Fifth Grade Social Studies: Integrated Early American History

[Pages:217]Integrated Early American History Three Worlds Meet

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Fifth Grade Social Studies: Integrated Early American History

Unit 2: Three Worlds Meet

Big Picture Graphic

Overarching Question:

How did the interaction of three worlds transform human societies?

Previous Unit:

Our Government

This Unit:

Three Worlds Meet

Next Unit:

Colonization and Settlement

Questions To Focus Assessment and Instruction:

1. How were the worlds of America, Africa, and Europe alike and different? 2. How and why did the three worlds meet? 3. How did Europeans, American Indians, and Africans view the meeting of their three worlds?

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Graphic Organizer

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Historical Overview: The study of American history begins with the peopling of the Americas more than 14,000 years ago.1 These ancient human societies adapted to diverse physical and natural environments resulting in unique cultural differences throughout the western hemisphere. Despite differences in language, shelter, labor systems, political structures, and economic organization, some Native societies shared common elements such as gender roles, family organization, religion, and values.

During the 15th century, Europe experienced wide scale economic development, the rise of bureaucratic states, and technological innovations. These changes facilitated trans-Atlantic exploration and resulted in the convergence of Native American, African, and European people through colonization and the slave trade. Prior to these encounters, the West African empires of Ghana, Mali, and Songhay (Songhai) had developed government systems, traded with Saharan and Sub-African, and adapted foreign ideas to their own uses. Understanding the indigenous people in the Americas and the forced migration of Africans provides a perspective on the past and informs the interactions among people from different "worlds" ? America, Europe, and Africa.

Early European exploration, colonization, and conquest facilitated the trans-continental exchange of plants, animals, disease, and people known as the Columbian Exchange. Five significant long-term consequences resulted from the meeting of three worlds. First, the voyages started the redistribution of the world's population from the "Old" world to the "New". Not only did millions of European immigrants eventually flock to the Americas, at least 10-12 million enslaved Africans were forcibly relocated on the west side of the Atlantic.2 This migration of people had disastrous effects on the indigenous population of the Americas. Second, the arrival of Europeans led to the rise of the first trans-oceanic empires in world history. Third, exploration ignited a world-wide commercial expansion including a burst of European capitalist enterprise. Fourth, the voyages led to the establishment of English settlements, which ultimately would provide fertile ground for ideas of representative government and religious tolerance. These ideas would inspire political transformations in America and, over several centuries, would inspire democratic movements throughout the world. Lastly, at a time when feudalism were fading in Western Europe, new plantation economies emerging in the Americas employed forced labor on a considerable scale.

Challenges for Students: Students will face challenges in navigating both temporal and spatial scales when studying this period of American history. Temporally, this unit encompasses a huge scope of time from the peopling of the Americas to the transformation brought about by increasing networks of exchange. It is important for students to recognize that these indigenous societies were not static prior to European arrival. Rather, these societies grew and developed over time. Additionally, it is necessary to widen students' "geographic lens" in order to understand this period of history. The use of world maps and globes

1 Although historians and archeologists debate the exact date and method by which humans reached the Americas, the leading theory holds that they crossed a land bridge ? Beringia ? across the Bering Strait between Siberia and Alaska starting about 14,000 years ago. 2 The current scholarly consensus is that approximately 12.5 million Africans were enslaved and transported by Europeans to the western hemisphere between the sixteenth and nineteenth centuries. New discoveries about the slave trade are updated online at "Voyages: The Trans-Atlantic Slave Trade Database," .

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creates a larger spatial scale and provides a global perspective for students to learn about distant places involved in the meeting of three worlds.

Unit Abstract: In this unit, students study early American History with a focus on the period prior to 15853. Starting with the art of historical thinking, students review the questions historians ask in examining the past. After they reconsider the tools historians use (primary and secondary sources, artifacts), they explore their textbook as a type of secondary source. In doing so, students examine text structures, text features, and the role of informational text in learning about the past. This unit takes a separate examination of life in America, Africa, and Europe in order to set the stage for the convergence of these three worlds in America. This approach prepares students to understand the exchanges and conflicts that resulted from the convergence of three distinct peoples in America. Accordingly, students begin their study with America, using a geographic lens to identify major American Indian cultural groups and compare how people living in different geographic regions adapted to and modified their environments prior to the arrival of Europeans. Students take an in-depth examination into the life and culture of Eastern Woodland American Indians. Students then shift their focus to the continent of Africa. In learning about how people lived in western Africa before the 16th century, students create a foundation for examining how the meeting of the three worlds affected people from this continent. Next, students turn to Europe as global exploration began. They analyze the goals, motivations, and developments that made sea exploration possible through case studies of various explorers. Students explore the convergence of Europeans, American Indians, and Africans in North America after 1492. In considering the Columbian Exchange, students describe the widespread movement of plants, animals, foods, communicable diseases, ideas, human populations, and goods, and how human societies were affected. Finally, students analyze the consequences of the encounters and exchanges among these three worlds and how people from each continent viewed the convergence.

Focus Questions 1. How were the worlds of America, Africa, and Europe alike and different? 2. How and why did the three worlds meet? 3. How did Europeans, American Indians, and Africans view the meeting of their three worlds?

Content Expectations Addressed 3 - H3.0.1: Identify questions historians ask in examining the past (e.g., What happened? When did

it happen? Who was involved? How and why did it happen?).4

5 ? 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).

3 Since this unit deals with the time period prior to English settlement, 1585 is used as a reference point because that is

the time of the first English settlement in North America (Roanoke). 4 The portion of this expectation that references "in Michigan" has been omitted for the purposes of this unit.

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5 ? U1.1.2: 5 ? U1.1.3: 5 ? U1.2.1: 5 ? U1.2.2:

5 ? U1.3.1: 5 ? U1.3.2:

5 ? U1.4.1: 5 ? U1.4.4:

Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.

Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.

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.

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).

Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).

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.

Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.

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

Common Core State Standards

RL.5.5:

Describe how a narrator's or speaker's point of view influences how events are

described.

RI.5.2:

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.4:

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.5:

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.

RI.5.6:

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.7:

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.

RI.5.9:

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.10:

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

W.5.2:

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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SL.5.1:

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.

Key Concepts cause and effect chronology cultural diffusion culture Columbian Exchange empire exploration historical thinking human/environment interaction informational text perspective/point of view region three worlds

Duration 6 weeks

Possible Lesson Sequence Lesson 1: Thinking Like a Historian Lesson 2: Text Features and Text Structures in Social Studies Textbooks Lesson 3: Comparing Southwest Native Americans and Pacific Northwest Native Americans Lesson 4: Eastern Woodland Native Americans Lesson 5: A Brief Look at West Africa Lesson 6: Reasons for Exploration Lesson 7: A Case Study of Columbus Lesson 8: Encounters and Exchanges Lesson 9: Three Worlds Meet

Assessment Selected Response Items

Constructed Response Items

Extended Response Items

Performance Assessments

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Resources Equipment/Manipulative An example of narrative text such as a story picture book or a chapter book Chart paper Crayons or markers (six different colors) Colored Pencils, Crayons or markers: blue, yellow, green, brown (for each student) Globe Highlighters ? at least two per pair of students in different colors Map of North America Overhead projector or document camera/projector Salt and a piece of gold jewelry (optional) Scissors Small amount of peppercorns (one per student) and a peppercorn container Sticky notes Student journal or notebook White construction paper World Map

Student Resource 1492: An Ongoing Voyage. Library of Congress. 1 August 2011

.

Age of Exploration: Build an Astrolabe. The Mariners' Museum. 1 August 2011 .

Ancient West African History Teaching and Learning Modules. Museum of African American History website. 1 August 2011 .

Berson, Michael J. Horizons: United States History: Beginnings. Orlando: Harcourt School Publishers, 2005. 68-90 (or similar 5th grade Early American History textbook).

Bower, Burt, et al. America's Past, Social Studies Alive Program. Palo Alto, CA: Teacher's Curriculum Institute, 2010 (or a similar fifth grade social studies textbook).

Christopher Columbus: Projects by Students for Students. 1 August 2011 .

Christopher Columbus: An online biography. 1 August 2011 .

Christopher Columbus Websites. 1 August 2011 .

deRubertis, Barbara. Columbus Day (Holidays and Heroes Series). NY: Kane Press, 1992.

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Explorers. Enchanted Learning. (requires subscription) 1 August 2011 .

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*Explorers-in-Residence. National Geographic. 1 August 2011 < >.

*Famous Explorers. Kid . 1 August 2011 .

*Fritz, Jean. The World in 1492. NY: Henry Holth & Co., 1992.

Fritz, Jean. Where Do You Think You're Going, Christopher Columbus? NY: Paperstar Books, 1997.

Growing up in America Before 1492. Appleseeds Magazine, October, 2005 (Vol. 8 Number 2). Cobblestone Publishing. Available at (optional resource)

Haudenosaunee (Iroquois) Indian Fact Sheet. 1 August 2011 .

Interactive Timeline of African History. MAAH website. 1 August 2011 .

Iroquoian Longhouse Archaeology Online Activity. Royal Museum of Ontario website. 1 August 2011 .

The Iroquois: Using the Environment to Meet Their Needs. 1 August 2011 .

Kalman, Bobbie. Life in a Longhouse Village. NY: Crabtree Publishing, 2005 (optional resource).

- - -. Life in a Pueblo. Native Nations of North America series. New York, NY: Crabtree Publishing, 2001 (optional resource).

- - -. Nations of the Eastern Great Lakes. NY: Crabtree Publishing, 2005. (optional resource).

- - - . Nations of the Northwest Coast. Native Nations of North America series. New York, NY: Crabtree Publishing, 2001 (optional).

Liestman, Vickie. Columbus Day. NY: Carolrhoda books, 1992.

The Longhouse. 1 August 2011 .

National Museum of the American Indian Book Store. 1 August 2011 .

Although not used in the lessons created for this unit, these resources are included to provide meaningful options for teachers.

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