Social Studies

Curriculum > Elementary > 5th Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Social Studies 5 th 2 semesters
Course Description
This course is a study of American history, spanning the time from pre-European exploration to the very early 21st century. There is much factual information to be absorbed, but students should also be asked to debate, judge, compare, and form opinions as they learn about events throughout history. Generally, fifth graders learn well through “hands-on” activities and facsimiles, such as performances, wax museum productions, recreating artifacts and using them, reenactments, etc. They also learn best when the information they are learning is related to their own lives. The course should also be integrated with other subjects, including but not limited to, writing, science, and math.

Informational Knowledge Objectives
1A: Geography
1. Students will be introduced to, and begin to inculcate within themselves, the vocabulary words for the first unit.
Suggestions:
Crosswords, games (Bingo, etc.)
2. Students will use latitude and longitude to find absolute locations, and will know the differences between absolute and relative location.
Suggestions:
Use ppt.s and videos to explain models of the earth, the hemispheres, the equator, prime meridian, and the numbering system of the lines of latitude and longitude. Students can work on many worksheets to help them find absolute location.
Use an orange or a balloon between pairs of students to draw (using permanent markers), following directions, the lines of latitude or longitude. This makes a good formative assessment.
Use the idea of relative location to practice prepositions. Toss an inflated globe around the room. Students tell the class where his or her thumb touches using prepositions and/or cardinal directions (it’s a country next to Germany and north of Spain, for instance). The class tries to guess the country.
3. Students will know the different landform regions in America, its main bodies of water, and its climates associated with the regions.
Suggestions:
Have students create a 3-D map of the US with clay they make themselves. They make sure to include the main landforms that give the regions their names. Paint and label all landforms, major bodies of water, and regions; present to class.
4. Students will know the climates and vegetation of North America.
Suggestions:
Teach difference between climate and weather.
Students could organize the information about climate and vegetation in a foldable.
On a map of the world, students mark places they’ve visited. They write a short essay explaining the weather they encountered there, then research (if necessary) its climate. Answer—why does that place exhibit that climate? (Proximity to the equator, to the poles, to the ocean or lake; elevation?)
1B. Patterns of Settlement/Renewable, Non-renewable Resources
Students will know where and why people have settled in North America.
Suggestions:
Have students fill out a questionnaire—where would they choose to live if _______ (no electricity, no plumbing, no trees, etc.) (Where would they HAVE to live?)
Show a ppt. detailing the differences between renewable and non-renewable resources. Students keep track of the differences with a T-chart.
Have students research a type of natural resource. They will then give an expository speech on the pros and cons of that resource.
1C. Timelines
Students will know how to interpret information given on time lines.
Suggestions: Timeline practice—teach AD, BC, CE, BCE—students use both forms to calculate time passed on timelines. Integrate with math (numeration, place value, subtraction)
ŸStudents make a timeline of their own lives.
Compare a different culture’s timeline to the
1D. Early North American Inhabitants
1. Students will know about some of the early civilizations such as the Mayans and Olmec.
Suggestions:
Use several resources to research the Mayans—Discover Kids, the internet, etc. Have each small group or pair of students become an expert on a particular aspect of Mayan culture. Present to class via ppt, short video, etc. Other students take notes, combine all presentations on a codex they each make for themselves out of banner paper.
Draw life size Mayan people outlines—conveniently, adult Mayans are about the size of the typical 5th grader. Decorate the outlines as people from Mayan culture—royalty, priests, farmers, slaves, warriors, etc. Decorate Mayan style—jade in teeth, hairstyles, jaguar-covered shields.
Set up a Mayan village—beauty shop, market (use cocoa beans for money), school, …
Cook a Mayan feast—Three Sisters soup, chili hot chocolate, tortillas
Make a model Mayan city—temple at the center
If studying the Aztecs, plant chinampas (use plastic wash pans to hold the water)
2. Students will know the regions that Native Americans lived in, and be familiar with their lifestyles.
Suggestions:
Students each research a tribe that represents a particular region of the US. (Kwakiutl, Ute, Hopi, Cherokee, Narrangansett, etc.) Include food, clothing, daily life, famous people, history (before and after the white man’s arrival), etc. Make a model of the typical home. Present to the class. Student should explain WHY the tribe eats certain food, why the houses are built in a certain way, and so on (tie-in to adaptations to the environment).
Have a class potlatch
Research Native American lifestyles before and after the arrival of the horse.
Explore stereotypes—dispel myths, from “always peaceful” Indians, to “always warring” Indians, including misconceptions—scalping, tomahawks, peace pipes, and so on.
Have students write a letter to Cortez/Coronando/Pilgrims/etc. from the POV of an Indian child, explaining an aspect of their culture, or their reaction to the newcomer’s arrival, or directions for something the newcomer will need to know…
Provide a blackline map for each student of the US (no state names). Students draw in the regions of the Native Americans as they are presented by their peers, color code it, and create a key.
Procedural Knowledge Objectives
1A: Geography
1. Students will be able to properly pronounce and use vocabulary words from the first unit.
2. Students will be able to use latitude and longitude to find absolute locations, and will choose to use absolute location or relative location, depending on the circumstances. Students will be able to describe the relative location of the five regions of the United States.
3. Students will be able to identify the different landform regions in America, its main bodies of water, and the climates associated with the regions.
4. Students will be able to describe the climates and vegetation of North America.
1B. Patterns of Settlement/Renewable, Non-renewable Resources
Students will be able to explain where people have settled in North America, and the reasons for their choices.
1C. Timelines
Students will be able to interpret information given on time lines.
1D. Early North American inhabitants
1. Students will be able to discuss some of the early civilizations such as the Mayans and Olmec.
2. Students will be able to draw and describe the regions that Native Americans lived in, and be familiar with their lifestyles.

Unit 2: Exploration and Settlement

Informational Knowledge Objectives
2A. European Exploration Beginnings
1. Students will know the reasons for European interest in exploration.
2. Students will know the technology that made ocean exploration possible.
Suggestions:
Students draw a cause and effect diagram, starting with the Gutenberg press.
Have the students mix up some hardtack, then bake it. Eat it for lunch, with warm water to drink. (Then let them have their real lunches.)
Save a few; have the students do an experiment to see how long it takes the hardtack to mold.
Make instruments—astrolabes, compasses, quadrants
http://www.marinersmuseum.org/sites/default/files/astrolabe.pdf pattern for astrolabe
http://www.marinersmuseum.org/sites/default/files/quadrant_0.pdf pattern for quadrant
2A. European Exploration Beginnings
1. Students will know the aims, obstacles, and accomplishments of early explorers from different countries.
2. Students will know the names, structure types, and challenges of the ships used for exploration in the 1600s.
Suggestions:
Students look at a cross-section of a sailing ship, such as the Santa Maria. Label the parts of the ship.
Have students research the size of ships used by the first explorers, and the number of crew members. Take the students outside with a tape measure and pieces of chalk. Outline the ship (bird’s eye view), then have the students stand inside the chalk line.
Have them write a letter to a friend describing the conditions they’ll have to endure for a three-month voyage.
3. Students will know the routes that the early explorers used and identify the areas that they claimed.
Suggestions:
Provide maps—close-ups of the Atlantic and both its coastlines, and a world map. Students trace the routes of explorers on it in different colors. This can be done as overlays, using a timeline.
4. Students will know the aims, obstacles and accomplishment of Spanish explorers.
5. Students will know the routes of the Spanish explorers and their claims.
Suggestions:
http://exploration.marinersmuseum.org explorer site—good for research
Entire class can create a newspaper from the natives’ POV, detailing the arrival of Cortez and the Aztecs’ reaction to him, Coronado and the SW Indians’ reaction, etc. Include—breaking news (describe the arrival), advice column, ads, obituary, editorials
2C. Elevation Maps
Students will know how to interpret and use information on an elevation map to answer questions.
Suggestion:
Each student draws a simple map with contour lines, then makes the map with clay (hidden from other students.) They then exchange the contour maps, build a new map with clay, and compare the two models.
2D. Building the First Colonies
Students will know:
1. Location of lands that were claimed by Spain in North America.
2. How plantations came into being and that they were dependent on slave labor.
3. Purpose of mission settlements.
4. Effect of the missions on Native Americans.
5. How and why the first Virginia colony (Roanoke) was settled in America.
6. Possible causes of the disappearance of the Lost Colony of Roanoke.
7. The very early history of Jamestown, and its relationship with the Powhatan tribe.
8. Reasons the Puritans chose to start a new colony in America.
9. Lifestyle led by the Pilgrims.
10. Challenges and hardships the Puritans faced.
11. Causes for the changes in relationships between the native people and the Pilgrims, and the ensuing result.
12. Results of Dutch and French settlement.
2E. The Thirteen Colonies
Students will know:
1. Consequences of the Puritans’ arrival.
2. How the colonization of the New England region led to war.
3. Basics of daily life in New England.
Suggestion:
Create a “colony day”. Have students make mop caps, tricorn hats, cook food from colonial recipes, buy products using colonial money, go to a colonial school, etc
Have students make a museum of artifacts (that they make themselves)—hornbooks, utensils, tools, old “letters”, etc. Invite other classes to view the displays; students can be guides, in costume.
Good website for Colonial Life lesson plans:
http://www.historyisfun.org/learn/learning-center/colonial-america-american-revolution-learning-resources/american-revolution-lesson-plans-activities/colonial-life/colonial-life-lesson-plan/
4. What drove the New England economy
5. Definition of “Triangular Trade Routes” and “The Middle Passage”.
6. Consequences of the Middle Passage on enslaved people.
7. Names and locations of the Middle Colonies.
8. Brief history of the Middle Colonies settlement.
9. How daily life was led in the Middle Colonies.
10. Names and locations of the Southern Colonies.
11. Brief history of the Southern Colonies settlement.
12. How daily life was led in the Southern Colonies.
13. How expansion into the “backcountry” affected Native Americans.
14. How slavery affected those enslaved and how some resisted.
15. Students will know how the economy in the south operated.
Procedural Knowledge Objectives
2A. European Exploration Beginnings
1. Students will be able to reiterate the reasons that Europeans became interested in exploration.
2. Students will be able to discuss, through “creating” and “using” the technology that made ocean exploration possible.
1. Students will be able to identify the aims, obstacles, and accomplishments of early explorers from different countries.
2. Students will know the names, structure types, and challenges of the ships used for exploration in the 1600s.
3. Students will be able to trace and describe the routes that the early explorers used and identify the areas that they claimed.
4. Students will be able to explain the aims, obstacles and accomplishment of Spanish explorers.
5. Students will be able to retrace the routes of the Spanish explorers and identify their claims.
Students will be able to design and interpret a contour map, generate a 3-D map from a contour map, and answer questions pertaining to the map(s).
SWBAT:
1. locate lands that were claimed by Spain in North America on a map.
2. Explain how plantations came into being and that they were dependent on slave labor.
3. Explain the purpose of mission settlements.
4. describe the effect of the missions on Native Americans.
5. Explain how and why the first Virginia colony (Roanoke) was settled in America.
6. list possible causes of the disappearance of the Lost Colony of Roanoke.
7. Recall the very early history of Jamestown, and its relationship with the Powhatan tribe.
8. list the reasons the Puritans chose to start a new colony in America.
9. Describe the lifestyle led by the Pilgrims.
10. Describe the challenges and hardships the Puritans faced.
11. Explain the causes for the changes in relationships between the native people and the Pilgrims, and the ensuing result.
12. describe the results of Dutch and French settlement.
2E. The Thirteen Colonies
SWBAT:
1. Describe the results of the Puritans’ arrival
2. list the reasons that the colonization of the New England region led to war.
3. Describe the basics of daily life in New England.
4. Explain what drove the New England economy.
5. Define “Triangular Trade Routes” and the Middle Passage”.
6. Describe the consequences of the Middle Passage on enslaved people.
7. Label the Middle Colonies on a map.
8. Describe a brief history of the Middle Colonies settlement.
9. Explain daily life in the Middle Colonies.
10. Locate Southern Colonies on a map.
11. Describe a brief history of the Southern Colonies settlement.
12. Describe daily lifein the Southern Colonies.
13. List the reasonshow expansion into the “backcountry” affected Native Americans.
14. Explain how slavery affected those enslaved and how some resisted.
15. Describe the operation of the economy in the south.

Informational Knowledge Objectives
3A:
Students will know:
1. Different alliances between the colonist, French, and Native Americans during the French and Indian War.
2. Different laws passed after the French and Indian War.
3. Reasons for continued fighting between the settlers and Native Americans.
4. Laws that caused conflicts in the colonies.
5. Causes and consequences of the Boston Massacre.
6. When and where the first shots of the war were fired.
3B: Beginning of the War
Students will know:
1. the significance of the Second Continental Congress.
2. How events and debate led to the writing of the Declaration of Independence.
3. the signing of the Declaration of Independence led to war
4. the personal risks the Patriots took by signing and supporting the Declaration of Independence.
3C: The Revolutionary War
Students will know:
1. That there were two opposing groups of colonists prior to and during the American Revolution--the Patriots and the Loyalists.
2. Definition of “Patriot”.
3. Definition of “Loyalist”
4. Some of the ruin endured by each group at the hands of the other.
5. Roles played by many women and African-Americans during the Revolution.
6. The differences between the Continental and British Armies.
7. The major battles of the war.
8. Hardships endured by the Continental Army.
9. Contributions to the American Cause from other nations.
10. How the war ended.
11. The size and location of the new Unites States.
12. How to tell the difference between fact and fiction using resources regarding history.
13. The effect of the lack of governmental funds with which to pay Continental soldiers after the war.
14. The laws passed to govern the NW Territory
15. The effect of westward expansion on some Native American tribes.
Suggestions:
Research spies, secret codes of the Amer. Rev:
http://clements.umich.edu/exhibits/online/spies/index-main2.html
memorize part of the Declaration of Independence
research historical figures, present a “wax museum” production
Historical figures to research:
Phillis Wheatley
Thomas Paine
Thomas Jefferson
Richard Henry Lee
Abigail Adams
John Adams
Samuel Adams
Joseph Brant
Nathan Hale
Molly Pitcher
Alexander Hamilton
Benjamin Franklin
Procedural Knowledge Objectives
3A:
SWBAT:
1. Discuss the alliances between the colonist, French, and Native Americans during the French and Indian War.
2. Explain some of the laws passed after the French and Indian War.
3. Explain the reasons for continued fighting between the settlers and Native Americans.
4. describe the laws that caused conflicts in the colonies.
5. Explain the causes and consequences of the Boston Massacre.
6. Tell when and where the first shots of the war were fired.
3B: Beginning of the War
Students will know:
1. the significance of the Second Continental Congress.
2. How events and debate led to the writing of the Declaration of Independence.
3. the signing of the Declaration of Independence led to war
4. the personal risks the Patriots took by signing and supporting the Declaration of Independence.
3C: The Revolutionary War
SWBAT:
1. Describe the two opposing groups of colonists prior to and during the American Revolution--the Patriots and the Loyalists.
2. Define “Patriot”.
3. Define “Loyalist”
4. Discuss some of the ruin endured by each group at the hands of the other.
5. Explain he roles played by many women and African-Americans during the Revolution.
6. Make a diagram to explain the differences between the Continental and British Armies.
7. Locate and label the major battles of the war.
8. Describe the hardships endured by the Continental Army.
9. Explain the contributions to the American Cause from other nations.
10. Explain how the war ended
11. Show the size and location of the new Unites States on a map.
12. tell the difference between fact and fiction using resources regarding history.
13. Describe the effect of the lack of governmental funds with which to pay Continental soldiers after the war on westward expansion.
14. The laws passed to govern the NW Territory
15. Recall the effect of westward expansion on some Native American tribes.

Unit 4: A Growing Nation

Informational Knowledge Objectives
4A: The Constitution
1. The arguments broached for a strong national government.
2. Definition of “republic”
3. Definition of “The Great Compromise”
4. reasons for the creation of “The Great Compromise”
5. Powers of each of the three branches of government
6. Purpose of the preamble to the Constitution
7. Purpose of the Constitution
8. Reason for adding the Bill of Rights
9. Definition of The Bill of Rights, including the first 10 amendments
10. How to read a population map
11. That the separation of power in the government keeps each branch from becoming too powerful, but that they must work together to be effective.
12. Rights and responsibilities of citizens.
4B: The Young Republic
The students will know:
1. The reasons that many people from other countries emigrated to the US.
2. The countries most of the emigrants were from.
3. The definition of “pioneer”.
4. The challenges of moving westward in the late 1700’s and early 1800’s.
5. The reasons Thomas Jefferson wanted to purchase more territory for the US.
6. The background of the Louisiana Purchase.
7. The reasons behind Lewis and Clark’s Corp of Discovery.
8. The challenges faced by the Corps.
9. The results of the Corps’ success.
10. The causes of the War of 1812.
11. The definition of “nationalism”
12. The definition, causes, and consequences of the Indian Removal Act, including the Trail of Tears.
13. The reasons for Sequoyah’s invention of the Cherokee alphabet.
14. How Texas was won from Mexico
15. The catalysts for the Oregon Trail nad Mormon Trail movements.
16. The challenges faced by those traveling the two trails.
17. The definition of Manifest Destiny.
18. The catalyst for the Mexican-American War.
19. The manner in which the US acquired much of the west.
20. The effect of finding gold in California.
21. How new inventions changed transportation, and led to the Industrial Revolution.
Procedural Knowledge Objectives
4A: The Constitution
SWBAT:
1. Reiterate the arguments broached for a strong national government.
2. Define of “republic”
3. Define “The Great Compromise”
4. List the reasons for the creation of “The Great Compromise”
5. List the powers of each of the three branches of government
6. Explain the purpose of the preamble to the Constitution
7. Explain the purpose of the Constitution
8. Explain the reason for adding the Bill of Rights
9. Define The Bill of Rights, including the first 10 amendments
10. Read a population map
11. Explain that the separation of power in the government keeps each branch from becoming too powerful, but that they must work together to be effective.
12. Demonstrate the rights and responsibilities of citizens.
4B: The Young Republic
SWBAT:
1. Discuss the reasons that many people from other countries emigrated to the US.
2. List the countries which most of the emigrants were from.
3. define “pioneer”.
4. Explain the challenges of moving westward in the late 1700’s and early 1800’s.
5. List the reasons Thomas Jefferson wanted to purchase more territory for the US.
6. Discuss the background of the Louisiana Purchase.
7. List the reasons behind Lewis and Clark’s Corp of Discovery.
8. Retell the challenges faced by the Corps.
9. Discuss the results of the Corps’ success.
10. List the causes of the War of 1812.
11. Define “nationalism”
12. Define, and discuss the causes and consequences of the Indian Removal Act, including the Trail of Tears.
13. Explain the reasons for Sequoyah’s invention of the Cherokee alphabet.
14. Explain how Texas was won from Mexico
15. List the catalysts for the Oregon Trail and Mormon Trail movements.
16. Discuss the challenges faced by those traveling the two trails.
17. Define “Manifest Destiny”.
18. Explain the catalyst for the Mexican-American War.
19. Explain the manner in which the US acquired much of the west.
20. Make a diagram showing the causes and effects of panning for gold in California.
21. Explain how new inventions changed transportation, and led to the Industrial Revolution.

Unit 5: Civil War Times

Informational Knowledge Objectives
5A: North and South
Students will know:
1. The economic and ideological differences between the northern, southern, and western regions of the US.
2. The definition of the Missouri Compromise.
3. The history and consequences of the Dred Scott Decision.
4. How abolitionists challenged slavery.
5. How the Underground RR operated
Suggestions:
Read Elijah of Buxton
Read Chains by Laurie Halse Andersen
Make a quilt using classic slave code patterns
6. The effects of the Lincoln-Douglas debates
7. The events that led to the division between north and south.
8. The role of Fort Sumter.
9. The roles of women and African-Americans in the war.
10. How to differentiate between important and non-important information.
11. The results of the Civil War.
12. The words of the Emancipation Proclamation.
Suggestion:
Memorize at least part of the proclamation
Historical figures to research:
Lucretia Mott
Harriet Tubman
Frederick Douglas
Harriet Beecher Stowe
Sojourner Truth
Wm Lloyd Garrison
5B: A Changing Nation
Students will know:
1. Definition of “Reconstruction”.
2. That the 13th Amendment freed slaves, but was followed by the “Black Codes”.
3. The slow steps taken by the US government to give rights to all its citizens
4. The opportunities and challenges faced by freedmen
5. Ideology of KKK-type groups, how it affected African-American rights, and led to segregation laws.
6. Causes of the disappearance of the buffalo.
7. Origins of boom towns in western regions.
8. Origins of cowboys and cattle drives.
9. Definition of the “Homestead Act”.
10. Causes of conflict between farmers and ranchers in the west.
11. Challenges faced by settlers of the Great Plains.
12. That many Native Americans were killed or forced to move to reservations set up by the US government.
13. Origins of the people who worked on the Transcontinental RR and the hardships they faced.
14. Consequences of the completion of the transcontinental RR.
15. That great changes took place in US industry, leading to the Industrial Revolution.
Suggestions:
Create a cause and effect diagram illustrating the consequences on the economy and environment of steel and oil-producing towns. Tie in with pollution, Allentown, plastics
16. Consequences of no representation for workers such as those in sweatshops.
17. How and why unions came into being.
18. Countries that immigrants can\me from between 1860 and 1910.
19. Reason for the establishment of Ellis Island and Angel Island.
20. Hardships and prejudice faced by immigrants.
Suggestion:
Watch parts of the movie “An American Tale”. Discuss the consequences on some immigrants of pursuing the American Dream.
21. Black Americans migrated to the north, especially to Chicago, NYC, and Detroit.
Procedural Knowledge Objectives
5A: North and South
SWBAT:
1. Discuss the economic and ideological differences between the northern, southern, and western regions of the US
2. Define “Missouri Compromise”.
3. Discuss the history and list the consequences of the Dred Scott Decision.
4. Explain how abolitionists challenged slavery.
5. Explain how the Underground RR operated
6. List the effects of the Lincoln-Douglas debates
7. List the events that led to the division between north and south.
8. Explain the role of Fort Sumter
9. Explain the roles of women and African-Americans in the war.
10. differentiate between important and non-important information.
11. Describe the results of the Civil War.
12. Memorize the words of the Emancipation Proclamation.
5B: A Changing Nation
SWBAT:
1. Define “Reconstruction”.
2. Explain how the13th Amendment freed slaves, but was followed by the “Black Codes”.
3. Explain the slow steps taken by the US government to give rights to all its citizens
4. Discuss the opportunities and challenges faced by freedmen
5. Explain the ideology of KKK-type groups, how it affected African-American rights, and led to segregation laws.
6. List the causes of the disappearance of the buffalo.
7. Explain the origins of boom towns in western regions.
8. Explain the origins of cowboys and cattle drives.
9. Define the “Homestead Act”.
10. List the causes of conflict between farmers and ranchers in the west.
11. Outline the challenges faced by settlers of the Great Plains.
12. Describe how many Native Americans were killed or forced to move to reservations set up by the US government.
13. List the origins of the people who worked on the Transcontinental RR and the hardships they faced.
14. Discuss the consequences of the completion of the transcontinental RR.
15. List the great changes took place in US industry, leading to the Industrial Revolution.
16. Discuss the consequences of no representation for workers such as those in sweatshops.
17. Explain how and why unions came into being.
18. List he countries that immigrants came from between 1860 and 1910.
19. Explain the reason for the establishment of Ellis Island and Angel Island.
20. Discuss hardships and prejudice faced by immigrants.
21. Examine the reasons Black Americans migrated to the north, especially to Chicago, NYC, and Detroit.

Unit 6: Unit Name

Informational Knowledge Objectives
Unit 6A: The Early 20th Century
Students will know:
1. How the US gained new lands, including Hawaii, Alaska, Guam, Cuba, Puerto Rico, and the Philippines.
Suggestion:
 Debate or put on trial the American government for imprisoning the Hawaiian queen.
2. Why the Panama Canal was built
3. The legacies of Theodore Roosevelt
4. The origins of NAACP
5. The causes of WWI
6. How WWI differed from earlier wars
7. How WWI affected people at home.
8. The historical consequences of the war
9. How American life changed for the better in the early 1900’s
10. How American life changed for the worse in the 1930’s
11. How the New Deal affected the country
12. The ways in which the Nazi party acquired power.
13. The names of dictators who rose to power with Hitler.
14. The intent of the Nazi Party, regarding Jews, other “undesirables”, and world domination.
15. the actions of the Nazi Party towards those groups.
16. The impetus for American involvement in WWII.
17. How WWII affected Americans at home.
18. The two major fronts of the war.
19. The names of the allies and axis.
20. How the war was ended.
21. How to read parallel time lines
22. The consequences of the war on post-war Europe.
23. The reason for the creation of the United Nations.
Unit 6B: The Second Half of the Century
Students will know:
1. That the Korean War was started by North Korea, which invaded South Korea with help from The Soviet Union.
2. That Americans joined South Korea in the fight against North Korea.
3. Why the US economy experienced a post-WWII boom.
4. How TV effected change in US lifestyles.
5. The impetus for the arms race.
Suggestion:
Watch “Stop, Drop, and Roll”
6. The consequences of the race to space.
7. John F. Kennedy’s legacy.
Suggestion:
Memorize part of his “Ask not what you can do…” speech
List the ways a student can help his or country.
8. Lyndon B. Johnson’s legacy.
9. The reasons for the Cuban Missile Crisis
10. The apparatus and planning needed to achieve a successful moon landing.
11. The consequences of the Vietnam War on the American psyche.
12. How the equal rights movements of the 1960’s led to changes for many Americans, especially women, blacks, and migrant workers.
13. The challenges of the presidents of the 1970’ and ‘80’s, and ‘90’s.
14. How and when the Cold War ended.
15. The causes of the environmental problems facing the US.
16. The terrorist problems facing the US.
Historical figures to research, role-play:
Susan B. Anthony
Carrie Chapman Catt
Eleanor Roosevelt
Procedural Knowledge Objectives
Unit 6A: The Early 20th Century
SWBAT:
1. Describe how the US gained new lands, including Hawaii, Alaska, Guam, Cuba, Puerto Rico, and the Philippines.
2. Discuss why the Panama Canal was built
3. List the legacies of Theodore Roosevelt
4. Discuss the origins of NAACP
5. Discuss the causes of WWI
6. Compare and contrast WWI to previous wars.
7. Describe the effects of WWI on people at home.
8. Discuss the historical consequences of the war
9. Debate how American life changed for the better in the early 1900’s
10. Discuss how American life changed for the worse in the 1930’s
11. Describe the ways the New Deal affected the country
12. List the ways in which the Nazi party acquired power.
13. List the names of dictators who rose to power with Hitler.
14. Describe the intent of the Nazi Party, regarding Jews, other “undesirables”, and world domination.
15. List the actions of the Nazi Party towards those groups.
16. outline the impetus for American involvement in WWII.
17. Describe how WWII affected Americans at home.
18. Identify the two major fronts of the war.
19. Identify the allies and axis.
20. Describe how the war was ended.
21. read parallel time lines
22. discuss the consequences of the war on post-war Europe.
23. Describe the reason for the creation of the United Nations.
Unit 6B: The Second Half of the Century
SWBAT:
1. Discuss the ways the Korean War was started.
2. Tell that Americans joined South Korea in the fight against North Korea.
3. Discuss the US economy’s post-WWII boom.
4. Describe how TV effected change in US lifestyles.
5. Discuss the impetus for the arms race.
6. Discuss the consequences of the race to space.
7. Describe John F. Kennedy’s legacy.
8. Describe Lyndon B. Johnson’s legacy.
9. Discuss the reasons for the Cuban Missile Crisis
10. List the apparatus and plans needed to achieve a successful moon landing.
11. Describe the consequences of the Vietnam War on the American psyche.
12. Discuss how the equal rights movements of the 1960’s led to changes for many Americans, especially women, blacks, and migrant workers.
13. Compare and contrast the challenges of the presidents of the 1970’ and ‘80’s, and ‘90’s.
14. Illustrate how and when the Cold War ended.
15. Discuss the causes of the environmental problems facing the US.
16. Describe the terrorist problems facing the US.
Course Description
This course is made for students in the 5th Grade. The main topic of this course is American History. The course starts with the geography of the United States and exploration of the new world, and continues up through the 1800s. The students will be learning the material through readings and activities.
Course Learning Objectives
1. Understand that democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape public policy.
2. Understand that democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape public policy.
3. Understand that the civic identity of the United States is shaped by historical figures, places and events and by key foundational documents and other symbolically important artifacts.
4.Understand that individuals in a republic have rights, duties and responsibilities.
5. Understand that the United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
6. Understand that the United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
7. Understand that the United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
8. Understand that the primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.
9. Understand that people make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.
10. Understand that personal and financial goals can be achieved by applying economic concepts and principles to personal financial planning, budgeting, spending, saving, investing, borrowing and insuring decisions.
11. Understand that profit provides an incentive for individuals and businesses; different business organizations and market structures have an effect on the profit, price and production of goods and services.
12. Understand that people use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.
13. Understand that places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems).
14. Understand that the meaning, use, distribution and importance of resources changes over time.
15. Understand that historians generally construct chronological narratives to characterize eras and explain past events and change over time.
16. Understand that historians generally construct chronological narratives to characterize eras and explain past events and change over time.
17. Understand that historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
18. Understand that historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
19. Understand that historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
20. Understand that historical events have multiple causes and can lead to varied and unintended outcomes.
21. Understand that North America was populated by indigenous nations that had developed a wide range of social structures, political systems and economic activities, and whose expansive trade networks extended across the continent. (Before European Contact)
22. Understand that rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585-1763)
23. Understand that rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585-1763)
24. Understand that rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585-1763)
25. Understand that rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585-1763)
26. Understand that rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government. (Colonization and Settlement: 1585-1763)
27. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
28. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
29. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
30. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
31. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
32. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
33. Understand that the divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self-government and liberty. (Revolution and a New Nation: 1754-1800)
Resources
Harcourt: The United States History
Units, Themes, and Course Organization
Unit 1: The Land and Early People
Chapter 1: Our Nation’s Geography
Chapter 2: Native Americans
Unit 2: Exploration and Settlement
Chapter 3: The Age of Exploration
Chapter 4: Building the First Colonies
Chapter 5: The Thirteen Colonies
Unit 3: The American Revolution
Chapter 6: The Colonies Unite
Chapter 7: The Revolutionary War
Unit 4: A Growing Nation
Chapter 8: The Constitution
Chapter 9: The Young Republic
Learning Activities and Methods
Class Discussions, Projects, Hands-on Activities
Assessment

Evaluation:

evaluation example
Tests/Quizzes 35%
Projects 25%
Homework 15%
Class-work 15%
Participation 10%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies/Rules
1. All students are expected to treat themselves, their classmates, their teachers, and the classroom materials with respect.
2. All students are expected to try their best at all times
3. There is 0 tolerance for bullying and will be handled on a case-to-case basis.
4. If a student shows academic dishonesty on any test/quiz/class-work/ homework, they will receive a 0 on the assignment and a letter will be sent home to the parents.
Supplies
Notebook, Pencils
Questions
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E-mail is the best way to reach me. I am happy to answer questions via e-mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will get to know their classmates. Students will start to understand the vocabulary words for the first unit.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe the relative location of the five regions of the united states. Students will be able to identify the United States as a nation in North America.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Students will get to know their classmates.
Language Objective:
Students will get to know their classmates
Main Activity:
Get to know you activities.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to create a classroom contract for all the students to follow.
Language Objective:
Students will be able to write positive rules for the classroom.
Main Activity:
Classroom contract
Evaluation:
Contracts
Vocabulary:
Homework:
Learning Objective:
Students will take a pretest for Unit 1 to see what they know.
Language Objective:
Students will be able to describe the relative location of the five regions of the united states.
Main Activity:
Unit 1 Pretest.
Evaluation:
Unit 1 Pretest.
Vocabulary:
Homework:
Learning Objective:
Students will be introduced to unit 1 and have a general idea of the land and early people of North America.
Language Objective:
Students will be able to describe the relative location of the five regions of the united states.
Main Activity:
Introduction to unit, review of the timeline and famous people.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to describe the relative location of the five regions of the united states.
Students will be able to identify the United States as a nation in North America.
Language Objective:
Students will be able to read and comprehend lesson one of chapter 1.
Main Activity:
Reviewing of vocabulary words.
Reading of lesson one.
Lesson review questions.
Evaluation:
lesson review questions.
Vocabulary:
contiguous, region, relative location, continent, population
Homework:
Materials / Resources (including technology)
Social studies book
Social studies pretest
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify how people interact with their environment and are affected by.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify how people interact with their environment and are affected by.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Describe the relative location of the five regions of the United States.
Language Objective:
Main Activity:
Review Vocabulary words, look up vocab words and write in notebook.
Evaluation:
Vocabulary:
contiguous, region, relative location, continent, population
Homework:
Learning Objective:
Describe the relative location of the five regions of the United States.
Language Objective:
Main Activity:
Teacher reads lesson 1 out loud to class. Students have discussion.
Evaluation:
Vocabulary:
Homework:
WS pg. 1 for lesson 1
Learning Objective:
Describe the relative location of the five regions of the United States.
Language Objective:
students will be able to formulate their answers into complete sentences.
Main Activity:
Rereading lesson 1 on their own. Answering lesson check point questions.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Describe the relative location of the five regions of the United States.
Language Objective:
Main Activity:
reviewing lesson check point and ws pg. 1
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Use latitude and longitude to determine exact locations.
Language Objective:
Main Activity:
Review longitude and latitude lines.
Evaluation:
practice worksheet 2+3
Vocabulary:
absolute location, line of latitude, parallel, line of longitude, meridian
Homework:
Materials / Resources (including technology)
Worksheet pg,1,2,3
The United States Textbooks
Notebooks
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify how people interact with their environment and are affected by.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify how people interact with their environment and are affected by.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify and describe landform regions of the United States.
Language Objective:
Students will be able to identify how people interact with their environment and are affected by.
Main Activity:
reviewing of vocabulary words, looking up vocabulary words in the textbook. Students will divide a sheet of paper into boxes. Write one vocabulary word in each box and draw a picture to illustrate the meaning of the word.
Evaluation:
Vocabulary:
landform region, climate, mountain range, erosion, prairie, environment
Homework:
Learning Objective:
Students will identify and describe landform regions of the United States.
Language Objective:
Students will be able to identify how people interact with their environment and are affected by.
Main Activity:
Read lesson 2 as a class, review content, Lesson Review questions.
Evaluation:
lesson review questions.
Vocabulary:
landform region, climate, mountain range, erosion, prairie, environment
Homework:
Workbook pg. 4
Learning Objective:
Students will identify and locate major bodies of water in the United States.
Language Objective:
Students will explain why many cities are near rivers.
Main Activity:
Review Vocabulary words. Read lesson 3 as class, Answer review questions.
Evaluation:
Review questions.
Vocabulary:
inlet, gulf, sound, tributary river system, drainage basin, fall line
Homework:
Worksheet pg. 5
Learning Objective:
Students will explain how Marjory Stoneman Douglas worked to tell the people about the Everglades and to protect them.
Language Objective:
Students will be able to identify how people interact with their environment and are affected by.
Main Activity:
Read the Biography of Marjory, Answer Questions.
Evaluation:
Questions
Vocabulary:
Homework:
Learning Objective:
Students will identify the factors that affect climate and vegetation.
Language Objective:
Students will describe the climate regions of the United States.
Main Activity:
Review vocabulary words, read lesson as a class.
Evaluation:
Vocabulary:
elevation, natural vegetation, arid, tundra
Homework:
Materials / Resources (including technology)
Workbook pages 4-6 The United States book
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the different landform regions in America as well as the bodies of water climate.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the different landform regions in America as well as the bodies of water climate.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify and describe the landform regions of the United States.
Language Objective:
Students will be able to identify the different landform regions in America as well as the bodies of water climate.
Main Activity:
Finish reading Lesson 4, complete the land worksheet.
Evaluation:
the land worksheet
Vocabulary:
Homework:
Finish the land worksheet if not completed in class.
Learning Objective:
Identify and describe the landform regions of the United States.
Language Objective:
Students will be able to identify the different landform regions in America as well as the bodies of water climate.
Main Activity:
Reread lesson 2 individually, answer review questions.
Evaluation:
review questions
Vocabulary:
Homework:
Learning Objective:
Identify and locate bodies of water in the United States.
Language Objective:
Explain why many cities are located near water sources.
Main Activity:
Read Lesson 3 as a class, answer review questions.
Evaluation:
review questions.
Vocabulary:
inlet, gulf, sound, tributary, river system, drainage basin, fall line
Homework:
Bodies of water Worksheet.
Learning Objective:
Explain how Marjory Stoneman Douglas worked to tell people about the Everglades and to protect them.
Language Objective:
Students will be able to identify the different landform regions in America as well as the bodies of water climate.
Main Activity:
Read the Biography of Marjory Stoneman Douglas. Class discussion on who he was and why he is important. Watch youtube video of the Everglades and discuss the features of this protected area.
Evaluation:
review questions.
Vocabulary:
Homework:
Learning Objective:
Identify the factors that affect climate and vegetation.
Language Objective:
Students will be able to read aloud the text.
Main Activity:
Read lesson 4, class discussion.
Evaluation:
Class discussion (informal assessment).
Vocabulary:
elevation, natural vegetation, arid, tundra
Homework:
Materials / Resources (including technology)
The United States History Textbook
The Land worksheet
Bodies of Water Worksheet
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the climate and vegetation of North America.
Students will know the people and the environment of North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the climate and vegetation of North America.
Students will be able to identify the people and the environment of North America.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the major bodies of water in the United States.
Language Objective:
Students will identify the major bodies of water in the United States.
Main Activity:
Complete worksheet pg. 5. Read Marjory Stoneman Douglas, Discuss on Biography.
Evaluation:
Worksheet pg. 5
Vocabulary:
Homework:
Copy Vocabulary words from lesson 4 in notebook.
Learning Objective:
Identify the factors that affect climate and vegetation. Describe the climate regions of the United States.
Language Objective:
Students will be able to identify the climate and vegetation of North America.
Main Activity:
Review Vocabulary Words, Reading of Lesson 4 as a class. Answer review Questions.
Evaluation:
review questions.
Vocabulary:
Homework:
Finish Review Questions for homework if they are not completed. Worksheet pg. 6
Learning Objective:
Explain how physical features affect human settlement patterns.
Language Objective:
Describe the ways that people use land and affect the environment.
Main Activity:
Introduce Vocabulary Words, have students copy them in notebook Lesson 5.
Evaluation:
Vocabulary
Vocabulary:
Homework:
land use, natural resources, renewable resources, nonrenewable resources, modify, irrigation, efficiency.
Learning Objective:
Explain how physical features affect human settlement patterns.
Language Objective:
Describe the ways that people use land and affect the environment.
Main Activity:
Reading of Lesson 5 as a class. Answer review Questions.
Evaluation:
review Questions
Vocabulary:
Homework:
Worksheet pg. 7-8
Learning Objective:
interpret information given on timelines
Language Objective:
apply terms to time including decade, century, and millennium.
Main Activity:
Introduction to timelines, complete practice questions, worksheet pg. 9
Evaluation:
worksheet pg. 9
Vocabulary:
decade, century, millennium
Homework:
Materials / Resources (including technology)
The United States Textbook
Worksheets pg. 5-9
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.2.2 Explain a historical event from multiple perspectives.
5.4.2.3.1 Analyze multiple causes and outcomes of a historical event.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the people and the environment of North America.
Students will know how to interpret information given on time lines.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the people and the environment of North America.
Students will be able to interpret information given on time lines.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to use the information from lesson 5 to answer the comprehension questions.
Language Objective:
Students will be able to answer the comprehension questions in writing.
Main Activity:
Reading of chapter 1 lesson 5. Answer lesson review questions.
Evaluation:
lesson review questions.
Vocabulary:
None
Homework:
People and Environment Worksheet.
Learning Objective:
Students will be able to look at timelines and charts and analyze the data.
Language Objective:
Students will be able to interpret information given on time lines.
Main Activity:
Read Time Lines, pg. 9 Worksheet.
Evaluation:
pg. 9 worksheet.
Vocabulary:
decade, century, millennium
Homework:
None
Learning Objective:
Students will review the knowledge from chapter 1 to study for their test.
Language Objective:
Review
Main Activity:
Review Game
Evaluation:
Game
Vocabulary:
Homework:
pg. 48 + 49, Summary worksheet.
Learning Objective:
Students will be able to use the knowledge that they learned from this chapter to score at least an 80% on their test.
Language Objective:
Review
Main Activity:
Chapter 1 Test
Evaluation:
Chapter 1 test
Vocabulary:
None
Homework:
None
Materials / Resources (including technology)
The United States Textbook
Worksheets pg,8+9
Review Game
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about some of the early civilizations such as the Mayans, and Olmec. Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about some of the early civilizations such as the Mayans, and Olmec. Students will be able to state about the different regions of Native Americans, and how they lived.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS – LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to state the different groups of people from early civilizations.
Main Activity:
Reviewing of vocabulary words. Reading of lesson 1 as a class.
Evaluation:
vocabulary words
Vocabulary:
ancestor, theory, migration, artifact, civilizations, tradition, class
Homework:
pg. 13 worksheet.
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to state the different groups of people from early civilizations.
Main Activity:
Rereading of lesson 1, answer lesson review questions, review cultural map.
Evaluation:
none
Vocabulary:
none
Homework:
cultural map worksheet.
Learning Objective:
Students will move from the different centers to learn about the different regions of Native Americans.
Language Objective:
The students will be able to create a book about Native Americans as they move to each station.
Main Activity:
Each station will have different information of the Native Americans in that area.
Evaluation:
Native American project Book.
Vocabulary:
None
Homework:
Work on Project
Learning Objective:
Students will move from the different centers to learn about the different regions of Native Americans.
Language Objective:
The students will be able to create a book about Native Americans as they move to each station.
Main Activity:
Each station will have different information of the Native Americans in that area.
Evaluation:
Native American project Book.
Vocabulary:
None
Homework:
Work on Project
Materials / Resources (including technology)
Native American Books The United States History Book
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about some of the early civilizations such as the Mayans, and Olmec.
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about some of the early civilizations such as the Mayans, and Olmec.
Students will be able to state about the different regions of Native Americans, and how they lived.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to respond to the review questions in writing.
Main Activity:
Finish reading lesson 1 (we were unable to finish last week) If time permits, lesson review questions.
Evaluation:
lesson review questions.
Vocabulary:
None
Homework:
None
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to respond to the review questions in writing.
Main Activity:
rereading lesson 1, completing review questions, worksheet: Early People
Evaluation:
review questions, worksheet
Vocabulary:
none
Homework:
none
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map.
Language Objective:
Students will be able to state about the different regions of Native Americans, and how they lived.
Main Activity:
Introduce Social Studies Centers. Give Social Studies Packet Homework. Introduce Social Studies Native American Book projects. Introduce Native American Home Project.
Evaluation:
None
Vocabulary:
None
Homework:
Social Studies homework packet.
Learning Objective:
Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will be able to state about the different regions of Native Americans, and how they lived.
Main Activity:
Students will continue to work on their centers and Native American Project.
Evaluation:
Project
Vocabulary:
None
Homework:
Social Studies Packet.
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Packet
Center materials
The United States History Book
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about some of the early civilizations such as the Mayans, and Olmec.
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about some of the early civilizations such as the Mayans, and Olmec.
Students will be able to state about the different regions of Native Americans, and how they lived.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to write down facts about Pocahontas after watching the movie.
Language Objective:
Students will be able to state about the different regions of Native Americans, and how they lived.
Main Activity:
Finish Pocahontas, write down facts from movie.
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to respond to the review questions in writing.
Main Activity:
Finish reading lesson 1 (we were unable to finish last week) If time permits, lesson review questions.
Evaluation:
lesson review questions
Vocabulary:
None
Homework:
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to respond to the review questions in writing.
Main Activity:
rereading lesson 1, completing review questions, worksheet: Early People.
Evaluation:
review questions, worksheet
Vocabulary:
none
Homework:
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map.
Language Objective:
Students will be able to state about the different regions of Native Americans, and how they lived.
Main Activity:
Introduce Social Studies Centers. Give Social Studies Packet Homework. Introduce Social Studies Native American Book projects. Introduce Native American Home Project.
Evaluation:
None
Vocabulary:
None
Homework:
Social Studies Homework Packet.
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Packet
Center materials
The United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about the different regions of Native Americans, and how they lived
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify possible explanations of how people came to live in the Americas. Explain how early peoples in the Americas lived, hunted, and farmed. Understand how changes in the environment affected early peoples’ lives.
Language Objective:
Students will be able to state about the different regions of Native Americans, and how they lived.
Main Activity:
Students will finish their ancient civilizations project.
Evaluation:
Projects
Vocabulary:
Homework:
None
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Introduce Social Studies Centers. Give Social Studies Packet Homework. Introduce Social Studies Native American Book projects. Introduce Native American Home Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
***END OF GRADING PERIOD 1 ***
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
***START OF GRADING PERIOD 2 ***
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet
Materials / Resources (including technology)
Center Materials
United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about the different regions of Native Americans, and how they lived.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment. Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Language Objective:
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Materials / Resources (including technology)
Center Materials
United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about the different regions of Native Americans, and how they lived
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will be finishing up their Native American Centers and starting their A to Z Native American Projects.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Materials / Resources (including technology)
Center Materials
United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about the different regions of Native Americans, and how they lived
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by next Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by next Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by next Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by next Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by next Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Materials / Resources (including technology)
Center Materials
United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.

5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know about the different regions of Native Americans, and how they lived.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state about the different regions of Native Americans, and how they lived
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by Tuesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
A to Z Book Due Friday.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by Tuesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
A to Z Book Due Friday.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by Tuesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
A to Z Book Due Friday.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by Tuesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
A to Z Book Due Friday.
Learning Objective:
Students will describe how the Eastern Woodlands people adapted to their environment. They will be able to locate where they are on a map. Students will describe how the Plains people adapted to their environment.
Language Objective:
Students will describe how the Pueblo peoples adapted to their environment. Students will describe how the peoples of the Pacific Northwest adapted to their environment and used the area’s resources to meet their needs.
Main Activity:
Students will continue to go through centers and work on their Native American Project. Centers need to be completed by Tuesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Social Studies Packet.
Materials / Resources (including technology)
Center Materials
United States History Book
State of Minnesota Standards Covered
5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.
5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.
5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the reasons for European exploration.
Students will know the technology that made ocean exploration possible.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the reasons for European exploration.
Students will be able to explain the technology that made ocean exploration possible.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
NO CLASS
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
KWL Chart on exploration. Students will share what they know about European explorers and it will be written under ‘K’ – What we Know.
Evaluation:
teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Review of vocabulary words, Vocabulary read the room. Students are given a sheet with the definitions of vocabulary words. The words are posted around the room and are numbered. The students must find each word from around the room and write it and its number next to the definition.
Evaluation:
Pretest
Vocabulary:
technology, navigation, entrepreneur, navigation, cost, expedition, benefit, empire, reconquista
Homework:
none
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Reading of lesson1. Students will answer questions at the end of section in their journals.
Evaluation:
Journal
Vocabulary:
Homework:
Materials / Resources (including technology)
Pretest
United State History Book
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the reasons for European exploration.
Students will know the technology that made ocean exploration possible
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the reasons for European exploration.
Students will be able to explain the technology that made ocean exploration possible.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Continuing of reading lesson 1, fill in graphic organizer.
Evaluation:
Graphic organizer
Vocabulary:
Homework:
Complete graphic organizer
Learning Objective:
Language Objective:
Main Activity:
Christmas Concert Practice
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Finish Reading Lesson 1, Complete lesson comprehension questions.
Evaluation:
comprehension questions.
Vocabulary:
Homework:
Lesson 1 worksheet.
Learning Objective:
Students will describe the aims, obstacles and accomplishments of early explorers.
Language Objective:
Students will be able to explain the technology that made ocean exploration possible.
Main Activity:
Start reading lesson 2 in class. Fill in graphic organizer.
Evaluation:
graphic organizer.
Vocabulary:
Homework:
none
Learning Objective:
Students will participate in Holiday Activities.
Language Objective:
Main Activity:
holiday activities
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
The United States History Book
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the reasons for European exploration.
Students will know the technology that made ocean exploration possible.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the reasons for European exploration.
Students will be able to explain the technology that made ocean exploration possible.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Review lesson 1. Have the students write vocabulary words and definitions from lesson 1 on cards separately. . Use vocabulary cards to play the memory game.
Evaluation:
vocabulary
Vocabulary:
Homework:
None
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Review lesson 1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will know the reasons for European exploration.
Language Objective:
Students will be able to explain the reasons for European exploration.
Main Activity:
Review Questions for Lesson 1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Describe the aims obstacles, and accomplishments of early explorers.
Language Objective:
Students will be able to explain the technology that made ocean exploration possible.
Main Activity:
Introduce lesson 2, Vocabulary Words- Students will divide a sheet of paper into boxes. Write one vocabulary word in each box and draw a picture to illustrate the meaning of the word.
Evaluation:
vocbulary
Vocabulary:
isthmus, treaty
Homework:
None
Learning Objective:
Describe the aims obstacles, and accomplishments of early explorers.
Language Objective:
Students will be able to explain the technology that made ocean exploration possible.
Main Activity:
Reading of lesson 2, lesson 2 review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
none
Materials / Resources (including technology)
Social Studies Textbook
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763) 5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763) 5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763) 5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the aims, obstacles, and accomplishments of early explorers from different countries.
Students will know the routes that the early explorers used and identify the areas that they claimed.
Students will know the aims, obstacles and accomplishment of Spanish explorers.
Students will know the routes of the Spanish explorers and their claims.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify aims, obstacles, and accomplishments of early explorers from different countries.
Students will be able to identify the routes that the early explorers used and identify the areas that they claimed.
Students will be able to identify the aims, obstacles and accomplishment of Spanish explorers.
Students will be able to identify the routes of the Spanish explorers and their claims.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the aims, obstacles, and accomplishments of early explorers from different countries.
Language Objective:
Students will be able to identify aims, obstacles, and accomplishments of early explorers from different countries.
Main Activity:
Introduced Explorer Research Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Web for Project.
Learning Objective:
Students will be able to identify aims, obstacles, and accomplishments of early explorers from different countries.
Language Objective:
Students will be able to identify the routes that the early explorers used and identify the areas that they claimed.
Main Activity:
Read Lesson 2 as a class. Classroom discuss,
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Web for Project.
Learning Objective:
Students will be able to identify the aims, obstacles and accomplishment of Spanish explorers.
Language Objective:
Students will be able to identify the routes of the Spanish explorers and their claims.
Main Activity:
Reread Lesson 2, review questions for lesson 2
Evaluation:
Review questions.
Vocabulary:
Homework:
Web for Project
Learning Objective:
Students will know the aims, obstacles and accomplishment of Spanish explorers.
Language Objective:
Students will be able to identify the routes of the Spanish explorers and their claims.
Main Activity:
Read lesson 3 as a class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Rough Draft for Project, Lesson 1 and 2 worksheets.
Learning Objective:
Students will know the routes of the Spanish explorers and their claims.
Language Objective:
Students will be able to identify the routes of the Spanish explorers and their claims.
Main Activity:
Review questions for Lesson 3, Lesson 3 worksheets.
Evaluation:
Worksheets
Vocabulary:
Homework:
Rough Draft for Project.
Materials / Resources (including technology)
Social Studies book
Lesson 1, 2, and 3 worksheets
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to interpret and use information on an elevation map to answer questions.
Students will know the aims, obstacles, and accomplishments of early explorers from different countries.
Students will know the routes that the early explorers used and identify the areas that they claimed.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to interpret and use information on an elevation map to answer questions.
Students will be able to identify aims, obstacles, and accomplishments of early explorers from different countries.
Students will be able to identify the routes that the early explorers used and identify the areas that they claimed.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to use an elevation map to answer questions.
Language Objective:
Students will be able to identify the routes that the early explorers used and identify the areas that they claimed.
Main Activity:
Review pages 134 and 135, practice worksheet pg. 26+27.
Evaluation:
Worksheet
Vocabulary:
Homework:
Social Studies Project Due Tomorrow.
Learning Objective:
Students will learn about other nations that explored.
Language Objective:
Students will be able to interpret and use information on an elevation map to answer questions.
Main Activity:
Reading of lesson 4, Answer review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Final Draft Project due Friday.
Learning Objective:
Students will learn about other nations that explored.
Language Objective:
Students will be able to identify aims, obstacles, and accomplishments of early explorers from different countries.
Main Activity:
Rereading of Lesson 4, Review worksheet pg. 28
Evaluation:
worksheet
Vocabulary:
Homework:
Final Draft Project due Friday.
Learning Objective:
Students will review chapter 3 for the chapter test.
Language Objective:
Main Activity:
Review game, chapter summary review.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Final Draft Project due Friday, Study for Test pg. 142 + 143 #1-22.
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Students will be able to use their knowledge to answer the test questions.
Language Objective:
Review
Main Activity:
Chapter 3 Test
Evaluation:
TEST
Vocabulary:
Homework:
Final Draft Project due Friday.
Materials / Resources (including technology)
United States Book
Worksheets
State of Minnesota Standards Covered
5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the different ships of the 1600s.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to construct a ship like the ones from the 1600s.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will be able to listen to student presentations.
Language Objective:
Students will be able to listen to student presentations.
Main Activity:
Student Explorer Presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will be able to listen to student presentations.
Language Objective:
Students will be able to listen to student presentations.
Main Activity:
Student Explorer Presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will know the different ships of the 1600s.
Language Objective:
Students will be able to create a ship that looks like a ship from the 1600s.
Main Activity:
Introduction to coming to colonies project. Decide on how many ships you will buy.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different ships of the 1600s.
Language Objective:
Students will be able to create a ship that looks like a ship from the 1600s.
Main Activity:
Constructing of the ship.
Evaluation:
Ships
Vocabulary:
Homework:
Learning Objective:
Students will know the different ships of the 1600s.
Language Objective:
Students will be able to create a ship that looks like a ship from the 1600s.
Main Activity:
Constructing of the Ship.
Evaluation:
Ships
Vocabulary:
Homework:
Materials / Resources (including technology)
Boxes
Art Supplies
State of Minnesota Standards Covered
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 4 Lesson 1: Students will know the location of lands that were claimed by Spain in North America.
Chapter 4 Lesson 2: Students will know how the Virginia colony was settled in America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 4 Lesson 1: Students will be able to describe the relationships between the Spanish settlers and the Native Americans.
Chapter 4 Lesson 2: Students will be able to describe the relationships between the English settlers ad the Americans.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to use the glossary to look up the vocabulary words for the chapter.
Language Objective:
Students will be able to describe the relationships between the Spanish settlers and the Native Americans.
Main Activity:
Introduce chapter, review vocabulary words, have students look up words in book. Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game.
Evaluation:
vocabulary
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to use their knowledge on colony time to buy supplies needed for their colonial project.
Language Objective:
Students will be able to describe the relationships between the English settlers ad the Americans.
Main Activity:
Students will work with their group to come up with their supply list.
Evaluation:
teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to state the different Spanish colonies.
Language Objective:
Students will be able to describe the relationships between the Spanish settlers and the Native Americans.
Main Activity:
Lesson 1 Reading as a class. Discussion on review questions, review worksheet. Evaluation: worksheets
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to discuss the different English Colonies.
Language Objective:
Students will be able to describe the relationships between the English settlers ad the Americans.
Main Activity:
Lesson 2 Reading as a class. Discussion on review questions, review worksheet.
Evaluation:
worksheet
Vocabulary:
Homework:
None
Learning Objective:
Students will be to state different theories about the lost colony.
Language Objective:
Students will be able to describe the relationships between the English settlers ad the Americans.
Main Activity:
Lost Colony of Roanoke. Case Study.
Evaluation:
case study
Vocabulary:
Homework:
None
Materials / Resources (including technology)
United States Book
Lost Colony Case Study
Coming to Colonies: Supply List
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
EXTRA: Students will know possible causes of the Lost Colony of Roanoke.
Weekly Procedural Knowledge Overview - (Students will be able to...)
EXTRA: Students will be able to read a variety of case studies from the Lost Colony Roanoke and draw a conclusion of what happened.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know possible causes of the Lost Colony of Roanoke.
Language Objective:
Students will be able to read a variety of case studies from the Lost Colony Roanoke and draw a conclusion of what happened.
Main Activity:
CSI Lost Colony of Roanoke Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be to state different theories about the lost colony.
Language Objective:
Students will be able to read a variety of case studies from the Lost Colony Roanoke and draw a conclusion of what happened.
Main Activity:
CSI Lost Colony of Roanoke Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
FIELD TRIP
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
CSI Lost Colony Packet
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763) 5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter4Lesson3: Students will know how the pilgrims lived in Plymouth Colony.
EXTRA: Students will know possible causes of the Lost Colony of Roanoke.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter4Lesson3: Students will be able to describe how the Native Americans and settlers interacted with each other.
Chapter4Lesson3: Students will be able to describe how the English settlers created a way to govern themselves.
EXTRA: Students will be able to read a variety of case studies from the Lost Colony Roanoke and draw a conclusion of what happened.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to draw a conclusion on what happens to the Lost Colony of Roanoke.
Language Objective:
Students will be able to read a variety of case studies from the Lost Colony Roanoke and draw a conclusion of what happened.
Main Activity:
Final Day for the Lost Colony of Roanoke CSI.
Evaluation:
Case study
Vocabulary:
Homework:
None
Learning Objective:
Students will learn the reason for the Pilgrims for creating the Plymouth colony.
Language Objective:
Students will be able to describe how the English settlers created a way to govern themselves.
Main Activity:
Review vocabulary words, Reading of Lesson 3 as a class, Discussion on pilgrims
Evaluation:
Vocabulary
Vocabulary:
pilgrim, compact, self-government, majority rule
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Students will learn the reason for the Pilgrims for creating the Plymouth colony.
Language Objective:
Students will be able to describe how the English settlers created a way to govern themselves.
Main Activity:
Rereading of lesson 3 as a class, Answer review questions #1-4.
Evaluation:
Review questions.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Sports Day
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
United States Textbook
CSI Packet
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Extra: Students will know the different aspects of a colony.
Chapter 4 Lesson 4: Students will know the different struggles European nations
Chapter 4 Lesson 4: Students will know the different facts that state the relations of the settlers and the natives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Extra: Students will be able to create a map of a colony including all the aspects of a colony.
Chapter 4 Lesson 4: Students will be able to identify and state different relations between the French and Dutch Settlers and the Native American.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn the different parts of a colony.
Language Objective:
Students will be able to create a map of a colony including all the aspects of a colony.
Main Activity:
Discussion on the different parts of a colony. Group working on designing their own colony.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn the different parts of a colony.
Language Objective:
Students will be able to create a map of a colony including all the aspects of a colony.
Main Activity:
Finish designing of colony project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about the relations between the settlers and the natives.
Language Objective:
Students will be able to identify and state different relations between the French and Dutch Settlers and the Native American.
Main Activity:
Reading of Lesson 4 as a class. Answer review questions #1-4, Review questions as a class.
Evaluation:
Review questions
Vocabulary:
Homework:
Worksheet pg. 37
Learning Objective:
Students will review chapter 4.
Language Objective:
Students will be able to identify and state different relations between the French and Dutch Settlers and the Native American.
Main Activity:
Chapter 4 Review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Chapter 4 summary worksheet.
Learning Objective:
Students will review chapter 4.
Language Objective:
Students will be able to identify and state different relations between the French and Dutch Settlers and the Native American.
Main Activity:
Review Game.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
United States Textbooks
United States Worksheets
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter 4 Lesson 4: Students will know the different struggles European nations.
Chapter 4 Lesson 4: Students will know the different facts that state the relations of the settlers and the natives.
Chapter4Lesson3: Students will know how the pilgrims lived in Plymouth Colony.
Chapter 4 Lesson 1: Students will know the location of lands that were claimed by Spain in North America.
Chapter 4 Lesson 2: Students will know how the Virginia colony was settled in America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter 4 Lesson 4: Students will be able to identify and state different relations between the French and Dutch Settlers and the Native American.
Chapter4Lesson3: Students will be able to describe how the Native Americans and settlers interacted with each other.
Chapter4Lesson3: Students will be able to describe how the English settlers created a way to govern themselves.
Chapter 4 Lesson 1: Students will be able to describe the relationships between the Spanish settlers and the Native Americans.
Chapter 4 Lesson 2: Students will be able to describe the relationships between the English settlers ad the Americans.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will review chapter 4 to prepare for the test.
Language Objective:
Review
Main Activity:
Social Studies Review Packet.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will review chapter 4 to prepare for the test.
Language Objective:
Review
Main Activity:
Social Studies Review Packet.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will review chapter 4 to prepare for the test.
Language Objective:
Review
Main Activity:
Social Studies Review Game.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Social Studies Test.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will start learning about the 13 original colonies.
Language Objective:
Students will be able to describe the relationships between the English settlers ad the Americans.
Main Activity:
Introduce Chapter 5, review vocabulary words; Students will divide a sheet of paper into boxes. Write one vocabulary word in each box and draw a picture to illustrate the meaning of the word. Start lesson 1
Evaluation:
vocabulary
Vocabulary:
Homework:
Materials / Resources (including technology)
United States Book
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter5Lesson1: Students will know the religious beliefs and practices of the Puritans in New England.
Chapter5Lesson2: Students will know who founded the Middle Colonies.
Chapter5Lesson3: Students will know why the Southern colonies were created.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter5Lesson1: Students will be able to describe the relationships between the Native Americans and the settlers.
Chapter5Lesson1: Students will be able to describe the New England economy.
Chapter5Lesson1: Students will be able to describe the Middle Passage.
Chapter5Lesson2: Students will be able to describe the religion of the Middle Colonies and how it affects them.
Chapter5Lesson2: Students will be able to tell about the life and economy of the Middle Colonies.
Chapter5Lesson3: Students will be able to explain the influence of slavery on colonists’ daily life.
Chapter5Lesson3: Students will be able to state different industries in the Southern Colonies.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about their colony and be able to teach it to the class.
Language Objective:
Students will be able to describe the New England economy.
Main Activity:
Introduce Social Studies Project, students work in three groups of 3. Each one is assigned a group of colonies. Create a presentation (Charts, maps, plays/skits, songs, multimedia) that describes the daily life, economy, terrain, and beliefs of the colony. Include as many details and drawings as possible to help others understand your colony and its way of life. Some possible things to research; important events during the colonial period, foods, entertainment, style of houses, relations with other colonies and indigenous people.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about their colony and be able to teach it to the class.
Language Objective:
Students will be able to describe the Middle Passage.
Main Activity:
Working on Colonies Project- see Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about their colony and be able to teach it to the class.
Language Objective:
Students will be able to describe the religion of the Middle Colonies and how it affects them.
Main Activity:
Working on Social Studies project- see Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about their colony and be able to teach it to the class.
Language Objective:
Students will be able to tell about the life and economy of the Middle Colonies.
Main Activity:
Working on Social Studies Project- see Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about their colony and be able to teach it to the class.
Language Objective:
Students will be able to explain the influence of slavery on colonists’ daily life.
Main Activity:
Working on Social Studies Project- see Monday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Project Description
Poster Paper
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter5Lesson1: Students will know the religious beliefs and practices of the Puritans in New England.
Chapter5Lesson2: Students will know who founded the Middle Colonies.
Chapter5Lesson3: Students will know why the Southern colonies were created.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter5Lesson1: Students will be able to describe the relationships between the Native Americans and the settlers.
Chapter5Lesson1: Students will be able to describe the New England economy.
Chapter5Lesson1: Students will be able to describe the Middle Passage.
Chapter5Lesson2: Students will be able to describe the religion of the Middle Colonies and how it affects them
Chapter5Lesson2: Students will be able to tell about the life and economy of the Middle Colonies.
Chapter5Lesson3: Students will be able to explain the influence of slavery on colonists’ daily life.
Chapter5Lesson3: Students will be able to state different industries in the Southern Colonies.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know why the Southern colonies were created..
Language Objective:
Students will learn about their colony and be able to teach it to the class.
Main Activity:
Working on Thirteen colonies group project. Presentations will be after spring break.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the religious beliefs and practices of the Puritans in New England.
Language Objective:
Students will learn about their colony and be able to teach it to the class.
Main Activity:
Working on Thirteen colonies group project. Presentations will be after spring break.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the religious beliefs and practices of the Puritans in New England.
Language Objective:
Students will learn about their colony and be able to teach it to the class.
Main Activity:
Working on Thirteen colonies group project. Presentations will be after spring break.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know who founded the Middle Colonies.
Language Objective:
Students will learn about their colony and be able to teach it to the class.
Main Activity:
Working on Thirteen colonies group project. Presentations will be after spring break.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Elementary Party
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies Book
Poster Paper
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter5Lesson1: Students will know the religious beliefs and practices of the Puritans in New England.
Chapter5Lesson2: Students will know who founded the Middle Colonies.
Chapter5Lesson3: Students will know why the Southern colonies were created.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter5Lesson1: Students will be able to describe the relationships between the Native Americans and the settlers.
Chapter5Lesson1: Students will be able to describe the New England economy.
Chapter5Lesson1: Students will be able to describe the Middle Passage.
Chapter5Lesson2: Students will be able to describe the religion of the Middle Colonies and how it affects them.
Chapter5Lesson2: Students will be able to tell about the life and economy of the Middle Colonies.
Chapter5Lesson3: Students will be able to explain the influence of slavery on colonists’ daily life.
Chapter5Lesson3: Students will be able to state different industries in the Southern Colonies.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Students will present their colonies project to the class. Follow-up activity on the colony.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Students will present their colonies project to the class. Follow-up activity on the colony.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Students will present their colonies project to the class. Follow-up activity on the colony.
Evaluation:
presentations.
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies Project
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter5Lesson1: Students will know the religious beliefs and practices of the Puritans in New England.
Chapter5Lesson2: Students will know who founded the Middle Colonies.
Chapter5Lesson3: Students will know why the Southern colonies were created.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter5Lesson1: Students will be able to describe the relationships between the Native Americans and the settlers.
Chapter5Lesson1: Students will be able to describe the New England economy.
Chapter5Lesson1: Students will be able to describe the Middle Passage.
Chapter5Lesson2: Students will be able to describe the religion of the Middle Colonies and how it affects them.
Chapter5Lesson2: Students will be able to tell about the life and economy of the Middle Colonies.
Chapter5Lesson3: Students will be able to explain the influence of slavery on colonists’ daily life.
Chapter5Lesson3: Students will be able to state different industries in the Southern Colonies.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Continue working on Chapter 5 project.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Continue Working on Project.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Project presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
project presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Language Objective:
Main Activity:
Liberty Kids Episode
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Liberty Kids
Projects
State of Minnesota Standards Covered
5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)
5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
Weekly Informational Knowledge Overview - (Students will know...)
Chapter5Lesson1: Students will know the religious beliefs and practices of the Puritans in New England.
Chapter5Lesson2: Students will know who founded the Middle Colonies.
Chapter5Lesson3: Students will know why the Southern colonies were created.
Chapter6Lesson1: Students will know the new laws that were passed after the French and Indian War.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Chapter5Lesson1: Students will be able to describe the relationships between the Native Americans and the settlers.
Chapter5Lesson1: Students will be able to describe the New England economy.
Chapter5Lesson1: Students will be able to describe the Middle Passage.
Chapter5Lesson2: Students will be able to describe the religion of the Middle Colonies and how it affects them
Chapter5Lesson2: Students will be able to tell about the life and economy of the Middle Colonies.
Chapter5Lesson3: Students will be able to explain the influence of slavery on colonists’ daily life.
Chapter5Lesson3: Students will be able to state different industries in the Southern Colonies.
Chapter6Lesson1: Students will be able to describe the fight between the French and the British to control North America.
Chapter6Lesson1: Students will be able to describe the alliances between the Native Americans and the colonist effect on the French and Indian War.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Chapter 5 Presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will learn how to present their topic to the class.
Language Objective:
Students will present their topic to the class.
Main Activity:
Chapter 5 Presentations.
Evaluation:
Presentations.
Vocabulary:
Homework:
Learning Objective:
Students will know the new laws that were passed after the French and Indian War.
Language Objective:
Students will be able to describe the fight between the French and the British to control North America.
Main Activity:
Introduce Chapter 6 Vocabulary. Vocabulary read the room. Students are given a sheet with the definitions of vocabulary words. The words are posted around the room and are numbered. The students must find each word from around the room and write it and its number next to the definition.
Evaluation:
vocabulary
Vocabulary:
Homework:
Learning Objective:
Students will know the new laws that were passed after the French and Indian War.
Language Objective:
Students will be able to describe the fight between the French and the British to control North America.
Main Activity:
Start Chapter 6 Lesson 1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the new laws that were passed after the French and Indian War.
Language Objective:
Students will be able to describe the fight between the French and the British to control North America.
Main Activity:
Liberty Kids video, write about it in journals.
Evaluation:
journals
Vocabulary:
Homework:
Materials / Resources (including technology)
Liberty Kids
United States History Book
State of Minnesota Standards Covered
5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763)
5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
C6L1: Students will know the different alliances between the colonist, French, and Native Americans during the French and Indian War.
C6L1: Students will know the different laws passed after the French and Indian War.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C6L1: Students will be able to describe the fight to control North America.
C6L1: Students will be able to explain the new laws that were passed after the French and Indian War.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different alliances between the colonist, French, and Native Americans during the French and Indian War.
Language Objective:
Students will be able to describe the fight to control North America.
Main Activity:
Watching of Liberty Kids. Write about it in journals.
Evaluation:
journals
Vocabulary:
Homework:
Learning Objective:
Students will know the different alliances between the colonist, French, and Native Americans during the French and Indian War.
Language Objective:
Students will be able to describe the fight to control North America.
Main Activity:
Reading of Lesson 1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different alliances between the colonist, French, and Native Americans during the French and Indian War.
Language Objective:
Students will be able to describe the fight to control North America.
Main Activity:
Reviewing of lesson 1, Lesson 1 review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Learning Objective:
Students will know the different laws passed after the French and Indian War.
Language Objective:
Students will be able to explain the new laws that were passed after the French and Indian War.
Main Activity:
Review Comprehension questions. Lesson 1 Worksheets.
Evaluation:
Worksheet.
Vocabulary:
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Liberty kids video, social studies books, worksheets
State of Minnesota Standards Covered
5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763)
5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)
5.4.4.17.4 Compare and contrast the impact of the American Revolution on different groups within the 13 colonies that made up the new United States. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
C6L2: Students will know the different laws that caused conflicts in the colonies.
C6L2: Students will know what the Committee of Correspondence was.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C6L2: Students will be able to explain the importance of the Committees of Correspondence.
C6L2: Students will be able to state the different laws that caused conflicts in the colonies.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different laws that caused conflicts in the colonies.
Language Objective:
Students will be able to state the different laws that caused conflicts in the colonies.
Main Activity:
Reading of Lesson 2 independently.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know what the Committee of Correspondence was.
Language Objective:
Students will be able to explain the importance of the Committees of Correspondence.
Main Activity:
Reading of lesson 2 part 1 as a class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know what the Committee of Correspondence was.
Language Objective:
Students will be able to explain the importance of the Committees of Correspondence.
Main Activity:
Reading of lesson 2 part 2 as a class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to read the lesson as a class.
Language Objective:
Students will be able to state the different laws that caused conflicts in the colonies.
Main Activity:
Watching of Liberty Kids.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Social studies books, liberty kids video
State of Minnesota Standards Covered
5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
C6L3: Students will know the different laws that Parliament passed that new colonist refused to accept.
Students will know the lyrics to the song fireworks.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C6L3: Students will be able to describe why the fighting broke out in Lexington and Concord.
Students will be able to sing fireworks as a class.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Reading of Lesson 3 as a class. Class discussion on the Boston Tea Party. Practicing fireworks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Reading of Lesson 3 as a class. Class Discussion on the Coercive Acts. Practicing fireworks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Reading of Lesson 3 as a class. Discussion on the First Continental Congress. Practicing fireworks.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the lyrics to the song fireworks.
Language Objective:
Students will be able to sing fireworks as a class.
Main Activity:
Practice Fireworks for Concert.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Practice Fireworks for Concert.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
United States Social Studies Book
State of Minnesota Standards Covered
5.1.4.6.3 Identify taxes and fees collected and services provided by governments during colonial times; compare these to the taxes and fees collected and services provided by the government today.
5.1.4.7.1 Explain how law limits the powers of government and the governed, protects individual rights and promotes the general welfare.
5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
C6L3: Students will know the different laws that Parliament passed that new colonist refused to accept.
C6L4: Students will know the significance of the Second Continental Congress.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C6L3: Students will be able to describe why the fighting broke out in Lexington and Concord.
C6L4: Students will be able to understand the importance of the Bunker Hill Battle
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Reading of Lesson 3 as a class. Discussion on the Lexington and Concord Battle.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Completion of the Lesson 3 Review Questions.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different laws that Parliament passed that new colonist refused to accept.
Language Objective:
Students will be able to describe why the fighting broke out in Lexington and Concord.
Main Activity:
Reading of Lesson 3, Completion of the Lesson 3 Worksheet.
Evaluation:
worksheet
Vocabulary:
Homework:
Learning Objective:
Students will know the significance of the Second Continental Congress.
Language Objective:
Students will be able to understand the importance of the Bunker Hill Battle.
Main Activity:
Reading of Lesson 4 as a class. Discussion on the Bunker Hill Battle. Showing of the Bunker hill Memorial on Google Earth.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the significance of the Second Continental Congress.
Language Objective:
Students will be able to understand the importance of the Bunker Hill Battle.
Main Activity:
Chapter 4 Answering of the review questions, Reading of Phillis Wheatley.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
United States History Book
Computer
Projector
State of Minnesota Standards Covered
5.1.2.2.1 Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture.
5.1.3.4.1 Explain specific protections that the Bill of Rights provides to individuals and the importance of these 10 amendments to the ratification of the United States Constitution.
5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
C6L5: Students will know why the people and events lead to the Declaration of Independence.
C6L5: Students will know the importance of the Declaration of Independence.
C6: Students will know the personal risks the Patriots took by signing and supporting the Declaration of Independence.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C6L5: Students will be able to state the people and events that were associated with the Declaration of Independence.
C6L5: Students will be able to tell why the Declaration of Independence is important and identify its key political concepts.
C6: Students will be able to examine ways that citizens continue to defend freedom.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know why the people and events lead to the Declaration of Independence.
Language Objective:
Students will be able to state the people and events that were associated with the Declaration of Independence.
Main Activity:
Reading of Lesson 5 as a class. Discussion on the Declaration of Independence. Creation of a Pros and Cons list to decide whether or not it was a good idea.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the importance of the Declaration of Independence.
Language Objective:
Students will be able to tell why the Declaration of Independence is important and identify its key political concepts.
Main Activity:
Finish reading Lesson 5 as a class. Answer review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Learning Objective:
Students will know the personal risks the Patriots took by signing and supporting the Declaration of Independence.
Language Objective:
Students will be able to tell why the Declaration of Independence is important and identify its key political concepts.
Main Activity:
Discussion on Phillis Wheatley. Showing of the Freedom Trail On Google Earth.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the importance of the Declaration of Independence.
Language Objective:
Students will be able to tell why the Declaration of Independence is important and identify its key political concepts.
Main Activity:
Chapter 5 Review 264 to 265. Review as a class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the importance of the Declaration of Independence.
Language Objective:
Students will be able to tell why the Declaration of Independence is important and identify its key political concepts.
Main Activity:
Chapter 5 Test.
Evaluation:
Test
Vocabulary:
Homework:
Materials / Resources (including technology)
United States Book
Computer
Projector
State of Minnesota Standards Covered
5.1.2.2.1 Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture.
5.1.3.4.1 Explain specific protections that the Bill of Rights provides to individuals and the importance of these 10 amendments to the ratification of the United States Constitution.
5.4.4.17.5 Describe the purposes of the founding documents and explain the basic principles of democracy that were set forth in the Declaration of Independence, the Constitution and the Bill of Rights. (Revolution and a New Nation: 1754-1800)
5.4.4.17.6 Describe the successes and failures of the national government under the Articles of Confederation and why it was ultimately discarded and replaced with the Constitution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.7 Describe the major issues that were debated at the Constitutional Convention. (Revolution and a New Nation: 1754-1800)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the two different groups of people during the American Revolution: The Patriots and the Loyalist.
Students will know which side the Patriots were in favor of.
Students will know which sides the Loyalist were in favor of.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to have a debate, supporting the side that they are assigned too.
Students will be able to form an argument supporting the Patriots.
Students will be able to form an argument supporting the Loyalist.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the two different groups of people during the American Revolution: The Patriots and the Loyalist.
Language Objective:
Students will know which side the Patriots were in favor of. Students will know which sides the Loyalist were in favor of.
Main Activity:
Introduction on the Loyalist and Patriots, discussion on what each side supported. Separating the class into two groups. Provide each group with materials to read over.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to have a debate, supporting the side that they are assigned too.
Language Objective:
Students will be able to form an argument supporting the Patriots. Students will be able to form an argument supporting the Loyalist.
Main Activity:
Groups work together to form an argument defending their side.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to have a debate, supporting the side that they are assigned too.
Language Objective:
Students will be able to form an argument supporting the Patriots. Students will be able to form an argument supporting the Loyalist.
Main Activity:
Groups work together to form an argument defending their side.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to have a debate, supporting the side that they are assigned too.
Language Objective:
Students will be able to form an argument supporting the Patriots. Students will be able to form an argument supporting the Loyalist.
Main Activity:
Groups work together to form an argument defending their side.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to have a debate, supporting the side that they are assigned too.
Language Objective:
Students will be able to form an argument supporting the Patriots. Students will be able to form an argument supporting the Loyalist.
Main Activity:
Students will perform a debate defending their side! The judges will choose which team is correct.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies books
State of Minnesota Standards Covered
5.1.1.1.1 Simulate a historic event to show how civic engagement (voting, civil discourse about controversial issues and civic action) improves and sustains a democratic society, supports the general welfare, and protects the rights of individuals.
5.1.2.2.1 Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture.
5.1.3.4.1 Explain specific protections that the Bill of Rights provides to individuals and the importance of these 10 amendments to the ratification of the United States Constitution.
5.4.4.17.5 Describe the purposes of the founding documents and explain the basic principles of democracy that were set forth in the Declaration of Independence, the Constitution and the Bill of Rights. (Revolution and a New Nation: 1754-1800)
5.4.4.17.6 Describe the successes and failures of the national government under the Articles of Confederation and why it was ultimately discarded and replaced with the Constitution. (Revolution and a New Nation: 1754-1800)
5.4.4.17.7 Describe the major issues that were debated at the Constitutional Convention. (Revolution and a New Nation: 1754-1800)
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