Little Rock School District
5th Grade
Social Studies
Social Studies-Colonization
Aligned with Journeys Unit Lesson 9 (Weeks 10/11)
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Unit: Colonization
Essential Question:
What is the impact of establishing a new community?
Guiding Questions:
A. What are the similarities and differences between the
Native Americans and the Colonists?
B. Why do people leave their homeland?
C. Who were the main colonial leaders and how did they
contribute to the organization of the colonies?
D. How does geography influence the settlement patterns
of early colonies and how they made a living?
Social Studies Focus :
Literacy Focus:
.Push Pull Factors
Skill: Conclusions & Generalizations
Strategy: Infer/Predict
Economic Choices/Scarcity
Genre: Informational Text
Benefit/Conflict Colonial
Writing: Narrative Imaginative
Settlers/Indians
• Jamestown
• Roanoke
Writing:
Settlers were not allowed to
write letters saying anything bad
about what it was like living in
the New World. Yet, as you read
about Jamestown, the settlers
had many problems trying to
start a new life. Imagine that
you are a settler in Jamestown
and you are recording what daily
Vocabulary :
Charter
Cash crop
Indentured
Servant
Trade
Jamestown
Metacom/King
Philip’s War
Pueblo Revolt
Roanoke
John Smith
George Percy
Powhatan
LRSD Social Studies Department & Curriculum Committees
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Introduce Colonization of New World
Brainstorm reasons people might have wanted to leave their home and settle in
unfamiliar land. What were the “pushes” to make them leave their familiar life and the
“pulls” that might draw them to a new land? Add to this list as you read and study
about the New World. (Relate to today and why people are pushed and pulled to
move) Use textbook pp 188-189 to introduce French, Spanish, and English colonies
in the New World.
Harcourt—SS Textbook pp. 156-159
Compare Primary and Secondary Sources pp 161-62 (Do prior to Jamestown
Lesson)
CLLG MINILESSON –Conclusions & Generalizations p. 56
What Caused the Failure of the Jamestown Colony in 1610 Lesson
Use content from Jamestown: What Caused the Failure of the Jamestown Colony in
1610 lesson and primary source documents with lesson to teach literacy focus
Conclusions and Generalizations.
Group students and assign each group one of the documents to read and record the
information they find on the chart provided. Make a class chart to record the clues
provided by each group about the cause of the starving time. Using the clues from all
documents, have the class discuss what caused the failure of the Jamestown colony.
• Investigation Chart Starving Time
• Document A John Smith
• Document B Watercolor of Village
• Document C Travels of John Smith
• Document D Excerpt
• Document E George Percy Account
• Document F Powhatan Aid
5th Grade Social Studies and Integrated Curriculum
Revised 2012
1
Little Rock School District
life is like. Write 1-3 journal
entries that reflect some of the
difficulties you are encountering.
One entry should include
conflicts with Indians.
ASSESSMENT:
Use the clues from the documents you have read or your classmates
have shared to write an explanation of what caused the failure of the
Jamestown colony in 1610. You need to be convincing and use at least
two pieces of evidence from the primary sources and/or your textbook.
Give one example of cooperation and one example of conflict between
Jamestown colonists and Native Americans.
Step Up to Writing TE pp 54-55 Great Short Answers
1. What were some of the advantages and disadvantages of
Jamestown’s relative locations? p. 156 (Harcourt)
2. How did tobacco affect the colonist? p. 157 (Harcourt)
Step Up to Writing---Stand Up and Sound Off 8-12 (Choose One)
The Starving Time of Jamestown was caused by
What happened to the Lost Colony of Roanoke?
The following will be done throughout the unit as we study new
settlements or colonies.
Introduce Timeline as a way to sequence the colonization of the New
World.
Timeline---Identify key dates for the settlement of Jamestown and
Roanoke. Create a class timeline and/or have students create their own
timeline. You will add dates throughout the Colonization unit.
Charting Information on European Colonies
Early European Colony Chart
Introduce the chart as a method of collecting data on early colonization of
the New World. Have students enter information about Jamestown on
the chart. You will continue to add information to chart as you learn
LRSD Social Studies Department & Curriculum Committees
5th Grade
Social Studies
•
•
•
Document G Pathologist
Document H Archeologist
Document I List of Settlers
Additional Resources:
Roanoke: The Lost Colony—An Unsolved Mystery from History by Jane Yolen
Clip Lost Colony of Roanoke
http://www.history.com/videos/mystery-roanoke#mystery-roanoke
http://www.history.com/videos/in-search-of-history-lost-colony-of-roanoke#in-searchof-history-lost-colony-of-roanoke
http://www.theshadowlands.net/roanoke.htm
Kids Information The History of the Roanoke Colony in Colonial America
http://www.kidinfo.com/american_history/colonization_roanoke.html
New Clue to Mystery of Lost Roanoke Colony
http://www.foxnews.com/scitech/2012/05/07/new-clue-to-mystery-lost-roanokecolony/
Blood River Lesson Plan
Blood River by Elisa Carbone (Historical fiction which follows the life of Samuel
Collier, a young English orphan, as he travels as an indentured servant to the New
World on board the Susan Constant>
http://www.whro.org/jamestown2007/lessonPlans/english.html
Videos:
Journey to Jamestown: The Voyage of the Susan Constant and the First
Ninety Days in the Fort
http://www.virtualjamestown.org/percy_time.html
Chronology of Events in Jamestown, 1606-1608
http://www.virtualjamestown.org/Timelines/Barbour%20Vol%201%20160608.html
A Brief History of Jamestown
We Were There Too! By Phillip Hoose
• Tom Savage: Living Two Lives pp 19-23
• Pocahontas: Peacemaker, Cartwheeler, Princess pp 14-18
5th Grade Social Studies and Integrated Curriculum
Revised 2012
2
Little Rock School District
Social Studies
about other settlements in the New World.
Map settlements and colonies of the New World
Introduce the map as a graphic tool for visualizing where Spain, France,
England, and the Dutch first settled in the New World. Have student
color code settlements by the European countries that settled in the New
World. Add Jamestown to the blank United States map and decide on
what color English Colonies will be.
United States Map
5th Grade
How do we know about the early settlers of Jamestown?
Jamestown Artifacts
http://www.virtualjamestown.org/images/artifacts/jamestown.html
Jamestown Rediscovery
http://apva.org/rediscovery/page.php?page_id=1
Leadership in Jamestown Activity—
http://www.foxnews.com/scitech/2012/05/07/new-clue-to-mystery-lostroanoke-colony/
Jamestown Fort
Jamestown Percy Relations
Captain John Smith Seeks Powhatan
John Smith’s Description of Powhatan
Notes:
The focus of this unit will be on settlements of the English, Spanish, and
French in the New World. The book Blood River by Elisa Carbone could be
used to teach and/or reinforce the literacy skills and strategies for the next
four weeks. The book is about Jamestown. It would be a great read aloud.
Resources for introducing the mystery of the Lost of Colony of Roanoke have
also been provided. This can also be used to gather clues from the sources
and draw conclusions about what happened.
STANDARDS
Social Studies SLE’s:
G.1.5.7 Recognize the various types of maps used by geographers.
G.2.5.1 Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.
G.3.52 Define push-pull factors.
G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, and assimilation.
G.3.5.1 Recognize factors that influence migration.
H.6.5.5 Identify areas of the New World colonized by Spain, Great Britain, and France.
H.6.5.5 Describe the role and impact of legislative bodies in colonial government (e.g. town meetings)
H.6.5.10 Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g. Roanoke, Jamestown, King Phillip’s War.
H.6.5.11 Evaluate the contributions of political and religious leaders in colonial America (e.g. John Smith, Williams Bradford, Roger Williams, Anne Hutchison, John Winthrop,
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
3
Little Rock School District
Social Studies
5th Grade
Thomas Hooker, William Penn)
H.6.5.12 Describe the impact of slavery in the Americas (e.g. indentured servants, American Indians, African Americans)
H.6. 5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas. T
H.6.5.24 Explain the impact of early exploration and settlement patterns of the Spanish, British, and French in North America.
E.7.5.2 Recognize that choices have both present and future consequences.
E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.
E.7.5.6 Examine the economic decisions that every society must make:
• What is to be produced and in what quantities
• How will it be produced
• Who will receive what is produced
Common Core Standards
Speaking and Listening
CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly by:
CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions by:
CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence by:
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace:
Reading (Informational Text)
CC5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text by:
CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area by:
CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently by:
CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information by:
CC5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose by:
CC5W1b Provide logically ordered reasons that are supported by facts and details by:
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
4
Little Rock School District
Social Studies
5th Grade
CC5W1d Provide a concluding statement or section related to the opinion presented.
CC5W2e Provide a concluding statement or section related to the information or explanation presented.
CC5W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience by: (Grade-specific expectations for writing types
are defined in standards 1–3)
CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic by:
CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by:
Making generalizations and draw conclusions based on the research of the topic.
CC.5.W.3 Write narratives to develop…imagined…events using effective techniques, descriptive details, and clear event sequences.
5
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
Little Rock School District
5th Grade
Social Studies
Social Studies-Colonization
Aligned with Journeys Unit Lesson 10 (Weeks 11 & 12)
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Unit: Colonization
Essential Question:
What is the impact of establishing a new community?
Guiding Questions:
A. What are the similarities and differences between the Native
Americans and the Colonists?
B. Why do people leave their homeland?
C. How did English settlers develop ways to govern themselves?
D. How does geography influence the settlement patterns of early
colonies and how they made a living?
Social Studies Focus :
Literacy Focus:
Plymouth Colony
Skill: Main Idea & Details
Strategy: Monitor/Clarify
Mayflower Compact
Genre: Poetry
Spanish Colonies
Writing: Sentences
Writing:
SUW 3-5 Sentences Using Who,
What, Where, When, Action, and How.
Use social studies text p. 150 to
complete activity.
Vocabulary :
Charter
Cash crop
Indentured
Servant
Slave trade
Apprentice
Fur trade
Plymouth
Pilgrims
Treaty of
Massasoit
Mayflower
Compact
New Spain
Missions
Hacienda
St. Augustine
Santa Fe
Wampanoag
ASSESSMENT:
Use the information you have learned about Plymouth and the Spanish colonies to add
to the timeline you started in Lesson 9.
Weekly Correlated Lesson Plan:
Harcourt The Plymouth Colony pp 162-169
Purpose for Reading: How did English settlers develop ways to govern
themselves? Describe the cooperation and conflict between settlers
and Native Americans. SUW Great Short Answers 1-36 and Quick
Check for Short Answers 10-11
Primary Source Fluency Activities—Early America pp 33-36
The Little Pilgrim (Poem)—Copies of resource should either be in the
Classroom Library and/or a copy in the media center. For
convenience, you can link to the poem.
Using Primary Sources in the Classroom pp 60-62—
http://ssfifthgrade.wikispaces.com/file/view/Treaty+Massasoit.pdfTreaty
of Massasoit
Point of View—Who benefited most from the Treaty? The Pilgrims or
the Massasoit?
Landing of the Pilgrim Picture
Mayflower Compact Activity
Harcourt pp 168-169----Mayflower Compact—Solve a Problem
Pp 164-65 Background Mayflower Compact (Have students work in
pairs to identify the following: 1) the main idea of the p.164-The
Mayflower Compact 2) details that support the main idea
Spanish Colonies Main Idea Lesson
CLLG MINILESSON Main Idea and Details p. 58
Mayflower Compact Main Idea activity.
SUW Stand Up and Sound Off 8-12—Who benefited most from the Treaty of
LRSD Social Studies Department & Curriculum Committees
Activities/Materials/Resources
Additional Resources:
Scholastic Lesson “Thanksgiving Grades 3-5.
5th Grade Social Studies and Integrated Curriculum
Revised 2012
6
Little Rock School District
Massasoit?
Early European Colony Chart
United States Map
5th Grade
Social Studies
http://www.scholastic.com/scholastic_thanksgiving/
Teacher Resource/Lesson Plan
http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessonsgrades-3-5
These sites have a wealth of information on the Mayflower, Pilgrims,
Plymouth colony and the Wampanoag.
Suggested Activities:
Reflections of Passengers (Use interviews from lesson) Have students
write follow up questions from questions addressed on interviews from
the 3-5 lessons.
Compare the Pilgrims and Wampanoag—Use interviews from the
website.
Letters From Historyhttp://www.scholastic.com/scholastic_thanksgiving/letters.asp
Meet the Pilgrims
http://www.scholastic.com/teachers/collection/firstthanksgiving-readers-theater-ideas
Thanksgiving Reader’s Theater
Notes:
STANDARDS
Social Studies SLE’s:
Common Core Standards
Speaking and Listening
CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by:
CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
7
Little Rock School District
Social Studies
5th Grade
Reading (Informational Text)
CC5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area by:
CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CC5W1b Provide logically ordered reasons that are supported by facts and details by:
CC5W1d Provide a concluding statement or section related to the opinion presented.
CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by:
Making generalizations and draw conclusions based on the research of the topic
CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
8
Little Rock School District
5th Grade
Social Studies
Social Studies-Colonization
Aligned with Journeys Unit Lesson 11 (Weeks 13 & 14)
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Unit: Colonization
Essential Question:
What is the impact of establishing a new community?
Guiding Questions:
A. What are the similarities and differences between the Native
Americans and the Colonists?
B. Why do people leave their homeland?
C. How does geography influence the settlement patterns of early
colonies and how they made a living?
Social Studies Focus :
Literacy Focus:
.French and Dutch Colonies
Skill: Cause and Effect
Strategy: Visualize
Arkansas Post
Genre: Historical Fiction/Informational Text
Writing: Topic Sentence
Writing:
You have been assigned to write about
the role of fur trade in the
establishment of New France and New
Netherland. Write a topic sentence
that presents what you plan to prove or
explain about fur trading in the New
World. SUW 4-18; 4-19a; 4-19b; 4-19c
Vocabulary :
Arkansas Post
Henri de Tonti
Proprietary Colony
Territorial Period
Algonquian
New Amsterdam
New Sweden
ASSESSMENT:
Identify the Cause(s) from the following Effects:
• New France grew slowly. (Refer to page 171)
• The Algonquian were nearly wiped out. (Refer to page 173)
• The settlement of New Amsterdam became an important trading post. (Refer
to pp 172-73.
LRSD Social Studies Department & Curriculum Committees
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
CLLG MINILESSON Cause and Effect
French and Dutch Colonies Harcourt pp 170-177
Use textbook to collect data to map colonies of the French and Dutch
and record information on chart about colonization of French. Include
information about French and Dutch Colonies on Timeline.
Refer to Harcourt Social Studies Text p. 177 for example of completed
chart for last three lessons.
Arkansas Post p. 63 Arkansas Activity Book
News Articles Arkansas Post Wilderness Experiences
News Articles Arkansas Post Indians in Arkansas
News Articles Arkansas Post Territorial Period
Use news articles from the Old State House Arkansas
newspapers published for their Education Curriculum to gather
information about the Arkansas Post. Articles have been
enlarged and space provided so that students can write on the
articles. A link to a copy of the entire newspaper has also been
provided. Students should be able to answer the following
questions:
A. What do the articles tell you about life at the
Arkansas Post?
B. What do the articles tell you about how Arkansas
Post was settled?
Read the news article “Trade Competition and Soggy Site Mean Slow
Growth at Arkansas Post from Events of Territorial Period. Identify
several causes for the following effect:
Arkansas Post was slow to grow.
CLLG MINILESSON Cause and Effect p. 60
5th Grade Social Studies and Integrated Curriculum
Revised 2012
9
Little Rock School District
Early European Colony Chart
United States Map
5th Grade
Social Studies
Resources:
Old State House For Classroom Arkansas Newspaper
http://www.oldstatehouse.com/pdf/Vol%209_Spring%2088.pdf
Indians in Arkansas Spring 1988
http://www.oldstatehouse.com/pdf/93Fall.pdf
Fall 1983 Wilderness Experience
http://www.oldstatehouse.com/pdf/Vol%204_Fall%2085.pdf
Events of the Territorial Period Fall 1985
Notes:
10
STANDARDS
Social Studies SLE’s:
G.1.5.7 Recognize the various types of maps used by geographers.
G.2.5.1 Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.
G.3.52 Define push-pull factors.
G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, and assimilation.
G.3.5.1 Recognize factors that influence migration.
H.6.5.5 Identify areas of the New World colonized by Spain, Great Britain, and France.
H.6.5.5 Describe the role and impact of legislative bodies in colonial government (e.g. town meetings)
H.6.5.10 Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g. Roanoke, Jamestown, King Phillip’s War.
H.6.5.12 Describe the impact of slavery in the Americas (e.g. indentured servants, American Indians, African Americans)
H.6. 5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas.
H.6.5.24 Explain the impact of early exploration and settlement patterns of the Spanish, British, and French in North America.
H.6.5.33 Identify Arkansas Post as the first European settlement patterns of the Spanish, British, and French in North America.
E.7.5.2 Recognize that choices have both present and future consequences.
E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.
E.7.5.6 Examine the economic decisions that every society must make:
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
Little Rock School District
•
•
•
Social Studies
5th Grade
What is to be produced and in what quantities
How will it be produced
Who will receive what is produced
Common Core Standards
Speaking and Listening
CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Reading (Informational Text)
CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CC5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC5W2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
.CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
11
Little Rock School District
5th Grade
Social Studies
Social Studies-Colonization
Aligned with Journeys Unit Lesson 12 ( Week15)
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Unit: Colonization
Essential Question:
What is the impact of establishing a new community?
Guiding Questions:
A. What were the relationship between the Colonist and the Native
Americans?
B. Why do people leave their homeland?
C. How did English settlers develop ways to govern themselves?
D. How does geography influence the settlement patterns of early
colonies and how they made a living?
E. How would you describe the daily lives of people in the New
England, Middle, and Southern colonies?
Social Studies Focus :
Literacy Focus:
.New England Colonies
Skill: Point of View
Strategy:
Southern Colonies
Genre: Historical Fiction/Poetry
Mid-Atlantic/Middle Colonies
Writing: Expository Opinion
Fact/Opinion
Writing:
Which colony is the best colony for
settlers from Europe to choose?
Work in pairs to create a Broadside to
advertise why others from Europe
should come to live in their colony. Use
information from chart for information on
Vocabulary :
Charter
Puritans
John Winthrop
Roger Williams
Anne Hutchinson
King Philip’s War
Frontier
LRSD Social Studies Department & Curriculum Committees
Breadbasket
Colonies
Quakers
Proprietor
Exports
Imports
Artisans
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Introduce the New England, Southern, and Middle Colonies.
Use Harcourt pp 188-89 to show students where each group of
colonies is located on map. Have them add these to the map they
have been working on in previous lessons. Remind them to use the
same color coding that they have been using to distinguish between
areas settled by the French/English/Dutch/Spanish.
CLLG MINILESSON Fact and Opinion
Have students make a fact/opinion chart and identify what facts and
what opinions will be on the broadside they complete.
Harcourt “The Courage of Sarah Noble” by Alice Dalgliesh
Excerpt from Historical Fiction Book. pp 192-195—Use TE to help
guide discussion on the excerpt. (Cooperation between Native
Americans and settlers)
Group Project:
1. Introduce chart and how it is a way to record and organize
information on the 13 colonies.
2. Choose a state from the Middle Colonies and model how to
complete the chart.
3. Divide students into three groups (New England, Middle,
and Southern Colonies). Within the group, they will work in
pairs to research one of the states identified in the group
they are assigned. Each pair will record the data they
research on the provided chart.
4. They will come back together and share their findings so
that other members of the group can complete their chart.
5th Grade Social Studies and Integrated Curriculum
Revised 2012
12
Little Rock School District
colony.
ASSESSMENT:
United States Map
Southern Colonies Chart
Middle Colonies Chart
New England Colonies Chart
Blank Map 13 British Colonies
5th Grade
Social Studies
Common
Town Meeting
Apprentice
Debtors
Indentured Servant
Backcountry
Tuscarora War
Cash Crop
Plantations
Slaves
Choose one of the following Assessments for your students to do for this unit anchor
assessment :
Students may work in pairs to complete the assessment.
•
Broadside/Plan for Completing (Student s will do an abbreviated Broadside for
their writing this week. If you choose this for the final assessment, it should be
more detailed)
Regional Analysis Tinker Tailor (Complete before beginning on Broadside)
•
Deciding Where to Go (Final Product –Letter)
•
The English Colonies—Document Based Question Resource Harcourt
SUW 9-1 Persuasive Writing pp 358-362—Tools 9-1a to 9-1 g
5. As a group, students use the information they gathered from
each other to complete the entire chart for the assigned
group of colonies. This is a way to analyze the entire group
of colonies and discuss their findings.
6. Students will present the information they collected on their
charts to the class. To save time, you can use one of the
charts done by the presenting group to make a copy for
other students to view as the presentation is being given.
After all groups have presented, students will have a copy of
information for all three groups of colonies.
7. Examine the different charts and have a discussion about
differences and similarities between the information
gathered on the different groups of colonies.
Resources:
Textbook:
Middle Colonies
• Settling the Middle Colonies pp 224-230
• Life in the Middle Colonies pp 234-239
• Busy Farms and Seaports pp240-245
New England Colonies
• Settling the New England Colonies pp 198-204
• Life in New England pp 208-213
• New England’s Economy pp 214-219
• Triangular Trade Routes p 218
Southern Colonies
• Settling the South pp 252-259
• Life in the South pp 262-266
• A Farming Economy pp 264-265
Map English Colonies 1600’s
Map of Settlements to 1754
Notes:
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
13
Little Rock School District
Social Studies
5th Grade
STANDARDS
Social Studies SLE’s:
G.1.5.7 Recognize the various types of maps used by geographers.
G.2.5.1 Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.
G.3.52 Define push-pull factors.
G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, and assimilation.
G.3.5.1 Recognize factors that influence migration.
H.6.5.5 Identify areas of the New World colonized by Spain, Great Britain, and France.
H.6.5.5 Describe the role and impact of legislative bodies in colonial government (e.g. town meetings)
H.6.5.10 Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g. Roanoke, Jamestown, King Phillip’s War.
H.6.5.11 Evaluate the contributions of political and religious leaders in colonial America (e.g. John Smith, Williams Bradford, Roger Williams, Anne Hutchison, John Winthrop,
Thomas Hooker, William Penn)
H.6.5.12 Describe the impact of slavery in the Americas (e.g. indentured servants, American Indians, African Americans)
H.6. 5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas. T
H.6.5.24 Explain the impact of early exploration and settlement patterns of the Spanish, British, and French in North America.
H.6.5.34 Locate and describe the differences between the three regions into which the English settled: New England---Mid-Atlantic-South
E.7.5.2 Recognize that choices have both present and future consequences.
E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.
E.7.5.6 Examine the economic decisions that every society must make:
• What is to be produced and in what quantities
• How will it be produced
• Who will receive what is produced
Common Core Standards
Speaking and Listening
CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by:
CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CC5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, & orally.
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
14
Little Rock School District
Social Studies
5th Grade
Reading (Informational Text)
CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CC5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose by:
CC5W1b Provide logically ordered reasons that are supported by facts and details by:
CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by:
Making generalizations and draw conclusions based on the research of the topic
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
15
Little Rock School District
5th Grade
Social Studies
Social Studies-Colonization
Aligned with Journeys Unit Lesson 13 ( Week16)
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Unit: Colonization
Essential Question:
What is the impact of establishing a new community?
Guiding Questions:
F. What are the similarities and differences between the Native
Americans and the Colonists?
G. Why do people leave their homeland?
H. How did English settlers develop ways to govern themselves?
I. How does geography influence the settlement patterns of early
colonies and how they made a living?
Social Studies Focus :
Literacy Focus:
.New England Colonies
Skill: Conclusions
Strategy: Generalizations
Southern Colonies
Genre: Historical Fiction/Poetry
Mid-Atlantic/Middle Colonies
Writing: Expository Opinion
Writing:
Continue work on Lesson 12
Assessment Choice
Vocabulary :
Charter
Puritans
John Winthrop
Roger Williams
Anne Hutchinson
King Philip’s War
Frontier
Common
Town Meeting
Apprentice
Debtors
LRSD Social Studies Department & Curriculum Committees
Triangular Trade
Middle Passage
Breadbasket
Colonies
Quakers
Proprietor
Exports
Imports
Artisans
Backcountry
Tuscarora War
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Complete work on Lesson 12 Assessment Choice
Harcourt—Reading Social Studies Summarize pp 190-91 (Indentured
Servants) For further information on the life on the life of indentured
servants use the book “Molly Bannaky” by Alice McGill.
CLLG MINILESSON Conclusions and Generalizations
Use Molly Bannaky to teach.
Harcourt—Triangular Trade pp 214-219
Homework and Practice Book p. 48
Review functional text—Reading a map. How does the information
on the map support text in the textbook on the Triangular Trade?
What new information do you find in the reading that is not on the
map or vice versa? You could construct a chart to show the same
information and compare it to both the map and the reading. i.e.
Goods to England---Goods to New England—Goods to Africa—
Goods from Africa
Introduce vocabulary imports and exports. Have students identify
which goods are imports to the New World and which ones are
exports.
Resources:
Textbook:
Middle Colonies
• Settling the Middle Colonies pp 224-230
• Life in the Middle Colonies pp 234-239
• Busy Farms and Seaports pp240-245
5th Grade Social Studies and Integrated Curriculum
Revised 2012
16
Little Rock School District
ASSESSMENT:
United States Map
Southern Colonies Chart
Middle Colonies Chart
New England Colonies Chart
Blank Map 13 British Colonies
5th Grade
Social Studies
Plantations
Slaves
Indentured Servant
Cash Crop
New England Colonies
• Settling the New England Colonies pp 198-204
• Life in New England pp 208-213
• New England’s Economy pp 214-219
• Triangular Trade Routes p 218
Southern Colonies
• Settling the South pp 252-259
• Life in the South pp 262-266
• A Farming Economy pp 264-265
Map English Colonies 1600’s
Map of Settlements to 1754
Additional Resource:
Colonial Workers Weblesson
Notes:
17
STANDARDS
Social Studies SLE’s:
G.1.5.7 Recognize the various types of maps used by geographers.
G.2.5.1 Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.
G.3.52 Define push-pull factors.
G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, and assimilation.
G.3.5.1 Recognize factors that influence migration.
H.6.5.5 Identify areas of the New World colonized by Spain, Great Britain, and France.
H.6.5.5 Describe the role and impact of legislative bodies in colonial government (e.g. town meetings)
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
Little Rock School District
Social Studies
5th Grade
H.6.5.10 Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g. Roanoke, Jamestown, King Phillip’s War.
H.6.5.11 Evaluate the contributions of political and religious leaders in colonial America (e.g. John Smith, Williams Bradford, Roger Williams, Anne Hutchison, John Winthrop,
Thomas Hooker, William Penn)
H.6.5.12 Describe the impact of slavery in the Americas (e.g. indentured servants, American Indians, African Americans)
H.6. 5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas. T
H.6.5.24 Explain the impact of early exploration and settlement patterns of the Spanish, British, and French in North America.
H.6.5.34 Locate and describe the differences between the three regions into which the English settled: New England---Mid-Atlantic-South
E.7.5.2 Recognize that choices have both present and future consequences.
E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.
E.7.5.6 Examine the economic decisions that every society must make:
• What is to be produced and in what quantities
• How will it be produced
• Who will receive what is produced
Common Core Standards
Speaking and Listening
CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by:
CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CC5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, & orally.
CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
Reading (Informational Text)
CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012
18
Little Rock School District
5th Grade
Social Studies
CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CC5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose by:
CC5W1b Provide logically ordered reasons that are supported by facts and details by:
CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by:
Making generalizations and draw conclusions based on the research of the topic
19
LRSD Social Studies Department & Curriculum Committees
5th Grade Social Studies and Integrated Curriculum
Revised 2012