5th Grade Social Studies Unit: Native American and Early European Explorers In this unit



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5th Grade Social Studies

Unit: Native American and Early European Explorers

In this unit, students can:


  • List American Indian groups.

  • Compare and contrast American Indian groups.

  • List explorers.

  • Compare and contrast the reasons of exploration.

  • Analyze/evaluate American Indian groups before and after European explorers.

  • Explain the geographical impact of early settlements in the new world.

  • Analyze/evaluate the culture between American Indian groups and explorers.

  • Explain the influence each group had to America.

  • Research a cultural narrative and explain its significance to the particular culture of study.

  • Compare the viewpoint of exploration from an European Explorer and/or American Indian perspective.


Concepts: Conflict, Historical Understanding, Physical Environment, Human Activity, Culture
North Carolina Essential Standards


HISTORY

GEOGRAPHY AND ENVIRONMENTAL LITERACY

ECONOMICS AND FINANCIAL LITERACY

CIVICS AND GOVERNANCE

CULTURE

5. H.1.1 Evaluate the relationship between European explorers (French, Spanish, and English) and American Indian groups based on accuracy of historical information (beliefs, fears, and leadership).

5. H.2.3 Compare the changing roles of women and minorities on American society from the Pre-Colonial era through Reconstruction.



5. G. 1.1 Explain the impact of the physical environment on early settlements in the New World.

5. G. 1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.

5. G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.

5. G. 1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).









5. C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration.

5. C.1.2 Exemplify how the interactions of various groups have resulted in the borrowing and sharing of traditions and technology.

5. C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States.

5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games. Folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.




Common Core State Standards

Key Ideas and Details


  • CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

  • CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure


  • CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

  • CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

  • CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas


  • CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

  • CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity


  • CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.



BIG IDEAS

What students need to understand



GUIDING QUESTIONS

Guiding questions for understanding



  • Relationships between different cultural groups can have both positive and negative effects.

  • Physical environment affects settlement patterns.

  • Physical environment can determine the way that people meet basic needs such as food and shelter.

  • Human activity can modify the physical environment.

  • Environmental challenges are often resolved through technological innovation.

  • Geographic, political, and economic factors can influence settlement patterns.

  • Migration can be forced or voluntary.

  • Ideas about self-government can be borrowed and adapted from others over time.

  • Diverse groups contribute to the cultural, social, economic and political development of a nation.

  • Interactions between cultural groups may lead to the borrowing and sharing of traditions and technology.

  • The movement of goods, ideas and people can affect a region.

  • Elements of a group’s culture can be expressed in various ways.

  • A nation’s economic system has many interconnected parts.

  • How did American Indians adapt to different environments in North America?

  • How and why did American Indian cultural regions differ?

  • How did American Indian Societies view the role of women?

  • The first Americans did not keep written records. How do scientists learn about those ancient societies?

  • What reasons can you give for the development of more than one culture among American Indians?

  • How did Europe’s conflicts help spur the Age of Exploration?

  • What did explorers take to and from the New World during the Age of Exploration?

  • How did American Indians and European Explorers interact with one another?

  • How do American Indians describe the interaction/relationship between the European Explorers?

  • What cultural perceptions existed between American Indians and European Explorers?

  • Why is the encounter between Europeans and America Indians considered a major turning point for the history of both Europe and the Americas?

  • How did exploration of the Americas lead to settlement?

  • How were early exploration/settlement patterns affected by the physical environment?

  • How did the relationships between American Indians and European Explorers contribute to the social, political, and cultural development of the new nation?

  • What challenges faced the first English Colonies?

  • How were the three colonial regions alike and different?

  • What kind of jobs did the three colonial regions offer? How did this contribute to the economy?

KNOWLEDGE/CONTENT

What students need to know (nouns)



SKILLS

What students need to be able to do (verbs)



  • Academic Vocabulary

  • How physical environment impacted settlement.

  • Positive/negative examples of human activity on the United States.

  • Examples of technological advances in America.

  • Various examples of migration and immigration.

  • How ideas about self-government in other parts of the world influenced the development of the United States.

  • Key American Indian groups before and after European exploration. Key explorers.

  • Aspects of culture and everyday life among American Indian groups.

  • How culture and everyday life for American Indian groups was altered after Europeans came to America.

  • Examples of borrowing and sharing.

  • A region is defined by unifying characteristics.

  • Cultural expressions can reveal the values, lifestyles, beliefs, and struggles of diverse ethnic groups.

  • Analyze multiple sources from varying points of view. (Exploration from an European Explorer perspective, from an American Indian perspective)

  • Evaluate relationships (beliefs, fears, leadership) between American Indians and European Explorers.

  • Analyze American Indian groups before and after European explorers (leadership, culture, everyday life).

  • Compare and contrast the three colonial regions.

  • Explain the events that lead to exploration.

  • Explain how geographic, political, and economic factors influence settlement.

ACADEMIC VOCABULARY

Person of Interest-American Indians

Person of Interest- Explorers

Vocabulary

  • American Indians of the Northwest Coast

  • American Indians of the California-Intermountain Region

  • American Indians of the Southwest

  • American Indians of the Plateau

  • American Indians of the Great Plains

  • American Indians of the Eastern Woodlands

  • American Indians of the Southeast




  • Christopher Columbus

  • John Cabot

  • Juan Ponce de Leon

  • Hernan Cortés

  • Jacques Cartier

  • Francisco Vásquez

  • Cultural groups

  • Physical Environment

  • Settlement Patterns

  • Human Activity

  • Environment

  • Migration

  • Diverse groups

  • Region

  • Adapt

  • Climate

  • Natural Resources

  • Artifacts

  • New World

  • Age of Exploration



RESOURCES

Social Studies Alive!: Chapters 2-5

  • Correlations (Reading Further, Enrichment Reading, Presentations, Assessment Questions)

    • http://subscriptions.teachtci.com/teacher/lessons/1078/correlations

  • Differentiating Instruction ( English Language Learners, Students with special needs, Enrichment)

    • http://subscriptions.teachtci.com/teacher/lessons/1078/differentiating_instructions

  • Enhancing Learning: Additional Reading Opportunities

http://subscriptions.teachtci.com/teacher/lessons/1078/enhancing_learnings

Discovery Education:

  • A kiva in the Aztec Ruins National Monument (image key work kiva)

  • Climate Changes Affect Inuit Cultural Well-Being (3:35)

  • Climate change is threatening Inuit culture.

The First People in the West (2:55)

  • Discover how the Conquistadors met Native Americans.

Possible Migrations of the First Americans, 38,000-3000 BCE

Migration into North America (4:29)



  • Human beings first entered the American continent during the last Ice Age, when the Bering land bridge connected Asia and America.

Migration and Geography of the Forest Tribes (2:02)

Migration and Geography of the Plains Tribe (2:56)

  • Native Americans originally migrated over a land bridge from Asia to North America roughly 30,000 years ago.

People of the Northwest (1:51)

  • Learn that the Native Peoples of the Northwest hunted, fished, and traded for survival.

People of the California Inter-Mountain Region (2:29)

  • Discover the diverse populations of Native Peoples in what is now the state of California.

People of the Southwest (1:49)

  • Learn how the People of the Southwest adapted to the dry climate.

People of the Great Plains (2:29)

  • Discover how different tribes utilized the same resources of the Great Plains.Discover how different tribes utilized the same resources of the Great Plains.

The Eastern Woodlands People (2:07)

  • Discover how the tribes of the Eastern Woodlands lived among each other.

The People of the Southeast (2:24)

  • Learn how the Native people of the southeast region used natural resources to live.

Native American History since the Arrival of the Europeans (1:50)

  • Conflicts with Europeans led to the conquest of all Native American Tribes, their extreme poverty, and their isolation on reservations.

Exploring the World: The Age of Exploration Begins (12:47)

  • This program provides an historical introduction to the great Age of Exploration, which began nearly 600 years ago.

Exploring a New World (4:03)

  • Learn about the explorers who came from Spain and France and claimed land in the New World.

The Age of Exploration: The Lure of Asia, Shipping and Navigation (1:10)

  • Europeans began exploring the world to look for a shipping route to Asia.

Exploring the World 550 Years Ago (0:54)

  • Europeans and the people of the Americas were unaware of each other until the late fifteenth century, when Christopher Columbus crossed the Atlantic Ocean.

Exploring the World: Conquistadors and the Aztecs (15:24)

  • This program filmed in Spain and Mexico, takes a look at how Spanish civilization was brought to the New World.

The Voyages of Christopher Columbus (1:27)

  • After a two month journey, Christopher Columbus and his men set foot on an island in The Caribbean which he named San Salvador.

The First Voyage to the New World (11:21)

  • Columbus changed history with his discovery of the New World.

The Beginning of Exploration in North America (1490-1522) (4:55)

Explorers (1:54)

  • Learn about the European explorers who came to America. Learn about the European explorers who came to America.

Fishing, Trapping and Exploring: The Europeans Arrive (3:36)

  • Europeans first came to the Americas for the abundant resources.

The New World Encountered (26:00)

Maps 101 www.maps101.com

ASSESSMENTS

Please visit the Elementary Social Studies Wiki. Grade Level Pages: Performance Tasks

COMMON CORE CONNECTIONS

SKILLS

WRITING

  • Monitoring comprehension through evaluating the impact of the environment on early settlement in the New World

  • Building a repertoire of meaning making strategies through word study and content specific vocabulary activities



  • The role of children has changed tremendously since the Colonial Era. Argue why this change has had either a positive or negative impact on society.

  • Select two American Indian groups and explain how their different environments led to differences in their cultures.

  • Imagine that you could travel back in time to visit one of the American Indian societies discussed in this unit. Write diary entries about what you see and share your impressions of your visit.

R1/R10

W1

W2

  • Our Thirteen Colonies (series) (Mankato, MN: The Child’s World, 2004)
    Each book in this series (one for each colony) features information on the colony’s history and development.

  • Reading Challenge: What did explorers take to and from the New World during the Age of Exploration http://subscriptions.teachtci.com/teacher/learn/lessons/1079/challenge

    • Williamsburg in 1750’s (1:44)

  • http://player.discoveryeducation.com/index.cfm?guidAssetld+152DEBA7-6CCF-4AF8-A845-5D20C6AAD2BD&blnFromSearch+1&productcode=US

  • Use the triple bubble map to compare and contrast the New England, Middle, and Southern Colonies. Create a billboard to try to persuade others to settle in one of the colonies.

  • Imagine that you are a tribe of American Indians. Determine 3 tools that you would use for survival. Based on the tools you have selected, which region would be best for you to settle? Defend why the region you chose would be most suitable for your way of life

  • Select two American Indian groups and explain how their different environments led to differences in their cultures.

  • Imagine that you could travel back in time to visit one of the American Indian societies discussed in this unit. Write diary entries about what you see and share your impressions of your visit.



REVISED 04.25.13



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