Unit #: 1
Subject(s): Social Studies
Grade(s): 5
Designer(s): Katherine Palmore, Jessica Hicks, Nancy Hasty
STAGE 1 – DESIRED RESULTS
Unit Title: Pre-Colonial Era and Colonization
Transfer Goal(s):
 Students will be able to independently use their learning to explain how to survive and succeed in a new environment by adapting and adjusting to
resources in that area.
 Students will be able to independently use their learning to explain and give specific examples of reasons people move within and come to the United
States.
Enduring Understandings:
Students will understand that…
 The interactions of different cultural groups can be positive and
negative.
 Perception and fear can shape cultural interactions.
 The accuracy of historical sources can be evaluated in a variety of
ways.
 Geography and physical environment impacts the way in which
people live and meet basic needs.
 Diversity contributes to the culture, social, and political development
of a nation and those nations are often transformed through internal
and external factors.
 Social, political, and economic factors can determine how and why
people settle.
Students will know:
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Key terms: Historical Understanding, Political Freedom, Economic
Freedom, Social Organization, Physical/Natural characteristics of a
place, push factors, pull factors, government, diversity, cultural
diffusion, mercantilism,
Aspects of culture, change in leadership and everyday life among
American Indian groups prior to European arrival to the Americas.
How culture, change in leadership and everyday life among American
Indian groups was altered after European arrival to the Americas.
How European explorers and Indian groups perceived and interacted
with each other and how the trading networks impacted those
Essential Questions:
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Why do people move?
What happens when cultures collide?
How have civilizations evolved?
What does it mean to be civilized?
Students will be able to:
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Compare American Indian groups before and after European
explorers.
Evaluate the relationship between the French, Spanish, and English
settlers and the Native American groups in the New World within the
context of leadership, beliefs and fears.
Analyze and assess of the validity of primary sources including:
historical photos, records of the past, historical documents, interviews,
and historical newspapers to interpret and understand different
perspectives of Native Americans and settlers within the context of
leadership, beliefs, and fears.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/13/2016
1
Unit #: 1
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Subject(s): Social Studies
Grade(s): 5
relationships.
How various historical tools can be used to assess the validity of
perspectives and sources.
How the daily life of the thirteen colonies differ based upon cultural
backgrounds and the impact that geography had on economic and
cultural development; as well as, how and why the political and
economic structures varied.
How physical environments (climate, landforms, soils, hydrology,
vegetation, animal life) impact settlement patterns and daily life in
the New World (Jamestown, St. Augustine, etc.).
Push and pull factors include social, political, economic and
environments forces that drive people from their previous location or
away from their previous location.
People may move to different locations because they are forced out.
Settlement patterns within the New World (Puritans, African
Americans, fur traders, etc.).
Mercantilism is a driving force of colonization.
The reasons for colonization of the New World by European (France,
Spain, and England) powers.
Designer(s): Katherine Palmore, Jessica Hicks, Nancy Hasty
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Summarize aspects of colonial life in the thirteen colonies.
Compare the Northern, Middle, and Southern colonies in terms of
environment, people, industry, etc.
Explain how the physical environment impacted settlement patterns
and daily life in the New World.
Identify the push/pull factors of immigration and migration within the
New World including societal issues and political (government
stability or instability) and economic (availability of jobs or natural
resources) factors.
Define the role of mercantilism in the creation of the United States.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/13/2016
2
Unit #: 1
Subject(s): Social Studies
Grade(s): 5
Designer(s): Katherine Palmore, Jessica Hicks, Nancy Hasty
STAGE 1– STANDARDS
Essential Standards
5.H.1
Analyze the chronology of key events in the United States.
5.G.1
Understand how human activity has and continues to shape the
United States.
5.C.1
Understand how increased diversity resulted from migration,
settlement patterns, and economic development in the United
States.
Clarifying Objectives
Evaluate the relationship between European explorers (French,
Spanish, and English) and American Indian Groups, based on
5.H.1.1
the accuracy of historical information (beliefs, fears, and
leadership).
Summarize the political, economic, and social aspects of
5.H.1.2
colonial life in the thirteen colonies.
Explain the impact of the physical environment on early
5.G.1.1
settlements in the New World.
Exemplify migration within or immigration to the US in order
5.G.1.4
to identify push or pull factors (why people left/why people
came).
Analyze the change in leadership, cultures, and everyday life
5.C.1.1
in American Indian groups before and after European
exploration.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/13/2016
3
Unit #: 1
Subject(s): Social Studies
Performance Tasks:
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Grade(s): 5
Designer(s): Katherine Palmore, Jessica Hicks, Nancy Hasty
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
American Indian/Explorers Comparison – 5.C.1.1, 5.H.1.1
o Students will compare how their culture and day to day life
has changed since the arrival of the Europeans while playing
the role of a tribal leader.
Colonial Life Assignment – 5.H.1.2
o Students have to create an informative product that assists
young students to better understand the difference between
life in colonial time and modern America. They will then
evaluate the legacy of the colonial era.
Coming to America – 5.H.1.2, 5.G.1.1, 5.G.1.4
o You are an immigrant coming to the North American
colonies. You are to prepare a travel portfolio noting the
physical characteristics of the Northern, Middle, and
Southern colonial regions. The portfolio will include an
economic activity map, a physical features map, and a
population density map that analyzes differences in
development among the three regions. Using the maps and
other research as evidence, select the region in which you
would most like to live and write a position paper that
describes your occupational choice and lifestyle during this
era.
Patterns in Migration – 5.G.1.4
o Students will create a skit based on a scenario of colonial
movement.
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Writing Prompt: My Life as a Colonist
o Rubric
Settlement Skit from NC Civics Education Consortium, Early
American Settlement Activities – 5.G.1.1, 5.G.1.2, 5.G.1.3, 5.G.1.4
Click here to access the resources above.
Click here to access the resources above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/13/2016
4
Unit #: 1
Subject(s): Social Studies
Grade(s): 5
Designer(s): Katherine Palmore, Jessica Hicks, Nancy Hasty
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 Discovery Education:
 USA Studies Weekly*
o Regions of the United States: The Southwest: People and
 European Exploration Webquest
Heritage
 Thirteen Colonies
o The French Explorers: The Exploration of the Mississippi
 The 13 American Colonies
River
 Colonial Social Classes
 iCurio – First Contact
 Interactive History
 NCES 5th Grade Social Studies Culture (5.C.1)
 The Original Thirteen Colonies
 LiveBinders Geography Unit
 Exploring Patterns of Migrations
 LiveBinders 5.H.1 and 5.H.2
 Go US History Go-links to all types of historical US events
 Pebble GO*
o Pocahontas
o Juan Ponce de Leon
o Jacques Cartier
o Francisco Coronado
 Benchmark Universe
o Native Americans of the Plains
o The Iroquois
o The Lakota
o The Navajo
o Native Americans of the Eastern Woodlands: The Iroquois
o Native Americans of the Plains: Lakota
o Native Americans of the Southwest: The Navajo
 TrueFlix*
o American Indians
o 13 Colonies
 BrainPop*
o American Indians
o Seminole Wars
o Iroquois Confederacy
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
 None at this time.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/13/2016
5