Little Rock School District Social Studies 5th Grade

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1

ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit 2 Lesson 10

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Exploration Essential Question: What happens when cultures meet? Guiding Questions:

A. Why did Europeans come to the Americas? B. What was the impact of European exploration in the Americas?

Weekly Literacy Correlated Lesson Plan: CLLG MINILESSON—Main Idea & Detail p. 58 Use activities below to discuss some of the effects on early exploration. Time for Encounter DBQ can also be used to discuss cause and effect relationships.

• Document 2: Chart of Early Explorers (Main Reason for Claiming Territory states cause(s) for exploration. Have students identify the effects as they read about explorers and complete chart.)

• Document 3: Excerpt from Report of Marcos de Niza—Focus on Question # 2

• Document 5: Diagram of the Columbian Exchange—Focus on Question # 2

Activities: (May continue into other lessons) 1. Age of Exploration Research Chart Lesson (Use impact on chart

to discuss effects of exploration by each explorer) • Student Explorer Chart • Group Explorer Chart (Model using group chart)

2. Creating a Map of an Explorer’s Route Lesson

• Map of the Journey 3. Timeline Lesson

• Timeline Graphic Organizer • Brief Biographical Information Explorers

Content Book Pass Exploration—Provide narrative and informational text (trade books) on explorers. Exploration Document Based Questions

Social Studies Focus : Literacy Focus: Age of Exploration: Discovering Various Explorers

Skill: Main Idea & Details Strategy: Monitor/Clarify Genre: Poetry Writing: Sentences

Writing: Vocabulary : Journal: Imagine that you are one of the explorers you are studying. Write a journal entry describing some effects of your exploration. Explorer’s Journal –(Could Use to Guide Writing) Write sentences for each of the events on the Exploration timeline.

Juan Ponce de Leon, Francisco Vasquez de Coronado, Hernando de Soto, Jacques Cartier, sponsor, motives, route, impact

ASSESSMENT: Timeline (Timeline Lesson) Map of the Journey Student Explorer Chart (Discuss Impact of each explorer and relate this to the effects of exploration) Writing Assessments: Unit Assessment (Choose one for students to complete as the unit assessment)

1. Exploration Unit Writing Assessment: Opinion This group (Spanish, English, or French) of explorers had an impact/effect on the Americas. Use evidence from your research to prove this.

Little Rock School District Social Studies 5th Grade

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2. Exploration Unit Writing Assessment: Narrative Using what you have learned from this unit, choose one encounter between an explorer and the native people and write a narrative about this encounter.

Time to Encounter Additional Activities and Resources: a. Questioning to Understand Historical Concepts: What Became

of the Taino b. Explorers World Wall c. Fiction/Nonfiction Lesson Notes:

STANDARDS Social Studies SLE’s: Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomena, war) History G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820’s using geographic representations of different scales H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.6 Evaluate the economic and cultural effects of indentured servitude and slavery in the New England, middle, and southern colonies from multiple perspectives Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) Social Studies ELP Frameworks

Little Rock School District Social Studies 5th Grade

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ELPSS.E.4.3-5.1 Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) Common Core Standards Reading: Cause and Effect CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5SL1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CC5SL1.b Follow agreed-upon rules for discussions and carry out assigned roles. CC5SL1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others Writing: CC.5.W.3 Write narratives to develop…imagined...events using effective technique, descriptive details, and clear event sequences.

Little Rock School District Social Studies 5th Grade

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ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit 2 Lesson 11

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Exploration Essential Question: What happens when cultures meet? Guiding Questions:

A. Why did Europeans come to the Americas? B. What was the impact of European exploration in the Americas?

Weekly Correlated Lesson Plan: CLLG MINILESSON 11: Cause and Effect p. 60— 1. Content: Social Studies Text p. 110 – 117 (Marco Polo &

Christopher Columbus), 120 – 125 (English Explorers), 128 – 134 (Spanish Explorers), 138 – 143 (Other Nations). Provide additional books on explorers. Group students and assign them an explorer to read about. Have them discuss the effects/results of their exploration.

2. Primary Sources/Arkansas Connection (Hernando Desoto) Lesson • DeSoto Primary Sources • Desoto Picture

3. Alvar Nunez Cabeza de Vaco Interactive Reading Guide Discuss what happened when the Native people met the explorers. Exploration Document Based Questions: Time of Encounters Document s 1 – 5 Going Deeper: a. What Happens When Cultures Meet Photo Analysis b. Photo Analysis c. Online Photo Analysis d. Story Plan Different Perspectives Notes:

Social Studies Focus : Literacy Focus: Identify and Understand Early Explorers Exploration in Arkansas

Skill: Cause/Effect Strategy: Visualize Genre: Historical Fiction Writing: Sentences

Writing: Vocabulary : Reflection – Visualize yourself joining one of the explorers on their exploration. Using information from your T- Map and notes, reflect on your first few days in the Americas. Use creativity and vivid details in your writing.

English Explorers, Spanish Explorers, French Explorers, Alvar Nunez Cabeza de Vaco, Hernando DeSoto, cultural diffusion, cultural exchange, cultural assimilation

ASSESSMENT: Unit Assessment: (Continue gathering information from the lessons you complete for final assessment) Exploration Unit Writing Assessment: Opinion This group (Spanish, English, Other Nations) of explorers had an impact on the Americas. Use evidence from your research to prove this. Exploration Unit Writing Assessment: Narrative Using what you have learned from this unit, choose one encounter between an explorer and the native people to write a narrative about this encounter

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STANDARDS Social Studies SLE’s: Geography G.1.5.1 Classify locations as absolute or relative G.1.5.2 Identify and describe the region of the United States in which Arkansas is located G.1.5.4 Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, Pacific Ocean G.1.5.7 Recognize the various types of maps used by geographers G. 1.5.9 Compare and contrast major landforms characterized as physical features of Earth (e.g. plateaus, rivers, deltas, seas, oceans, peninsulas) G.2.5.3 Recognize examples of Cultural diffusion, cultural exchange, and assimilation G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.2 Define push-pull factors History H.6.5.3 Identify the contributions of significant individuals and explorers during the period of early exploration of the Americas (e.g. Christopher Columbus, Ferdinand Magellan, Hernando de Soto) H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, and France H.6.5.9 Describe the impact that European explorers had on the American Indian Tribes H.6.5.12 Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans) H.6.5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas Columbian Exchange H.6.5.23 Explain the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g.; Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe) Economics E.7.5.2 Recognize that choices have both present and future consequences. Social Studies ELP Frameworks ELPSS.E.4.3-5.1 Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) Common Core Standards Reading: CC5RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Writing: CC.5.W.3 Write narratives to develop…imagined...events using effective technique, descriptive details, and clear event sequences.

Little Rock School District Social Studies 5th Grade

Revised 2015 LRSD Social Studies & Curriculum Committees

6

ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit 2 Lesson 12

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Exploration Essential Question: What happens when cultures meet? Guiding Questions:

A. What were the negative and positive consequences of the Columbian Exchange/Great Exchange?

B. How would you describe the first encounter of Columbus and native Taino people from both perspectives?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Fact or Opinion p. 62 EXT Journey’s Teacher Support Booklet pp. C4 and C5---Compare and Contrast Points of View (Use Social Studies to teach instead of Journey’s Story)

• Use Columbus’ journal entries and the book Encounter by Jane Yolen • Read aloud or have students read “Exchanges Between the Old World and New

World to determine author’s point of view. Discuss characteristics of Historical Fiction. Examine the book “Encounter” by Jane Yolen to determine if it meets the requirements of a historical fiction. How does the story of Columbus “discovering” America change when it is told from a different point of view? Written Conversation Lesson— What Happens When Cultures Meet (Different Perspectives)

• Excerpts Columbus’ Journal---Read together Columbus’s journal entries related to the Natives. What are his thoughts/feelings?

• Soc. Studies Text p. 104 – 107 • Encounter by Jane Yolen (What is the persuasion message and supporting details of

this book) Read the book aloud. What are the thoughts and feelings of theTaino boy? Read the letter from the author. Encounter Questions Copies of book sent to 5th grade classrooms. Contact Social Studies Department for copy if needed—laura.arnold@lrsd.org

• Poem of Two Voices—Use to show impact of European exploration from two perspectives.

• What Became of the Taino (Teacher resource for background information) Ask students “How does the story of Columbus “discovering “America change when it is told from a different point of view?” Use the following activities and resources to collect information on the positive and negative consequences of the Columbian Exchange.

Social Studies Focus: Literacy Focus: The Columbian Exchange Columbus/Taino

Skill: Fact/Opinion Point of View Strategy: Question Genre: Historical Fiction/Poetry Writing: Expository, Opinion

Writing: Vocabulary : Exit Ticket – In your opinion were the benefits of the Columbian Exchange worth the consequences? Cite evidence to support.

Old World, New World, Columbian Exchange, cultural diffusion, cultural exchange, cultural assimilation

ASSESSMENT: Graphic Organizer—Positive/Negative consequences Columbian Exchange Poem of Two Voices Unit Assessment (Complete work on the assessment chosen in 1st lesson of the unit) Exploration Unit Writing Assessment: Opinion

This group (Spanish, English or French) of explorers had an impact on the Americas. Use evidence from your research to prove this.

Little Rock School District Social Studies 5th Grade

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Exploration Unit Writing Assessment: Narrative Using what you have learned from this unit, choose one encounter between an explorer and the native people to write a narrative about this encounter.

Columbian Exchange Fact Sheet Content: The Mariners’ Museum – Exploration Through the Ages Your Lunch Then and Now Activity Background Columbian Exchange (Teacher Background) What were some of the positive and negative consequences of the Columbian Exchange for both the New World and the Old World? Create a graphic organizer to collect evidence. How will you differentiate between the Old World and New World in your graphic organizer? i.e. Color code consequences for Old World (blue) and New World (red) Have students work in small groups to pose and answer questions about the beneficial and negative aspects of the Columbian Exchange. Great Exchange Animals Lesson Resources: Going Deeper: Larry’s Pizza Activity (Identifying Old World/New World Pizza)

- Students will use Larry’s Pizza menu to identify ingredients of pizzas as either New World or Old World Pizza

Great Exchange Dinner Menu Lesson Notes:

STANDARDS Social Studies SLE’s: Geography G.1.5.1 Classify locations as absolute or relative G.1.5.2 Identify and describe the region of the United States in which Arkansas is located G.1.5.4 Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, Pacific Ocean G.1.5.7 Recognize the various types of maps used by geographers G. 1.5.9 Compare and contrast major landforms characterized as physical features of Earth (e.g. plateaus, rivers, deltas, seas, oceans, peninsulas) G.2.5.3 Recognize examples of Cultural diffusion, cultural exchange, and assimilation G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.2 Define push-pull factors

Little Rock School District Social Studies 5th Grade

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History H.6.5.3 Identify the contributions of significant individuals and explorers during the period of early exploration of the Americas (e.g. Christopher Columbus, Ferdinand Magellan, Hernando de Soto) H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, and France H.6.5.9 Describe the impact that European explorers had on the American Indian Tribes H.6.5.12 Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans) H.6.5.22 Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas Columbian Exchange Economics E.7.5.2 Recognize that choices have both present and future consequences. Social Studies ELP Frameworks ELPSS.E.4.3-5.1 Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) Common Core Standards Reading: CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5SL1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Writing: CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Little Rock School District Social Studies 5th Grade

Revised 2015 LRSD Social Studies & Curriculum Committees

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ERA 2 – Exploration & Colonization Two Weeks (Jamestown/Roanoke) Literacy Integration/Aligned with Journeys Unit Lesson 13

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

A. Why do people leave their homeland? B. Who were the main colonial leaders and how did they

contribute to the organization of the colonies? C. How did geography influence early settlements in the

Americas?

Weekly Correlated Lesson Plan: MINILESSON: Conclusion and Generalization pp.64 Refer back to the book “Encounter” by Jane Yolen from last week’s lesson. Use the character(s) in the book to complete the Inference Map. Introduce Colonization of New World Brainstorm reasons people might have wanted to leave their home and settle in unfamiliar land. What were the “pushes” to make them leave their familiar life and the “pulls” that might draw them to a new land? Add to this list as you read and study about the New World. (Relate to today and why people are pushed and pulled to move) Roanoke----This week’s lesson is on Roanoke Introduce the book “Roanoke: The Lost Colony—An Unsolved Mystery from History by Jane Yolen” Contact Laura Beth Arnold (laura.arnold@lrsd.org or 447-3398 for a copy of the book) The book can be taught to reinforce the literacy skill lesson.

• After reading the book, discuss with the students the elements of a historical fiction. Have students work in pairs first to determine if Roanoke: The Lost colony is a historical fiction or informational genre.

Cracking History’s Cold Cases: Your task in this project is to decide which theory of the Roanoke Lost Colony mystery you think is most believable and support your theory with clues you have gathered. You will create a “Case File” that includes background on the mystery, your theory for what happened, and a collection of evidence to support your theory. Mystery of Roanoke (Clip Lost Colony of Roanoke) Kids Information The History of the Roanoke Colony in Colonial America After students have identified which theory they believe is most believable about what

Social Studies Focus : Literacy Focus: .Push Pull Factors Economic Choices/Scarcity Benefit/Conflict Colonial Settlers/Indians

• Jamestown • Roanoke

Skill: Conclusions Strategy: Generalizations Genre: Historical Fiction & Plays Writing: Expository, Opinion

Writing: Vocabulary : State your opinion of which theory of Roanoke you think is most believable. Support your opinion with clues/evidence you have gathered.

Charter Cash crop Indentured Servant Trade Jamestown push/pull factors

Metacom/King Philip’s War Pueblo Revolt Roanoke John Smith George Percy Powhatan

ASSESSMENT: Step Up to Writing---Stand Up and Sound Off 8-12 What happened to the Lost Colony of Roanoke? The following will be done throughout the unit as we study new settlements or colonies.

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Introduce Timeline as a way to sequence the colonization of the New World. Timeline Graphic Organizer Identify key dates for the settlement of Roanoke. Create a class timeline and/or have students create their own timeline. You will add dates throughout the Colonization unit. Map settlements and colonies of the New World Introduce the map as a graphic tool for visualizing where Spain, France, England, and the Dutch first settled in the New World. Have student color code settlements by the European countries that settled in the New World. Add Roanoke to the blank United States map and decide on what color English Colonies will be. United States Map

happened to the people of Roanoke, share information from the more recent articles below. New Clue to Mystery of Lost Roanoke Colony Have We Found the Lost Colony of Roanoke Island? National Geographic Through the Lenses of a Historian: Lost Colony Notes: The focus of this unit will be on settlements of the English, Spanish, and French in the New World. Resources for introducing the mystery of the Lost of Colony of Roanoke have also been provided. This can also be used to gather clues from the sources and draw conclusions about what happened.

STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war) History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives

Little Rock School District Social Studies 5th Grade

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using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly by: CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence by: CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace: Reading (Informational Text) CC5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text by: CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area by: CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently by: CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic by: CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by: Making generalizations and draw conclusions based on the research of the topic.

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ERA 2 – Exploration & Colonization Two Weeks (Jamestown/Roanoke) Literacy Integration/Aligned with Journeys Unit Lesson 14

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

D. Why do people leave their homeland? E. Who were the main colonial leaders and how did they

contribute to the organization of the colonies? F. How did geography influence early settlements in the

Americas?

Weekly Correlated Lesson Plan: CLLG MINILESSON –Biography p.66 Read about the early people of Jamestown. Choose one or more to complete the T-Chart. Jamestown .Harcourt—SS Textbook pp. 156-159 Compare Primary and Secondary Sources pp 161-62 (Do prior to Jamestown Lesson) Choose One of the Following Lessons to Complete: What Caused the Failure of the Jamestown Colony in 1610 Lesson H.S.I. Historical Scene Investigation Website Use content from the Jamestown: What Caused the Failure of the Jamestown Colony in 1610 lesson. Primary source documents with the lesson provide clues. Group students and give them a copy of the documents. Students will get in pairs to analyze two of the documents to share with the rest of the group. As they are sharing, other group members will add to their chart. The teacher will project each document on the Smart Board for discussion recording responses on a teacher made chart. Using the clues from all documents, have the class discuss what caused the failure of the Jamestown colony.

• Investigation Chart Starving Time • Document A John Smith • Document B Watercolor of Village • Document C Travels of John Smith • Document D Excerpt • Document E George Percy Account • Document F Powhatan Aid • Document G Pathologist • Document H Archeologist

Social Studies Focus : Literacy Focus: .Push Pull Factors Economic Choices/Scarcity Benefit/Conflict Colonial Settlers/Indians

• Jamestown • Roanoke

Skill: Biography Strategy: Sequence of Events & Summarize Genre: Informational Text Writing: Narrative, Personal

Writing: Vocabulary : Settlers were not allowed to write letters saying anything bad about what it was like living in the New World. Yet, as you read about Jamestown, the settlers had many problems trying to start a new life. Imagine that you are a settler in Jamestown and you are recording what daily life is like. Write 1-3 journal entries that reflect some of the difficulties you are encountering. One entry should include

Charter Cash crop Indentured Servant Trade Jamestown push/pull factors primary sources secondary sources

Metacom/King Philip’s War Pueblo Revolt Roanoke John Smith George Percy Powhatan

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conflicts with Indians. • Document I List of Settlers Uncovering Jamestown Artifact Lesson

• Artifact Cards PPT • Jamestown Student Page • Jamestown with Objects PPT • Artifacts Extension

Who Do You Believe Lesson Native American Primary and Secondary Sources (Complete Lesson with Background Information)

• White de-bry Handouts • Primary and Secondary Questions • Exit Card

Supporting Information: Jamestown—Why There? Use this website to share with students how the site was chosen and discuss if they agree it was a good site. Jamestown Rediscovery You Tube (Remains of prominent leaders of Jamestown found) Tobacco and Labor—Background Information Additional Resources: Lesson Plan: The People of Jamestown: The English Role Play Blood River Lesson Plan Blood River by Elisa Carbone (Historical fiction which follows the life of Samuel Collier, a young English orphan, as he travels as an indentured servant to the New World on board the Susan Constant> A Brief History of Jamestown (Teacher Background Essay We Were There Too! By Phillip Hoose (Contact Laura Beth Arnold for a copy of the book)

• Tom Savage: Living Two Lives pp 19-23 • Pocahontas: Peacemaker, Cartwheeler, Princess pp 14-18

ASSESSMENT: Use the clues from the documents you have read or your classmates have shared to write an explanation of what caused the failure of the Jamestown colony in 1610. You need to be convincing and use at least two pieces of evidence from the primary sources and/or your textbook. Step Up to Writing TE pp 54-55 Great Short Answers

1. What were some of the advantages and disadvantages of Jamestown’s relative locations? p. 156 (Harcourt)

2. How did tobacco affect the colonist? p. 157 (Harcourt) Step Up to Writing---Stand Up and Sound Off 8-12 The Starving Time of Jamestown Was Caused By? Designing a Magazine Cover –Assess the impact of people and events on the survival of Jamestown.

• Biography Angela • Biography John Smith • Biography Young Pocahontas • Evaluating Key People and Events Organizer • Key People and Events

The following will be done throughout the unit as we study new settlements or colonies. Introduce Timeline as a way to sequence the colonization of the New World.

• Constructing a Timeline of Jamestown Activity—Students create a timeline of the highlights of the Jamestown venture from 1606-1624. Timeline---Identify key dates for the settlement of Jamestown. You will add dates throughout the Colonization unit. Timeline Graphic Organizer

Charting Information on European Colonies • Early European Colony Chart

Introduce the chart as a method of collecting data on early colonization of

Little Rock School District Social Studies 5th Grade

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the New World. Have students enter information about Jamestown on the chart. You will continue to add information to chart as you learn about other settlements in the New World. Map settlements and colonies of the New World

• Introduce the map as a graphic tool for visualizing where Spain, France, England, and the Dutch first settled in the New World. Have student color code settlements by the European countries that settled in the New World. Add Jamestown to the blank United States map and decide on what color English Colonies will be.

United States Map

How do we know about the early settlers of Jamestown? Jamestown Artifacts http://www.virtualjamestown.org/images/artifacts/jamestown.html Jamestown Rediscovery http://apva.org/rediscovery/page.php?page_id=1 New Clue to Mystery of Lost Roanoke http://www.foxnews.com/scitech/2012/05/07/new-clue-to-mystery-lost-roanoke-colony/ Jamestown Fort---Diagram Captain John Smith Seeks Powhatan Notes: The focus of this unit will be on settlements of the English, Spanish, and French in the New World. The book Blood River by Elisa Carbone could be used to teach and/or reinforce the literacy skills and strategies for the next four weeks. The book is about Jamestown. It would be a great read aloud.

STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war)

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History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly by: CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence by: CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace: Reading (Informational Text) CC5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text by: CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area by: CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently by: CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic by: CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by: Making generalizations and draw conclusions based on the research of the topic.

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ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit Lesson 15

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

A. What are the similarities and differences between the Native Americans and the Colonists?

B. Why do people leave their homeland? C. How did English settlers develop ways to govern themselves? D. How does geography influence the settlement patterns of early

colonies and how they made a living?

Weekly Correlated Lesson Plan: Harcourt The Plymouth Colony pp 162-169 Purpose for Reading: How did English settlers develop ways to govern themselves? Describe the cooperation and conflict between settlers and Native Americans. SUW Great Short Answers 1-36 and Quick Check for Short Answers 10-11 Compare and Contrast Different Versions of Thanksgiving (Below are some to consider using. Traditional Version The Native American Version (National Day of Mourning) National Geographic Version

Comparing Stories

This activity has students comparing several versions of the first Thanksgiving. Students will begin by understanding the mainstream version of the story and record the main events that happened. They can find this version on the National Geographic website. Next, students can read the accounts of the first Thanksgiving from the viewpoint of the Native Americans, and other versions that you may collect. Once they have read all versions of the first Thanksgiving, divide students into groups and have them answer the following questions.

• What do all of these stories have in common? • What are some of their differences? • What is the most mainstream version of the first

Thanksgiving? Why do you think it became the most dominate account about Thanksgiving?

Social Studies Focus : Literacy Focus: Plymouth Colony Mayflower Compact Thanksgiving

Skill: Compare & Contrast Strategy: Monitor/Clarify Writing: Narrative, Personal

Writing: Vocabulary : SUW 3-5 Sentences Using Who, What, Where, When, Action, and How. Use social studies text p. 150 to complete activity.

Charter Cash crop Indentured Servant Slave trade Apprentice

Fur trade Plymouth Pilgrims Treaty of Massasoit Mayflower Compact

New Spain Missions Hacienda St. Augustine Santa Fe Wampanoag

ASSESSMENT: Use the information you have learned about to add to the timeline you started in previous lessons. Mayflower Compact Main Idea activity. SUW Stand Up and Sound Off 8-12—Who benefited most from the Treaty of Massasoit?

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Early European Colony Chart United States Map

Becoming a Historian Teacher’s Guide: http://www.plimoth.org/sites/default/files/media/olc/hpteachg.html#cultural Thanksgiving Interactive: You are the Historian (Plimoth) Library of Congress—Teacher’s Guide: Primary Source Set Thanksgiving Teaching Thanksgiving 2011 Primary Source Fluency Activities—Early America pp 33-36 The Little Pilgrim (Poem)—Copies of resource should either be in the Classroom Library and/or a copy in the media center. For convenience, you can link to the poem. Using Primary Sources in the Classroom pp 60-62 Treaty of Massasoit Point of View—Who benefited most from the Treaty? The Pilgrims or the Massasoit? Landing of the Pilgrim Picture Mayflower Compact Activity Harcourt pp 168-169----Mayflower Compact—Solve a Problem Pp 164-65 Background Mayflower Compact (Have students work in pairs to identify the following: 1) the main idea of the p.164-The Mayflower Compact 2) details that support the main idea Additional Resources: Scholastic Lesson “Thanksgiving Grades 3-5. http://www.scholastic.com/scholastic_thanksgiving/ Teacher Resource/Lesson Plan http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-3-5 These sites have a wealth of information on the Mayflower, Pilgrims,

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Plymouth colony and the Wampanoag. Suggested Activities: Reflections of Passengers (Use interviews from lesson) Have students write follow up questions from questions addressed on interviews from the 3-5 lessons. Compare the Pilgrims and Wampanoag—Use interviews from the website. Letters From History- http://www.scholastic.com/scholastic_thanksgiving/letters.asp Meet the Pilgrims http://www.scholastic.com/teachers/collection/first-thanksgiving-readers-theater-ideas Thanksgiving Reader’s Theater Notes:

STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels C.3.5.3 Explain the development of policies to address public problems at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war) History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke,

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Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.6 Evaluate the economic and cultural effects of indentured servants and slavery in the New England, middle, and southern colonies from multiple perspectives H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by: CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Reading (Informational Text) CC5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area by: CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC5W1b Provide logically ordered reasons that are supported by facts and details by: CC5W1d Provide a concluding statement or section related to the opinion presented. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by:

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Making generalizations and draw conclusions based on the research of the topic CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

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ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit Lesson 16

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

A. How did the early people of America interact with early settlers? B. What was life like during the early days of Arkansas? C. How does geography influence the settlement patterns of early

colonies and how they made a living?

Weekly Correlated Lesson Plan: CLLG MINILESSON Author’s Purpose p. 70 Have students read the News Articles Post in the links below to determine the author’s purpose. French and Dutch Colonies Harcourt pp 170-177 Use textbook to collect data to map colonies of the French and Dutch and record information on chart about colonization of French. Include information about French and Dutch Colonies on Timeline. Refer to Harcourt Social Studies Text p. 177 for example of completed chart for last three lessons. Arkansas Post p. 63 Arkansas Activity Book News Articles Arkansas Post Wilderness Experiences News Articles Arkansas Post Indians in Arkansas News Articles Arkansas Post Territorial Period Use news articles from the Old State House Arkansas newspapers published for their Education Curriculum to gather information about the Arkansas Post. Articles have been enlarged and space provided so that students can write on the articles. A link to a copy of the entire newspaper has also been provided. Students should be able to answer the following questions:

A. What do the articles tell you about life at the Arkansas Post?

B. What do the articles tell you about how Arkansas Post was settled?

Read the news article “Trade Competition and Soggy Site Mean Slow Growth at Arkansas Post from Events of Territorial Period. Identify several causes for the following effect: Arkansas Post was slow to grow.

Social Studies Focus : Literacy Focus: French and Dutch Colonies Arkansas Post Spanish Colonies

Skill: Author’s Purpose Strategy: Text & Graphic Features Genre: Realistic Fiction/Informational Text Writing: Informational Essay

Writing: Vocabulary : You have been assigned to write about the role of fur trade in the establishment of New France and New Netherland. Write a topic sentence that presents what you plan to prove or explain about fur trading in the New World. SUW 4-18; 4-19a; 4-19b; 4-19c

Arkansas Post Henri de Tonti Proprietary Colony Territorial Period Algonquian New Amsterdam New Sweden

ASSESSMENT: Identify the Cause(s) from the following Effects:

• New France grew slowly. (Refer to page 171) • The Algonquian were nearly wiped out. (Refer to page 173) • The settlement of New Amsterdam became an important trading post. (Refer

to pp 172-73.

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Early European Colony Chart United States Map

CLLG MINILESSON Cause and Effect p. 60 Resources: Old State House For Classroom Arkansas Newspaper http://www.oldstatehouse.com/pdf/Vol%209_Spring%2088.pdf Indians in Arkansas Spring 1988 http://www.oldstatehouse.com/pdf/93Fall.pdf Fall 1983 Wilderness Experience http://www.oldstatehouse.com/pdf/Vol%204_Fall%2085.pdf Events of the Territorial Period Fall 1985 Spanish Colonies Main Idea Lesson CLLG MINILESSON Main Idea and Details p. 58 Notes:

STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels C.3.5.3 Explain the development of policies to address public problems at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America

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E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) E.7.5.1 Explain ways trade leads to increasing economic interdependence among countries (e.g., slave trade, triangular trade, manufactured goods, agriculture) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war) History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.6 Evaluate the economic and cultural effects of indentured servants and slavery in the New England, middle, and southern colonies from multiple perspectives H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Reading (Informational Text) CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CC5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC5W2d Use precise language and domain-specific vocabulary to inform about or explain the topic. .CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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ERA 2 – Exploration & Colonization Literacy Review

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

A. What were the relationship between the Colonist and the Native Americans?

B. Why do people leave their homeland? C. How did English settlers develop ways to govern themselves? D. How does geography influence the settlement patterns of early

colonies and how they made a living? E. How would you describe the daily lives of people in the New

England, Middle, and Southern colonies?

Weekly Correlated Lesson Plan: Introduce the New England, Southern, and Middle Colonies. Use Harcourt pp 188-89 to show students where each group of colonies is located on map. Have them add these to the map they have been working on in previous lessons. Remind them to use the same color coding that they have been using to distinguish between areas settled by the French/English/Dutch/Spanish. CLLG MINILESSON p. 62 Fact and Opinion Have students make a fact/opinion chart and identify what facts and what opinions will be on the broadside they complete. Harcourt “The Courage of Sarah Noble” by Alice Dalgliesh Excerpt from Historical Fiction Book. pp 192-195—Use TE to help guide discussion on the excerpt. (Cooperation between Native Americans and settlers) Group Project:

1. Introduce chart and how it is a way to record and organize information on the 13 colonies.

2. Choose a state from the Middle Colonies and model how to complete the chart.

3. Divide students into three groups (New England, Middle, and Southern Colonies). Within the group, they will work in pairs to research one of the states identified in the group they are assigned. Each pair will record the data they research on the provided chart.

4. They will come back together and share their findings so that other members of the group can complete their chart.

5. As a group, students use the information they gathered from each other to complete the entire chart for the assigned

Social Studies Focus : Literacy Focus: .New England Colonies Southern Colonies Mid-Atlantic/Middle Colonies

Review Skills and Strategies

Writing: Vocabulary : Which colony is the best colony for settlers from Europe to choose?

Work in pairs to create a Broadside to advertise why others from Europe should come to live in their colony. Use information from chart for information on colony.

Charter Puritans John Winthrop Roger Williams Anne Hutchinson King Philip’s War Frontier Common Town Meeting

Breadbasket Colonies Quakers Proprietor Exports Imports Artisans Backcountry Tuscarora War

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Apprentice Debtors Indentured Servant

Cash Crop Plantations Slaves

group of colonies. This is a way to analyze the entire group of colonies and discuss their findings.

6. Students will present the information they collected on their charts to the class. To save time, you can use one of the charts done by the presenting group to make a copy for other students to view as the presentation is being given. After all groups have presented, students will have a copy of information for all three groups of colonies.

7. Examine the different charts and have a discussion about differences and similarities between the information gathered on the different groups of colonies.

Resources: Textbook: Middle Colonies

• Settling the Middle Colonies pp 224-230 • Life in the Middle Colonies pp 234-239 • Busy Farms and Seaports pp240-245

New England Colonies • Settling the New England Colonies pp 198-204 • Life in New England pp 208-213 • New England’s Economy pp 214-219 • Triangular Trade Routes p 218

Southern Colonies • Settling the South pp 252-259 • Life in the South pp 262-266 • A Farming Economy pp 264-265

Map English Colonies 1600’s Map of Settlements to 1754 Notes:

ASSESSMENT: United States Map Southern Colonies Chart Middle Colonies Chart New England Colonies Chart Blank Map 13 British Colonies Choose one of the following Assessments for your students to do for this unit anchor assessment : Students may work in pairs to complete the assessment.

• Broadside/Plan for Completing (Student s will do an abbreviated Broadside for their writing this week. If you choose this for the final assessment, it should be more detailed) Regional Analysis Tinker Tailor (Complete before beginning on Broadside)

• Deciding Where to Go (Final Product –Letter)

• The English Colonies—Document Based Question Resource Harcourt

SUW 9-1 Persuasive Writing pp 358-362—Tools 9-1a to 9-1 g

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STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels C.3.5.3 Explain the development of policies to address public problems at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) E.7.5.1 Explain ways trade leads to increasing economic interdependence among countries (e.g., slave trade, triangular trade, manufactured goods, agriculture) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war) History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.6 Evaluate the economic and cultural effects of indentured servants and slavery in the New England, middle, and southern colonies from multiple perspectives H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas

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under discussion. CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by: CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CC5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, & orally. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Reading (Informational Text) CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose by: CC5W1b Provide logically ordered reasons that are supported by facts and details by: CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by: Making generalizations and draw conclusions based on the research of the topic

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ERA 2 – Exploration & Colonization Literacy Integration/Aligned with Journeys Unit Lesson 17

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Colonization Essential Question: What is the impact of establishing a new community? Guiding Questions:

F. What are the similarities and differences between the Native Americans and the Colonists?

G. Why do people leave their homeland? H. How did English settlers develop ways to govern themselves? I. How does geography influence the settlement patterns of early

colonies and how they made a living?

Weekly Correlated Lesson Plan: CLLG MINILESSON Story Structure p. 72 Molly Bannaky by Alice McGill—If available use to do this lesson. Other historical Fiction stories or historical narrative about the early 13 colonies can be used. Complete work on Lesson 16 Assessment Choice Harcourt—Reading Social Studies Summarize pp 190-91 (Indentured Servants) For further information on the life on the life of indentured servants use the book “Molly Bannaky” by Alice McGill. Harcourt—Triangular Trade pp 214-219 Homework and Practice Book p. 48 Review functional text—Reading a map. How does the information on the map support text in the textbook on the Triangular Trade? What new information do you find in the reading that is not on the map or vice versa? You could construct a chart to show the same information and compare it to both the map and the reading. i.e. Goods to England---Goods to New England—Goods to Africa—Goods from Africa Introduce vocabulary imports and exports. Have students identify which goods are imports to the New World and which ones are exports. Resources: Textbook: Middle Colonies

• Settling the Middle Colonies pp 224-230

Social Studies Focus : Literacy Focus: .New England Colonies Southern Colonies Mid-Atlantic/Middle Colonies

Skill: Story Structure Strategy: Analyze/Evaluate Genre: Science Fiction & Informational Text Writing: Informative Essay

Writing: Vocabulary : Choose Middle Colonies, New England Colonies or Southern Colonies and write an informative essay about them.

Charter Puritans John Winthrop Roger Williams Anne Hutchinson King Philip’s War Frontier Common Town Meeting Apprentice Debtors

Triangular Trade Middle Passage Breadbasket Colonies Quakers Proprietor Exports Imports Artisans Backcountry Tuscarora War

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Plantations Slaves Indentured Servant

Cash Crop

• Life in the Middle Colonies pp 234-239 • Busy Farms and Seaports pp240-245

New England Colonies • Settling the New England Colonies pp 198-204 • Life in New England pp 208-213 • New England’s Economy pp 214-219 • Triangular Trade Routes p 218

Southern Colonies • Settling the South pp 252-259 • Life in the South pp 262-266 • A Farming Economy pp 264-265

Map English Colonies 1600’s Map of Settlements to 1754 Additional Resource: Colonial Workers Weblesson Notes:

ASSESSMENT: United States Map Southern Colonies Chart Middle Colonies Chart New England Colonies Chart Blank Map 13 British Colonies Continue work last week’s Assessment Choice

STANDARDS Social Studies SLE’s: Civics C.3.5.2 Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels C.3.5.3 Explain the development of policies to address public problems at the local, state, and federal levels Economics E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.5.5.1 Examine ways a diverse labor force affected economies in early America E.5.5.2 Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period (e.g., trade economies, joint stock companies, entrepreneurs, merchants) E.5.5.3 Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise) E.7.5.1 Explain ways trade leads to increasing economic interdependence among countries (e.g., slave trade, triangular trade, manufactured goods, agriculture) Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within early Americas through the 1820s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period

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G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.2 Analyze cooperation within communities during and after natural and human-made disasters (e.g., disease, famine, weather phenomenon, war) History H.12.5.3 Examine reasons for European exploration in the Americas from multiple perspectives (e.g., trade, religion, colonies, spheres of influence, wealth) H.12.5.4 Evaluate short and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives (e.g., Roanoke, Jamestown, disease, conflict) H.12.5.5 Compare the social, economic, political, and geographic development of the New England, middle, and southern colonies from multiple perspectives using a variety of sources (e.g., Native Americans, Africans, colonists, indentured servants, colonial leaders, Europeans, farmers, merchants) H.12.5.6 Evaluate the economic and cultural effects of indentured servants and slavery in the New England, middle, and southern colonies from multiple perspectives H.12.5.7 Research the development of the colonies by generating compelling and supporting questions to guide inquiry (e.g.,Why did people settle where they did? How did they solve problems? Was life better in the colonies than in England? Was life better in some colonies than in others? How were patterns of settlement influenced by beliefs, economics, and geography?) Common Core Standards Speaking and Listening

CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CC5SL1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others by: CC5SL1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CC5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, & orally. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Reading (Informational Text) CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC5W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose by: CC5W1b Provide logically ordered reasons that are supported by facts and details by: CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W9 Draw evidence from literary or informational texts to support analysis, reflection, and research by: Making generalizations and draw conclusions based on the research of the topic