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? Why were people

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 Technology Navigate / Navigator

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 American Indians who converged in the western hemisphere after 1492 with respect to

Required: Fifth Grade Native

Americans and Explorers Unit

Assessment Formative: Human timeline District:

Fifth Grade Native Americans and Explorers Unit Weeks 1- 9

Calhoun ISD Social Studies Curriculum Design Project

Calhoun ISD Social Studies Curriculum Design Project

motivated to explore new worlds? Why was exploration more possible at this time?

Expedition Colony Astrolabe Compass Explorer Northwest Passage Western Hemisphere Columbian Exchange Riches – silk, spices Mission / Missionaries Settlements Founded

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

Calhoun ISD Social Studies Curriculum Design Project

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 world 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 2 Native American Cultures

U1.1.1 U1.1.2 U1.1.3 U1.4.1

United States outline map Native American Cultural Regions Map: U-S-History.com. 14 Sept. 2005 <http://www.u-s-history.com/natammap.html> United Streaming Video: American Heritage: Native Americans (20 minutes) Teacher Background Info: Matrilineal Society http://www.worldsinmotion.org/misconception.asp

Lesson 3 Marco Polo and the Silk Road

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 United Streaming Video: Animated Hero Classics: Marco Polo Information on the Vikings Information on Columbus

United Streaming Video: Animated Hero Classics: Marco Polo United Streaming video: Exploring the World: The Portuguese Explorers Animated Hero Classics: Christopher Columbus

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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/history/module1.html Learning Modules: Ancient West African History.

Fifth Grade Native Americans and Explorers

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 listed landforms. 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. 5. After completing the map, they will answer the essay question using the vocabulary

given. Connections: English Language Arts – Written summary. Mathematics Instructional Resources: Equipment/Manipulative Attached worksheets Colored pencils Student Resources Teacher Resources

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Fifth Grade Native Americans and Explorers

Calhoun ISD Social Studies Curriculum Design Project

Write a summary of the migration routes of the first Americans using the following words: migration, nomad, big game/food, and land bridge.

Fifth Grade Native Americans and Explorers

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 and major landforms using district resources or suggested internet/trade resources listed with this unit.

2. Formative Assessment #2: The students will use the United States outline map to label the 4 major Native American Cultural regions and major landforms. For each region, label on graphic organizer the region name, artifacts found in that region, natural resources, and any adaptations. (Could also include specific tribe names). o Desert Southwest o Pacific Northwest o Great Plains o Eastern Woodland –Discuss/Emphasis on Matrilineal society and practices

3. Spend as much time as needed (may take up to 4 days) to complete the graphic organizer for each group.

Connections:

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Fifth Grade Native Americans and Explorers

English Language Arts Mathematics Instructional Resources: Equipment/Manipulative Outline map of United States Student Resources Teacher Resources Native American Cultural Regions Map. U-S-History.com. 14 Sept. 2005 <http://www.u-s-history.com/natammap.html> American Heritage: Native Americans (20 minutes) United Streaming Video Teacher Background Info: Matrilineal Society http://www.worldsinmotion.org/misconception.asp

“The Survivors” by Andy Knez 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.

o Ask your students to stop and think about how quickly a pair of moccasins could wear out while tramping through the rocky, rugged terrain of the North American wilderness day after day for months at a time – climbing cliffs, wading through streams, maneuvering your way through acres

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Fifth Grade Native Americans and Explorers

of giant trees, deadfalls, and thorn bushes. A moccasin mender’s skills would thus be highly valued.

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 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.

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Fifth Grade Native Americans and Explorers

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

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Native Americans and Explorers

Calhoun ISD Social Studies Curriculum Design Project

 

Fifth Grade Native Americans and Explorers

Lesson 3 Title: Marco Polo and the Silk Road Grade Level: 5 Unit of Study: Native Americans and Explorers 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 United 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. 4. Providing information on the Vikings and then have class work together and complete the

row for the Vikings.

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Fifth Grade Native Americans and Explorers

Calhoun ISD Social Studies Curriculum Design Project

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.

6. Either assign groups as small groups or partners with explorers to continue the graphic organizer.

7. 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 Instructional Resources: Equipment/Manipulative Student Resources http://library.thinkquest.org/J002678F/prince_henry_the_navigator.htm Teacher Resources United Streaming Video: Animated Hero Classics: Marco Polo The United Streaming 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)

European Exploration 

  What made it possible for them to explore? (technological and/or 

political) 

Obstacles? (Anything hard for them) 

Motivation? (Why did they want this) 

Consequence? (What happened because of this) 

Extra Information 

 Marco Polo 

  

         

 Vikings 

  

         

 Christopher Columbus 

  

         

    

         

    

         

    

         

    

         

Summary (Things in common with all explorers) 

         

    

Fifth Grade Native Americans and Explorers

Lesson 4 Title: African Life Before the 16th Century Grade Level: 5 Unit of Study: Native Americans and Explorers 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: Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources

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