fifth grade native americans and explorers unit weeks 1...

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License.

Essential Questions

Enduring

Understandings

GLCEs Assessments

District

Resources

How were Native

American cultures

different based on their

location?

How did Native

Americans adapt to or

modify their

environment?

How were the social

structures of the Eastern

Woodland American

Indians different than

your family today?

How was life changed by

exploration?

Cultures are different

based on their

geographic location.

Key Terms &

Vocabulary Nomads

Civilization

Bering Strait

Migration

Asia

North America

Shelter

Oral history/origin stories

Generation

Climate

Environment

Adaptations

Landforms

Artifact

Cultural Region

Matriarchal Society

Land Use

Primary and Secondary

Source

Life changes with

exploration.

Key Terms &

Vocabulary Colonization

U1.1.1

Use maps to locate peoples in the desert Southwest, the

Pacific Northwest, the nomadic nations of the Great

Plains, and the woodland peoples east of the

Mississippi River (Eastern Woodland).

U1.1.2

Compare how American Indians in the desert

Southwest and the Pacific Northwest adapted to or

modified the environment.

U1.1.3

Describe Eastern Woodland American Indian life with

respect to governmental and family structures, trade,

and views on property ownership and land use.

U1.2.1

Explain the technological (e.g., invention of the

astrolabe and improved maps), and political

developments, (rise of nation-states), that made sea

exploration possible.

U1.2.2

Use case studies of individual explorers and

stories of life in Europe to compare the goals,

obstacles, motivations, and consequences for

European exploration and colonization of the

Americas (e.g., economic, political, cultural, and

religious).

U1.4.2

Use primary and secondary sources (e.g., letters,

diaries, maps, documents, narratives, pictures,

graphic data) to compare Europeans and

Required:

Fifth Grade Native

Americans and

Explorers Unit

Assessment

Formative:

Human timeline

District:

Fifth Grade Native Americans and Explorers Unit

Weeks 1- 9

1

This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported

License.

Why were people

motivated to explore new

worlds?

Why was exploration

more possible at this

time?

Technology

Navigate / Navigator

Expedition

Colony

Astrolabe

Compass

Explorer

Northwest Passage

Western Hemisphere

Columbian Exchange

Riches – silk, spices

Mission / Missionaries

Settlements

Founded

American Indians who converged in the western

hemisphere after 1492 with respect to

governmental structure, and views on property

ownership and land use.

U1.4.3

Explain the impact of European contact on

American Indian cultures by comparing the

different approaches used by the British and

French in their interactions with American

Indians.

U1.4.4

Describe the Columbian Exchange and its impact

on Europeans, American Indians, and Africans

2

This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Fifth Grade Native Americans and Explorers Unit Lessons Breakdown

Title GLCEs Included Resources Needed Resources Suggested

Resources Lesson 1 Migration

Routes of

the First

Americans

U1.1.1

Outline map of the

www.eduplace.com/ss/maps/pdf/world_pa

cific.pdf

Prior to Lesson 1 – Review

geographic concepts/map

skills/landforms/regions- It’s

necessary for students to own

these skills because they will be

used during this unit.

Discovery Education

Video: American

History: American

Beginnings (55 min.)

*Suggested Activity:

After watching the

video, have students

discuss their position

on the Kennewick

Man debate (Native

Americans vs. US

government)

Lesson 2 Native

American

Cultures

U1.1.1

U1.1.2

U1.1.3

U1.4.1

Native American Labeled Cultural

Regions Map:

http://thomaslegion.net/sitebuildercontent/

sitebuilderpictures/map_native_american.g

if

USA outline map (for formative

assessment)

Native American Cultural Regions

Graphic Organizer

Discovery Education Videos for

each region:

-People of the Northwest Coast

-People of the Desert

-People of the Plains

-People of the Forest

*Each video is approx. 30

minutes in length.

Discovery Education

Video: American

Heritage: Native

Americans (20

minutes)

*This video is a

BRIEF OVERVIEW

of the four regions.

3

http://www.eduplace.com/ss/maps/pdf/world_pacific.pdf


http://thomaslegion.net/sitebuildercontent/sitebuilderpictures/map_native_american.gif




Lesson 3 Early

European

Exploration

U1.2.1

U1.2.2

U1.4.1 U1.4.2

U1.4.3

U1.4.4

European Exploration Graphic Organizer An account of Marco Polo’s

travels and pictures or Discovery

Education Video: Animated Hero

Classics: Marco Polo

Information on the Vikings

Information on Columbus

Piece of silk

Various types of spices

Discovery Education

Video: Animated Hero

Classics: Marco Polo

Discovery Education

video: Exploring the

World: The

Portuguese Explorers

Animated Hero

Classics: Christopher

Columbus

Exploring the World:

Christopher Columbus

and the New World

Marco Polo, A

Journey Through

China by Fiona

MacDonald

Encounter by Jane

Yolen (Book told from

a Taino boy’s

perspective)

Lesson 4 African Life

Before the

16th

Century

U1.3.1

U1.3.2

U1.4.1

http://www.charleswrightmuseum.net/hist

ory/module1.html

Learning Modules: Ancient West

African History.

4

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=1C9EFFE3-59FC-41DF-BC5D-B8D9FD7D95F1



http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7D069882-F8C5-48BF-A17B-A4E9850CA6B9



http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=CC91E220-3ECF-4244-9663-B717BBE1CB34



http://www.amazon.com/exec/obidos/search-handle-url?%5Fencoding=UTF8&search-type=ss&index=books&field-author=Fiona%20MacDonald


http://www.charleswrightmuseum.net/history/module1.html


Fifth Grade Native Americans and Explorers

This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Prior to Lesson 1 – Review geographic concepts/map skills/land forms/regions- It’s necessary

for students to own these skills because they will be used during this unit.

Lesson 1

Title: Migration Routes of the First Americans

Grade Level: 5th

Unit of Study: Native Americans and Explorers

GLCE:

U1.1.1

Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations

of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).

Abstract: Students will be able to describe the migration route of the first Americans.

Key Concepts: Review Native Americans migration routes

Vocabulary words: migration, nomads, Bering Strait, Asia, North America, origin stories,

landforms

Sequence of Activities

(Formative Assessment #1):

1. Students will use the outline map of the world to label the following landforms:

o Siberia

o Pacific Ocean

o Atlantic Ocean

o North America

o South America

o Asia

o Bering Strait

2. They will identify ice sheets as well as land areas.

3. The will draw arrows indicating the migration routes of the first Americans from Siberia

to South America.

4. Legend should include glaciers, land areas, and migration arrows.

(Formative Assessment #2)

1. Students will answer the “Migration Route” essay question using the vocabulary given.

**additional resource of early migration: show students video which depicts the discovery of the

Kennewick Man.

5




Connections:

English Language Arts – Written summary.

Mathematics

Instructional Resources:

Equipment/Manipulative

Outline world map www.eduplace.com/ss/maps/pdf/world_pacific.pdf

Colored pencils

“Migration Route” essay question

Kennewick Man Video (55 minutes, must log into Discovery Education)

Student Resources

Teacher Resources

6


http://player.discoveryeducation.com/index.cfm?guidAssetId=2222A5D4-1B76-42ED-8BD2-9246DEFDC0D6&blnFromSearch=1&productcode=US




“Migration Routes”

Write a summary of the migration routes of the first Americans using the

following words: migration, nomad, big game/food, and land bridge.

7



Lesson 2 Title: Native American Cultures Grade Level: 5th Grade Unit of Study: Native Americans Abstract: Use maps to locate native peoples. GLCE: U1.1.1 Use maps to locate peoples of the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment. U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use. U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. Vocabulary words: nomads, artifacts, shelter, climate, environment, adaptations, geographic location, landforms, cultural region Sequence of Activities:

1. Teacher will introduce the 4 major Native American Cultural regions using district resources or suggested internet/trade resources listed with this unit.

2. Complete the graphic organizer as you watch the videos and/or research each region. Spend as much time as needed to complete the graphic organizer for each group.

Formative Assessment : The students will use the United States outline map to label the 4 major Native American Cultural regions.

o Desert Southwest o Pacific Northwest o Great Plains o Eastern Woodland –Emphasize/Discuss Matrilineal society and practices Then, on the back or a separate sheet of paper, have students write a short paragraph for each region. Each paragraph should include knowledge of the following: artifacts, shelter, climate, geographic location, landforms and adaptations.

8



Connections: English Language Arts Instructional Resources: Equipment/Manipulative USA Outline Map Graphic Organizer Teacher Resources Native American Cultural Regions Map. http://thomaslegion.net/sitebuildercontent/sitebuilderpictures/map_native_american.gif “American Heritage: Native Americans” (20 minutes) Discovery Education Video “People of the Northwest Coast” (approx. 30 minutes) Discovery Education Video “People of The Desert” (approx. 30 minutes) Discovery Education Video “People of the Plains” (approx. 30 minutes) Discovery Education Video “People of the Woods” (approx. 30 minutes) Discovery Education Video Teacher Background Info: Matrilineal Society Source: http://www.worldsinmotion.org/misconception.asp

Background Discussion Although Woodland Indian men were primarily responsible for hunting and protecting their families from enemies, and Woodland Indian women were primarily responsible for cooking, tending the cornfields, and taking care of the infants and toddlers, responsibilities were not as gender-specific in Native society as they were in white society. The perception that Indian men did all the important things while women were relegated to the more menial tasks implies that Woodland Indian women did nothing that required any intellectual skills or important decision-making, but nothing could be further from the truth. First of all, tasks that were often considered menial in white society, and therefore relegated to women, were not always looked at the same way in Native culture. In white colonial societies, for example, sewing was usually considered a woman’s work, but Indian men in Woodland societies sometimes repaired their own clothes, and there was always at least one warrior in every war party or hunting expedition designated as the moccasin mender. Women in Iroquois society, in particular, were certainly not confined to menial tasks. In the white man’s world, it took nearly 300 years for women to obtain the right to vote, and it wasn’t until 1933 in FDR’s administration that any woman held an important position in government (Frances Perkins – Secretary of Labor), but women in the Iroquois Confederacy always had

9


http://www.worldsinmotion.org/misconception.asp



status and power. It was a matrilineal society. Women owned the home and the contents of the home, and they played important roles in governance. In fact, Iroquois men couldn’t even wage war without the consent of Iroquois women, and women could sometimes be found among the ranks of warrior. For example, Weetamoe, leader of the Pocasset band of Wampanoag, who fought against the English in King Phillip’s War, and Awashonks, leader of the Sakonnet. Iroquois women also had the power to elect or depose a chief or impeach a member of council. They sat on councils as voting members, they delivered speeches, they signed official treaties, they passed on property (which was officially owned by the women), and they were the ones who decided whether a prisoner of war would live or die. Many activities in Woodland culture were also frequently done together, e.g. tanning hides, building canoes, making toys for their children. Heckwelder notes that a wife would sometimes go hunting with her husband, and a husband would sometimes help his wife gather sap at sugar–making time (History, Manners, and Customs of the Indians Who Once Inhabited Pennsylvania…, 156-57). Students also often have the mistaken notion that there were only medicine men in Indian societies, not medicine women, but many elderly Woodland women were “held in high esteem as herbalists and healers” (Herbert Kraft’s The Lenape-Delaware Indian Heritage, 248). So a more accurate view of gender roles in Woodland Indian culture would be that both Native men and women did what they needed to do in order to survive, and few tasks were viewed as unimportant. There were, of course, macho men in Indian society, as there are in all societies past or present, who considered a “woman’s work” beneath them, but in a matrilineal society, a woman was not permanently condemned to second-class citizenship. Eastern Woodlands- More Information: The word matrilineal means inheriting or determining descent through the female line. In the Iroquoian society the women were the head of the families and families were identified by the women’s descendants. The women arranged their children’s marriages. When daughters married, they would take their new husband to live in the longhouse of their mother. When sons married they would go and live in the longhouse of their new wife’s mother. Many generations of families lived in the same longhouse (made of bark and pole shaped like a rectangle) There were many longhouses in one village. The women would elect a man to represent their clan at the village meetings. If the women thought the man did not represent them well they would replace him with someone else. Women took care of the crops, men hunted and fished. Land and houses were common property, owned by everyone. The game and fish were brought back to the village and divided equally among the entire village.

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The women were charge of the food once it was brought back to the longhouse.



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13




Lesson 3

Title: Early European Exploration

Grade Level: 5


GLCE:

U1.2.1

Explain the technological (e.g., invention of the astrolabe and improved maps), and

political developments, (rise of nation-states), that made sea exploration possible.

U1.2.2

Use case studies of individual explorers and stories of life in Europe to compare the

goals, obstacles, motivations, and consequences for European exploration and colonization of

the Americas (e.g., economic, political, cultural, and religious).

U1.4.1

Describe the convergence of Europeans, American Indians and Africans in North

America after 1492 from the perspective of these three groups. U1.4.2

Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures,

graphic data) to compare Europeans and American Indians who converged in the western hemisphere

after 1492 with respect to governmental structure, and views on property ownership and land use.

U1.4.3

Explain the impact of European contact on American Indian cultures by comparing the different

approaches used by the British and French in their interactions with American Indians.

U1.4.4

Describe the Columbian Exchange and its impact on Europeans, American Indians, and

Africans.

Abstract: In this lesson, students will learn about the technological improvements that enhanced,

promoted, and encouraged sea exploration. These improvements and inventions include:

astrolabe, caravel, sailing schools, sailor training, compass, and improved maps. They will also

learn about many of the key explorers.

Key Concepts:

Marco Polo published accounts of his travels to Asia. These accounts inspired others to explore.

Life changes with exploration

Sequence of Activities:

1. Read an account of Marco Polo’s travels and show pictures or Discovery Education

Streaming Video: Animated Hero Classics: Marco Polo about Marco Polo’s travels.

2. Have the students smell spices and feel silk. Brainstorm why spices and silk would have

been sought by the Europeans (preserving meat).

3. Introduce graphic organizer and model for students how to fill it out for Marco Polo.

15




4. Providing information on the Vikings and then have class work together and complete the

row for the Vikings.

5. Provide information (books, movies, etc.) and then have students try to work on

Columbus on their own or in small groups. After most are completed, bring group

together and share responses.

Formative Assessment:

1. Students (partner or small groups) will research a given explorer and complete the

graphic organizer with their findings. (Make sure to choose a range of explorers from

various countries, ie: Spain, Portugal, France.)

2. Students may present their findings in PowerPoint, oral presentation, trading card

activity, etc.

Connections:

English Language Arts

Formative Assessment

Mathematics

*Possible connection – distance, map scale



Student Resources

http://library.thinkquest.org/J002678F/prince_henry_the_navigator.htm

Teacher Resources

Discovery Education Video: Animated Hero Classics: Marco Polo

Discovery Education Video: Exploring the World: The Portuguese Explorers can be used.

Animated Hero Classics: Christopher Columbus

Exploring the World: Christopher Columbus and the New World

Marco Polo, A Journey Through China by Fiona MacDonald

Book: Encounter by Jane Yolen (Book told from a Taino boy’s perspective)

16

http://library.thinkquest.org/J002678F/prince_henry_the_navigator.htm






European Exploration

Who Made Exploration Possible? ( which country; political

developments)

What Made Exploration Possible?

(technology and navigational tools)

Obstacles? (Difficulties/Hardships)

Motivation? (Reasons for exploring)

Result/Consequence? (Ex: effect on Native Americans, claimed

land, etc.)

Marco Polo

Vikings

Christopher Columbus

17




Lesson 4

Title: African Life Before the 16th

Century

Grade Level: 5


GLCE:

U1.3.1

Use maps to locate the major regions of Africa(northern Africa, western Africa, central

Africa, eastern Africa, southern Africa).

U1.3.2

Describe the life and cultural development of people living in western Africa before the

16th

century with respect to economic (the ways people made a living) and family structures, and

the growth of states, towns, and trade.

U1.4.1

Describe the convergence of Europeans, American Indians and Africans in North

America after 1492 from the perspective of these three groups.

Abstract: In this lesson, students will learn about the life and culture of west African life.

Key Concepts:

Sequence of Activities:

This website is amazing! Go to http://www.charleswrightmuseum.net/history/module1.html.

Do Module 1.

Learning Modules: Ancient West African History.

Connections:



Student Resources

Teacher Resources

18


Fifth Grade Native Americans and Explorers Trade Book List



Native Americans and Explorers Resources

o Indians of the Northwest by Petra Press ISBN 0-8368-2647-7

o Indians of the Southwest by Lisa Sita ISBN 0-8368-2648-5

o Indians of the Great Plains by Lisa Sita ISBN 0-8368-2645-0

o Indians of the Northeast by Lisa Sita ISBN 0-8368-2646-9

o Nations of the Plains by Bobbie Kalman ISBN 0-7787-0460-2

o Life in a Plains Camp by Bobbie Kalman ISBN 0-7787-0461-0

o Life in a Longhouse Village by Bobbie Kalman ISBN 0-7787-0462-9

o Native Homes by Bobbie Kalman ISBN 0-7787-0463-7

o If You Lived With the Sioux Indians by Ann McGovern ISBN 0-590-45162-6

o Growing Up In Aztec Times by Marion Wood ISBN 0-8167-2724-4

o The Utes by Alice K. Flanagan ISBN 0-516-26386-2

o The Pueblos by Alice K. Flanagan ISBN 0-516-26383-8

o The Zunis by Alice K. Flanagan ISBN 0-516-26389-7

o The Shawnee by Alice K. Flanagan ISBN 0-516-26384-6

o The Wampanoags by Alice K. Flanagan ISBN 0-516-26388-9

o Houses of Wood by Bonnie Shemmie ISBN ISBN 0-88776-332-4

o Houses of Adobe by Bonnie Shemmie ISBN 0-88776-353-7

o Houses of Hide and Earth by Bonnie Shemmie ISBN 0-88776-307-3

o Houses of Bark by Bonnie Shemmie ISBN 0-8876-306-5

o Ka-ha-si and the Loon, an Indian Legend by Terry Cohlene ISBN 0-8167-2359-1

o Quillworker, A Cheyenne Legend by Terri Cohlene ISBN 0-8167-2358-3

o Clamshell Boy, a Makah Legend by Terri Cohlene ISBN 0-8167-2361-3

o Little Firefly: An Algonquian Legend by Terri Cohlene ISBN 0-8167-2363-X

o Hiawatha by Henry Wadsworth Longfellow ISBN 0-590-46238-5

o The Legend of Sleeping Bear by Kathy-jo Wargin ISBN 1-886947-35-X

o The Legend of the Loon by Kathy-jo Wargin ISBN 1-886947-97-X

o The Legend of Mackinac Island by Kathy-jo Wargin ISBN 1-886947-12-0

o Come Back, Salmon: Bringing Pigeon Creek Back to Life by Molly Cone ISBN 0-395-73552-2

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o Encyclopedia of the North American Indian by James Ciment ISBN 0-590-22790-4

o Arrow to the Sun (A Pueblo Indian Tale) by Gerald McDermott ISBN 0-14-050211-4

o Knots on a Counting Rope by Bill Martin Jr. and John Archambault ISBN 0-440-84305-7

o Brother Eagle, Sister Sky, A Message from Chief Seattle ISBN 0-8037-0969-2

o Arctic Son by Jean Craighead George ISBN 0-590-81041-6

o Children of the Wind and Water by Stephen Krensky ISBN 0-590-46963-0

o If You Lived With the Iroquois by Ellen Levine ISBN 0-590-67445-5

o The Girkl Who Loved Wild Horses by Paul Goble ISBN 0-689-71696-6

o The Mud Pony Retold by Caron Lee Cohen ISBN 0-590-41526-3

o Dancing With the Indians by Angela Shelf Medearis ISBN 0-590-45982-1

o North American Indians by Marie & Doug Gorsline ISBN 0-394-83579-4

o Thirteen Moons on Turtle’s Back (A Native American Year of Moons) by Joseph Bruchac and

Jonathan London ISBN 0-440-83438-4

o Walk in Peace: Legends and Stories of the Michigan Indians by Simon Otto ISBN 0-961-77075-9

o The Discovery of the Americas by Betsy and Giulio Maestro ISBN 0-688-11512-8

o Encounter by Jane Yolen ISBN 0-15-201389-X

o Where Do You Think You’re Going, Christopher Columbus? By Jean Fritz ISBN0-399-20734-1

o Viking Explorers by Luigi Pruneti ISBN 0-87226-486-6

o America in the Time of Columbus by Sally Senzel Isaacs ISBN 157572933-4

o I Can Read About Columbus by David Knight ISBN 0-89375-206-1

o Christopher Columbus by Ann McGovern ISBN 0-590-45765-9

o Christopher Columbus by Stephen Krensky ISBN 0-590-11021-7

o We Were There, Too! Young People in U. S. Historyby Philip Hoose ISBN 0-374-38252-2

(Pages 2-7: Diego Bermudez: Sailing into the Unknown) and (pages 8-11: The Tainos:

Discovering Columbus)

o Marco Polo and the Wonders of the East by Hal Marcovitz ISBN)-7910-5511-6

o In 1492 by Jean Marzollo ISBN 0-590-44414-X

o Castillo: The Dramatic Story of Spain’s Great 17th Century Fortress in Saint Augustine by J.

Carver Harris

o Vikings (Kids Discover 1995)

o Columbus (Kids Discover 1994)

o Cobblestone Magazine: The Legacy of Columbus, v13, no1, January, 1992

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o Columbus: Discoverer of the New World by Matthew C. Grant ISBN 0-87191-286-4

o Christopher Columbus: A Great Explorer by Carol Greene ISBN 0-516-04204-1

o Christopher Columbus: The First Voyage to America, From the Log of the Santa Maria (Primary

Documents) by Christopher Columbus ISBN 0-486-26844-6

21