SOCIAL STUDIES 5
Updated 7/21/2016 1:18 PM
UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (30 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?
REMINDERS
CONTENT AND
CLAIMS
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Late take-in day for students (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
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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TOPICS OF
CONSIDERATION
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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
Location of major landforms
and geographic features,
places, and bodies of water on
a U.S. map
Physical and other
characteristics used to define
and distinguish regions in the
United States (e.g. climate,
vegetation culture, elevation)
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Examples of how American
Indians and Europeans adapted
to living in the physical
Environment of North America
(e.g., built homes to keep out
heat or floods, used wood for
log cabin homes, lived in
teepees or igloos)
Natural resources used by the
people in the United States
(e.g. water, forests, fossil fuels
such as coal, oil, and natural
gas)
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Identification and description of
indigenous cultures and groups
that existed in the Americas at
the beginning of European
Exploration (e.g. shelter,
agriculture, hunting techniques,
connection to the land, spiritual
beliefs, uses of animals.
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Origins, characteristics, and
achievements of ancient
empires and complex societies
in the Americas (e.g. Incan,
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Maya, Aztec, Olmec, Anasazi)
UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (30 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
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
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Text from ELA Guidebook unit
○ The First Americans: Prehistory-1600 (A History of US, Book 1), Joy Hakim
ADDITIONAL SUPPORTING RESOURCES
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/
 Native American Cul tures ht tp ://w ww. s c hol a sti c .c om/ tea c her s/a ct iv it y/o ra l - hi sto r y- s ka gi t -r iv er -na ti ve -a me ri ca n- c ul tu res a cti v it y
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Northwest Coast Nati ve Americans http://www.scholastic.com/teachers/lesson -plan/i f-you-lived -i ndians -n orthwestcoast-lesson -plan
UNIT 1 – INDIGENOUS PEOPLES OF THE AMERICAS (30 DAYS)
3. Activities for Understanding
SUGGESTIONS
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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
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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
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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