Unit 2 Early American Civilizations
Unit 2Early American CivilizationsGRADE 5 Core Knowledge Language Arts Activity Book
Unit 2Early American CivilizationsActivity BookGRADE 5Core Knowledge Language Arts
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Unit 2Early American CivilizationsActivity BookThis Activity Book contains activity pages that accompany the lessons from the Unit 2Teacher Guide. The activity pages are organized and numbered according to the lessonnumber and the order in which they are used within the lesson. For example, if there aretwo activity pages for Lesson 4, the first will be numbered 4.1 and the second 4.2. TheActivity Book is a student component, which means each student should have anActivity Book.
1.1NAME:DATE:ACTIVITY PAGEEarly American Civilizations Timeline12,000–5,000 BCEEarly Hunter-Gatherers1800 BCEMaya1800 BCE250–900 CE0250 CE800–900 CE1300s–1400s CE1438 CE800 CEIncaAztec900 CE1492 CE1300 CE1521 CE1438 CE1492 CE1521 CE1532 CE1532 CE2000 CE2000 CECore Knowledge Language Arts Grade 5Activity Book Unit 21
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NAME:DATE:1.2ACTIVITY PAGEVocabulary for “The Rise of Early American Civilizations”1.domesticate, v. to raise and train animals to live around humans (domesticated) (2)2.irrigate, v. to supply water using pipes or channels (3)3.flourish, v. to be successful (flourished) (3)4.isthmus, n. a narrow piece of land that connects two larger pieces of land (4)5.diverse, adj. made up of different people or things (4)6.lush, adj. healthy and full (4)7.cenote, n. a natural well formed from a sinkhole (cenotes) (4)8.descendant, n. a relative of someone who lived in the past (descendants) (4)9.empire, n. a large territory or group of people under the total control of one ruler orgovernment (5)10. sieve, n. a tool with small holes for separating big and small pieces (sieves) (6)11. textile, n. woven or knit fabric (textiles) (6)Core Knowledge Language Arts Grade 5Activity Book Unit 23
4Word from the elize/bә*leez/4Yucatán/ue*kә*tan/4Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
1.3NAME:DATE:ACTIVITY PAGEEarly American Civilizations Map1.Using the map on page 4 of Maya, Aztec, and Inca as a reference, label the map on theback of this page with the names provided in the word bank. Three of the boxes willbe left blank to be labeled during subsequent lessons.2.Each of the regions in which the Maya, Aztec, and Inca civilizations developed isrepresented by shadings on the map, which are also noted in the map key.A. Refer to the text on pages 4–5 in the Reader to identify the location of each civilizationon the map. Place each civilization name—Maya, Aztec, and Inca—in the correct placein the key.B.Use a yellow colored pencil to lightly shade the Maya region on the map and in the key.C. Use a red colored pencil to lightly shade the Aztec region on the map and in the key.D. Use a blue colored pencil to lightly shade the Inca region on the map and in the key.Core Knowledge Language Arts Grade 5Activity Book Unit 25
Andes MountainsMexicoEquatorYucatán PeninsulaCaribbean SeaMississippiGulf of MexicoNorth AmericaAtlantic OceanCentral AmericaSouth AmericaPacific OceanParanaCivilization Key6Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
1.4NAME:DATE:TAKE-HOMEflf oGu ineMaNorth AmericaCentral AmericaMississippiExcerpt from “The Rise of Early American Civilizations”Read the excerpt and complete the activity that follows.lfoGodeNorthAmericaNorth AmericaCaMexiconiaorlifCentral IC OF CANCERflf oGu ineMaflf oGu ineMaBelizelfoGoHondurasBahamasdelifoCaMexicoGulf ofMexicoGuatemalaEl SalvadorNicaraguaolfGoiarnTROPIC OF taEcuadorRicaPanamaEcuadornameVenezuelaon RiverAmazon ilguPACIFICOCEANTROPIC OF CAPRICORNayParaguranaPACIFICOCEANSouthSouth AmericaAmazon RiverEcuadorATLANTICOCEANSouth AmericaaNyuaEaParanTROPIC OF cotiaSeaThe Yucatán Peninsula is surrounded by water on three sides. It liesbetween the Gulf of Mexico and the Caribbean Sea, and was home to manyMaya. Warm, humid rainforests cover the southern part of the peninsula. Itslush vegetation supports animals as varied as jaguars, snakes, bats, monkeys,toucans, and quetzal birds. The northern part of the Yucatán is drier and has norivers, only lakes and swamps. The Yucatán’s thousands of deep cenotes supplyfresh water to the area—water needed in order for settlements to develop. MayaScotiadescendants are still there, living alongside the ruins of the ancient civilization.SeaScotiaSea4Core Knowledge Language Arts Grade 5ameFrenchGuianaSuriUrMesoamerica, orMiddle America, was hometo the Maya and the Azteccivilizations. This region liesnorth of the Equator in an areacalled the tropics. It includes aportion of present-day Mexico inNorth America and parts of CentralAmerica. It occupies much of theisthmus that joins the continentsof North and South America. Thepresent Central American countriesof Guatemala, Belize, Honduras,El Salvador, Nicaragua, andnorthern Costa Rica are all part ofMesoamerica. Mesoamerica hasvery diverse landscapes, includingdry coastal deserts and wetinland rainforests.GuyanaHondurasGuatemalaNicaraguaEl uatemalaEl n SeaPaiarnMesoamerica:The Maya andthe C OF CANCERCubaActivity Book Unit 27
The Aztec created a magnificent empirewith cities under one central government. Thisempire began north of the Yucatán Peninsula in theValley of Mexico and extended across much of centralMexico. Surrounded by mountains and volcanoes, it wasa land full of wildlife. The wildlife is still there, but onlyruins of pyramids mark the landscape with the remains ofthe Aztec civilization.South America: The IncaThe Inca civilization began high in the AndesMountains of present-day Peru. It grew to includeparts of Ecuador, Bolivia, Chile, and Argentina.The landscape and climate vary greatly across thisenormous stretch of land. Deserts and warm valleyslie beneath frigid snow-capped peaks. Llamas andalpacas are native to its mountain areas. Theselong-necked animals were domesticatedto carry heavy loads and provide wool.Cougars and chinchillas also share thishabitat with a wide variety of birds,amphibians, and fish.58Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
1.4NAME:TAKE-HOMEcontinuedDATE:The Rise of Early American CivilizationsEach box below contains a description of the geographical features of a region. On the line ineach box, write the name of the early American civilization—Maya, Aztec, or Inca—whichdeveloped in the region described there.Geographical Features of Different RegionsValley of Mexico,surrounded bymountains andvolcanoessnow-capped peaks,deserts, and warmvalleyswarm, humidrainforests and deepcenotesMatch the term with its description and write the letter on the line. Refer to the text in theexcerpt to confirm your answers.A. Andes MountainsB.Yucatán PeninsulaC. MesoamericaD. Central AmericaE.EquatorThe isthmus that joins North and South AmericaMesoamerica lies north of this imaginary line drawn on maps and globesThe mountain range where the Inca civilization beganIncludes parts of present-day Mexico and Central AmericaA part of southern Mexico surrounded on three sides by waterCore Knowledge Language Arts Grade 5Activity Book Unit 29
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1.5NAME:DATE:TAKE-HOMEGlossary for Maya, Aztec, and IncaAcreation, n. the act of making something newapparent, adj. easy to see or understandDambassador, n. a person sent to represent his orher government in another land (ambassadors)appointed, adj. established or chosen in anofficial wayarid, adj. dry and having little rainartificially, adv. in a way that does not exist innatureartisan, n. a person who is skilled at makingthings by hand; a craftsman (artisans)Bbustling, adj. busy with activityCcenote, n. a natural well formed from a sinkhole(cenotes)city-state, n. a city, and the area surrounding it,that governs itself (city-states)culture, n. the beliefs, traditions, and way of lifeshared by a group of peopledescendant—n. a relative of someone who livedin the past (descendants)disperse—v. to spread apart in differentdirections (dispersed)distinct, adj. different in a noticeable way(distinctive)diverse, adj. made up of different people orthingsdomesticate, v. to raise and train animals to livearound humans (domesticated)dominance, n. the state of being more important,successful, or powerful than most or all othersdwindle, v. to become smaller or lessen over time(dwindled)Ecommerce, n. the buying and selling of goods andserviceselite, adj. most successful, powerful, or wealthycommoner, n. a person who is not part of thenoble class (commoners)emperor, n. a ruler who has total control of aregioncondemn, v. to say in a strong way thatsomething is bad or wrong (condemned)conservatory, n. a special room used for growingplants (conservatories)contagious, adj. able to be passed between peopleor animalsCore Knowledge Language Arts Grade 5emerge, v. to come into view (emerged)empire, n. a large territory or group ofpeople under the total control of one ruler orgovernmentengulf, v. to surround or cover completely(engulfed)epidemic, n. a sudden, widespread illnessActivity Book Unit 211
Ffleece, n. the woolly coat of a sheep or relatedanimallitter, n. 1. a covered bed with long poles at thebottom for carrying someone of high importance;2. trash lying on the ground; 3. a group of babyanimals born at the same timeflourish, v. to be successful (flourished)lush, adj. healthy and fullfragile, adj. easily brokenGgame, n. 1. an activity done for pleasure or sport;2. animals that are huntedgeneration, n. a group of people born and livingat the same time (generations)grueling, adj. very difficult and tiringHMmagistrate, n. a local government official similarto a judge (magistrates)marsh, n. soft, wet land often overgrown withgrasses (marshes)might, n. power or forcemortar, n. a wet substance that hardens as it driesto hold bricks or stones togetherhabitable, adj. fit to live inNInavigable, adj. deep and wide enough for ships topass throughincessant, adj. continuing without stoppingindigenous, adj. produced, living, or existingnaturally in a particular areainterpret, v. to explain or determine the meaningof somethingirrigate, v. to supply water using pipes orchannelsisthmus, n. a narrow piece of land that connectstwo larger pieces of landLnavel, n. belly buttonnourishment, n. food and other things that areneeded to live and be healthynurture, v. to care for something or someone sothat it/he flourishesOorderly, adj. arranged in a neat, tidy wayPpeaked, adj. pointedlavish, adj. much more than is needed, especiallyto showpenetrate, v. to go through or into somethingpierce, v. to make a hole in somethingprimitive, adj. simple and basicprocession, n. a group of people or vehiclesmoving together as part of a ceremony12Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
1.5NAME:TAKE-HOMEcontinuedDATE:pulley, n. a simple machine made of a wheel orset of wheels used with a rope or chain to raiseand lower objects (pulleys)swampy, adj. resembling wet spongy land oftenpartly covered with waterQsymbolize, v. to stand for an idea or characteristic(symbolized)quarrel, n. an argument or disagreementquinoa, n. a plant that grows in the AndesMountains with seeds used as food or ground intoflourRrecede, v. to move back (receded)resentment, n. a feeling of displeasure or angerabout something unfairswift-footed, adj. quickTtemple, n. a building devoted to religious worship(temples)textile, n. woven or knit fabric (textiles)topple, v. to remove a government from powertrade, 1. v. to give something in exchange forsomething else; 2. n. a job that requires specialtraining or skills (traded)rigid, adj. stiff and inflexibletransport, v. to carry from one place to another(transported)Stunic, n. a knee-length piece of clothing, like asimple dress (tunics)sieve, n. a tool with small holes for separating bigand small pieces (sieves)Vsacred, adj. holy or deserving respectstaff, n. a pole or rod used as a sign of authorityor as support when walkingstucco, n. a type of plaster used as decoration orto cover wallssuitable, adj. having the right qualitiesvast, adj. large or great in size, amount, or extentWwarp, v. to bend or twist out of shapesuspension bridge, n. a crossing hung fromcables attached to towers (suspension bridges)Core Knowledge Language Arts Grade 5Activity Book Unit 213
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2.1NAME:DATE:ACTIVITY PAGEVocabulary for “Golden Age of the Maya”1.incessant, adj. continuing without stopping (8)2.penetrate, v. to go through or into something (8)3.temple, n. a building devoted to religious worship (temples) (8)4.culture, n. the beliefs, traditions, and way of life shared by a group of people (9)5.city-state, n. a city, and the area surrounding it, that governs itself (city-states) (9)6.trade, 1. v. to give something in exchange for something else; 2. n. a job that requiresspecial training or skills (traded) (9)7.arid, adj. dry and having little rain (11)8.indigenous, adj. produced, living, or existing naturally in a particular area (11)9.commerce, n. the buying and selling of goods and services (11)10. game, n. 1. animals that are hunted; 2. an activity done for pleasure or sport (13)11. symbolize, v. to stand for an idea or characteristic (symbolized) (14)Core Knowledge Language Arts Grade 5Activity Book Unit 215
Word from the ChapterPronunciationPageDésiré Charnay/dez*er*ae/ /shar*nae/8Chichén Itzá/chee*chen/ 1516Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
2.2NAME:DATE:ACTIVITY PAGEGolden Age of the MayaAs you read Chapter 2, “Golden Age of the Maya,” complete the following charts and answerthe question using complete sentences.1.In the following chart, the left side has words Charnay wrote in his journal about therainforest. On the right side, his words have been paraphased, or restated in differentwords. Fill in the blank spaces in the chart. The first one has been completed as anexample.Words Charnay WroteWhat Charnay’s Words Mean“The rain is incessant.”It rains all the time.“a vegetable mold settles on our hats”There was mud everywhere.“The damp seems to penetrate the verymarrow of our bones.”Page(s)2.In the following chart, label groups of people and where they lived in relation to theirposition in society (how close they lived to the pyramid-temple complex).Core Knowledge Language Arts Grade 5Activity Book Unit 217
Groups of PeoplePlaces Where They LivedFarmersNext to the fieldsKings and PriestsLargest HousesCraftsmenPalaces near city centerNoblesSmaller HomesPyramid-Temple Complex FieldsGroups ofPeoplePlaces WhereThey LivedPage(s)3.Barter system refers to a way of trading or exchanging goods. Imagine that you live onthe coast of the Gulf of Mexico and have traveled to a nearby city-state to trade. Whatitem might you bring to trade, and what do you think would be a desirable item to getin exchange? Explain why you think this would be a good trade.Challenge: In your journal, write a dialogue of the barter, or trade, exchange betweenyou and the person with whom you are trading. Be sure to reread the paragraph onpage 11 and include information from the text. You may also wish to reread pages 12and 13 for additional ideas to include.18Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
2.3NAME:DATE:TAKE-HOMESubject and PredicateFor each sentence, draw a vertical line separating the subject and predicate. Circle the entiresubject. Draw a wiggly line under the entire predicate.Example: Craftsmen lived in smaller homes.1.Some Maya farmers cut terraces into the slopes of mountains.2.The Maya used many rainforest plants for medicine.3.The Spanish were in the Americas in search of riches.4.The diverse landscape of Mesoamerica includes mountains, lowlands, and rainforests.5.Maya used a barter system to trade goods.6.The Maya were one of many groups of people who settled in Mesoamerica.7.The Maya were not the first people to practice writing.8.The Yucatán Peninsula has many cenotes, or natural wells.9.All Maya city-states had centers of government and religion with stone pyramids andtemples.10. Powerful kings ruled the Maya city-states.Core Knowledge Language Arts Grade 5Activity Book Unit 219
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2.4NAME:DATE:TAKE-HOMEil– and ir–: Prefixes Meaning “not”Fill in the following chart with the missing words, parts of speech, and meanings.root word, (part of speech) meaningaffixed word, (part of speech) meaningillegible, adj. not able to be readlegal, adj. allowed by lawirresponsible, adj. not trusted to dowhat is rightreplaceable, adj. capable of beingduplicated or exchanged for anotheritemirregular, adj. not normal or usualCore Knowledge Language Arts Grade 5Activity Book Unit 221
Write the correct word to complete each eregularirregularillegibleirresponsible1.It is fortunate that Désiré Charnay kept a neat,journal whenhe visited the jungles of Central America in the1800s because people today can stillread it and learn from his words.2.Using the barter system for exchanging goods was a(n)part ofeveryday Maya life.3.Maya kings were sometimes called holy lords and were trusted to perform certainduties. For example, they werefor leading rituals andceremonies.4.It would be consideredand highly unusual to play pok-a-tokwithout a ball.5.The painted mural at Bonampak is a one-of-a-kind and, therefore, a(n)artifact that shows us how the wealthy Maya lived and dressed.6.Write your own sentence using one of the words left in the box.22Unit 2 Activity BookGrade 5 Core Knowledge Language Arts
2.5NAME:DATE:ACTIVITY PAGEParaphrase from a
the Core Knowledge Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or
Table of Contents Early Asian Civilizations Tell It Again! Read-Aloud Anthology Alignment Chart for Early Asian Civilizations. . v Introduction to Early Asian Civilizations. .1 Lesson 1: The Indus River Valley, Part I . 12 Lesson
6th Grade Social Studies Curriculum. Course Description: The focus of 6th grade Social Studies is to promote an awareness of the history, culture and contributions of the world’s civilizations, including Early Civilizations, Classical Civilizations, African Civilizations, Mesoamerican and Andean South American
Change from River Valleys to Classical Civilizations 1000 BCE Location—China, India, Mediterranean World – PLEASE NOTE Mesoamerican / Andean civilizations will be addressed when we get to Pre-Columbian America New/renewed civilizations that were durable Left the most substantial impacts and legacies Set in motion key values and institutions that extend
on the globe. The ancient civilizations of Mesopotamia, Egypt, India, and China emerged at this time. Ancient River Valleys The ancient civilizations of Meso-potamia, Egypt, India, and China, are referred to as river valley civilizations. Each of these civilizations
'eAejAi 9i l jo S1U8UJ9A9ILJOV. Setting the Stage Civilizations of the Americas In the last unit, you learned about Japan. In this unit, you will explore three great civilizations of the Americas: the Maya, the Aztecs, and the Incas. These civilizations flourished in Central and South America. Although the
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6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 BCE – ca. 500 BCE): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also
