Halifax Area School District
Course Plan
5th Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 4 weeks
BIG Ideas I
How do map and globe skills help us in studying our world and our history?
Essential Content/
Essential Questions
How are maps and globes
useful in identifying unique
characteristics of a place or
region on Earth! What
defines the different
regions?
Performance Objectives
Assessment
Teacher Resources
1a. What landforms make
places and regions different
from one another?
b. How are landforms
represented on maps
and globes?
c. How do coordinates and
cardinal directions help
us locate places on a
map?
d. What skills must we
master to become
proficient at reading
maps?
e. What are the different
kinds of maps and their
purposes?
f. Identify map skill
vocabulary and describe
the meanings and uses.
g. How do maps and
globes tell us about the
history, politics, and
economics of a region or
place?
h. How and why do maps
change over time?
Maintain journals of citizens
and natives of their activities
of the time.
Construct biographies, write
reports, and/or create posters
of the time.
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Teacher made assessments
Text made assessments
Multiple choice test
Open ended test
Teacher observations
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Reports
Posters
Topographical mapping
Role playing
Building geography settings
Region pamphlets
Brochures
Create a timeline
Standards
7.1.6.A
7.1.6.B
7.2.6.A
7.3.6.A
7.3.6.B
7.3.6.C
7.3.6.D
7.3.6.E
7.4.6.A
7.4.6.B
Halifax Area School District
Course Plan
th
5 Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 4 weeks
BIG Ideas II
How did the economies, cultures, and conflicts in the New World affect the American Colonies and the World?
Essential
Content/
Essential
Questions
Why people gave up
homes and families in
Europe to come to America
and what were those
European settling patterns
in the American Colonies?
Performance
Objectives
1a. Use chronological thinking
to explain:
Time lines.
Sequence of cause and
effect events in their context.
2a. Explain and use historical
sources:
Maps
Tables
Charts
3a. State, explain and list
economic, religious, political,
personal, etc. conditions of life
in Europe from the 1400’s1700’s.
4a. State, explain and list
reasons many Europeans left
their homes and families to
start a new life in America.
Assessment
Teacher Resources
Maintain journals of citizens
and natives of their activities
of the time.
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time.
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Internet research
Jigsaw/cooperative work
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Oral presentations. Individual
and/or group
Skits
Skits
Videos
Videos
Map making
Map making
Stories and books
Stories and books
Letter Writing
Letter Writing
Recreating newspaper articles
Reports
Standards
8.1.6.B
8.1.6.C
8.1.6.D
8.3.6.A
Essential Content/
Essential Questions
How did colonists and the
natives in America help
each other and why did
they fight with each other?
Performance Objectives
1a. Describe and list ways in
which the Native Americans
and the new settlers
(colonists) helped each other
to improve their lives as they
met and interacted.
2a. Describe and list reasons
in which the Native Americans
and the new settlers
(colonists) had conflicts with
each other.
Assessment
Teacher Resources
Recreating newspaper articles
Posters
Teacher made assessments
Topographical mapping
Text made assessments
Role playing
Multiple choice test
Building geography settings
Open ended test
Region pamphlets
Teacher observations
Brochures
Standards
5.2.6.C
8.3.6.D
Create a Timeline
What are the relationships
between geography,
natural resources, and the
economies of the colonial
regions and how did it
affect trade between
Europe and the Colonial
region?
3a. Describe types of conflicts
that occurred between these
two groups and major leaders
or players from both groups.
1a. Identify and describe
natural resources available in
the new settlements of North
America that Europeans
desired.
2a. Describe and label
settlement patterns that
developed as a result of the
geography and the natural
resources found in North
America.
3a. Describe the trading
patterns the English and
French developed in North
America as a result of the
geography and natural
resources and conflicts they
created.
3b. Identify and label North
American geographical
boundaries that formed those
6.1.6.B
6.2.6.A
6.2.6.C
6.2.6.G
6.3.6.A
6.3.6.B
6.4.6.A
6.4.6.B
6.4.6.C
6.4.6.E
6.4.6.F
6.5.6.A
6.5.6.E
6.5.6.G
English and French settlement
and trading patterns.
4a. Label a North American
map showing pre-French and
Indian War-European
settlement boundaries.
5a. Identify and describe
economic centers that then
developed and the jobs,
lifestyles, and religions that
grew up around and outward
from those centers.
Halifax Area School District
Course Plan
th
5 Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 4 weeks
BIG Ideas III
What were the “causes and effects” of the French and Indian War (1753 – 1763)?
Essential Content/
Essential Questions
What were the political and
social conditions in North
America that led to the
French and Indian War and
what changes and conditions
were as a result of the war?
Performance Objectives
Assessment
Teacher Resources
1a. Timeline the French and
Indian War events.
b. Identify names of the
actions, locations, and the
people involved in the Fr./Ind.
War.
Maintain journals of citizens
and natives of their activities
of the time.
Construct biographies, write
reports, and/or create posters
of the time.
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper
articles
Teacher made assessments
Text made assessments
Multiple choice test
Open ended test
Teacher observations
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper
articles
Reports
Posters
Topographical mapping
Role playing
Building geography settings
Region pamphlets
Brochures
Create a timeline
2a. Label a North American
map showing post-Fr./Ind.
War-European settlements.
3a. Describe the actions
imposed on the colonists by
the English Government
following the Fr./Ind. War that
provoked the colonists to
resist the English
government’s actions.
Standards
5.4.6.B
5.6.4.D
6.1.6.B
6.2.6.A
6.2.6.C
6.2.6.G
6.2.6.J
8.1.6.B
8.1.6.C
8.1.6.D
8.3.6.A
8.3.6.B
8.3.6.C
8.3.6.D
Halifax Area School District
Course Plan
5th Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 9 weeks
BIG Ideas IV
What were the “causes and effects” of the American Revolutionary War?
Essential Content/
Essential Questions
What were the political and
social conditions in North
America that led to the
American Revolutionary War
and what changes and
conditions were as a result
of the American victory?
Performance Objectives
1a. Timeline the events and
actions taken by colonists
against the English
government between 1765
and 1775.
b. Identify the names of the
actions, locations, and the
people involved in the
colonists’ resistance during
this period.
2a. Timeline the events of the
“War for Independence” by
the colonists against the
English government.
b. Identify the names of the
actions, locations, groups and
the people involved in the
“War for Independence.”
c. Describe the results and
effects of the colonists’ victory
over the English government,
winning their independence
and gaining their own country
named, “The United States of
America.”
Assessment
Teacher Resources
Maintain journals of citizens
and natives of their activities
of the time.
Construct biographies, write
reports, and/or create posters
of the time.
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Teacher made assessments
Text made assessments
Multiple choice test
Open ended test
Teacher observations
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Reports
Posters
Topographical mapping
Role playing
Building geography settings
Region pamphlets
Brochures
Create a timeline
Standards
5.4.6.B
5.6.4.D
6.1.6.B
6.2.6.A
6.2.6.C
6.2.6.G
6.2.6.J
8.1.6.B
8.1.6.C
8.1.6.D
8.3.6.A
8.3.6.B
8.3.6.C
8.3.6.D
Halifax Area School District
Course Plan
th
5 Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 9 weeks
BIG Ideas V
What are the primary parts and principles of the United States Constitution?
Essential Content/
Essential Questions
What events led to the
writing of “The United
States Constitution” and
what are the primary parts,
principles, and meanings of
the Constitution?
Performance Objectives
Assessment
Teacher Resources
1a. Describe “The Articles of
Confederation,” its successes
and problems, and the
reasons for its failures.
Maintain journals of citizens
and natives of their activities
of the time.
Construct biographies, write
reports, and/or create posters
of the time.
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Teacher made assessments
Text made assessments
Multiple choice test
Open ended test
Teacher observations
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Reports
Posters
Topographical mapping
Role playing
Building geography settings
Region pamphlets
Brochures
Create a timeline
2a. Describe the make-up,
purposes, events, and people
involved in the “Constitutional
Convention.”
3a. Identify and describe the
three branches of government
and the role and function each
plays in the people governing.
4a. Identify the “Bill of Rights”
and describe the role they
play in our lives.
5a. Describe the function and
the process of amending the
Constitution and identify the
17 amendments that have
been added to the
Constitution since 1787.
Standards
5.1.6.A
5.1.6.B
5.1.6.C
5.1.6.E
5.1.6.F
5.1.6.H
5.1.6.J
5.1.6.L
5.1.6.M
5.2.6.A
5.2.6.F
5.2.6.G
5.3.6.B
5.3.6.C
5.3.6.E
5.3.6.F
5.3.6.G
5.3.6.H
5.3.6.I
5.3.6.J
5.3.6.K
Halifax Area School District
Course Plan
5th Grade History
Course Name: Pennsylvania, U.S. and World History
Unit: Colonization of the Americas
Time Line: 6 weeks
BIG Ideas VI
What were the trials, tribulations, successes, and results of Lewis and Clark’s “Corps of Discovery” expedition in 1804 – 1806?
Essential Content/
Essential Questions
What people, actions, and
events led up to and
concluded with the end of
Lewis and Clark’s historical
“Corps of Discovery” in
1806?
Performance Objectives
Assessment
Teacher Resources
1a. Identify events that led to
“The Louisiana Purchase” by
President Thomas Jefferson
and the United States in 1804
and describe in the potential
impact the purchase could
have on the new country.
b. Describe President
Jefferson’s process and
purpose in forming the ”Corps
of Discovery” in 1804.
c. Identify leaders, members,
roles, preparation, and
purposes of the “Corps of
Discovery.”
d. Timeline the “Corps of
Discovery” journey from 18041806 and identify key events
and accomplishments.
e. Describe the impacts the
“Corps of Discovery” and “The
Louisiana Purchase” had on
the growth of the United
States of America.
Maintain journals of citizens
and natives of their activities
of the time.
Construct biographies, write
reports, and/or create posters
of the time.
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Teacher made assessments
Text made assessments
Multiple choice test
Open ended test
Teacher observations
Maintain journals of citizens
And natives of their activities
of the time
Construct biographies, write
reports, and/or create posters
of the time
Internet research
Jigsaw/cooperative work
Oral presentations. Individual
and/or group
Skits
Videos
Map making
Stories and books
Letter Writing
Recreating newspaper articles
Reports
Posters
Topographical mapping
Role playing
Building geography settings
Region pamphlets
Brochures
Create a timeline
Standards
8.1.6.A
8.1.6.B
8.1.6.C
8.1.6.D
8.3.6.A
8.3.6.B
8.3.6.C
8.3.6.D