpret maps that include major physical features; including elevation.I.5Essential UnderstandingPhysical maps show natural features.Key QuestionsWhat are some of the natural featuresshown on physical maps?How is the relief of the land surfaceshown on a physical map?Essential Knowledge(Facts & Skills)Understanding that maps anddiagrams can serve asrepresentations of physicalfeatures.Science Connections5.7b Earth History5.7d How movements of platesform different geographic features4.5a. Students will investigate andunderstand how plants and animalsPlainsin an ecosystem interact with one A large area of nearly flat landanother and the nonlivingMountain A high landform with steep sides; environment. Key conceptsinclude: behavioral and structuralhigher than a hill.Plateauadaptations, habitats and niches, An area of elevated flat land.and influence of human activity onValleyecosystemsPhysical features: Delta Island Basin An area of low land between hillsor mountain.Land made of silt left behind as ariver drains into a larger body ofwater.A body of land completelysurrounded by water.A bowl shaped landformsurrounded by higher land/Peninsula A body of land nearly surroundedby water.Ocean A large body of salt water.SSA pgs. 5, 17R –PE: H1 – H8, H11 – H18, 52, 189, 253TE: H1 – H8, H11 –H18, 42E, 42F,52, 189, 253R – PE : H17, 10, 11, 187, 319, 323, 383,390TE: H17, 10, 11, 187, 319, 380C, 383390(Cont.)15
River A stream of water that flowsacross the land and empties intoanother body of water.Reservoir A natural or artificial lake used tostore water.Bay Part of an ocean or lake thatextends deeply into the land.Mesa A hill with a flat top: smaller thana plateau.Butte A small flat topped hill; smallerthan a mesa or plateau.Mountain Range A row or chain of mountains.Mouth The place where a river emptiesinto a larger body of water.Lake A body of water completelysurrounded by land.Hill A rounded raised landform; notas high as a mountain.Desert A dry environment with fewplants and animals.Relief of the land surface is shown onmaps using relief shading or by the useof contour lines.16
Major Concept (Objective): Use parallels of latitude and meridians of longitude to describe hemispheric conditions.I.6Essential UnderstandingPositions on a map can be located usinga grid system of latitude and longitudelines.Hemispheres are half-spheres whichdivide the Earth using the equator orPrime Meridian.Key QuestionsWhat are latitude and longitude lines?How is the earth divided into the fourhemispheres?How does the location affect thehemispheric conditions?Essential Knowledge(Facts & Skills)Latitude Lines (parallels) of latitude circlethe earth horizontally and areparallel to one another. They tell distance measured indegrees north or south of theequator. The equator is located at 0degrees latitude.Science ConnectionAIMS Book: Finding Your Bearings4.6 Weather Phenomenon5.6 The effects of major ocean currents onweather, including the Gulf StreamSSA pgs. 14-15Longitude Meridians run north to southfrom pole to pole.They tell distance in degrees eastor west of the Prime Meridian.The Prime Meridian is located at0 degrees longitude.Hemispheres The equator divides the earth intoNorthern and SouthernHemispheres.The Prime Meridian divides theearth into Eastern and WesternHemisphere.R – PE: H11, H12, 62, 63, 64, 65, 70, 110TE: H11, H12, 48C, 48D, 62, 63, 64,65, 70, 110R – PE : H11, H12, 5, 64, 65TE: H11, H12, 5, 64, 65R – PE : H12, H13, 5, 12, 36, 64, 65TE: H12, H13, 5, 12, 36, 48C, 48D,64, 65Locations found near the equator willhave warmer climates while locationsfound near the poles will have colderclimates.17
Major Concept (Objective): The student will apply the concept of a region by explaining how characteristics of regions have led toregional labels.I.7Essential UnderstandingKey QuestionsRegions are areas of Earth’s surface whichshare unifying characteristics.Why do geographers create and useregions as organizing concepts?Regions may be defined by physical orcultural characteristics.What are some examples of physical andcultural regions?Regional labels may reflect changes inpeople’s perceptions.What are some examples of regionallabels that reflect changes in perceptions?Essential Knowledge(Facts & Skills)Regions are used to simplify the world forstudy and understanding.Physical regionsDesertRainforestGreat PlainsLowlandsCultural regionsLanguage- Puerto Rico- New OrleansEthnic- “Chinatowns”- “Little Italy”Religion- Mormons-Utah- Lutherans-MinnesotaEconomic- Wheat Belts- Fishing IndustriesPolitical- New England—heating oil lobbies- Southwest—immigration issueActivities/ Resources/Science Connection4.5 Students will investigate andunders
“SSA” stands for Social Studies Alive!, and “R” stands for the regions textbook from Macmillan. These correlations should help . geography and geographical terms before beginning their study of individual regions. During the study of each individual region, the . Studying HEI helps people plan and manage environmental responsibility.
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
