SOCIAL STUDIES 5
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UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (20 DAYS)
1. Overview
In this unit students explore the complexity and diversity of the pre-Columbian indigenous cultures of the Americas. This sets the stage for the unit to
follow where students examine the motivations for European exploration and conquest and their impact.
Note: This content could be taught in conjunction with the Birchbark House unit (Lessons 2, 4 and 8) from the English Language Arts Guidebook for
Grade 5.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
R E M I ND E R S
C O NT E NT A ND
CLAIMS
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Late take-in day (08/24/16)
Labor Day (09/05/16)
Historical Thinking Skills
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5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
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Indigenous Peoples of the Americas
What is known about how the Americas were peopled and settled and why are so many questions still unanswered?
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5.2.1 Describe the origins, characteristics, and expansion of indigenous cultures and groups that existed in
the Americas prior to European exploration
What was life like for different groups of indigenous people before European conquest?
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5.2.1 Describe the origins, characteristics, and expansion of indigenous cultures and groups that existed in
the Americas prior to European exploration
5.4.1 Differentiate between various types of maps using characteristics, functions, and applications
5.4.2 Analyze a map using a variety of tools
How did the different groups of indigenous peoples interact with one another?
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5.2.1 Describe the origins, characteristics, and expansion of indigenous cultures and groups that existed in
the Americas prior to European exploration
5.4.2 Analyze a map using a variety of tools
How do the accomplishments of the pre-Columbian civilizations demonstrate their complexity?
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T O P I CS O F
C O NS I D E R A T I O N
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5.2.1 Describe the origins, characteristics, and expansion of indigenous cultures and groups that existed in
the Americas prior to European exploration
Use of different maps,
including comparing two
different types of maps of the
same area
Major landforms and
geographic features
Natural resources
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Identification/description of
indigenous groups that existed
in the Americas at the
beginning of European
Exploration (e.g. shelter,
agriculture, hunting techniques,
connection to land, spiritual
beliefs, uses of animals.
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Origins, characteristics, and
achievements of ancient empires
and societies in the Americas
(e.g. Incan, Maya, Aztec, Olmec,
Anasazi)
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UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (20 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
Indigenous Peoples of the Americas:
• What Is a Civilization, Anyway?, Cynthia Stokes Brown
• Aztec, Inca, and Maya, DK Publishing
• The Mayas, Dolores Gassos
• The Maya (Early Peoples), Lisa Klobuchar
• The Inca (Early Peoples), Dale Anderson
• The Inca Empire, Sandra Newman
• The Aztec Empire, R. Conrad Stein
• The Aztec (Early Peoples), Andrew Langley
• Nations of the Northwest Coast, Bobbie Kalman
• Nations of the Plains, Bobbie Kalman
• We are the Many, A Picture Book of American Indians, Doreen Rappaport
• Eastern Woodland Indians, Mir Tamim Ansary
• “1491,” The Atlantic, Charles C. Mann
• Exploring the Early Americas Exhibit , Library of Congress
• “Decode Stela 3,” NOVA interactive artifact
• “Cahokia,” National Geographic teacher context article, photo gallery, and map
• “Map of the Maya World,” NOVA interactive map
• “Rise of the Inca,” NOVA expert interview
• “Unburying the Aztec,” National Geographic teacher context article and image gallery
• “Inca Empire,” National Geographic teacher context article, photos, interactive map, and 3D graphic
• “A Marvel of Inca Engineering,” NOVA expert interview
• “Ghosts of Machu Picchu,” NOVA episode
• Text from ELA Guidebook unit
○ The First Americans: Prehistory-1600 (A History of US, Book 1), Joy Hakim
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A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education Streaming:
• Grid Maps: https://app.discoveryeducation.com/learn/videos/41574446-62d0-483d-8868-369033c65bb6
• Effects on Native American Culture: https://app.discoveryeducation.com/learn/videos/7813dfd5-1c20-4e3b-9aca-e724773e2016
WorldBook Online:
• What is a Map? http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-1whatisamap-841837
• How to Read Map Symbols: http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-5readmapsy-841840
Misc:
• Native Americans http://mrnussbaum.com/nativeamericans/
• Nati ve Ameri can C ul tures h ttp: //w w w .s cho las t ic.co m /tea chers /a ctiv ity /o ral - his to ry - s k agit- riv er- nativ e - am erican - c ultu res activ ity
• Northwes t Coas t Nati ve Ameri ca ns http:// ww w. s chol as ti c. com/teachers /l es s on -pl an/i f-you -l i ved-i ndi ans -northwes t coas t-l es s on-pl an
UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (20 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.4.1, 5.4.2, Students will identify various locations, compare/contrast landforms, and create a physical map.
physical map lesson plan
physical map rubric
5.2.1 Students will analyze artifacts of ancient cultures to understand the work of anthropologists. After reading
and discussing how people came to settle in the Americas (Unit 1, Act. 4 in textbook), the teacher will inform
students that they are going to act like anthropologists studying three classical Amerindian cultures—the Aztecs,
Mayans, and Incas. The teacher will bring a few small plastic bags filled with items that could be found in a typical,
modern home and tell the class they are items taken from a person’s life. The students will examine the bags and
explain how items contained within them will eventually be discarded, which will allow future anthropologists to
study our society lived. Students will write 1-2 paragraphs relating this experience to the work of anthropologists as
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they dig in gravesites and garbage dumps in the study of ancient peoples.
5.2.1 Students will categorize Aztec, Incan, and Mayan cultures based on physical environment, architecture,
leisure activities, academic knowledge, religious beliefs, governing structures, and technology. As an extension
activity, students will write a 1-2 paragraph essay comparing/contrasting one of the cultures to a modern-day
culture found in the United States.
Ancient Civilizations Chart
5.4.1 Students will research and create a map of natural resources accessible to Native Americans in various
regions of the United States. Students will select two regions and use the resource map to compare/contrast the
materials found in those areas and share their findings with a shoulder partner.
Maps of North America and North American Tribes or Harcourt Textbook p.69
5.2.1 Students will work in groups to research information on the natural resources, cultural activities, homes,
clothing, customs, and trade of an assigned Native American group in the United States. The groups will create
PowerPoint presentations to share with the class, and observing students will complete charts based on the
presentations. As an extension activity, the groups will work as Native American tribes (either assigned or voted on
by group members) and each will be given an envelope with the names of surplus and scarce resources. Each tribe
must work cooperatively to establish a system of trade with the other tribes to get at least two of the scarce
resources on their list (20-30 minutes). Upon completion of the activity, the class will discuss their accomplishments
and the challenges associated with trading.
Native American Tribes
Native American Guided Questions
Native American Chart
Surplus/Scarce Sample Resources
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UNIT 2 – EUROPEAN EXPLORATION AND CONQUEST (15th AND 16th CENTURIES) (20 DAYS)
1. Overview
In this unit students explore the motivations for European exploration and conquest of the Americas and begin to analyze their impact. This sets the
stage for the unit to follow where students continue to examine the effects of conquest, focusing specifically on colonial interactions with the Atlantic
World and the Columbian Exchange.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
R E M I ND E R S
C O NT E NT A ND
CLAIMS
•
•
Labor Day (09/05/16)
Interim Reports Issued (09/19/16)
Historical Thinking Skills
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•
•
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5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
Exploration and Conquest
What were the motivations for European exploration and conquest and how did these motivations change over time?
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5.2.2 Identify early explorers and their motivations, challenges, and achievements
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
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using economic concepts such as supply and demand, and scarcity
5.4.3 Analyze maps from the Age of Exploration to 1763
Why were Europeans able to conquer territory in the New World?
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5.2.3 Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other
indigenous peoples
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges,
and achievements
How did European conquest affect life for different groups of indigenous peoples?
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5.2.3 Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other
indigenous peoples
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
What were the most significant outcomes of the struggle for territory among European powers?
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T O P I CS O F
C O NS I D E R A T I O N
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5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges,
and achievements
5.4.3 Analyze maps from the Age of Exploration to 1763
Maps from the Age of
Exploration to 1763
European conquest and
impact on indigenous peoples
▪
Major early explorations and
explorers and their reasons for
exploration – (e.g. Magellan, La
Salle, Columbus, Balboa,
Coronado, de Soto, Cabot and
Hudson, Cartier, Pizarro, Ponce
de Leon)
Cooperation and conflict among
cultural groups
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UNIT 2 – EUROPEAN EXPLORATION AND CONQUEST (15th AND 16th CENTURIES) (20 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
Exploration and Conquest:
• Louisiana Instructional Task
o Spanish Conquest of the Inca (pages 17 - 28)
• Instructional tasks from the Stanford History Education Group
o “Moctezuma and Cortés”
o “Atahualpa and the Bible”
• What do You Know about the Age of Exploration, Lynn George
• Waldseemuller’s Map (1507), Library of Congress
• Age of Exploration, Steck-Vaughn Flip Perspectives
• Explorers of the New World, Carla Mooney
• Around the World in a Hundred Years, Jean Fritz
• Lives of the Explorers: Discoveries, Disasters (and What the Neighbors Thought), Kathleen Krull
• Colonization and Settlement in the New World: 1585-1763 Pat McCarthy
• Age of Exploration, Mariners’ Museum
• Exploration of North America Map, Eduplace interactive map
• Early Voyages of Exploration, Prentice Hall interactive map
• Texts from the ELA Guidebook Unit
• “Columbus Controversy” History.com (video)
• “The Real Story of Columbus” History.com (video)
A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education Streaming:
• The Age of Exploration: Europeans and Native Populations: https://app.discoveryeducation.com/learn/videos/355D6188-7549-46DA•
AA73-75FFDEB2E528?hasLocalHost=false
Introducing Ferdinand Magellan and the Great Age of Exploration: https://app.discoveryeducation.com/learn/videos/D7F166B7-C5314B60-AA46-866E2FE884C5?hasLocalHost=false
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WorldBook Online:
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English Exploration of North America: http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-5readmapsy841840
French Exploration of North America: http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-frenchexpl-841195
Spanish Exploration of North America: http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-spanishexpl841196
UNIT 2 – EUROPEAN EXPLORATION AND CONQUEST (15th AND 16th CENTURIES) (20 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.2.3 Students will model the spread of disease using stickers placed unknowingly on backpacks. One student will be
given stickers at the start of class and place them on a few students’ backpacks. Stickers could represent smallpox.
Possible questions at the end of class:
How many of you have a sticker (smallpox)?
Who worked with someone who has smallpox?
5.1.1, 5.2.2 Students will assemble a foldable timeline, using a manila folder sideways, showing explorers, dates of
exploration, their purpose for exploration and their achievements.
Timeline Sample
5.2.2, 5.8.1 Students will design tombstones for one explorer each with important facts about lifetime, route, country
represented, accomplishments, etc.
Tombstone Project
Tombstone Rubric
5.2.3 Students will write a eulogy for ancient civilizations/tribes (Aztecs, Incas, Mayas, Native American tribes) using
the following as guiding questions:
Why were European diseases a problem for native cultures?
Why was slavery important to Europeans?
How did slavery impact West Africans?
How did colonization and exploration lead to dietary changes?
Why was religious life changed in the New World?
What were the ecological problems caused by the interaction?
What were major changes in European and West African life and culture?
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How did the Columbian Exchange affect Europe, the Americas, and West Africa?
In addition to their textbooks, students can visit:
Video Clips
Exploration Site
5.3.2, 5.3.3 Students will complete a chart on the Spanish and French colonies in the New World. Based on the
information in the chart, students will select a colony and write a brief narrative on the likely events in a typical day of
the colonists.
New Spain/New France Chart
5.4.3 Students will use interactive maps to identify the routes of famous explorers during the Age of Exploration.
Choose one explorer shown on the map, and write a description of his journey. Use the map to tell what direction he
traveled in and the oceans or rivers that he crossed. Use other resources to add more details to your description.
Exploration of North America Map
Early Voyages of Exploration
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UNIT 3 – THE AMERICAS IN THE ATLANTIC WORLD (28 DAYS)
1. Overview
In this unit students explore colonial interactions with the wider Atlantic world focusing on the Columbian Exchange and the origins and development of
African slavery in the Americas. This sets the stage for the unit to follow where students concentrate on the colonies established in the present-day
United States during the 17th century.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
R E M I ND E R S
C O NT E NT A ND
CLAIMS
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Employee/student holiday (10/10/16)
Late take-in day (10/26/16)
Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Historical Thinking Skills
•
•
•
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5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
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The Americas in the Atlantic World
Why did the Columbian Exchange develop?
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5.2.4 Explain the course and consequences of the Columbian Exchange, including its cultural, ecological,
economic, and political impact on Europe, the Americas, and West Africa
5.3.1 Compare and contrast the convergence of trade, cultural diffusion, and innovation in the Western
Hemisphere after 1492
5.4.3 Analyze maps from the Age of Exploration to 1763
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
using
economic concepts such as supply and demand, and scarcity
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
What were the consequences of the Columbian Exchange?
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5.3.1 Compare and contrast the convergence of trade, cultural diffusion, and innovation in the Western
Hemisphere after 1492
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
How did slavery develop in the New World and why did its practice change over time?
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5.2.4 Explain the course and consequences of the Columbian Exchange, including its cultural, ecological,
economic, and political impact on Europe, the Americas, and West Africa
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges,
and achievement
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
using
economic concepts such as supply and demand, and scarcity
How were individuals and groups affected by slavery and the slave trade?
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5.2.4 Explain the course and consequences of the Columbian Exchange, including its cultural, ecological,
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T O P I CS O F
C O NS I D E R A T I O N
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economic, and political impact on Europe, the Americas, and West Africa
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
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Columbian Exchange
Slavery/Slave Trade
Cultural Diffusion
Triangular Trade/Goods
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Maps from Age of Exploration
to 1763
UNIT 3 – THE AMERICAS IN THE ATLANTIC WORLD (28 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
The Americas in the Atlantic World:
• Instructional tasks from the Stanford History Education Group
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“The Middle Passage”
1493 for Young People: From Columbus's Voyage to Globalization (For Young People Series)
Maps of the Transatlantic Slave Trade, David Eltis and David Richardson, 2010
Graph of Total Shipping Tonnage between Spain and Spanish America, 1550-1650
“A Brief Overview of the Trans-Atlantic Slave Trade,” David Eltis (Emory University), 2007
A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education Streaming:
• Columbian Exchange (Task): https://app.discoveryeducation.com/builders/boards?assetGuid=23A67539-DBE2-53A5-C213-
396C1950E7B6&includeHeader=true&layout=default
WorldBook Online:
• Colonization and Imperialism: http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-colonizati-841189
• Colonial Life in Spanish America:
http://www.worldbookonline.com/student/article?id=ar753399&st=colonial+life+in+spanish+america#tab=homepage
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UNIT 3 – THE AMERICAS IN THE ATLANTIC WORLD (28 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.3.2 LDOE Task – Forced Labor (Recommended)
Forced Labor
5.1.3, 5.3.2 Students will create a Venn Diagram comparing and contrasting Native American and African slaves in
New Spain, detailing treatment, duration, and motivations of slaves.
5.2.4, 5.9.1 Students will define “Old World” and “New World” (countries/powers in the Age of Exploration) and
label on a world map. (e.g. Aztec, Incan, Maya-New World; Europe, Asia, Africa-Old World)
5.1.2, 5.1.4, 5.2.4, 5.3.1, 5.3.2, 5.3.3, 5.9.1 Students will participate in an Old World-New World trade activity
to determine how some trade are beneficial and others are not. (Activity 20.1)
Old World-New World Activity
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UNIT 4 – SETTLEMENT OF THE PRESENT-DAY UNITED STATES (26 DAYS)
1. Overview
In this unit students explore the establishment and development of colonies in the present-day United States during the 17th century. This sets the stage
for the unit to follow where students examine how the thirteen colonies developed politically, economically, and socially during the 18th century.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
R E M I ND E R S
C O NT E NT A ND
CLAIMS
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Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Thanksgiving Break (11/21-25/16)
Winter Break (12/22/16 – 01/03/17)
Martin Luther King, Jr. Day (01/16/17)
Historical Thinking Skills
•
•
•
•
5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
Settlement of the Present-Day United States (17th Century)
How were the motivations for exploring and settling the present-day United States both similar to and different from
the motivations of the earlier conquistadors?
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5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges,
and achievements
5.3.4 Compare and contrast religious groups that settled colonial America and examine the role of religion in
colonial communities
5.3.5 Evaluate the motives that led to the establishment of the thirteen colonies
What role did geography play in settlement, land use, and systems of labor?
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5.4.3 Analyze maps from the Age of Exploration to 1763
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.5.2 Identify natural resources used by people of colonial America and describe the impact of human action
on the physical environment
5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the
Southern colonies
What forms of labor were used in the colonies and how did this change over time?
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5.4.3 Analyze maps from the Age of Exploration to 1763
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.5.2 Identify natural resources used by people of colonial America and describe the impact of human action
on the physical environment
5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the
Southern colonies
How did the different colonies interact with indigenous peoples, one another, and the Atlantic World?
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5.3.1 Compare and contrast the convergence of trade, cultural diffusion, and innovation in the Western
Hemisphere after 1492
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges,
and achievements
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
using economic concepts such as supply and demand, and scarcity
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
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What was life like for different groups of people?
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T O P I CS O F
C O NS I D E R A T I O N
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5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.4 Compare and contrast religious groups that settled colonial America and examine the role of religion in
colonial communities
5.3.6 Explain and give examples of how Native Americans, Europeans, and free and enslaved Africans
adapted to living in the New England colonies, the Middle colonies, and the Southern colonies
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.5.2 Identify natural resources used by people of colonial America and describe the impact of human action
on the physical environment
5.6.1 Compare and contrast the different types of government in colonial America that influenced the
development of the United States
5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the
Southern colonies
Geographical influence on
early settlement
Motives for settling early and
present-day U.S.
13 colonies
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Everyday life/adaptations made
by various people in the colonies
Colonial resources, governments,
economies
Compare/contrast the role of
religion in the colonies
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Cooperation/conflict between
Native Americans, Europeans,
and Africans
Cooperation/conflict between
Native Americans, Europeans,
and Africans
Use of labor in the colonies
UNIT 4 – SETTLEMENT OF THE PRESENT-DAY UNITED STATES (26 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
Settlement of the Present-Day United States:
• Louisiana Instructional Task
•
o
Religion in Colonial America
Instructional tasks from the Stanford History Education Group
o
“Mapping the New World”
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SOCIAL STUDIES 5
o
o
o
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“The Puritans”
“Pocahontas”
“King Philip’s War”
“Salem Witch Trials”
“Examining Passenger Lists”
Jamestown, A Struggle for Survival, Marcia Sewall
“The Starving Time in Jamestown,” Historical Scene Investigation
Jamestown, Library of Congress
“Bacon’s Rebellion,” Historical Scene Investigation
The New Americans, Colonial Times 1620-1689, Betsy Maestro
Virginia Richly Valued title page, 1609
The Generall Historie of Virginia, New-England, and the Summer Isles... title page, John Smith, 1632
Title page from English translation of La Casas, 1656
Tobacco Paper, Virginia, 17th century
“Jamestown,” National Geographic teacher context article, photo gallery, and interactive maps
Puritans vs. Pilgrims, History.com video
Who Were the Pilgrims?, Plymouth Plantation
A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education Streaming:
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North American British Colonists in 1763: https://app.discoveryeducation.com/learn/videos/09BC9347-56C6-4F15-9EA0D43F7A0A19CB?hasLocalHost=false
The Early Americans and the English Influence on Trade, Government, and Other Aspects of Colonial Life:
https://app.discoveryeducation.com/learn/videos/A364D540-9DB2-43E3-A319-541389F982C7?hasLocalHost=false
WorldBook Online:
• History of the United States (Images including maps):
http://www.worldbookonline.com/student/article?id=ar576000&st=united+states+settlement#h1tab=media
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UNIT 4 – SETTLEMENT OF THE PRESENT-DAY UNITED STATES (26 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.1.2, 5.1.4, 5.3.4 LDOE Task – Religion in the Colonies (Recommended)
Religion In The Colonies
5.5.1 Students will formulate ideal circumstances of establishing a colony in the New World. Given a physical map,
students will choose the best geographical location for their colony and write 1-3 paragraphs offer logical reasons for
the selection.
Jamestown Map 1
Jamestown Map 2
5.1.4, 5.2.3, 5.3.5 Students will work with a shoulder partner to discuss the roles of Spanish conquistadors and
English colonists, listing the advantages and disadvantages of each. Students will then choose if they would have
preferred to be a conquistador or colonist and write 2-4 persuasive paragraphs to defend their choice. The following
questions can guide the students with their writing:
What are the advantages and disadvantages?
What would your daily life look like?
Why are you traveling to the new world?
How do you make your living? (Your job)
What negative consequences come from choosing the opposite of what you chose?
5.6.1 Students will read the Mayflower Compact and work with a shoulder partner to discuss the meaning/purpose of
the document. Then, the pairs will write one expectation they have for themselves and their classmates. Upon
completion, each team will share their expectation with the class (teacher will record on board) in order to create a
classroom compact.
5.3.4 Students will choose a colony to research and select a job they would have liked to perform in the colony. They
will write a brief description of the job, including answers to the following prompts:
What are the roles and responsibilities of the job?
How does the job impact the colony?
What resources are available to complete the job?
Students will then petition the “Colony Leader” (present their information to teacher) for their approval.
5.3.2 Students will select 2-4 English colonies and deduce the positive and negative impact of interactions between
Native Americans and the colonists, including a brief explanation of each. They will enter the information in a chart,
share it with a shoulder partner, and discuss the validity of their claims. Students will then brainstorm ways the
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colonists and Native Americans could have improved the outcome of their interactions.
Examples:
o Positive impact—Jamestown colonists relied on the Native Americans to help teach them how to plant crops that
would grow in the environment.
o Negative Impact—The more populated Jamestown became, more land was taken from the Native Americans for
tobacco crops. England wanted to grow more tobacco for trading so the demand became greater.
o Environmental Impact—Tobacco crops ruined the soil, so after each crop the colonists needed to find new land
to cultivate.
Native American Interactions
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UNIT 5 – DEVELOPMENT OF THE THIRTEEN COLONIES IN THE 18TH CENTURY (26 DAYS)
1. Overview
In this unit students explore the political, economic, social development, and evolution of the thirteen colonies during the 18th century. This sets the stage
for the unit to follow where students examine the causes and effects of the French and Indian War.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
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Martin Luther King, Jr. Day (1/16/17)
Late take-in Day (1/25/17)
Professional Development/Parent Conferences (2/20/17)
Mardi Gras break (2/27/2017-3/3/17)
Historical Thinking Skills
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5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
Development of the Thirteen Colonies (18th Century)
How did the different colonies develop politically, economically, and socially over time? What role did geography play
in this development?
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5.3.4 Compare and contrast religious groups that settled colonial America and examine the role of religion in
colonial communities
5.3.6 Explain and give examples of how Native Americans, Europeans, and free and enslaved Africans
adapted to living in the New England colonies, the Middle colonies, and the Southern colonies
5.4.3 Analyze maps from the Age of Exploration to 1763
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.5.2 Identify natural resources used by people of colonial America and describe the impact of human action
on the physical environment
5.6.1 Compare and contrast the different types of government in colonial America that influenced the
development of the United States
5.6.2 Summarize the key ideas that influenced the development of colonial governments and their influence
on the growth of American democracy
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the
Southern colonies
How did the relationship between the colonies and the British government change over time?
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5.6.1 Compare and contrast the different types of government in colonial America that influenced the
development of the United States
5.6.2 Summarize the key ideas that influenced the development of colonial governments and their influence
on the growth of American democracy
5.7.1 Investigate basic rights and responsibilities of citizens in current day government
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
using economic concepts such as supply and demand, and scarcity
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
5.10.1 Explain the reasons for the French and Indian War and the economic effects of British policy on
colonial America
How did the different colonies interact with indigenous peoples, one another, and the Atlantic World?
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5.3.1 Compare and contrast the convergence of trade, cultural diffusion, and innovation in the Western
Hemisphere after 1492
5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.8.1 Cite evidence of the economic motivations for European exploration and settlement in the Americas
using economic concepts such as supply and demand and scarcity
5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period
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What was life like for different groups of people during the 18th century? How does this represent continuity and
change from the early colonial period?
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C O NS I D E R A T I O N
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5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.4 Compare and contrast religious groups that settled colonial America and examine the role of religion in
colonial communities
5.3.6 Explain and give examples of how Native Americans, Europeans, and free and enslaved Africans
adapted to living in the New England colonies, the Middle colonies, and the Southern colonies
5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial
America
5.5.2 Identify natural resources used by people of colonial America and describe the impact of human action
on the physical environment
5.6.1 Compare and contrast the different types of government in colonial America that influenced the
development of the United States
5.6.2 Summarize the key ideas that influenced the development of colonial governments and their influence
on the growth of American democracy
5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the
Southern colonies
5.10.1 Explain the reasons for the French and Indian War and the economic effects of British policy on
colonial America
Types of settlements and
patterns of land use in
colonial America
Climate, vegetation, culture,
elevation, expansion, location
of cities near bodies of water
Compare/contrast Africans,
Europeans, and Native
Americans converging in the
Western Hemisphere after
1492 – e.g. contrast between
indentured servitude/slavery
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Trade between northern and
southern states that led to economic
interdependence among the colonies
Geographic differences and
similarities among the colonies that
led to political cooperation and
conflict – e.g. slavery, agriculture
versus manufacturing, desire for
more land to expand settlements
Natural resources used by the people
in the U.S. – e.g. water, forests,
fossil fuels: coal, oil, and natural gas
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Reflections of European
culture, politics, and
institutions in American life
e.g. names of colonies and
cities based British royalty,
trial by jury, legislative
elections by the people,
English language, colonial
assemblies.
Organization and structure
of the 13 British colonies
that became the U.S.
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Influence of the African in
the European colonies in the
seventeenth century and the
increase in the importation of
slaves in the eighteenth
century - e.g. reasons for
Spanish importation of slaves
into their American colonies,
reasons for extensive use of
slaves in the southern
colonies
Social – e.g. debtors prison in
Georgia, religious culture
Climate, vegetation, culture,
elevation
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Triangular Trade that connected the
Americas, Western Europe, and
Western Africa, prior to 1620,
including the goods each supplied
and where they were shipped
Religious groups in colonial American
communities – e.g. Salem witch
trials, William Penn, Roger Williams,
Anne Hutchinson, Catholics in
Maryland, Quakers in Pennsylvania,
Puritans in New England,
Congregationalists in Massachusetts,
Anglicans in Virginia, colleges
founded by religious organizations,
Great Awakening
Economic – e.g. northern, middle,
and southern colonies; royal colonies
of the British crow
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Societal impact of the
immersion of Africans in the
Americas – e.g. food,
religion, increased
population in the South,
culture
Reasons for European
migration: find riches, gain
religious freedom, spread
Christianity, locate new
trade routes/Northwest
Passage
Political – e.g. governor,
governor’s council, colonial
assembly, right to vote and
hold office granted only to
white male landowners
UNIT 5 – DEVELOPMENT OF THE THIRTEEN COLONIES IN THE 18TH CENTURY (26 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
Development of the Thirteen Colonies:
• Louisiana Instructional Task
o Forced Labor
• Instructional task from the Stanford History Education Group
o “Great Awakening”
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A True Book - The Thirteen Colonies (13 Book Set), Kevin Cunningham
Northern British Colonies Map, Library of Congress
Middle British Colonies Map, Library of Congress
Southern British Colonies Map, Library of Congress
Daily Life in the Colonies, PBS
Colonial Trade Pattern, North Atlantic, 18th Century, Hofstra University
“Social Class in Colonial America,” Digital History task
“Government in England and the Colonies,” Digital History task
“The Tobacco Economy: How Did the Geography of the Chesapeake Region Influence Its Development?,” UMBC Center for History Education
history lab
“What Factors Brought Settlers to Maryland?,” UMBC Center for History Education history lab
A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education Streaming:
• The Diversity of Colonial Communities: 1700-1750: https://app.discoveryeducation.com/learn/videos/890D4CBF-A50B-40A2-A243DF539B4F35E0?hasLocalHost=false
• Making the Thirteen Colonies: The Southern Colonies: https://app.discoveryeducation.com/learn/videos/7B48C620-61F4-4A1E-8EF216398FBC2E02?hasLocalHost=false
WorldBook Online:
• Colonial life in America: http://www.worldbookonline.com/student/article?id=ar124100#tab=homepage
UNIT 5 – DEVELOPMENT OF THE THIRTEEN COLONIES IN THE 18TH CENTURY (26 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.3.1, 5.3.2 LDOE Instructional Task – Forced Labor (Recommended)
Forced Labor
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5.3.4, 5.3.6, 5.5.1, 5.5.2 Students will research/review the characteristics of the English colonies by region and
identify the characteristics on a chart. Then, students will write two paragraphs that compare/contrast the
colonies and share the information with the class.
Thirteen Colonies Chart
5.3.4, 5.3.6 Students will work in cooperative learning groups to answer questions and construct a poster
describing their assigned colony’s regions, resources, religions, leaders, and industries.
Thirteen Colonies group work
5.9.2 Students will analyze the daily chores chart for farm life and evaluate how they would feel about each task
(smiley face, frowny face, plus, minus, etc.) and answer the questions that follow. Students will then write 2-3
paragraphs that compare the daily life of a child in the colonies to that of a child in modern times.
Daily Chores Chart for Farm Life
5.2.4, 5.9.1 Students will view a PowerPoint and short video on the Triangular Trade, engage in brief
discussions with a shoulder partner, and create the three triangular trade routes on a world map.
Triangular Trade Routes Video
Triangular Trade PPT
5.2.4 Students will classify pictures from the Colonial era into the following cultural groups: African, European,
and Native American. Pictures can be glued onto a poster, blank copy paper, or student-created chart, etc.
Students will then write a brief story about one of the items and how it was used during colonial times.
African, European, Native American Art
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UNIT 6 – CAUSES AND EFFECTS OF THE FRENCH AND INDIAN WAR (20 DAYS)
1. Overview
In this unit students explore the causes and effects of the French and Indian War to understand why this war marked a turning point in colonial history.
Students will be prepared to resume their study of this content in 7th grade beginning with the causes of the American Revolution.
Grade 5 Claims
What are the causal relationships between events during this time period?
How did colonial interactions with the Atlantic World evolve over time?
How was life different for different individuals and groups and across time periods?
How was society impacted by geography, historical events, politics, and the economy?
R E M I ND E R S
C O NT E NT A ND
CLAIMS
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Spring Break (04/10-14/17)
Historical Thinking Skills
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5.1.1 Create a timeline of key events in early American history from pre-Columbian civilizations to 1763
5.1.2 Examine primary and secondary sources to research early American colonial history from the Age of
Exploration to 1763
5.1.3 Compare and contrast different points of view of key individuals and groups in early colonial American
history to 1763
5.1.4 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
• conducting historical research
• Evaluating a broad variety of primary and secondary sources
• Comparing and contrasting varied points of view
• Determining the meaning of words and phrases from historical texts
• Using technology to research, produce, or publish a written product
Causes and Effects of the French and Indian War
What were the causes of the French and Indian War? How does the war reflect a continuation of earlier power struggles
between European countries?
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5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges, and
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achievements
5.3.7 Describe the impact of key people, ideas, and events that led to the French and Indian War
5.10.1 Explain the reasons for the French and Indian War and the economic effects of British policy on colonial
America
What role did different tribal groups play in the war and how did its outcome affect them?
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5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.3.7 Describe the impact of key people, ideas, and events that led to the French and Indian War
How did the outcome shift the balance of power in the New World?
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5.3.3 Identify the major European powers that colonized North America and explain their goals, challenges, and
achievements
5.3.7 Describe the impact of key people, ideas, and events that led to the French and Indian War
5.4.3 Analyze maps from the Age of Exploration to 1763
What were the consequences of the war for the British colonists and how did it change the colonies’ relationship to the
mother country?
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C O NS I D E R A T I O N
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5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans
5.6.1 Compare and contrast the different types of government in colonial America that influenced the
development of the United States
5.6.2 Summarize the key ideas that influenced the development of colonial governments and their influence on
the growth of American democracy
5.10.1 Explain the reasons for the French and Indian War and the economic effects of British policy on the
colonies
French and Indian War
Influence of Native Americans on
culture and agriculture
British influence on culture,
religion, politics, and institutions in
the colonies
King Philip’s War
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Fundamental Orders of
Connecticut
Mayflower Compact
Religious Intolerance
Organization and structure of the
13 colonies that became the U.S.
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Conflict and cooperation
between Native Americans
and European settlers: buying
of Native American land by
settlers such as William Penn,
fur trade, shared farming and
building techniques
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UNIT 6 – CAUSES AND EFFECTS OF THE FRENCH AND INDIAN WAR (20 DAYS)
2. Resources
L D O E S U G G E S T E D RES O U RC ES
Causes and Effects of the French and Indian War:
• "The French and Indian War: The War That Shaped America's Destiny" NC Program in the Humanities and Human Values
• Struggle for a Continent: The French and Indian Wars: 1689-1763, Betsy Maestro
• The Matchlock Gun, Walter D. Edmonds
• Indigo Production, South Carolina, 1757
• A Guide to the French and Indian War, Library of Congress
• Edward Randolph's Report of King Philip's War in New England, 1675, Smithsonian Source
• Map of General Braddock's Route, Library of Congress
• The French and Indian War, Revolutionary War Animated
• The War that Made America, PBS
A D D I T I O NA L S U PP O RT I NG RE S O U RC E S
Discovery Education:
• The French and Indian War: https://app.discoveryeducation.com/learn/videos/16F8A763-55E3-4077-B6BA-84C53D94978C?hasLocalHost=false
• Britain Pays for the French and Indian War: Taxation Without Representation: https://app.discoveryeducation.com/learn/videos/30DDC5C1FE8C-47D9-A053-350EEEF6546B?hasLocalHost=false
World Book Online:
• French and Indian Wars: http://www.worldbookonline.com/kids/home#article/ar830812
• French and Indian War: Battles (map): http://www.worldbookonline.com/student/media?id=lr004164&st=french+and+indian+war
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UNIT 6 – CAUSES AND EFFECTS OF THE FRENCH AND INDIAN WAR (20 DAYS)
3. Activities for Understanding
S U G G E S T I O NS
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5.1.1, 5.1.2, 5.3.2, 5.3.3, 5.3.7, 5.4.3, 5.10.1 LDOE Task – What role did the French, the Indians, and the
British play in the French and Indian War? (Recommended)
What role did the French, the Indians, and the British play in the French and Indian War?
5.3.7 Students will watch a video on the French and Indian War. They will work in groups to discuss the fighting
styles and model both formations (lines in formation vs. guerilla warfare). Each group will then create an
illustration of the fighting styles and collaborate on a class presentation explaining which fighting style they deem
most effective.
French and Indian War Video
5.10.1 Students will view the PowerPoint on the French and Indian War and compose a declaration of war from
one leader to the leader of another country/tribe (e.g. George Washington to leaders of Powhatan tribe). The
students will then share and discuss their declarations with a shoulder partner.
French and Indian War ppt.
5.3.2, 5.3.3, 5.3.7, 5.4.3 Students will adapt a map using markers to show the change in territory of England,
France, and Spain in 1763 after the Treaty of Paris.
1750 Map
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