FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: September 28-29
M T W TH F
Pilgrims and Puritans in New England
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
1A: explain when, where, and why groups of people explored, colonized, and settled in the United States, including the
search for religious freedom and economic gain
Pearson’s 5th Grade
Building Our Nation
TE
1B: describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne
Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.
(p. 138-145)
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
8A: identify and describe the types of settlement and patterns of land use in the United States
14B: identify examples of representative government in the American colonies, including the Mayflower Compact and the
Virginia House of Burgesses
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and
maps
Objective/Key Understanding:




Summarize the religious and economic reasons that prompted groups to settle in New England
Explain the significance of the Mayflower Compact
Describe the relationship between American Indians and English settlers in New England.
Describe the influence of religion in settlements.
Vocabulary
Pilgrim
Puritan
Indentured Servant
Mayflower Compact
Closing Product/ Question/ Informal Assessment: Got it Questions 1-9 (p. 139-145)
 Fill in the Venn diagram to compare and contrast goals of the Pilgrims and the Jamestown settlers.
 Analyze the map. Explain where the Pilgrims settled and why they settled there rather than where they landed originally.
 Describe the accomplishments of William Bradford in his first year as governor.
 Pilgrims built their small houses out of materials they found nearby. Analyze the picture below. Write a list of materials the Pilgrims may have
used for their houses.
 Analyze the information in the graphic organizer. Then answer the following question: if you were a young person in England, why would you
become an indentured servant?
 What kind of behavior John Winthrop expected in this “City upon a Hill.”
 Identify and circle any answers that would belong in a paragraph about the customs and traditions of the Puritans.
A established schools for children and even a college
B always had good relations with American Indians
C were very strict if people broke rules
D had to deal with starvation and disease
 You and your friend have just set up a new colony and need a way of governing yourselves. How do you decide who’s in charge and what the
rules will be?
 What was Squanto’s contribution to the Pilgrims at Plymouth?
Stop and Check for Understanding- High Level Questions
The Pilgrims Arrive (p. 138-139)
 What is a goal?
 Why did the Pilgrims name the new land Cape Cod?
 Why did the Separatists want to leave England?
 Why is the Mayflower Compact so important?
 How were the Pilgrims’ town meetings like the House of Burgesses in Virginia?
 Why do you think King Henry Viii insisted that everyone in England belong to the Church of England?
 How were the Separatist’s reasons for settling in North America different from earlier colonists’ reasons?
 Suppose you were a Separatist invited to leave England. You have a family that includes young children. Would you risk taking your family to the new settlement?
Explain.
The Pilgrims and American Indians (p.140)
 How does this picture help you better understand the information on this page?
 Why did the Pilgrims land at Cape Cod rather than in Virginia as planned?
 How do you think the Pilgrims felt when they saw and heard Samoset?
 Despite the challenges of travel, why were the Pilgrims excited to arrive in the new land?
Working and Celebrating Together (p.141)
 Why was Squanto so important to the Pilgrims?
 How did Squanto help the Pilgrims survive?
 To describe interactions between American Indians and the English for control of North America, explain why the Thanksgiving feast was so important.
 How do we continue the custom of holding a Thanksgiving feast?
 When was the first Thanksgiving?
 The first colonists in North America were members of different religious groups. Why do you think several celebrations of “thanksgiving to God” occurred in different
places around the same time?
Life at Plymouth Plantation (p. 142-143)
 What label would you use to group all the different tasks that the Pilgrims did to build their colony?
 What is one question you have about life in Plymouth?
 To recognize the positive and negative effects of voluntary trade among American Indians and colonists, explain why the Pilgrims and American Indians traded with
one another.
 How did children help their families during this time?
 To identify the economic motivation for colonial settlement, explain why people left their homelands to work in Plymouth as indentured servants.
 What information does the chart provide about the Plymouth colony?
 How long did an indentured servant have to work to pay off his or her debt?
 If an indentured servant follows all of the rules of his or her term of service, what can he or she expect when the term of service is complete?
 How can an indentured servant be compared and contrasted to an enslaved person?
The Massachusetts Bay Colony (P. 144-145)
 To identify the socio-cultural motivation for colonial settlement, explain why Puritans left England for New England.
 How did religion affect the daily lives of the Puritans?
 Compare the governments of the Plymouth and Massachusetts Bay colonies.
 To identify interactions between American Indians and The English, explain how Puritans and American Indians got along.
 Who were the Puritans?
 What was the focus of Puritan life?
 What did the Puritans build to help support their beliefs?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.138)
 Read to the class the Key Idea: “I will know the key events surrounding the establishment of English colonies in New England.” Tell students in this lesson
they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 138).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 The Pilgrims Arrive (p. 138-139)
 The Pilgrims and American Indians (p.140)
 Working and Celebrating Together (p.141)
 Life at Plymouth Plantation (p. 142-143)
 The Massachusetts Bay Colony (P. 144-145)
Students are to read assigned sections and be prepared to share findings with class.
The Pilgrims Arrive (p. 138-139)
 The year was 1620. The land the Mayflower was nearing was not completely mysterious. English explorer John Cabot had sailed there more than 100 years
before. Since that time, many English ships had come to take codfish from local waters. In fact, the Mayflower passengers already had a name for the land
that lay before them.
The Pilgrims and American Indians (p.140)
 After making landfall at Cape Cod, the Mayflower continued west. The Pilgrims settled at a place called Plymouth. This land was once home to the
Wampanoag people. However, the area seemed empty at first. Many of the native people had died from diseases caught from earlier visitors or had moved
away.
Working and Celebrating Together (p.141)
 Squanto also served as a translator. A translator helps people who speak different languages to understand each other. Squanto helped Bradford and the
Wampanoag leader, Massasoit, make an agreement that benefited both groups. The Pilgrims received help starting farms and raising food. The Wampanoag
feared attack from other native peoples in the area. They were happy to gain military support from the Pilgrims.
Life at Plymouth Plantation (p. 142-143)
 The Pilgrims had much to celebrate after the first year in Plymouth. They also had much work to do. It was not easy building a new life in a new land.
The Massachusetts Bay Colony (P. 144-145)
 In 1630, a group of 700 English settlers left their homes to sail to New England. They established a new colony north of Plymouth called Massachusetts Bay
Colony. They named the main settlement Boston, after the English town where many of them had lived.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Fill in the Venn diagram to compare and contrast goals of the Pilgrims and the Jamestown settlers.
 Analyze the map. Explain where the Pilgrims settled and why they settled there rather than where they landed originally.
 Describe the accomplishments of William Bradford in his first year as governor.
 Pilgrims built their small houses out of materials they found nearby. Analyze the picture below. Write a list of materials the Pilgrims may have used
for their houses.
 Analyze the information in the graphic organizer. Then answer the following question: if you were a young person in England, why would you
become an indentured servant?
 What kind of behavior John Winthrop expected in this “City upon a Hill.”
 Identify and circle any answers that would belong in a paragraph about the customs and traditions of the Puritans.
A established schools for children and even a college
B always had good relations with American Indians
C were very strict if people broke rules
D had to deal with starvation and disease
 You and your friend have just set up a new colony and need a way of governing yourselves. How do you decide who’s in charge and what the rules
will be?
 What was Squanto’s contribution to the Pilgrims at Plymouth?
FRAME THE LESSON
Making Decisions
TEACHER:
CLASS: 5th Grade Skill DATE: September 30
Classify and Categorize-Reading
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions
Objective/Key Understanding:



Know how to classify and
categorize information.
Learn how to think of options.
Use graphic organizers to help
classify and categorize
information.
Closing Product/ Question/ Informal
Assessment:
Students are to complete the Try It activity on
page 147.
M T W TH F
Pearson’s 5th Grade Building Our
Nation TE
(p. 136-137)
Preview the Sill (p. 146)
 Identify an important decision relation to a class or school activity.
 Identify different ways to solve the problem or answer the question.
 Discuss with students the good and bad outcomes for decisions they make.
Practice the Skill (p. 146)
Have students read the introductory text and examine the numbered list below. Students will answer the
following:
 When is it necessary to make a tough decision?
Try It (p.147)
 What is the issue or situation that requires a decision?
 What are their options?
 What are the consequences of each option?
 Which options is best?
Critical Writing
Analyze a decision you might face in your life today. On a separate sheet of paper, write down your answers to 1-4.
 What is the issue or situation that requires that a decision?
 What are my options?
 What are the consequences of each option?
 Which option is best and why?
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p.146)
Ask students to identify an important decision relating to a class of school activity. Once students have identified their problem, guide them through the following tasks:

Identify different ways to solve the problem or answer the question.

Discuss with students the good and bad outcomes for decisions they make.
Making Decisions (p. 146)
Making a decision is a process. By following these steps in order, you can increase your chances of making the right decision.

Identify the situation that requires a decision.

Think of options.

Predict outcomes.

Take action.
Once you make a decision, you can act on it. Develop a plan to carry out the option you chose. Keep your mind open, however. You should be willing to change your decision if the
action you take does not work out as well as you had hoped.
Practice the Skill (p. 146).
Review the step by step process for making a decision with students. Instruction is then differentiated to meet the varied needs of students as follows:
Special Needs:

Be sure students understand what a decision is. Have them name different times during the day when they make decisions.
Extra Support:

Have these students participate in the On-level activity. Provide various books about the form of government, and assign each student a resource that is appropriately
challenging to help with this assignment.
On-Level:

Ask small groups to discuss the decision about the form of government that was made by the English colonist at Jamestown, Plymouth, or Massachusetts. Have students use the
four steps in the decision-making process to determine how the decision was made. Then have them role-play these steps fluidly in a reenactment for the class.
Challenge/Gifted:

Ask students to create a skit about a group of English colonists deciding whether to leave their homelands and travel to North America. Have them incorporate the four-step
decision-making process in their dramatization.
After students have learned about making decisions, use the ELPS support note on page 138b to help English Language Learners.
Explain to students that when they make a decision, they are expressing an opinion about how a situation should be handled. Explain that students make decisions every day. Give them
examples of simple decisions they make, such as what to eat or where to sit. Tell them that these decisions are based on their opinions.
Beginning

After reading the skill lesson about the decision the Pilgrims made to leave Europe, ask students this yes or no question to express their opinion: Do you think the Pilgrims were
smart to leave their country for religious freedom?
Intermediate

Ask students to express in a complete sentence whether they think the Pilgrims made the right decision in leaving Europe for religious freedom.
Advanced

Have students work in small groups to discuss their opinions about whether the Pilgrims made the right decision in moving away for Europe to pursue religious freedoms..
Advanced High

Ask students to take part in an extended discussion about the possible decisions the Pilgrims could have courage each student to address their problem of a lack of religious
freedom in their homeland. Encourage each student to express his or her opinion, explain the reasons for the opinion, and provide other students with feedback about their
opinions.
Try It (p. 147)
Direct students’ attention to the Try It! Section. Read the scenario aloud with students or have them read them in groups. Remind them that when they make decisions, they should
identify the issue and the available options, and understand how each option works before they choose the best option. Have students answer questions 1-5 independently and then
compare their answers in small groups. Students will answer/respond to the following:

What is the issue or situation that requires that a decision?

What are their options?

What are the consequences of each option?

Which option is best?
FRAME THE LESSON
The French and the Dutch in North America
TEACHER:
CLASS: 5th Grade
DATE: October 1
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
1A: explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search
for religious freedom and economic gain
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Pearson’s 5th Grade Building
Our Nation TE
(p. 148-153)
10A: explain the economic patterns of early European colonists
Objective/Key Understanding:




Identify ways in which Europeans competed for economic opportunities in North America, including claiming land,
using resources, and establishing trade.
Summarize the relationship between American Indians and the French and between American Indians and the Dutch.
Describe the colonial communities created by the French and the Dutch.
Compare the colonization efforts of the English, French, and Dutch in North America.
Introduce Vocabulary Activity (p. 149)
Northwest Passage
commerce
Closing Product/ Question/ Informal Assessment:
Got it Questions 1-9 (p. 149-153)
Rigor & Relevance
Critical Writing/Real World
Connection:

You are a colonial leader,
and your sponsors back
home want you to start
earning money for them.
How will you establish
trade with your home
country, and what will
you send? What do you
want to receive in
return?
Stop and Check for Understanding- High Level Questions
French Traders and Settlers (p. 148-149)
 To identify the economic and political motivation for colonial settlement, describe why Jacques Cartier and Samuel Champlain made trips to Canada.
 To recognize the positive and negative effects of voluntary trade between American Indians and European explores and colonists explain how the French wanted to
make money by trading with American Indians.
 To describe interactions between American Indians and the French for control of North America, summarize how Samuel Champlain got along with the Huron.
 Do you think the exchange of goods, such as beads and knives, for furs was fair?
 Which type of fur was used to make hats?
 Why did the French decide it was too much trouble to try to create colonies in North America?
 What led Jacques Cartier to come to North America?

French Settlements Grow (p.150-151)
 Why did French settlers move to New France?
 What label would you use to identify why French settlers moved to New France?
 Why were the Iroquois enemies of the French?
 Why did French missionaries come to New France?
 Which explorer traveled through the Mississippi River Valley?
 Ask students to identify New Orleans on a classroom map. Ask them to explain why this region was considered to be a desirable one for settling a new community.
Students should be able to identify the close proximity to the Gulf of Mexico and the warm climate as main reasons the location was claimed. Ask students to consider
what the American Indian groups that already lived in the area might have considered to be a pro and a con of the group settling on their land.
 Why was the Mississippi River Valley important to La Salle and the French?
The Dutch Arrive (p.151)
 Why did the Dutch want to find the Norwest Passage?
 Why did the Netherlands wish to explore areas outside its European homeland?
 Do you think the Dutch leaders in the Netherlands were disappointed in Hudson’s discovery?
 What contributed to Manhattan being such a thriving center of trade?
 Ask pairs of students to role-play a discussion between Henry Hudson and the Dutch leaders who sent him on his expedition. The discussion should explain where
Hudson is and why he thinks he has not found the Northwest Passage he was looking for. Their role-play should include the possible reaction from the Dutch, as well
as Hudson’s reaction.
 Why did Dutch settlers choose Manhattan Island as the site of New Amsterdam?
 What did Champlain and Hudson accomplish, even though they failed to find the Northwest Passage?
 Do you think it was easier or more challenging to live in New Amsterdam compared to other settlements? Explain.
Life in New Netherland (p. 152)
 What was life like in New Netherland?
 To identify how trade promoted economic growth in North America, compare the effect of trade on New Netherland and New France.
 How did the arrival of people from different countries in Europe affect life in New Netherland?
 Explain why enslaved African lived in New Netherland?
 How did the settlers get along with American Indians in the northern and southern parts of the colony?
 After reading, have groups create a mobile, newspaper, or brochure about life in New Netherland. Tell them to include information about types of commerce, the
diversity of settlers, and the effects on the American Indians; and explain that they will share their project with the class. As a class, discuss the advantages and
disadvantages from perspectives of different people living there.
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.149)
 Read to the class the Key Idea: “I will know the key events surrounding the establishment of French and Dutch colonies in North America. Tell students in
this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 149).
Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 French Traders and Settlers (p. 148-149)
 French Settlements Grow (p.150-151)
 The Dutch Arrive (p.151)
 Life in New Netherland (p. 152)
Students are to read assigned sections and be prepared to share findings with class.
Tell students they know the key events surrounding the establishment of French and Dutch colonies in North America.
French Traders and Settlers (p. 148-149)
 Cartier had been fooled. His gold and diamonds were only worthless rocks. Therefore, France saw not reason to send settlers to Canada. In the 1560s, the
French started a settlement in Florida, but the Spaniards quickly destroyed it. French leaders decided that settling North America was too much trouble.
French Settlements Grow (p.150-151)
 The colony of New France grew slowly. By the 1660s, only a few thousand French people lived there. Some settlers came to the colony to find farmland,
establish villages, and raise families. Others roamed the land trading for furs. French missionaries arrived to convert American Indians to Christianity. The
French settlers were not always welcome. Iroquois people remained bitter foes for the French and their American Indian friends. Warfare between these
groups made life very dangerous.
The Dutch Arrive (p.151)
 In the early 1600s, the Netherlands was another powerful country in Europe. Its people, the Dutch, also hoped to find a Northwest Passage. This would help
them profit from the valuable trade with Asia. So, in 1609, Dutch business leaders sent an English sailor name Henry Hudson to search for a route.
Life in New Netherland (p. 152)
 Like Jamestown, New Netherland was based on commerce. Commerce is the business of buying and selling goods. A Dutch company ran the colony.
Shareholders and settlers all hoped the colony would make them rich.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Analyze the map on page 149. Write why New France stretched so far to the west.
 Write what the American Indians might be thinking as La Salle claims the Mississippi River valley for France.
 Read each statement. Identify in the column on the right whether the statement refers to the English, French, or Dutch colonists.
 Circle an object in this painting of New Amsterdam that might remind Dutch settlers of their home in the Netherlands.
 Complete the graphic organizer. Write an effect for each cause.
 Explain why each of these colonies was started: New Spain, Jamestown, Plymouth Plantation. Was it for economic gain, religious freedom, or both?
 You are a colonial leader, and your sponsors back home want you to start earning money for them. How will you establish trade with your home country, and
what will you send? What do you want to receive in return?
 What challenges did the Iroquois face when the Dutch settled New Netherland?
TEACHER:
CLASS: 5th Grade
DATE: October 2
M T W TH F
FRAME THE LESSON
TEKS Assessment and Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious
freedom and economic gain
1B: describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson,
William Penn, John Smith, John Wise, and Roger Williams.
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
8A: identify and describe the types of settlement and patterns of land use in the United States
10A: explain the economic patterns of early European colonists
14B: identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of
Burgesses
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
26B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision.
:
Objective/Key Understanding
~ After studying this topic, students will demonstrate the following enduring understandings:
 Immigrants leave their homeland due to political or economic problems and to seek economic opportunities and religious
freedom.
 Colonization of the Americas had unintended and sometimes devastating consequences.
 When people from different cultures first meet, there are opportunities for cooperation and compromise as well as
conflict.
 Europeans and American Indians often had differing points of view.
~ Students will answer questions about every TEKS on the Topic Review and Assessment pages 154-157.
Resources/
Materials:
U.S. History
Textbook
Colonization
through
Reconstruction
pp. 154-157