Grade 05 Social Studies Unit 01 Exemplar Lesson 01: Moving to the New World

Grade 5 Social Studies

Unit: 01 Lesson: 01 Suggested Duration: 3 days

Grade 05 Social Studies Unit 01 Exemplar Lesson 01: Moving to the New World

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis This lesson helps students understand the causes and effects of exploration with an emphasis on European exploration of North America. Students learn when, where, and why groups of people colonized and settled what is today the United States. Through group activities, reading and discussions, students learn the economic, social and political reasons for exploration and settlement. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .

5.1 History.

The student understands the causes and effects of European colonization in the United States. The student is expected to:

5.1A Explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain.

5.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 5.6A Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct

and interpret maps. 5.10 Economics.

The student understands the reasons for exploration and colonization. The student is expected to:

5.10A Explain the economic patterns of early European colonists.

Social Studies Skills TEKS

5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.25B Incorporate main and supporting ideas in verbal and written communication.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 01 PI 01

Choose a region in the New World and create a poster to recruit colonists to move to that area. Include economic, religious, and political factors they should consider and a description of opportunities awaiting them. Write and give a short speech to potential colonists telling about life in the colony.

Standard(s): 5.1A , 5.10A , 5.24C , 5.25B ELPS ELPS.c.1C

Key Understandings

People explore and colonize new geographic regions for different reasons and needs.

-- Why do people move from one region to another? -- When, where, and why did groups of people explore, colonize, and settle in the United States? -- How does the need for economic or political power influence the decisions by governments to explore, colonize, or conquer? -- How did economic factors influence exploration and colonization of the New World?

Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 5 Social Studies

Unit: 01 Lesson: 01 Suggested Duration: 3 days

Vocabulary of Instruction

exploration colonization

migration push factor

pull factor

Materials

art supplies drawing paper, large index cards (1 per student) index cards from the Engage section information on colonization by the Spanish, English, Dutch, and French during the Age of Discovery map pencils map, blank world map (1 per student)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Handout: ESPG Cards (1 set of 4 per student and 1 copy for display) Teacher Resource: European Colonization of the Americas (optional) Handout: European Power (1 page per student) Handout: How did European colonies differ? (1 per student) Teacher Resource: How did European colonies differ? KEY

Resources

None identified

Advance Preparation

1. Become familiar with the information on the colonization of the New World by European powers and their activities regarding colonization in North America.

2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview resources and websites according to district guidelines. 5. Prepare materials and handouts as needed.

Create ESPG Cards for students by copying front-to-back on card stock or laminate. Through an internet search, find a blank map of the Western Hemisphere. Through an internet search, find a blank map of the thirteen colonies.

Background Information

Exploration is an act or instance of exploring or investigating; examination; the investigation of unknown regions. The Age of Exploration was a period from the early 15th century into the early 17th century during which Europeans engaged in exploring the world. The Spanish, French, English, Dutch, and Portuguese conducted extensive exploration expeditions. It was a time characterized by Europeans exploring the world (often by sea) in search of trading partners, new goods, and new trade routes. During this period, Europeans discovered the rest of the earth and spread western culture. Reasons for exploration are often characterized as "God, gold, and glory," where men sought to bring God and Christianity to people of other cultures, to gain riches (for themselves and the Crown), and to gain fame. They encountered economic centers around the world and commercial discoveries that significantly transformed Europe. Methods of navigation, shipbuilding, and mapping improved during this era. The Age of Exploration ended when the existence of settlements and colonies in the newly "found" areas created a network of communication and trade, ending their need to search for trade routes. Colonization is the act of establishing a territory inhabited by people living in the new territory but retaining ties with the parent state. While exploration and colonization occurred in both North and South America, the emphasis here remains on North America. Spain, Portugal, France, and other European countries explored and colonized much of the Western Hemisphere.

GETTING READY FOR INSTRUCTION

Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 5 Social Studies

Unit: 01 Lesson: 01 Suggested Duration: 3 days

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the "My CSCOPE" Tab within the "My Content" area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures ENGAGE ? Why people move

Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 ? 10 minutes

1. Distribute an index card to each student.

Materials:

2. Ask:

index cards (1 per student)

How long have you lived in this community? Do you know about your family's ancestors? What country or other state in the U.S. are/were they from? Why did they move?

3. Students write information (one or two sentences) in answer to the questions. (e.g., I have lived here since I was born. My family moved here last year because of a better job.)

4. Students find a partner and share the information written on their cards.

5. Once students have completed their pair-share activity they discuss possible reasons people move from one place to another.

6. Student volunteers share their answers and teacher scribes the student responses on the board.

Purpose: Build conceptual understanding of movement based on existing knowledge. TEKS: 5.1A, 5.10A, 5.24C, 5.25BD Instructional Note:

It is important for students to gain a sound understanding of economic, social, political and geographic reasons for movement. It is recommended to include a short discussion on push and pull factors as well. Begin building a class list of academic language terms that come up in study and discussion. Post the list for students to refer to and add to it throughout the lesson.

EXPLORE ? ESPG

Suggested Day 1 (cont'd) ? 30 minutes

1. Continue discussion about why people move. Consider the list of reasons on the board. Ask:

Can we cluster or categorize these reasons? How might we categorize these reasons?

Materials:

index cards from the Engage section map pencils

Attachments:

2. Facilitate a discussion on possible ways to categorize reasons for people moving from one place to another (economic, social, political, and geographic reasons; social includes religious).

3. Provide examples such as:

Family "A" is living in a country that is experiencing a war with another country. Family "B" is living in a state that has a shortage of jobs. Family "C" is living in a country that has a ruthless ruler and they are not free to practice their chosen religion. Family "D" is living in a region that has been struck by hurricanes many times within the last few years.

Handout: ESPG Cards (1 set per student and 1 copy for display)

Instructional Note: Why People Move

Economic Social Political

Geographic

4. Distribute and display the Handout: ESPG Cards.

5. Students review the ESPG Cards, discussing the characteristics to make sure the characteristics are understood. On the cards, students add illustrations representing the characteristics.

As discussion progresses, create a list of academic language terms that can be referred to by students. This can encourage the use of the academic language throughout the lesson.

6. Create a four-column chart on the board labeling the categories Economic, Social, Political and Geographic. (See "Why People Move" in Notes for Teacher at right.)

7. Facilitate a brief discussion to make sure students understand what things might be categorized as Political, Economic, and Social characteristics. (Refer to the ESPG cards.)

8. Student volunteers share the information from the index cards (from the Engage section above).

Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 5 Social Studies

Unit: 01 Lesson: 01 Suggested Duration: 3 days

9. Students continue the discussion, sharing other ideas and indicating under which category they believe each reason belongs and then add their index card to the 4-column chart.

10. Continue the discussion to include the concept of push-pull factors in the discussion. (e.g., Family A was pushed from the country at war and pulled toward a country where there was peace.)

EXPLAIN ? ESPG

Suggested Day 1 (cont'd) ? 10 minutes

1. Write on the board the following sentence starter:

I think people move because... (push-pull factors, ESPG)

2. Students complete the sentence, verbalizing their idea to a partner, using academic vocabulary and providing evidence.

EXPLORE ? Building Historical Context

1. Steer the discussion to movement in the past, using words such as:

Suggested Day 2 ? 30 minutes Materials:

Let us pretend that we travel back through time and are able to experience the world as it was 400 years ago. Were people migrating (moving from one region to another)? What factors might have been the cause for people to migrate from one place to another in those days? Do you think any of the factors were the same as those today? Let us explore by learning about our world and movement by people 400 years ago.

map, blank world map (1 per student) map pencils

Attachments:

Teacher Resource: PowerPoint: European Colonization of the Americas (optional)

2. Distribute a blank world map. 3. Say:

Purpose: Students gather information about exploration. TEKS: 5.1A, 5.6A, 5.10A, 5.24C, 5.25BD Instructional Notes:

Let's look at who, when, where, and why countries explored more than 400 years ago.

4. Teacher provides background information on exploration and colonization. If desired, use the Teacher Resource: PowerPoint: European Colonization of the Americas.

5. Students color in their blank world map to show areas that were being colonized by the English, French, and Spanish.

6. Students complete their maps by adding a legend, compass rose and symbols, naming their map and providing the author's name (student's name) and the date (TODAL).

7. To deepen understanding, students read additional resources such as appropriate sections of the district adopted textbook and other available resources provided by the teacher. (This can be done as homework.)

Students label and color regions colonized by the European nations and include a map legend. The legend may include symbols and/or colors and names associated with the colors of the region/s. They should also locate and label St. Augustine. Coloring the country and the colony the same color can help students make connections. Consider having students add arrows to indicate the Columbian Exchange Pull factors for exploration and colonization included "God, gold, and glory." God: desire to convert native peoples, desire to practice religion freely. Gold: desire to gain wealth for the Crown, economic opportunity and the desire to gain wealth for self. Glory: desire to find wealth, land, and resources/markets for the Crown, desire to become famous or elevated in society. Push factors included religious persecution, political and economic struggles.

EXPLAIN ? Write a Summary

Suggested Day 2 (cont'd) ? 5 minutes

1. At the bottom of the map, or on the back, students write a summary using the words migration, exploration and colonization. The summary should include information on who, when, where, and why exploration, migration, and colonization occurred.

EXPLORE ? Colonizing Groups

Suggested Day 2, 3 ? 30 minutes

1. Divide the class into groups of four.

Materials

2. Assign each group a European Power to study, and distribute a copy of the appropriate page of the Handout: European Powers to each member of the group. (There may be multiple groups studying the same colonizing group.)

3. Assign each student a number from 1-4 and a corresponding role within the group. One suggestion for roles is:

information on colonization by the Spanish, English, Dutch, and French during the Age of Discovery

Attachments:

Handout: European Power (1 page per student)

Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 5 Social Studies

Unit: 01 Lesson: 01 Suggested Duration: 3 days

Reader ? The Reader is assigned to read (aloud) the information on the assigned European Power handout page. Recorder ? The Recorder writes the answers to the questions on the graphic organizer handout after the group has discussed the ideas.

Handout: How did European colonies differ? (1 per student) Teacher Resource: How did European colonies differ? KEY

Timekeeper ? The Timekeeper keeps track of time within the group and keeps the group on task Spokesperson ? The Spokesperson will share the group's findings with the rest of the class.

Purpose: Gain information about colonization. TEKS: 5.1A, 5.10A, 5.24C, 5.25BD Instructional Note:

Each group receives the handout on the European power that

4. Distribute the Handout: How did European colonies differ?

corresponds to their number and use their textbooks for additional information. Depending on the size of the class, there

may be duplication of groups. 5. In their groups, students read about the colonization by their European power during the Age of

Discovery.

6. While in their groups, students use the handouts, their textbook, and other classroom materials to learn about and gather information about their assigned colonizing group.

7. Students discuss, take notes, and complete the section of the graphic organizer that pertains to the European Power they are studying.

8. Groups present information researched to the rest of the class.

9. While each group is presenting, the other groups listen and complete their charts, adding information in the appropriate row. (Note: In this section students investigate one European Power but gain understanding of the others when the other groups present their information.)

EXPLAIN

Suggested Day 3 (cont'd) ? 5 minutes

1. Students brainstorm important words related to this lesson, including: exploration, colonization, migration, push factor, pull factor.

2. Scribe and post the list of terms students call out.

Instructional Note: Continue to add academic language terms to the list (anchor chart) begun at the beginning of this lesson.

3. Students create a 3-2-1 summary listing:

3 reasons European countries explored the New World 2 European countries that explored the New World 1 location that was established as a result of exploration and colonization

ELABORATE ? Why people came

Suggested Day 3 (cont'd) ? 5 minutes

1. To provide students with an opportunity to apply what they have learned, encourage students to apply the concepts related to migration and push and pull factors to their own lives. Use words such as:

Let's pretend that your family has the opportunity to move to any place in the world. Where would you move to? Why?

Purpose: This activity is included to add relevancy, tying concepts to current situations. TEKS: 5.25D

2. Students illustrate the place where they would move and justify the reasons for moving to a partner.

3. To review learning, facilitate a discussion where students address the Key Understanding and Guiding Questions.

People explore and colonize new geographic regions for different reasons and needs.

-- Why do people move from one region to another? -- When, where, and why did groups of people explore, colonize, and settle in the United States? -- How does geography influence where groups of people explore and settle? -- How does the need for economic or political power influence the decisions by governments to explore, colonize, or conquer? -- How did economic factors influence exploration and colonization of the New World?

EVALUATE

Suggested Day 3 (cont'd) ? 25 minutes

Last Updated 04/04/2013 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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