🌎 Social Studies · Grade 5

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Many thousands of years ago, the first people reached the Americas. Scientists still study how they came.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• One theory: people walked from Asia over land that once connected it to Alaska.
• Another theory: people traveled by boat along the Pacific coast.
• Over time, people spread south through the Americas.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Arctic peoples hunted seals; desert peoples built with adobe. Each used what the land gave.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• In the Arctic, the Inuit hunted seals and whales and built snow houses for winter hunting.
• Plains peoples hunted bison; Pueblo peoples built adobe homes.
• The Taíno of the Caribbean fished, farmed and traveled by canoe.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“These civilizations built cities, calendars and roads long before Europeans arrived.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The Maya created a calendar and a writing system.
• The Aztecs built Tenochtitlan on an island in a lake.
• The Inca built roads across the Andes and kept records with quipu.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The Aztecs farmed on a lake; the Inca farmed on mountains. Both solved hard problems.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The Aztecs built farm plots called chinampas in shallow lake water.
• The Inca cut steps called terraces into mountainsides.
• Maya cities ruled themselves; the Aztecs and Inca ruled empires.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“In 1492 Columbus reached the Caribbean. Other explorers soon followed for trade, wealth and glory.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Columbus sailed for Spain; John Cabot sailed for England.
• Cabral claimed Brazil for Portugal; Balboa crossed Panama and saw the Pacific.
• Jacques Cartier explored the Gulf of St. Lawrence for France.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Spanish soldiers with horses, steel weapons and Native allies who opposed the Aztecs conquered Tenochtitlan in 1521.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Hernán Cortés and his Native allies defeated the Aztec Empire in 1521.
• Francisco Pizarro conquered the Inca Empire in the 1530s.
• In Canada, the French traded with Native peoples for furs.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“After 1492, plants, animals, people and diseases crossed the Atlantic in both directions.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Corn, potatoes and tomatoes went from the Americas to Europe and Africa.
• Horses, cattle and wheat came to the Americas.
• Diseases like smallpox killed millions of Native people.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“European colonies grew sugar and other crops. Millions of Africans were captured, enslaved and forced across the Atlantic.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Spain, Portugal, France, England and the Netherlands claimed land in the Americas.
• Demand for sugar led colonists to force enslaved people to work on plantations.
• The Middle Passage was the cruel ocean crossing; enslaved people resisted in many ways.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“North America, Mesoamerica, the Caribbean and South America make up the Western Hemisphere.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• North America, Mesoamerica, the Caribbean and South America.
• Major mountains, rivers and rainforests.
• Lines of latitude and longitude find exact places.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“In Canada you may hear English and French; in Brazil, Portuguese; in Mexico, Spanish and many Indigenous languages.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• English, French, Spanish and Portuguese are the main languages of the hemisphere.
• Each country has its own festivals, foods and music.
• Countries work together on shared issues like the environment, immigration and trade.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“All three are democracies, but they are set up differently.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The U.S. has a president, Congress and courts.
• Canada has a prime minister and Parliament.
• Mexico has a president and a congress.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The U.S. Constitution and Canada's British North America Act set up how each nation is governed.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The Declaration of Independence announced U.S. independence.
• The Constitution (1787) set up the government; the Bill of Rights (1791) protects freedoms.
• This act created Canada as a country in 1867.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“People in the Americas have worked for equal rights, and countries join groups to keep the peace.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• African Americans, women and other groups fought for equal rights.
• Native nations work to protect their right to govern themselves.
• The United Nations and the Organization of American States help countries cooperate.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Who decides what to make? Custom, buyers and sellers, or the government?”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• In a traditional economy, like the traditional Inuit economy, custom decides.
• In a market economy, like the U.S. and Canada, buyers and sellers decide.
• In a command economy, like Cuba's, the government decides.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Canada sells lumber, Brazil sells coffee and soybeans, Mexico builds cars. Countries trade what they make well.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch step and press ▶ Play.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Resources include oil, timber and farmland.
• Exports leave a country; imports come in.
• The U.S., Mexico and Canada trade under an agreement called USMCA.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.