Mississippi Social Studies Framework
Narrative Summary for Fifth Grade Social Studies
(United States History from Pre-Columbian Era to Colonization)
The fifth grade course of study focuses on the collective heritage of the people of the United States and the foundation of the American democratic
society. The major emphasis of fifth grade United States history is on the important historical events, actors, and ideas that served to characterize the
period before earliest encounters of explorers to the ―new world‖ through the period of European colonization of North America. Students should
examine early settlements, the development of early colonization by various groups and the impact of those groups on the forming of our democratic
nation.
The course will develop citizenship education through the study of ideals, principles, and practices of citizenship in a democratic society. Students
should become familiar with the geography and economic development of various regions of the United States. Skill development should include, but
is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary documents, and other social studies tools. The
avenues for these concepts are developed through the social studies strands.
The social studies curriculum should be taught in a developmental sequence. The framework is comprised of five content strands: Domestic Affairs,
Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into
the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing
between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral
form based on evidence, and developing a solid command of major geographic features by interpreting physical and political maps of the United
States and the world's continents. By the end of the year, students will be able to
Domestic Affairs
 Understand the people, events, and types of government associated with the development of the United States.
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Differentiate among pre-Columbian civilizations (e.g., cliff dwellers, Pueblo people of the desert Southwest, American Indians of the
Pacific Northwest, nomadic nations of the Great Plains, and the Woodland Peoples east of the Mississippi River) regarding their location,
religious practices, political structures, and use of slaves.
Cite evidence of the earliest explorations of the Western Hemisphere by the Vikings, including locations and time frame of their
explorations.
Identify significant European supporters (e.g., King Ferdinand and Queen Isabella) and explorers (e.g., Cortez, Ponce de Leon, and
Hernando De Soto) and the settlements they established (e.g., Roanoke, Jamestown, and Plymouth).
Connect the reasons for the establishment of the early colonies to the major individuals and groups responsible for the founding of those
settlements (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William
Bradford, Plymouth; John Winthrop, Massachusetts).
Discuss the structure of colonial governments (e.g., legislative bodies, town meetings, charters of individual freedoms and rights).
Global/International Affairs
 Understand global connections and explore issues, concerns, and possible solutions.
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Locate physical features that influenced and impacted the migration, exploration and settlement in North America (e.g., continents, ocean
currents, winds, forests, rivers, mountain regions).
Describe the impact of geographic regions on Native American life and the ways in which Native American Nations interacted with one
another.
Locate on maps of North America and South America, land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and
Russia.
Explain the cultural, ecological, and economic impact of the Columbian Exchange on Europe, the Americas, and West Africa (e.g.,
widespread exchange of plants, animals, foods, human populations including enslaved people, communicable diseases, and ideas between
the Eastern and Western hemispheres).
Civil Rights/Human Rights
 Understand how political, religious, and economic ideas and interests influenced the founding of the United States.
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Economics
Explain how the need for religious, political, and economic freedom influenced the settlement of North America by Europeans.
Analyze the relationship between early European settlers in America and the Native Americans they encountered in terms of conflict,
cultural exchanges, property rights, and adoption of democratic ideas.
Critique the development and impact of slavery in North America, including the causes, conditions, and effects on enslaved Africans
in North America.
Trace the development of democratic ideas that influenced the early colonies (e.g., Magna Carta and Mayflower Compact, etc.)
 Understand the impact of trade routes on emerging colonies in the Americas.
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Describe economic activities within and among Native American cultures prior to contact with Europeans.
Trace the North American and Atlantic trade routes that linked Africa, the West Indies, the North American colonies, and Europe and
explain the economic impact of those routes.
Use economic concepts (e.g., supply and demand, scarcity, interdependence, opportunity costs) to identify the economic motivations for
European exploration and settlement in the Americas.
Culture
 Understand the contributions of the various cultures represented in pre-Columbian through colonial America.
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Compare major Native American cultures in respect to geographic regions (e.g., Southeast, Northeast, Southwest, Pacific Northwest, and
Plains), natural resources, government, economy, and religion.
Explain the effect of colonization by Europeans on both European and Native American cultures.
Draw conclusions about how cultures changed through cultural diffusion, invention, and innovation (e.g., navigational tools such as
astrolabe and sextant, farming techniques, new agricultural products, holidays, religious beliefs and practices, government, weaponry,
etc.).
Greenville Public School District
Recommended 5th Grade Curriculum MAP
2016-2017
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
1st Nine
Weeks
2a. Locate physical features
that influenced and impacted
the migration, exploration
and settlement in North
America (e.g., continents,
ocean currents, winds,
forests, rivers, mountain
regions). (DOK 3)
What are some of
the physical features
that have influenced
and impacted the
migration,
exploration, and
settlement?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
*Create a map of early
migration and exploration
patterns throughout North
America.
Resources
(What
MATERIALS will
you need?)
Textbook
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Using clay, design a landform
map demonstrating the
different physical features in
North America.
Create a flow map about how
physical features effected early
migration throughout North
America.
Students work in groups to
create a set of questions for
their classmates to complete
using a given map or maps
(e.g., physical features,
population density, economic
activity, political,
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Compare the
landforms of
North America
to surrounding
areas.
(Science)
Power Point
Internet
*Students should review terms
from this unit by playing The I
have... Who has... game? (See
appendix for template).
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes,
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
climate). Questions should
encourage students to use the
different features of the map to
draw conclusions about
people, places and the
environment. Possible answers
can be discussed in groups or
as a class.
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
1st Nine
Weeks
2b. Describe the impact of
geographic regions on
Native American life and the
ways in which
Native American Nations
interacted with one another.
(DOK 3)
How has geographic
locations impacted
the lives of Native
Americans?
Skills
Read to get
literal
meaning
Read for a
variety of
purposes:
critically,
analytically,
to predict
outcomes, to
answer
question, to
form an
opinion, to
skim for facts
Recognize
and
understand
an increasing
number of
social studies
terms
Suggested Activities
(HOW will you teach it?)
*Create a Venn diagram of
various Native American
cultures in North America
discussing the impact each
group has made on one
another (Homes and
geographic locations).
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
*Write a expository essay on
Native American life
Resources
(What
MATERIALS will
you need?)
Textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Create a dialogue of various
Native American cultures in
North America discussing the
impact each group has made
on one another.
Create a grid map plot the
location of various Native
American groups.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Art-Create a
grid map plot
the location of
various Native
American
groups.
Lang. ArtsCompare/Cont
rast (Text
Structure)
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
1st Nine
Weeks
2c. Locate on maps of North
America and South America,
land claimed by Spain,
France, England, Portugal,
the Netherlands, Sweden,
and Russia. (DOK 3)
Essential Questions
What were the
causes and
consequences of
movement during
the periods of
migration,
exploration, and
settlement?
Skills
Compare and
Contrast,
Form a
simple
organization
of key ideas
related to a
topic
Make
decision
based on the
data obtained
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
*Using a physical map of the
western hemisphere, locate
and label the land that was
claimed by Spain, Portugal,
France, The Netherlands,
Sweden, and Russia.
Textbook
*Create a graphic organizer of
land claimed and who explored
the lands.
Paper
Pencil
Thinking maps
Graphic
Organizer
Insight 360
*Create a timeline of land
claimed in North and South
America.
Design a physical feature
mobile.
Create a flow map about how
physical features effected early
migration throughout North
America.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
The students
will use an
online map to
locate land
claimed by
Spain, France,
England,
Portugal, the
Netherlands,
Sweden, and
Russia.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
1st Nine
Weeks
2d. Explain the cultural,
ecological, and economic
impact of the Columbian
Exchange on Europe, the
Americas, and West Africa
(e.g., widespread exchange
of plants, animals, foods,
human populations including
enslaved people,
communicable diseases,
and ideas between the
Eastern and Western
hemispheres). (DOK 3)
Essential Questions
Skills
What is the
Columbian
exchange?
Read to get
literal
meaning
How did the
Columbian
exchange affect the
Americas?
Read for a
variety of
purposes:
critically,
analytically,
to predict
outcomes, to
answer
question, to
form an
opinion, to
skim for facts
Recognize
and
understand
an increasing
number of
social studies
terms
Suggested Activities
(HOW will you teach it?)
*Use a graphic organizer to
identify the interchanges
between Europe) and the new
world (Americas).
*Advanced—Create a
PowerPoint of what has been
learned about the Columbian
Exchange to present to the
class.
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Design a graph to show the
decline in population between
Native and African Americans
in the 17th Century due to
communicable diseases.
Watch slide show and write
various effects of the
Columbian exchange.
Resources
(What
MATERIALS will
you need?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Invite a
representative
from the health
department to
talk about
communicable
diseases and
nutrition.
(Health)
Graph the
population of
Native
Americans
during PreColumbian
and PostColumbian
time. (Math)
To relate to
the present
have students
complete a
current event
article.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential
Questions
Skills
1st Nine
Weeks
5a. Compare major Native
American cultures in respect
to geographic regions (e.g.,
Southeast, Northeast,
Southwest, Pacific
Northwest, and Plains),
natural resources,
government, economy, and
religion. (DOK 2)
What are some of
the similarities
among Native
American cultures
based on
geographical
location?
Making
Generalization
Explain
Suggested Activities
(HOW will you teach it?)
*Design a geographical
regional chart showing the
comparisons of major Native
American cultures in North
America.
Summarize
*Write a expository essay on
Native American cultures.
*Create a flip booklet on
different Native American
cultures in America.
Design a Native American
mural to classify and compare
culture aspect of Native
Americans in different
geographical regions.
Using a graphic organizer,
have the students to compare
different Native American
cultures.
Resources
(What
MATERIALS will
you need?)
Textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Writing: The
students will
write an essay
using text
based
evidence to
compare and
contrast Native
American
cultures.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
1st Nine
Weeks
5b. Explain the effect of
colonization by Europeans
on both European and
Native American cultures.
(DOK 2)
How has the
colonization by
Europeans affected
European and
Native American
culture?
Research
Read to get
literal
meaning
Read for a
variety of
purposes:
critically,
analytically,
to predict
outcomes, to
answer
question, to
form an
opinion, to
skim for facts
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
*Use a chart to identify the
causes and effects of
colonization by Europeans, on
both European and Native
American cultures.
Textbook
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Secondary
Primary
Sources
*Write an expository essay on
European and Native
American cultures.
Power Point
Internet
Maps, charts,
Graphs,
timelines
Insight 360
Design a Native American
mural to classify and compare
culture aspect of Native
Americans in different
geographical regions.
Compare diagrams of land and
water transportation of Native
American cultures throughout
North America.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Informative
Writing
The students
will distinguish
between key
ideas and
details the
effect of the
colonization of
Europeans on
both European
and Native
American
cultures that
explain what
happened and
why.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
1st
Nine
Weeks
5c. Draw conclusions about
how cultures changed through
cultural diffusion, invention, and
innovation (e.g., navigational
tools such as astrolabe and
sextant, farming techniques,
new agricultural products,
holidays, religious beliefs and
practices, government,
weaponry, etc.). (DOK 3)
What were some of
the changes brought
about because of
cultural diffusion,
invention, and
innovation?
Contribute to
the
development
of a
supportive
climate in a
group.
Serve as a
leader or
follower
Participate in
delegating
duties,
organizing,
planning,
making
decisions,
and taking
action in a
group setting
*Research and create a
graphic organizer of events
created in the following
categories. Farming
Techniques, New Agricultural
Product, Holiday,
Navigational Tool, Religion,
Government, Weaponry.
*Create a pictorial chain
demonstrating how trade
influenced cultural diffusion.
Graphic organizer to illustrate
how cultures change through
culture diffusion, invention, and
innovation.
Textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—
foldable
Vocabulary
Quizzes
Science/Technol
ogy Research
the phases of
the moon over a
month and draw
a diagram
relating the
moon’s phases
to specific dates
during the
month.
(Art)
Have students
select an aspect
of Aztec or
Architecture that
impresses them
and create their
own rendition of
their selection.
(Art)-Design a
holiday cover
page for their
favorite holiday.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
1st
Nine
Weeks
1a. Differentiate among preColumbian civilizations (e.g.,
cliff dwellers, Pueblo people
of the desert Southwest,
American Indians of the
Pacific Northwest, nomadic
nations of the Great Plains,
and the Woodland Peoples
east of the Mississippi River)
regarding their location,
religious practices, political
structures, and use of
slaves. (DOK 3)
What are the
significant
differences among
Pre-Columbian
civilization regarding
location, religion,
political structure,
and slavery
Interpret
social and
political
messages of
cartoons
Design a flip booklet illustrating
the life ways of the PreColumbian cultures.
Textbook
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Internet
Detect bias in
visual
material
Use map and
globe reading
skills
*Students are to create a
graphic organizer comparing
pre-Columbian civilizations.
*Write an expository essay on
pre-Columbian civilizations.
KWL chart to activate prior
knowledge of Spanish
Pioneers of the Southwest.
Pair students to make conflict
cards and have them give
solutions to the others
conflicting situation
Resources
(What
MATERIALS will
you need?)
Power Point
Secondary
Primary
Sources
Maps, charts,
Graphs,
Timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Make a
Kachinas Doll
(Art) Write a
descriptive
paragraph.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
2nd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
1b. Cite evidence of the
earliest explorations of the
Western Hemisphere by the
Vikings, including locations
and time frame of their
explorations. (DOK 3)
What proof of
evidence is given of
early explorations in
North America?
Present
visually
(chart, graph,
diagram,
model, tec.)
information
extracted
from print.
Suggested Activities
(HOW will you teach it?)
Students will participate in an
interactive timeline to site
evidence of the earliest
exploration of the Western
Hemisphere.
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
*Students are to create a
graphic organizer including
locations and time frame of the
Viking explorations.
Students will participate in an
interactive timeline to site
evidence of the earliest
exploration of the Western
Hemisphere.
Create a map using paper
plates and yarn to show the
distance European Explorers
traveled throughout the
Western Hemisphere.
Resources
(What
MATERIALS will
you need?)
Textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Measure and
compare
distances of
early
explorations.
(Math)
Create a map
using paper
plates and yarn
to show the
distance
European
Explorers
traveled
throughout the
Western
Hemisphere.
(Art)
Label places on
the gym floor
and have
students use a
large ruler to
measure
distances.
Have the
students use
gross motor
skills to move
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
from place to
place.
(Physical
Education/Math
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
2nd
Nine
Weeks
1c. Identify significant
European supporters (e.g.,
King Ferdinand and Queen
Isabella) and explorers (e.g.,
Cortez, Ponce de Leon, and
Hernando De Soto) and the
settlements they established
(e.g., Roanoke, Jamestown,
and Plymouth). (DOK 3)
What are the diverse
groups in the British
colonies?
Read for a
variety of
purposes:
critically,
analytically,
to predict
outcomes, to
answer
questions, to
form an
opinion, to
skim for facts
*Create a timeline of European
supporters (e.g., King
Ferdinand and Queen Isabella)
and explorers and the
settlements they established.
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Design a crossword puzzle
using quotes, descriptions,
discoveries, and definitions of
famous explorers, supporters,
places, and vocabulary.
Have students answer review
questions after watching an
animated video about the
Jamestown colony.
Resources
(What
MATERIALS will
you need?)
Textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Design a
settlement of
Roanoke,
Jamestown, or
Plymouth. (Art)
Research
Roanoke,
Jamestown, or
Plymouth and
write a
paragraph
about the
results.
Read the
books, Colonial
People, by
Sarah Howarth
and Jamestown
Colony by
Carter Smith to
complete a
story elements
chart.
Have students
answer review
questions after
watching an
animated video
about the
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Jamestown
colony.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
2nd
Nine
Weeks
1d. Connect the reasons for
the establishment of the
early colonies to the major
individuals and groups
responsible for the founding
of those settlements (e.g.,
John Smith, Virginia; Roger
Williams, Rhode Island;
William Penn, Pennsylvania;
Lord Baltimore, Maryland;
William Bradford, Plymouth;
John Winthrop,
Massachusetts). (DOK 3)
Who were the
founders of the
settlements in North
America?
Make outline
Prepare
summaries
Make
timetables
Take notes
Keep records
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
*Use a graphic organizer to
connect main ideas for the
development of early
Europeans settlements
throughout North America.
Textbook
*Design a large historical map
and label it with the
settlements, dates, and
persons responsible for each
establishment.
Secondary
Primary
Sources
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Complete a conflict and quarrel
versus cooperation wall pocket
chart to identify the situations
that impacted the lives of
European settlers and Native
Americans faced.
Research the pilgrim’s position
in the establishments of early
settlements in North America
and write a play to present
their findings to the class.
Power Point
Internet
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Write poems
about life ways
in the colonies.
Have the
students to
research
individuals
responsible for
founding of the
English
settlements.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
2nd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
1e. Discuss the structure of
colonial governments (e.g.,
legislative bodies, town
meetings, charters of
individual freedoms and
rights)
Essential Questions
What is the structure
of colonial
governments (e.g.,
legislative bodies,
town meetings,
charters of individual
freedoms and
rights)?
Skills
Use various
parts of a
book (index,
table of
contents,
etc.)
Evaluate
sources of
information
Use
appropriate
source for
information
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
*Create a graphic organizer on
the structure of colonial
government.
Textbook
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Internet
*Write an expository essay on
the structure of colonial
governments.
Have students create a graphic
organizer comparing
government categories.
Students should
describe the relationship
between those in power and
citizens, and then provide
examples of
each type of government.
Create a flipbook on colonial
government.
Power Point
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
The students
will create a
multimedia
presentation on
the structure of
colonial
government.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
3rd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
3a. Explain how the need for
religious, political, and
economic freedom influenced
the settlement of North
America by Europeans.(DOK
2)
Essential Questions
Skills
How do geographic, Vocabulary
economic, and culture
factors influence the Development
settlement of people? Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Research religious rights,
politics, and the economy of
Spain, France, and England
prior to their settlement in North
America and chart this
information on poster to display.
textbookPower
Point Internet
Secondary
Primary Sources
Maps, charts,
Graphs,
timelines Insight
360
Have students to read
passages and answer
questions on this topic from
www.readworks.org
Read passages on challenges
immigrants faced and create a
diagram to show evidence of
challenges faced.
Define religious, political,
economic freedom and
provide examples of each
one.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Pre-test
(forselected
units/ Daily
verbal
review/quiz,
Graphic
Organizers
Role play on
issues of land
ownership at the
core of
Indian/European
relations. (Art)
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
To relate to the
present have
students
complete a
current event
article.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
3rd
Nine
Weeks
3b. Analyze the relationship
between early European
settlers in America and the
Native Americans they
encountered in terms of
conflict, cultural exchanges,
property rights, and adoption
of democratic ideas. (DOK 3)
How would you
describe the
interactions of early
settlers?
Write an expository essay on
textbook
the interactions of settlers in the
Development colonies.
Power Point
Map / Graph /
Internet
Have students to read
Chart
Secondary
passages and answer
Primary
questions on this topic from
Analysis
Sources Maps,
www.readworks.org
Determining
charts,
Cause and
Graphs,
Create a graphic organizer
Effect
timelines
on the conflict, cultural
Analyzing
Insight 360
exchanges, property
Political
rights, and adoption of
Cartoons
democratic ideas on
Native Americans and
Europeans.
Vocabulary
Role play on issues of land
ownership at the core of
Indian/European relations.
Read and discuss a copy of the
Mayflower Compact.
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Cause and Effect
(Language Arts)
Writing
(Language Arts)
Role play on
issues of land
Mini-projects—
ownership at the
completed in
core of
class—foldable Indian/European
Vocabulary
relations. (Art)
Quizzes
To relate to the
present have
students
complete a
current event
article.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
3rd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
3d. Trace the development of What democratic idea
democratic ideas that
does the Mayflower
influenced the early colonies Compact exhibits?
(e.g., Magna Carta and
Mayflower Compact, etc.).
(DOK 2)
Skills
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
Have students to read
passages and answer
questions
on this topic
from
www.readw
orks.org
Create a graphic organizer
comparing and contrasting
the Magna Carta and
Mayflower Compact, etc.
Write an expository
essay on democratic
ideas that influenced the
early colonies.
Define key terms in the
Mayflower Compact.
Compare and contrast the
Magna Carter and the
Mayflower Compact.
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
textbook
Power Point
Internet
Secondary
Primary
Sources Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
The students
will create a
Prezi
presentation
explaining how
democratic
ideas
influenced the
early colonies.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
3rd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
3c. Critique the development
and impact of slavery in
North America, including the
causes, conditions, and
effects on enslaved Africans
in North America. (DOK 3)
How can you explain
the expansion and
influences of slavery
in North America?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
*Have students to read
passages and answer
questions on this topic from
www.readworks.org
Create a graphic organizer
comparing and contrasting the
impact of slavery in North
America, including the causes,
conditions, and effects
Read a brief description of the
four key things of Magna Carte
and summarize the key
details.
Resources
(What
MATERIALS will
you need?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Write an
expository
essay on the
impact of
slavery.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
3rd
Nine
Weeks
4a. Describe economic
activities within and among
Native American cultures
prior to contact with
Europeans. (DOK 1)
What economic
activities exist
among Native
American cultures
prior to contact with
Europeans?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Have students to read
passages and answer
questions on this topic from
www.readworks.org.
Create a graphic organizer
comparing and contrasting
economic activities. Of Native
Americans.
Write an expository essay on
Native American cultures prior
to contact with Europeans. Use
a skeletal map and trace the
North American and Atlantic
trade route.
Help students trace the
triangular trade route on a map
with their finger.
Have students view a video
concerning the conditions of the
travels on the triangular trade
route through the Middle
Passage.
Discuss with students the
conditions slaves endured
during the long voyage
compared to the conditions on
a plantation.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps, charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Miniprojects—
completed in
class—
foldable
Vocabulary
Quizzes
Write an
expository
essay on
Native
American
cultures prior to
contact with
Europeans.
Audio/VisualHave students
view a video
concerning the
conditions of
the travels on
the triangular
trade route
through the
Middle
Passage.
Discuss with
students the
conditions
slaves endured
during the long
voyage
compared to
the conditions
on a plantation
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
3rd
4b. Trace the North
American and Atlantic trade
routes that linked Africa, the
West Indies, the North
American colonies, and
Europe and explain the
economic impact of those
routes. (DOK 1)
Nine
Weeks
Essential Questions
How can
economic
differences
cause conflicts
between
people?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining Cause
and Effect
Suggested Activities
(HOW will you teach it?)
Have students to trace the
North American and Atlantic
trade routes on a blank map.
Have students graph the
products traded on the
triangular trade.
Create a graphic organizer
comparing and contrasting
economic impact of those
routes.
Have students graph the
products traded on the
triangular trade.
Find It: Find It. The map shows
trade between nations in the
1600s and 1700s. Click on the
West Indies route in the
Legend. What products were
traded from the West Indies to
the thirteen colonies?
http://www.eduplace.com/kids/s
ocsci/books/a
applications/imaps/maps/g5s_u
3/
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Writing- Have
students read
passages from
people who
traveled on the
triangular trade
routes and
correct
grammatical
errors uses the
correct
proofreading
marks.
Content: 5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
3rd
Nine
Weeks
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
4c. Use economic concepts
(e.g., supply and demand,
scarcity, interdependence,
opportunity costs) to identify
the economic motivations for
European exploration and
settlement in the Americas.
(DOK 2)
What are economic
concepts (e.g.,
supply and demand,
scarcity,
interdependence,
opportunity costs?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a graphic organizer
comparing and contrasting
economic motivations for
European exploration and
settlement in the Americas.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Write an
expository
essay on
economic
motivations for
European
exploration and
settlement in
the Americas.
Have students to read
passages and answer
questions on this topic from
www.readworks.org
Select an economic concept
and discuss its link to European
settlement in the Americas.
Participate in a free-enterprise
economy activity. They will
create their own businesses in
groups and have another class
buy the products