Native Americans/Explorers
Fifth Grade/Early American History
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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Who were the Native Americans and how did they arrive on the continent?
Who were the first Europeans to come to the Americas?
How did the Native Americans respond to European explorers and to the westward expansion?
Why do people take great risks to explore something today? |
* Students will be able to place events associated with the arrival of peoples to the United States in chronological order by using a time line (I.1.LE.3)
* Students will describe the probable path Native Americans followed to and through the Americas from Asia (II.4.LE.1)
* Students will compare and contrast how geography affected life style and cultures of Native Americans to the Early European Explorers. (II.1.LE.1, II.1.LE.2, II.4. LE.2)
* Students will interpret conflicting accounts of European arrival to the United States and analyze the viewpoints of the authors. (I.3.LE.2) (Use Teacher Resource – Columbus and the Age of Discovery for articles)
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1. Students will complete a time line showing chronological events as they occurred in the early history of the United States. (I.1.LE.3)
2. Students will make a map showing where Native American tribes migrated and when they arrived in various locations. (II.4.LE.1)
3. Students will make a chart comparing the characteristics of the main Native American groups and indicate how their environment influenced these characteristics compared to the Early European Explorers. (II.1.LE.1, II.1.LE.2, II.4. LE.2)
4. Students will search Internet sites to determine whether Columbus was the first European to discover the Americas, and analyze the different viewpoints present on those sites. (V.2.LE.2, I.3.LE.2) |
Bering Strait
Conquistador
European Explorers
Indian/Native American
Age of Exploration
Mutiny
Early Inhabitants
Century
Era
Latitude
Longitude
Navigation
Compass
Maps
Grid
Movement
Location – absolute and relative |
English Language Arts Students can use folklore to study Native American cultures.
Science Students can explore how climate and earth features influenced the migration of people to and within the Americas.
Connection to Core Democratic Values
Diversity
Liberty
Justice
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Teacher Resources Columbus and the Age of Discover. 5 December 2001 http://muweb.millersville.edu/~columbus/
Native Languages of the Americas: Facts for Kids, 2004 http://www.native-languages.org/kids.htm
Discovery and Exploration, 2004 http://memory.loc.gov/ammem/gmdhtml/dsxphome.html
Driving the Bering Strait, 2004 http://dsc.discovery.com/convergence/engineering/engineering.html
Technology Resources
Multimedia American Indians: A Brief History (National Geographic)
Native American – Print Material Encyclopedia of North America (Scholastic) If You Lived…(North America) (Scholastic) The First Americans (Joy Hakim) Turquoise Boy Annie and the Old One Cherokee Woman Star Boy Brother Eagle, Sister Sky Buffalo Woman
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Native Americans/Explorers
Fifth Grade/Early American History
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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How did the Native Americans live in the 1600s and how do they live today?
How were the different Native groups – Eastern Woodlands, Plains, Southwest and Pacific Northwest alike or different?
How have various people or cultures adapted to or modified the environment?
Where did the explorers of the 1400 and 1500’sexplorer? |
* Use narratives and graphic data to compare the past of the United States with present day life in that place. (I.2LE.2)
* Locate and describe the major places, cultures, and communities of the nation and compare their characteristics. (II.1LE.3)
* Students will describe the culture of the Native Americans and explain how it influenced development of their culture in that area. ( II.2.LE.4)
*Students will explain why the Europeans were looking for an all water route (Northwest Passage) to the Indies. (II.3.LE.2, I.3.LE.3)
*Students will identify the land areas claimed by each country and explain the basis for those claims. (II.3.LE.2)
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5. Use narratives and graphic data to compare the past of the United States with present day life. (I.2LE.2)
6. Locate or describe the major places or cultures of the different Native Americans and compare their characteristics. (II.1LE.3)
7. Explain how various people or cultures have adapted to or modified the environment. (II.2.LE.4, V.2.LE.1)
8. Assume the role of an explorer and write a journal describing his exploration/voyage.
9. Draw and or research routes of various European explorers.
10. Describe how a CDV from the connection list was upheld or violated during the Native American/Explorer time period. |
Scarcity on Columbus’s ships
Scurvy |
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Crow Chief: A Plains Indian Story Indians of the Northeast Woodlands Night of the Kachina People of the Long House Rough-faced Girl Legend of the Blue Bonnet (B. Baylor) Girl Who Loved Wild Horses Encyclopedia of Native American (Griffin-Pierce; Viking Press)
Explorers – Print Material Everything You Need to Know About American History Homework (Zeman and Kelly, Scholastic Pub) Around the World in a Hundred Years (J Fritz, Paperstar Pub) Who Were the Vikings? (Jane Chisholm and Straun Reid) I, Columbus My Journal (Peter and Connie Roop) Christopher Columbus (Ann McGovern) The Discovery of the Americas (Betsy and Giulio Maestro) Pedro’s Journal (Pam Conrad) Explora-maze (Robert Suedden)
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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How did early Americans organize themselves into political groups?
In what ways did the events that happened during this time period shape the world, as we know it today?
What are the differences between the local, state and federal governments?
What are the three branches of government, and how do they affect you as a citizen?
What was the Northwest Ordinance and how did it affect the people living in the United States?
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* Students will evaluate how the decision to replace the Articles of Confederation with the Constitution of 1787 affected the security of the United Sates and the well being of its citizens (I.4.LE.2).
* Students will explain the basic organization of the local, state, federal government and distinguish between the roles each level of government may have. (III.4.LE.3, III.1.LE.1)
* Students will evaluate the checks and balance system so that they have a deeper understanding of why power of government is limited for each level and branch. (III.1.LE.2, III.1.LE.3)
* Students will interpret the meaning of rights guaranteed by the Core Democratic Values, Bill of Rights, and the Constitution; they will learn the importance of upholding these rights and responsibilities as an American citizen. (III.2.LE.2, III.2.LE.3, III.4.LE.2)
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1. Use a graphic organizer to compare the pros and cons of the Articles of Confederation so that students can visualize why the change to write a new Constitution evolved. (I.4.LE.2)
2. The students will research the roles at each level within our government. They will create a poster, PowerPoint, graphic organizer, etc. showing examples of the roles at each level as well as how their power may be limited. (V.1.LE.1, V.1.LE.2, V.1.LE.3, III.1.LE.2, III.1.LE.3)
3. The students will participate in an activity that will allow them to feel how the founders must have felt while they created the Constitution. *See teacher resources
4. Students will compose a persuasive essay expressing a position on a given “Early American History” issue and support their position using at least 1 core democratic value. (III.3.LE.2, III.3.LE.2, V.2.LE.3, VI.3.LE.1) |
Articles of Confederation
Preamble
Constitution
Bill of Rights
Limited Government
Separation of Powers
Checks and Balances
Northwest Ordinance
Shay’s Rebellion
Great Compromise
3/5’s Compromise
Ratification
GovernmentLocal State Federal
Republic
Democracy
Branches of Government Executive Judicial Legislative
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TechnologyPowerPoint Graphic Organizer – KidsPix/Inspiration
Connection to Core Democratic Values
Liberty
Equality
Justice
Popular Sovereignty
Patriotism
Common Good
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Teacher Resources
Fritz, Jean. Shh! We’re Writing the Constitution:
Barnes, Peter. Marshall, the Courthouse Mouse: A Tail of the U.S. Supreme Court: Woodrow for President: A Tail of Voting, Campaigns, and Elections: House Mouse, Senate Mouse:
Barnes, Peter. A Mice Way to Learn About Government: A Curriculum Guide
Technology
Creation of the Constitution Game: (Assessment 3 – Constitution Activity) http://www.archives.gov/digital_classroom/lessons/constitution_day/game.html
Bill of Rights game: http://www.constitutioncenter.org/explore/ForKids/index.shtml
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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How did the natural resources shape the culture of the colonies?
How did cultural characteristics of the early colonists influence life in the colonies?
Why did the colonists rebel against Britain?
How are the cultural and the natural characteristics of the three colonies different?
How do the colonists adapt to, or modify their environment?
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* Students will describe the culture of the colonists and explain how it influenced development of colonies in the region (II.1.LE.2, II.2.LE.4)
* Students will describe the manufacturing system of the colonies and explain how natural features of the region influenced its location (II.3.LE.1)
* Students will explain why colonists were divided over loyalty to the mother country (VI.1.LE.2)
* Students will explain why colonists wanted to limit the power of the British government. (III.1.LE.3)
* Students will decide whether the colonists were justified in rebelling against Britain (VI.3.LE.1)
* Compare the society, geography, economic characteristics between the New England Colony, Middle Colony and Southern Colony. (II.1.LE.3, II.2.LE.2, II.2.LE.3, IV.4.LE.3) |
1. Compare and contrast the colonies to England to show what resources the region had compared to England that helped influence the development this colonies. (II.1.LE.2, II.3.LE.1).
2. Students will research the kinds of resources available to the colonies and create a map with a key showing the location of the resources used in their manufacturing system. (II.3.LE.1)
3. Write a letter from the viewpoint of either a loyalist or a patriot to someone back home in their mother country explaining their position. (IV.1.LE.3)
4. Locate or describe the major places or cultures of the United States and compare their characteristics. (II.1LE.3)
5. Identify how the type of land affected the type of colony founded there. (IV.1.LE.1, IV.2.LE.3) |
Colony
Indentured servant/servitude
Loyalist/Patriot
Manufacturing
Mercantilism
Slave/Slavery
Dutch West India Co.
Middle Atlantic/ Southern/New England Colonies
Quaker
Religious Liberty/Persecution
William Penn
Plantation
Tariff
Thomas Jefferson
Virginia Company
Cash Crops
Triangular Trade
Jamestown
Boston Massacre |
English Language Arts The students will be writing a letter of persuasion to the audience of the mother country.
The students will use research skills to find the colonies resources.
Science/Social Studies The students consider how the natural environment of shaped economic development of the region.
Connection to Core Democratic Values
Pursuit of Happiness
Liberty
Life
Connection to Economics
Cost of goods
Resources – Capital, Natural, Human, renewable, nonrenewable |
Multimedia Williamsburg, Story of a Patriot (VHS) (MISD)
Print Material Making Thirteen Colonies (J. Hakim) Who’s that Stepping on Plymouth Rock (Jean Fritz) What’s the Big Idea, Ben Franklin? (Jean Fritz) If You Lived in Colonial Times (A. McGovern, Scholastic Pub) Teacher Resource: Life as a Colonist (Frank Shaeffer, Pub.) Selected Lessons from the MEAP Social Studies Coach, Grade 5 (Education Design, Inc., Pub) The Courage of Sarah Noble (Alice Dalgliesh) A Williamsburg Household (Joan Anderson) Sailing to America: Colonies at Sea (James E Knight) Pioneer Settlers of New France (Joan Anderson) Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl (Kate Waters) A Lion to Guard Us (C. Robert Bulla)
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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Where did colonists come from in the 1600 and 1700’s?
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* Use narratives and graphic data to compare the past of the United States with present day life in those places. (I.2.LE.2, I.2.LE.3)
* Students will explore the types of goods and services produced during this time period. (IV.4.LE.1,2)
* Students will explain how geography played a part in the economic diversity in the colony. (IV.5.LE.1,2,3, II.2.LE.2)
* Students will analyze the hardships faced by colonists and reasons for the success or failure of these settlements. (IV.1.LE.1, IV.2.LE.3)
* Students will evaluate the effects of the triangular trade. (IV.2.LE.1)
* Students will analyze the causes and effects of the French and Indian War upon North America. (I.2.LE.4, II4.LE.6, II.5.LE.1) |
6. Use narratives and graphic data to compare the past of the United Sates with present day life. (I.2.LE.3)
7. Students can chart imports and exports and how these items affected the colony. (IV.4.LE.1,2)
8. Students will compare and contrast how the geographic location affected the products grown and produced in the colonies. (II.2.LE.2)
9. Focusing in Roanoke, Jamestown and Plymouth identify the cause and effects of either their success or failure as a settlement. (IV.1.LE.1, IV.2.LE.3)
10. Orally present an aspect of colonial life hardships individually or as part of a small group. (IV.1.LE.1, IV.2.LE.3)
11. Draw a map of the triangular trade route (IV.2.LE.1)
12. Create Two maps side-by-side that illustrate the territories owned by the French and the British before and after the war. (I.2.LE.4, II4.LE.6, II.5.LE.1)
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Mayflower Compact
French and Indian War
Allegiance
Parliament
Barter
Primary Source/ Secondary Source
Immigrant/ Emigrant
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Imports/Exports
Scarcity
Goods & services
Surplus
Opportunity Cost
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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Are people created equal?
Was the Revolutionary War inevitable?
Did the colonists benefit from the Revolutionary War?
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* Explain the development of and summarize the main points in the Declaration of Independence (III.2.LE.1)
* Determine whether England benefited economically from ruling the American colonies (IV.5.LE.2)
* Evaluate possible resolutions other than revolution for the colonists’ concern over English taxation (VI.1.LE.3)
* Participate in thoughtful conversations which attempt to clarify the meaning of equality as a core democratic value of the United States (VI.2.LE.1)
* Compare and contrast the strengths and weaknesses of the British loyalists and American patriot causes. (I.4.LE.1, III.5.LE.1 III.5.LE.2)
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1. Produce a timeline of major events leading to the American Revolution using centuries, decades and years to explain how long ago the Revolution occurred and identify the events as examples of authority or the use of power without authority (I.1.LE.3 III.1.LE.2)
2. Draw an outline map showing the original 13 American colonies and major battles of the Revolutionary War (II.4.LE.1)
3. Compose a persuasive essay that addresses: (1) whether governing the colonies was economically profitable the mother country or (2) what alternatives to revolution might have been possible to resolve concerns over English taxation. (IV.5.LE.2)
4. Create a poster summarizing three basic rights expressed in the Declaration of Independence. Participate in a small group discussion of whether the right to equality has been protected by the government of the United Sates at the time that the Declaration of Independence was written. (III.2.LE.1, VI.2.LE.1)
5. Explain the relationship between Great Britain, France and the colonists before and during the Revolutionary War using examples of how events in Great Britain and America affected people in other countries. (I.4.LE.1, III.5.LE.1 III.4.LE.2) |
Loyalist
Patriot
Revolution
Valley Forge
Declaration of Independence
Tyrant
War Debt
Sons of Liberty
Early Self-Government
Boston Massacre
Stamp Act
Committees of Correspondence
Boston Tea Party
Taxation without Representation
Intolerable Acts
Lexington and Concord |
English Persuasive essay
Read Historical Fiction about the American Revolution and biographies of revolutionary figures.
Connection to Core Democratic Values
Patriotism
Equality
Liberty
Truth
Justice
Popular Sovereignty
Common Good
Pursuit of Happiness
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Technology
Timeline of American Revolution Events: http://www.historyplace.com/unitedstates/revolution/revwar-75.htm
Revolutionary War Online Game: http://www.pbs.org/ktca/liberty/road.html
Pictures/Information of the Revolution time period http://www.pbs.org/ktca/liberty/perspectives.html
Everything you need! Use this in your computer lab. http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm
Print Material From Colonies to Country (Joy Hakim) A Boy’s Will (Erik Christian Huguard) America’s Paul Revere The Fighting Ground Can’t you Make Them Behave, King George? Will you Sign Here, John Hancock? And Then What Happened Paul Revere? (Jean Fritz) Why Don’t You Bet a Horse, Sam Adams? George Washington’s Breakfast Where was Patrick Henry on the 29th of May? Mr. Revere and I (Robert Lawson) Paul Revere’s Ride (Henry Wadsworth Longfellow) |
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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* Identify the causes (people, places, events) that led to the American Revolution and the birth of the United States. (I.1.LE.3, I.2.LE.3)
* Explain how “taxation without representation” became a major cause of the Revolution (III.1.LE.2, III.2.LE.1)
* Identify the roles of the important people and the major events of the Revolution (I.2.LE.3, I.2.LE.4)
* Describe the major changes in America as a result of the Treaty of Paris (I.3.LE.1, I.4.LE.2) |
6. Create a Venn Diagram comparing Patriots to Loyalists. (III.5.LE.1 III.5.LE.2)
7. Design and create a flow chart of the causes of the American Revolution. (I.1.LE.3, I.2.LE.3)
8. Simulate where students are a colonist, tax collector or the King. Conclude with a letter to King George. (I.1.LE.3, I.2.LE.3)
9. Write a position paper defending England’s right to tax the colonies including appropriate core democratic values and other data support. (III.1.LE.2, III.2.LE.1)
10. Nominate an individual to the American Revolution Hall of Fame and explain why. (I.2.LE.3, I.2.LE.4)
11. Create maps of lands in America comparing European possessions before the war to U.S. and European properties after the war. (I.3.LE.1, I.4.LE.2)
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Bunker Hill
Continental Congress
Important People Franklin Adams Henry Jefferson Washington
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Focus Questions |
Benchmarks |
Assessments |
Key Topics & Vocabulary |
Connections |
Possible Instructional Resources |
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Why did Americans move west?
What caused the War of 1812?
How might the Native Americans have felt during this expansion period?
Who was Lewis and Clark, and why do we remember their names?
What is the significance of the Louisiana Purchase?
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* Identify reasons people moved west. (11.3.LE.2)
* Analyze the significance of the Louisiana Purchase in the territorial expansion of the United States. (1.4.LE.2)
* Analyze the causes and outcome of the War of 1812 (1.4.LE.1)
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6. Imagine you are a young pioneer and try to convince your father why the family should move west.
7. Identify the point of view of Native Americans on the settlement of the land beyond the Appalachians .
8. From an outline map of the U.S. draw the Louisiana Territory and include the route of Lewis and Clark.
9. Write a speech given by Jefferson that justifies the Louisiana Purchase.
10. Paraphrase or explain the words of the Star Spangled Banner.
11. List the causes of the War of 1812.
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Westward Migration
Louisiana Purchase
Lewis and Clark
War of 1812
Tecumseh
Andrew Jackson
Primary Sources
Conflicting Viewpoints
Migration
Physical Geography
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Connection to Core Democratic Values
Justice
Patriotism
Individual Rights
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Technology
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NOTES:
All ideas need to relate to the 5 themes of Geography
Red print is assessment for all to do
Things to do April 2005
Logically sequence benchmarks by timeline
Add portable projector to resources
Find technology piece that would utilize projector
Check geography within each unit – correlation to