Our Nations: The Worlds Meet Social Studies 5th Grade Unit ...
centercenterqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnm100000100000qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmOur Nations: The Worlds Meet Social Studies 5th Grade Unit 2 Chapters 3,4,&5Social Studies 5th Grade Unit 2 Chapters 3,4,&512/7/2011Bethany Stewart Chanelle Bercaw Lindsey Rigel Title of Unit: Our Nation, Unit 2- Worlds MeetContent 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 AgesChapter 3, Lesson 2: Caravan, Currency Chapter 3, Lesson 3: Caravel, Navigation Chapter 4, Lesson 1:Colony, Columbian Exchange, logChapter 4, Lesson 2: Conquistador, TributeChapter 4, Lesson 3: Encomienda, MissionaryChapter 5, Lesson 1: Northwest Passage, Profit, PortageChapter 5, Lesson 2: Charter, Armada, Stock, Cash Crop, Indentured Servant, House of Burgesses.Chapter 5, Lesson 3: Mayflower Compact, SachemEnduring Understandings: Students will understand that: The silk road was a network of trade routes that connected China to various parts of Europe and IndiaChristopher 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 SettlersEssential 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 inCarolinas 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 slaveryUnit Assessment: Students will complete a unit test following the Unit Assessment Review game. Test unitplan.pdfLessons: 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 pointLesson 4: Chapter 3, Web Quest, Explorers and Expeditions Lesson 5: Chapter 4, Timeline, Chapter 4 Key EventsLesson 6: Unit Assessment Review, Jeopardy Resources:Lesson 1:Our Nation, McMillan/McGraw-Hill Unit 2 lesson 1 Marco Polo’s Journey pg. 98-100 Link to Marco Polo interactive map: Link to inquiry article on Marco Polo: Teacher’s Guide Answers: Lesson 2: Video: Discovering Jamestown: The Powhatan IndiansClassroom map of Virginia Lesson 3: Unit 2 Chapter 4, Our Nation, McMillan/McGraw-Hill Library Books Lesson 4: Unit 2 lesson 3 map page 110, Our Nation, McMillan/McGraw-Hill Links for short video clips: Links to access encyclopedia information on three explorers: Rubric Creator: Links for short biographies and questions to lead research (these will be printed) Bottom of FormLesson 5: Unit 2, Our Nation, McMillan/McGraw-HillLesson 6: Differentiated Instruction: Technology Integration: Age of Exploration 5th Grade Social Studies November 29, 201160 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 AccessOur Nation, McMillan/McGraw-Hill Unit 2 lesson 1 Marco Polo’s Journey pg. 98-100 Link to Marco Polo interactive map: Link to inquiry article on Marco Polo: Teacher’s Guide Answers: Introduction:Begin by reading the section from Unit 2 lesson 1 Our Nation Text bookStudent 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 99Pass out hand outRead the assessment question with students prior to beginning inquiry portion of lesson Pair students into groups of 2Read 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 bookAs students complete the interactive map and questions instruct to move onto the article *suggest re-reading the question more one timeObserve 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: Complete the questions to continue your expedition following Marco Polo’s route Next type in the link to read about Marco Polo: Next answer the following questions about the reading: Based on the reading and what you know, why do you think some scholars doubt that the Polos actually went to China? What information have you learned that would make people think Marco Polo did not visit every place he wrote about? What influence did Marco Polo's book have?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: Web Activity Sample AnswersHis descriptions are often fanciful and impossible to believe; he may have only described the places to which other people had gone. He included second-hand reports of areas that he had not visited, such as Japan and Madagascar. 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. 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 gradeSocial StudiesDecember 5, 20111 dayStandards:5 – U2.1.1 Describe significant developments in the Southern colonies, includingRelationships 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 IndiansClassroom map of VirginiaIntroduction: 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 2People Power point5th gradeSocial StudiesDecember 4, 20112-3 Class PeriodsStandards: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 TextComputers with PowerPoint and Internet AccessRubric Creator: : First I will ask the students to tell me some of the important people from Chapter 4. Then, I will inform students that they will be working in groups of two to create a PowerPoint based on the person they chose from the Chapter. I will have a list on the board, so students can think about who they want to choose, and will then allow groups to come up one by one and choose. I will allow students to pick their partner. Students will be instructed on how the presentation is going to go. They will have five to ten minutes to give us the who, what, when, where, and why on their person. They will need to have five or more slides, and both individuals will need to talk about the PowerPoint during their presentation. I will also talk about what resources are available to them, and let them know that they will be using to research information and pictures on the computer, or they may use any other pre-approved site that we have used in the past to find research. I will inform students they will have this class period and next class period to finish the product, and they will present on the third class period.Procedures:? First students will pick a partner. ? Next students will pick a person from the list on the board. ? I will explain to students what needs to go into their PowerPoint. ? I will tell students that they need to answer the following questions, who, what, when, where, and why in their PowerPoint. ? I will tell students they need to include at least one picture of their person in their PowerPoint. Students can also include other visual aids as well if they so choose. ? Students will be given the rubric to look at in advance so that they know what they will be graded on. ? Then, students will be allowed to either go to the computer lab and library to work, or stay in the classroom and use their textbook and resources in the room to help with their PowerPoint. ? Students will research their person. ? Students will get this class period and the following class period to work on their PowerPoint’s.? Students will have flash drives, so they are able to save their work and work later. Students will have five to ten minutes at the beginning of the third period to finalize and prepare to give their PowerPoint’s.? Students will present their five minute presentation to the class on the third day. Strategies for Differentiating Instruction:Students will be working in groups so this allows for differentiated instruction. Students are also getting the option to create other visuals besides the PowerPoint if they so wish. Arts and Technology Integration (when appropriate):Students will be using computers and PowerPoint to create their presentation and they also have the option of creating other visual aids using art or technology. Closure: Before students begin presenting, I will have them get out their notebooks and write notes down on each presentation. After each group is finished presenting, I will have them tell the group one thing they liked about their presentation and will also have them keep the notes for further review. Students will then present their oral presentations and I will be grading them on the rubric that was handed to them as they go through their presentation. Reflection:I will see if students enjoyed gathering information in their groups and how well this worked by assessing their work while they are doing the research and based on how well they do on the presentations. I will observe if the students gained a better understanding based on their classmates presentations compared to what we learned from just our textbook.-619125314325These are the people from Chapter 4 that students will choose from to use as the base of their presentation.Please put both group member names next to who you choose and only one group per person, no groups can choose the same person. Lesson 1Columbus________________________________________Vespucci_________________________________________King Ferdinand____________________________________Queen Isabella____________________________________Lesson 2Montezuma II_____________________________________Dona Marina_____________________________________Cuauhtémoc_____________________________________Pizarro__________________________________________Atahualpa_______________________________________Lesson 3Estevanico______________________________________Niza___________________________________________Coronado_______________________________________Casas__________________________________________Yangh__________________________________________Explorers and Expeditions 5th grade Social StudiesNovember 2011 One and a half class periods Standards: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.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.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)Unit Outcome:The students will gather information to answer the who, what, were, why, when, and how questions about their chosen explorer. Lesson Outcomes: The Students will: View short videos on the age of explorationGather information about their chosen explorer (Prince Henry, Bartolomeu Dias, Vasco da Gama) Present their finds to the classCreate one visual aid to share with their peersGain a more in-depth understanding of each of the three explorers Critically think about how technology was incorporated into the expeditionsRationale/Purpose for Lesson:This lesson allows the students to work collaboratively to gather information and present their finds to their peers. Students sometimes learn better from each other. Students will also be able to gather more detailed information about each explorer by working in groups then reporting back to the entire class. This lesson is also student centered. Assessment:Students will be assessed based on the rubric provided for the oral presentation, the answering of the 5 w questions (including how technology was used), and the creation of one visual aid to share with the class. Resources/Materials Required:Unit 2 lesson 3 map page 110, Our Nation, McMillan/McGraw-Hill Computer access (part one researching) Poster board, printer, crayons, markers (materials for creating visuals) Links for short video clips: Links to access encyclopedia information on three explorers: Rubric Creator: Links for short biographies and questions to lead research (these will be printed) Bottom of FormIntroduction:Begin by having the student open their text books to view the map of Africa on page 110 our nation Inform students that we will be working in the computer lab today learning about three explorers who sought new shorter routes for trading. You will be working in groups and will create a short five minute oral presentation to report your findings to the classroom. I will be choosing your groups; I suggest that once you are in your groups you break apart the work to use your time more efficiently, one person could concentrate on answering who and when, another person could focus on creating the visual, someone else could focus on how they used technology in their exploring and why they were exploring. Each member will have to present part of the findings to the class so it is very important you work together and participate within your groups. You will have the whole class period today to work on your research, if your group wants to meet outside of class that it is fine, or if you want to take anything home you may. Tomorrow at the beginning of social studies you will have around 5mins to meet with your group and then we will begin the presentations. Procedures:Divide students into groups of 4 to 5 peoplePass out hand outInstruct computers to remain off until the directions have been explainedRead over direction with the studentsThe first thing you will do with your group is watch the short clips explaining the map we just saw in our text bookAfter you have watched both videos that introduce Prince Henry, Bartolomeu Dias, and Vasco da Gama you will begin gathering information for your presentationAs a group you will vote on which explorer you want to learn more about Once your group has decided you will come see me for a short biography about your chosen explorer and some questions to guide your researchI will be limiting the number of groups who do each explorer, first come first serve, so have a second choice readyPass out the Rubric Explain that each member of the group will present part of their findingsExplain that each group will create one visual aid, you can use technological, pencil and paper, maps, or create a skit- this visual should help explain the questions you are answeringEach groups presentation should include who, what, where, when, why and how Read bottom half of the rubric, the questions the students should be answering Once the students are ready instruct them to get into their groups and begin Observe students workingPass out biographies as students chose explorers Make sure students are on task Warn students of remaining time Before end of period give groups five minutes to discuss their findings and plan next stepsDay 2 Give students five to ten minutes (if needed) to finalize oral presentations and complete last touches on visual aidsCall on groups to present (25 mins) After each group presents have students ask each other questions allow for time Homework: (when appropriate)The students may work outside of class to finish their individual portions of the presentation. No formal homework will be assigned although the presentations and visuals should be ready by following class period. Closure:The closure piece for this lesson will be the student’s oral presentations. The students will find comparisons and differences in their research and presentations. The students will learn about each of the explorers during the oral presentations and classroom discussions. The students will also critically think about how technology was incorporated into the expeditions. Evaluation and Reflection: (to be completed after the lesson has actually been taught)Were the students able to gain a deeper insight into the three explorers researched? Did the students enjoy gathering information and working together to collaboratively analyze the information to teach the class? Should this assignment be longer, did the students have enough time to complete their projects? What types of visual aids did the students use? How could this lesson be expanded? Possibly have each group research a different explorer? Differentiated Instruction: Instruction has been differentiated in this lesson by allowing students to work in collaborative groups. Also students are given the choice of what explorer to research and what type of visual aid they wish to create, this allows for multiple types of intelligences to be explored. Technology Integration:Technology is incorporated into this lesson by using the internet to gather information, view short videos to introduce the explorers and to possible create a visual aid to share with the class. View the video about Prince Henry View the video about Bartolomeu Dias Once you have watched both videos as a group choose an explorer to create your presentation about: Once you have picked an explorer, you will be given a short biography and question sheet to guide your researchThe list below are resources to use for gathering information:"Bartolomeu Dias." The Columbia Encyclopedia, Sixth Edition. 2008. Retrieved November 30, 2011 from : "Henry the Navigator." Encyclopedia of World Biography. 2004. Retrieved November 30, 2011 from : "Vasco da Gama." Encyclopedia of World Biography. 2004. Retrieved November 30, 2011 from : After researching you should be able to answer who, what, were, why, when, and how see the rubric Your presentation should include one visual this can be a map, poster, skit, anything you think will help explain to the class your explorerEach member of the group will share a part of their findings, participation is key, you may divide the work between the group members to use your time more efficiently -514350-552450Your presentation should answer who, what, when, how, and why, your group should also use at least one visual aid during your oral presentation (be creative): Who is my explorer? Give some detail about the person you picked . . . When were they exploring? When did they leave, how long was the trip . . .Where did they explore? Where were they traveling to, was it a new place . . . What did they find? What happened, what did they find, how did it change things Why did they explore? Why were they exploring, what was their goals . . .How, what technology was used? What role did technology play in their travels . . . Dias Bartolomeu Dias was a Portuguese navigator in the 15th century and discovered the Cape of Good Hope. In 1487 King John II sent out an expedition of three ships from Lisbon. The purpose of the trip was to open the sea route round Africa's southern tip. Bartolomeu Dias led this expedition and he became the first European to sail around the Cape of Good Hope. On this voyage Dias took two armed caravels and one supply-ship. Bartolomeu's brother, Pero Dias, commanded the supply ship. After his departure from Lisbon in August 1487, Dias sailed towards the Congo (which had be discovered the previous year by Behaim and Cao) and continued south. At 29° south latitude, Dias lost site of the coast and was driven by a violent storm, which lasted almost 2 weeks.???? Bartolomeu DiasCredit: Publius Historicus????Animated Voyage MapClick to enlargeThe frightened sailors were blown around the tip of Africa and into the Indian Ocean. When the weather calmed down he sailed in an easterly direction but when there was no sign of land turned north and landed in Mossel Bay. Following the coast, he came to Great Fish River (he named it after the accompanying vessels commander, Rio Infante).????King John IICredit: Publius HistoricusThey turned around for home. On their return voyage Dias and his crew spotted the Cape. Dias named it "Cabo Tomentoso" (Cape of Storms) it was later renamed by King John to "Cape of Good Hope". Dias explored about 2028 km (about 1260 mi) of the previously unknown African coast. Dias arrived back in Lisbon in December 1488, after sixteen months and 17 days at sea. Thus Dias opened up a sea route from Europe to the Far East, which according to European merchants and Statesmen was essential to the wealth and success of Europe. Bottom of FormQuiz on Bartolomeu DiasTop of Form1. What was the purpose of Bartolomeu Dias his voyage?To reach Cape the Good Hope. To open the sea route round Africa's southern tip. To establish a trade route with Asia. To sail to the Great Southern Continent. 2. Who commanded the supply ship?Bartolomeu Dias Behaim Cao John II Bartolomeu's brother Pero Dias 3. Why is Dias voyage so important?He was the first European to sail in the Indian Ocean. He opened a trade route to the Indian Ocean. Cape the Good Hope would become an important Spanish colony. He proved that Columbus thoughts were wrong. 4. When did Dias leave Lisbon?1487 1492 1497 1503 5. Who gave the cape the name, which it still is today?Bartolomeu Dias Pero Dias King John II Willem IVBottom of FormPrince Henry the NavigatorBorn/died: 1394 - 1460Birth city/country: Porto, PortugalMain achievement: Western Coast of AfricaLife summary:Prince Henry, son of King John of Good Memory and Queen Philippa of Lancaster, was born on March 4, 1394 to become the man chiefly responsible for Portugal’s age of exploration. He became obsessed with finding out about Africa’s Western coast line. Through a serious of expeditions, his fleet discovered over 2,000 miles of shoreline. The slave trade was begun to finance his voyages. Henry began a school in Sagres where many people gathered to share and learn about such things as navigation, astronomy, cartography and design of new instruments. He was the force behind shipbuilders designing ships for different types of voyages, the caravel being the most useful. Henry insisted that all of his captains use compasses, astrolabe and keep pilot logs with specific and accurate records so that map makers could draw out the unknown coast line of West Africa. Prince Henry the Navigator never captained his own ship, but charted, financed and thoughtfully gathered all information gleaned from each voyage. He passed away at the age of 66 in 1460, leaving a large mark on the world of exploration. Bottom of FormQuiz on Prince Henry the NavigatorTop of Form1. Prince Henry was born in which country?France England Portugal None of the above 2. Which battle in Africa opened the trade center to Portugal?Cape Verde Sagres Madera Ceuta 3. How many voyages did Prince Henry the Navigator captain?4 6 3 none 4. Which item below is the type of ship used during the exploration of Africa?Schooner Caravel Durrey Shallop 5. Who began the slave trade?A Portugal captain, with 10 black men Pirates from many countries. Prince Henry ordered ships on their return voyage home to fill their hulls with black men, women and children to be sold as slaves. Prince Duarte who needed the money to pay for his expensive life style. Bottom of FormVasco da GamaBorn/died: 1460 - 1524Birth city/country: Sines, PortugalMain achievement: Sea route to AsiaLife summary:Da Gama was born at Sines, Portugal around 1460. He was the third son of Estevao da Gama, who was a nobleman. He also was the commander of the fortress of Sines. His early life is uncertain but it is thought that he studied mathematics, astronomy and navigation in Evora, Portugal as a young man. In 1492 he became a naval officer. Vasco also fought in the wars against Castile. In January 1497 King Manuel I of Portugal chose Vasco da Gama to lead an expedition to find a sea route to India. Vasco's father was originally chosen Joao II but both died before the voyage was to leave. And as Vasco had already made a name for himself as excellent sailor and warrior, he was asked to lead the expedition. The ships finally arrived in Calicut (on the south western coast of India), in May 1948. Before Da Gama sailed back for home he made a few trading deals with the Indians. Bottom of FormQuiz on Vasco da GamaTop of Form1. How many ships had Vasco da Gama under his command?1 2 3 4 2. In which city did Da Gama land in India?Bombay New Delhi Calicut Goa 3. Who was Da Gamas father?Estevao Manuel Bartolomeu Joao 4. Who was the first European to travel to Asia?Columbus Vasco da Gama Bartolomeu Dias Marco Polo 5. How did Vasco sail to the Cape?Following the African coast. Sailing and walking on the African coast. With a circular course. He sailed to South America and then to the CapeTimeline5th gradeSocial StudiesDecember 4, 2011Every class period during Chapter 4Standards:5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. (National Geography Standard 10, p. 162)Unit Outcome: Students will have a timeline that they created at the end of Chapter 4, they will use this timeline as a study guide for questions at the end of each lesson, and for further projects and work that is done based around Chapter Four Unit 2. Lesson Outcomes: Students will:Create a timeline that will be used throughout the discussion of Chapter 4 Unit 2. Use the timeline during class, and record important aspects of the text and include dates. The teacher will also have a timeline that will be on the wall, that she will add notes to while the students are adding their notes. This will be a great study guide for further tasks. Rationale/Purpose for Lesson: The purpose of this lesson is to give students a guide to use as they go through Chapter 4 discussion. They can use this timeline as a source to go to when they have a question, and will keep it in their textbooks and handy when reading through the text book and doing discussion. Assessment: Students will be graded on either a credit or no credit basis. Either they created the timeline and added notes throughout the text or they did not. Resources/Materials Required:Our Nation TextFolder cut outsTime Line TemplateDirectionsIntroduction: First I will ask students what a timeline is. Then, I will ask if they have seen one in their book. After a brief discussion on timelines I will talk to students about keeping a timeline throughout chapter 4. I will show an example of the timeline I created by hanging it up on the board. I will then hand out the template for the time lines, folder cutouts, and tape. Each student will follow along with me for the first part of the construction, and then after I think they have grasped the idea, I will turn them loose to finish the product. I will tell them that the time periods are on the board and they will start with 1492 and finish with 1612 and they will be going by increments of 10 years. They will see where to put the numbers and dashes based on the template on their desk and the example on the board. Procedures:? Students will first discuss timelines and I will ask where they have seen timelines before, and what some different things we use timelines for are. I will also ask where they have seen a timeline before in their book. Then, I will tell students that we will be creating our own timelines for Chapter 4 and that this will help us keep track of important information over the course of the chapter and that students will be in charge of keeping track of their timeline and recording information when we add to the timeline.Then, I will talk about how to construct the timeline and will unveil mine on the board. I will show students where I put the dates, and an example of my notes that I added, and then I will walk students through how to create the timeline once. After showing the students how to do it once, I will do it again, those students that still need help can watch, and the students that think they have it can move on. When students are finished they will look at the dates on the board and write those down, identical to the one hanging on the board. Once they are finished with this, they can go help other students finish up with their timelines. Once all timelines are finished, we will add a note to our first date, and I will walk around to make sure every student has completed their timeline correctly. I will ask students when we will be using this, and what do they think it will be good for when we are finished with this chapter. Students will then put their timelines in their book as a book marker on the page that we leave off. Strategies for Differentiating Instruction:Students that finish early will be able to help students that need extra help, and I will be available as well to help. Closure: Students will talk about why timelines are important and what will specifically be using our timelines for. I will have students add a note to their first date from the first main event in Chapter 4 so they get an idea of how the timeline is going to work, and how we will be adding to it every time we work out of the text book or need to add important notes from discussion. I will be leading them, and they will not need to add anything else besides what we do together in class. Reflection:I will see if this helps students understand the important parts of the chapter, and see if they look using this as a study guide for other work. I would also want to see how easy it would be for students to construct this, and how well they relayed the information on their timeline that I ask them too based off of my timeline. 5th gradeSocial StudiesDecember 5, 20111 dayStandards: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 inCarolinas 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 slaveryUnit Outcome: Students will recall information that they obtained over the unit in preparation for the unit test.Lesson Outcomes: The learners will review for their unit test by playing jeopardy.Rationale/Purpose for Lesson: The purpose of this lesson is to give the students a fun and interactive way to help them review for their unit test.Assessment: The assessment will be given the following day after the review lesson.Resources/Materials Required:Teacher needs internet access to obtain the link to the Jeopardy game. Introduction: The teacher will tell the students that they are going to play Jeopardy to review for their unit test. The teacher will have to give background information and rules if the students do not know what they are supposed to be doing.Procedures:?Split students into groups.?Pick a team to go first.?Keep going back and forth until all categories have been answered.?Students can take notes during the game if they would like.Strategies for Differentiating Instruction:Students will be in teams. So they can work with their team mates if they are struggling.Arts and Technology Integration (when appropriate):Computer with internet access will be needed to get to the jeopardy site.Closure: The closure to the review will be the test that will be taken by the students the following day.Reflection:The teacher will know by how the students answered the questions if they are prepared for the unit test that will be taken the following day. Then after the test the teacher will assess if the students were able to retain the information that they gained from the unit and the review. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- agribusiness management marketing and wto
- books that can be used by students during the
- books on fluvial hydraulics and river engineering
- books that are in the woman s studies library
- illinois alcohol and other drug abuse professional
- project management references
- fundamentals of corporate finance mcgraw hill canada
- our nations the worlds meet social studies 5th grade unit
- pearl city waipahu complex area curriculum resources home
- mcgraw hill 6 8 instructional materials ca dept of
Related searches
- social studies 4th grade topics
- 5th grade social studies fair topics
- 5th grade social studies lesson
- 5th grade social studies topics
- 5th grade social studies units
- 5th grade social studies curriculum
- 5th grade social studies games
- 5th grade social studies lesson plans
- 5th grade social studies textbook
- 5th grade social studies worksheets
- jeopardy social studies 5th grade
- 5th grade social studies lessons