Mississippi Social Studies Framework
Narrative Summary for Fifth Grade
(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.
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. (DOK 3)
Cite evidence of the earliest explorations of the Western Hemisphere by the Vikings, including locations and time frame of their explorations. (DOK 3)
Identify significant European supporters (e.g., King Ferdinand and Queen Isabella) and explorers (e.g., Cortez, Ponce de Leon, Hernando De Soto) and
the settlements they established (e.g., Roanoke, Jamestown, Plymouth). (DOK 3)
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)
Discuss the structure of colonial governments (e.g., legislative bodies, town meetings, charters of individual freedoms and rights). (DOK 3)
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). (DOK 3)
Describe the impact of geographic regions on Native American life and the ways in which Native American Nations interacted with one another. (DOK 3)
Locate on maps of North America and South America, land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia. (DOK 3)
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)
Civil Rights/Human Rights
1
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Understand how political, religious, and economic ideas and interests influenced the founding of the United States.
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Explain how the need for religious, political, and economic freedom influenced the settlement of North America by Europeans. (DOK 2)
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)
Critique the development and impact of slavery in North America, including the causes, conditions, and effects on enslaved Africans in North America.
(DOK 3)
Trace the development of democratic ideas that influenced the early colonies (e.g., Magna Carta and Mayflower Compact, etc.). (DOK 2)
Economics
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. (DOK 1)
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)
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)
Culture
Understand the contributions of the various cultures
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
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2
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)
Explain the effect of colonization by Europeans on both European and Native American cultures. (DOK 2)
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)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Greenville Public School District
Recommended 5th Grade Social Studies Curriculum MAP
2015-2016
th
Content: 5 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
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)
Essential
Questions
Skills
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.
Students should review terms from this unit by
playing The I have... Who has... game. (See
appendix for template).
Have students to read passages and answer
questions on this topic from
www.readworks.org
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,
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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, 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.
3
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Grading
Period
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
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)
What were the
causes and
consequences
of movement
during the
periods of
migration,
exploration, and
settlement?
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?)
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.
Create a graphic organizer of land claimed
and who explored the lands.
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
Thinking
maps
Graphic
Organizer
Paper
Pencil
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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.
4
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
1st Nine
Weeks
Grading
Period
5
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)
Objectives (PLD)
(What do your
students need to be
able to DO?)
How has
geographic
locations
impacted the
lives of Native
Americans?
Essential
Questions
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
Skills
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
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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 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.
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
1st Nine
Weeks
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
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 is the
Columbian
exchange?
How did the
Columbian
exchange affect
the Americas?
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
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
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
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.
What are some
of the similarities
among Native
American
cultures based
on geographical
location?
Making
Generalizatio
n
Explain,
Summarize
Design a geographical regional chart showing
the comparisons of major Native American
cultures in North America.
Write an 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
Grading
Period
6
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
1st Nine
Weeks
1st Nine
Weeks
7
5b. Explain the
effect of colonization
by Europeans on
both European and
Native American
cultures. (DOK 2)
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)
How has the
colonization by
Europeans
effected
European and
Native American
culture?
What were
some of the
changes brought
about because
of cultural
diffusion,
invention, and
innovation?
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
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
Use a chart to identify the causes and effects
of colonization by Europeans, on both
European and Native American cultures.
Have students to read passages and answer
questions on this topic from
www.readworks.org
Write an expository essay on European and
Native American cultures.
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.
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.
Create a 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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Grading
Period
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
2nd
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 PreColumbian
civilization
regarding
location,
religion, political
structure, and
slavery
Interpret
social and
political
messages of
cartoons
Detect bias in
visual
material
Use map and
globe reading
skills
8
Suggested Activities
(HOW will you teach it?)
Design a flip booklet illustrating the life ways
of the Pre-Columbian cultures.
Have students to read passages and answer
questions on this topic from
www.readworks.org
Students are to create a graphic organizer
comparing pre-Columbian civilizations.
Write an expository essay on pre-Columbian
civilizations.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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.
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
2nd
Nine
Weeks
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.
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.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
Create a map using paper plates and yarn to
show the distance European Explorers
traveled throughout the Western Hemisphere.
Grading
Period
Objectives (PLD)
(What do your
students need to be
able to DO?)
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)
Essential
Questions
What are the
diverse groups
in the British
colonies?
Skills
Read for a
variety of
purposes:
critically,
analytically,
to predict
outcomes, to
answer
questions, to
form an
opinion, to
skim for facts
Suggested Activities
(HOW will you teach it?)
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.
9
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly.
2nd
Nine
Weeks
Grading
Period
10
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?
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Make outline
Prepare
summaries
Make
timetables
Take notes
Keep records
Use a graphic organizer to connect main
ideas for the development of early Europeans
settlements throughout North America.
Design a large historical map and label it with
the settlements, dates, and persons
responsible for each establishment.
Have students to read passages and answer
questions on this topic from
www.readworks.org
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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?)
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 pilgrims’ position in the
establishments of early settlements in North
America and write a play to present their
findings to the class
Skills
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
2nd
Nine
Weeks
3rd Nine
Weeks
1e. Discuss the
structure of colonial
governments (e.g.,
legislative bodies,
town meetings,
charters of individual
freedoms and rights)
3a. Explain how the
need for religious,
political, and
economic freedom
influenced the
settlement of North
America by
Europeans.(DOK 2)
What is the
structure of
colonial
governments
(e.g., legislative
bodies, town
meetings,
charters of
individual
freedoms and
rights)?
Use various
parts of a
book (index,
table of
contents,
etc.)
Evaluate
sources of
information
Use
appropriate
source for
information
How do
geographic,
economic, and
culture factors
influence the
settlement of
people?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Create a graphic organizer on the structure of
colonial government.
Have students to read passages and answer
questions on this topic from
www.readworks.org
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.
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.
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.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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?)
Define religious, political, economic freedom
and provide examples of each one.
Grading
Period
11
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
3rd Nine
Weeks
2nd
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)
3d. Trace the
development of
democratic ideas
that influenced the
early colonies (e.g.,
Magna Carta and
Mayflower Compact,
etc.). (DOK 2)
How would you
describe the
interactions of
early settlers?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Write an expository essay on the interactions
of settlers in the colonies.
Have students to read passages and answer
questions on this topic from
www.readworks.org
Create a graphic organizer on the conflict,
cultural exchanges, property rights, and
adoption of democratic ideas on Native
Americans and Europeans.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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?)
Role play on issues of land ownership at the
core of Indian/European relations.
What
democratic idea
does the
Mayflower
Compact
exhibits?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Read and discuss a copy of the Mayflower
Compact.
Have students to read passages and answer
questions on this topic from
www.readworks.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.
Grading
Period
12
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
3rd
Nine
Weeks
3rd
Nine
Weeks
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)
4a. Describe
economic activities
within and among
Native American
cultures prior to
contact with
Europeans. (DOK 1)
How can you
explain the
expansion and
influences of
slavery in North
America?
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 the impact of slavery in North
America, including the causes, conditions,
and effects
Write an expository essay on the impact of
slavery.
What economic
activities exist
among Native
American
cultures prior to
contact with
Europeans?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Read a brief description of the four key things
of Magna Carte and summarize the key
details.
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.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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.
13
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Grading
Period
Objectives (PLD)
(What do your
students need to be
able to DO?)
3rd Nine
Weeks
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)
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?
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
http://www.eduplace.com/kids/socsci/books/a
pplications/imaps/maps/g5s_u3/
14
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
4th
Nine
Weeks
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?
Vocabulary
Development
Map / Graph /
Chart
Analysis
Determining
Cause and
Effect
Create a graphic organizer comparing and
contrasting economic motivations for
European exploration and settlement in the
Americas.
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.
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
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
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?)
Participate in a free-enterprise economy
activity. They will create their own businesses
in groups and have another class buy the
products
Grading
Period
15
Objectives (PLD)
(What do your
students need to be
able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
4th
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
Create a diagram of early people migrating
throughout North America
Have students to read passages and answer
questions on this topic from
www.readworks.org
Write an expository essay on the migration,
exploration and settlement in North America.
Using clay, design a landform map
demonstrating the different physical features
in North America.
textbook
Power
Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
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, 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.
16
5th Grade Social Studies (UNITED STATES HISTORY FROM PRE-COLUMBIAN ERA TO COLONIZATION)
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.