Social Studies 5th Grade Unit 2 Chapters 3,4,&5
12/7/2011
Bethany Stewart Chanelle Bercaw Lindsey Rigel
Title of Unit: Our Nation, Unit 2- Worlds Meet
Content Area: Social Studies
Big Ideas:
· Meeting of cultures from different world regions caused a great change in the people living on the five continents.
· Trade played an important role in why explorers traveled.
Keywords:
· Chapter 3, Lesson 1: Expedition, Merchant, Middle Ages
· Chapter 3, Lesson 2: Caravan, Currency
· Chapter 3, Lesson 3: Caravel, Navigation
· Chapter 4, Lesson 1:Colony, Columbian Exchange, log
· Chapter 4, Lesson 2: Conquistador, Tribute
· Chapter 4, Lesson 3: Encomienda, Missionary
· Chapter 5, Lesson 1: Northwest Passage, Profit, Portage
· Chapter 5, Lesson 2: Charter, Armada, Stock, Cash Crop, Indentured Servant, House of Burgesses.
· Chapter 5, Lesson 3: Mayflower Compact, Sachem
Enduring Understandings:
Students will understand that:
· The silk road was a network of trade routes that connected China to various parts of Europe and India
· Christopher Columbus played a key role in finding the Americas and initiating trade routes and routes to other countries (also known as the Columbian exchange)
· The arrival of new cultures to America greatly impacted both the Natives and Settlers
Essential Questions:
· What was the Silk Road?
· How did the arrival of the Spanish change life for Native Americans?
· Why did Columbus look for a new route to Asia?
Common Core Standards and GLCE addressed by the Unit:
R.IT.05.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
R.IT.05.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
5 – U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible.(National Geography Standard 1, p. 144, C)
5 – 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).
5 – U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, and southern Africa). (National Geography Standard 1, p. 144)
(National Geography Standard 13, p. 169, C, E)
5 – U1.4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
(National Geography Standard 11, p. 164, E)
5 – U2.1.1 Describe significant developments in the Southern colonies, including
• Patterns of settlement and control including the impact of geography (landforms and Climate) on settlement (National Geography Standard 12, p. 167)
• Establishment of Jamestown (National Geography Standard 4, p. 150)
• Development of one-crop economies (plantation land use and growing season for rice in
Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
• Relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• Development of colonial representative assemblies (House of Burgesses)
(National Geography Standard 5, p. 152)
• Development of slavery
Unit Assessment:
Students will complete a unit test following the Unit Assessment Review game.
Test unitplan.pdf
Lessons:
Lesson 1: Chapter 3, Inquiry, Age of Exploration
Lesson 2: Chapter 5, Inquiry Hands on Activity, Jamestown
Lesson 3: Chapter 4, Multimedia Presentation, People Power point
Lesson 4: Chapter 3, Web Quest, Explorers and Expeditions
Lesson 5: Chapter 4, Timeline, Chapter 4 Key Events
Lesson 6: Unit Assessment Review, Jeopardy
Resources:
Lesson 1:
Our Nation, McMillan/McGraw-Hill Unit 2 lesson 1 Marco Polo’s Journey pg. 98-100
Thinkfinity.org
Link to Marco Polo interactive map: http://edsitement.neh.gov/sites/default/files/M_Polo_Rte_Quiz_Revsd02.swf
Link to inquiry article on Marco Polo:
http://geography.about.com/cs/marcopolo/a/marcopolo.htm
Teacher’s Guide Answers:
http://www.glencoe.com/sec/socialstudies/worldhistory/whthetea2003/content.php4/605/5
Lesson 2:
Video: Discovering Jamestown: The Powhatan Indians
Classroom map of Virginia
http://www.whro.org/jamestown2007/lessonPlans/powhatan.html
Lesson 3:
Unit 2 Chapter 4, Our Nation, McMillan/McGraw-Hill
www.encyclopedia.com
Library Books
http://www.win.tue.nl/~engels/discovery/alpha.html
Lesson 4:
Unit 2 lesson 3 map page 110, Our Nation, McMillan/McGraw-Hill
Links for short video clips:
http://www.encyclopedia.com/video/9y4PIel81kc-age-of-discovery-spanish-portugese.aspx
http://www.encyclopedia.com/video/RDUY561LUH4-bartolomeu-dias.aspx
Links to access encyclopedia information on three explorers: http://www.encyclopedia.com/doc/1E1-Dias-Bar.html
http://www.encyclopedia.com/doc/1G2-3404702918.html
http://www.encyclopedia.com/doc/1G2-3404702376.html
Rubric Creator:
http://www.sites4teachers.com/links/redirect.php?url=http://www.readwritethink.org/lesson_images/lesson960/Rubric.pdf
Links for short biographies and questions to lead research (these will be printed)
http://library.thinkquest.org/C001692/english/index.php3?subject=explorers/database&type=name Bottom of Form
Lesson 5:
Unit 2, Our Nation, McMillan/McGraw-Hill
Lesson 6:
http://jeopardylabs.com/play/social-studies1858
Differentiated Instruction:
Technology Integration:
Age of Exploration
5th Grade
Social Studies
November 29, 2011
60 Mins.
Standards:
R.IT.05.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
5 – 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).
Unit Outcome:
Students will inquire into the journey and accounts of the explorer Marco Polo.
Lesson Outcomes:
The learner will:
Retrace the route of Marco Polo using the interactive map
Read the article about Marco Polo’s journey
Answer inquiry questions from the reading and information gathered
Rationale/Purpose for Lesson:
This lesson allows students to interact with the journey taken by Marco Polo, it also requires students to critically think about the impact of the book created based on his travels, and requires the students to question the source of information for its accuracy.
Assessment:
Students will be assessed based on completions of the final questions given in the hand out after the lesson is completed. Students will also be assessed based on participation during collaborative work, and classroom discussions.
Resources/Materials Required:
Computer Access
Our Nation, McMillan/McGraw-Hill Unit 2 lesson 1 Marco Polo’s Journey pg. 98-100
Link to Marco Polo interactive map: http://edsitement.neh.gov/sites/default/files/M_Polo_Rte_Quiz_Revsd02.swf
Link to inquiry article on Marco Polo:
http://geography.about.com/cs/marcopolo/a/marcopolo.htm
Teacher’s Guide Answers:
http://www.glencoe.com/sec/socialstudies/worldhistory/whthetea2003/content.php4/605/5
Introduction:
Begin by reading the section from Unit 2 lesson 1 Our Nation Text book
Student will have learned from the reading that in 1297 Marco Polo wrote an account of a trip he possibly may have made to China, where he met the emperor Kublai Khan.
Procedures:
· Have students look at the map from the text book page 99
· Pass out hand out
· Read the assessment question with students prior to beginning inquiry portion of lesson
· Pair students into groups of 2
· Read over instructions
· Once students are in computer lab instruct to open browser and go to the first site on their hand out, this will be a map similar to the one we saw in our text book
· As students complete the interactive map and questions instruct to move onto the article *suggest re-reading the question more one time
· Observe students gathering information from the article to complete their answers
Homework: (when appropriate)
Closure:
With the remaining time create a class discussion lead by students, call on each group to share an answer or a key point they learned. Lead students into considering the reasons for supporting and not supporting the two positions taken in the article. (May even instruct students to stand on different sides of the room to see how many agree or disagree)
Evaluation and Reflection: (to be completed after the lesson has actually been taught)
Were the students more interested in this lesson by learning the information from retracing the route of the explorer and answering questions along the way?
Were the students successful in compare both viewpoints presented in the article?
Were they able to reach their own understanding of the information by viewing more than one source?
What would I change to make this lesson more effective?
Differentiated Instruction:
Instruction will be differentiated in this lesson by allowing the students to work collaboratively with a partner.
Begin by opening your browse and typing in the link to the Marco Polo interactive map: http://edsitement.neh.gov/sites/default/files/M_Polo_Rte_Quiz_Revsd02.swf
Complete the questions to continue your expedition following Marco Polo’s route
Next type in the link to read about Marco Polo:
http://geography.about.com/cs/marcopolo/a/marcopolo.htm
Next answer the following questions about the reading:
1. Based on the reading and what you know, why do you think some scholars doubt that the Polos actually went to China?
2. What information have you learned that would make people think Marco Polo did not visit every place he wrote about?
3. What influence did Marco Polo's book have?
4. Based on what you have read and learned after studying Marco Polo, do you think Polo ever reached China? What do you think is true or not true sure from his story? Explain your thinking?
Teacher Copy:
Resource: http://www.glencoe.com/sec/socialstudies/worldhistory/whthetea2003/content.php4/605/5
Student Web Activity Sample Answers
1. His descriptions are often fanciful and impossible to believe; he may have only described the places to which other people had gone.
2. He included second-hand reports of areas that he had not visited, such as Japan and Madagascar.
3. It was translated into many languages, excited Europeans' imaginations, and encouraged the idea of geographic exploration. Christopher Columbus was known to have owned and annotated a copy of the book.
4. Students' answers will vary. Some students may feel that since his father had been there, and because he was gone a long time from home, and because he would not recant his story, he must have made the trip. Others may feel that even then he would want to protect his reputation, and that too much of the account is questionable.
5th grade
Social Studies
December 5, 2011
1 day
Standards:
5 – U2.1.1 Describe significant developments in the Southern colonies, including
Relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
Unit Outcome:
Students will show what they have learned about Powhatan Indians from viewing the film and taking notes on their section that was assigned to them.
Lesson Outcomes:
Students will describe the culture and environment of the Powhatan Indians.
Rationale/Purpose for Lesson:
The purpose of this lesson is to introduce students to the Powhatan Indians culture. They will learn about the food they eat, clothes they wear, tools they use, activities they do, their religion, and their society.
Assessment:
Students will pick a member from each group to give examples of what they have learned.
Resources/Materials Required:
Video: Discovering Jamestown: The Powhatan Indians
Classroom map of Virginia
Introduction:
Review the meaning of “culture” (way of life) with students. Remind the class that all cultures have certain basic needs which they meet in different ways. How they meet these needs may be based on geography, available resources and technology. The same thing is true for how societies organize themselves into functioning groups. Discuss the importance of “environment”, especially as it related to the Powhatan Indians. The local environment provided the Powhatan people with their every need. Have students look at the classroom map of Virginia to refresh their memories of Jamestown’s location, emphasizing its proximity to water and the richness of the forests and soil with an abundance of resources.
Procedures:
• Tell students they will be viewing a video to learn how the Powhatan Indians met their basic needs and how they organized their society.
• Divide the class into six groups. Each group should be assigned one cultural feature to discuss – food, clothing, tools and technology, recreation/arts, religion, and societal organization.
• Instruct students that as they watch the video, they should write down what they hear about the cultural feature they have been assigned.
• Have students view the video, Discovering Jamestown: The Powhatan Indians.
• When the video has ended, have the students in each group discuss among themselves what they have learned about the Powhatan Indians and the cultural feature they were assigned.
Strategies for Differentiating Instruction:
Students will be working in a group, so students who need extra instruction can lean on other group members.
Closure:
The Students will pick someone from the group to be the speaker and they will give examples of what they learned in the movie for the whole class to take notes on.
Reflection:
I will be looking to see how students work in groups. I will also look at how their note taking skills are and if they are able to get the right information per their category from the movie.
Lesson Plan 3 for Unit 2
People Power point
5th grade
Social Studies
December 4, 2011
2-3 Class Periods
Standards:
5 – 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. (National Geography Standard 12, p. 167, C, E)
Unit Outcome: Students will show what they have learned about the people in Chapter 4 and will give a presentation on their chosen person by using PowerPoint. It will be assumed that students know how to conduct research and develop a PowerPoint.
Lesson Outcomes:
The students will develop a strong PowerPoint based upon their person from the Chapter. Students will gain a better understanding of each person in the Chapter, and gain further information from sources outside of the textbook. The students will gather information from multiple resources to create an informative and fun PowerPoint.
Rationale/Purpose for Lesson: The purpose of this lesson is to allow students to use what they have learned so far, and create a PowerPoint for their classmates on their chosen person from Chapter 4.
Assessment: Students will be graded based on the oral presentation rubric and if they answered the who, what, when, where, and why questions.
Resources/Materials Required:
Our Nation Text
Computers with PowerPoint and Internet Access
Rubric Creator:
http://www.sites4teachers.com/links/redirect.php?url=http://www.readwritethink.org/lesson_images/lesson960/Rubric.pdf
Introduction: