Little Rock School District Social Studies 5th Grade

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ERA 1 – Pre Columbian – Week 1 & 2 Essential Question(s)/Guiding Questions/Lesson

Focus/Vocabulary Activities/Materials/Resources Unit: Pre Columbian Compelling Question: What does a Social Studies classroom look like? Guiding Question(s):

A. What rules and procedures are needed in our classroom?

Literacy Integration Weeks 1 and 2 Share classroom library with books that relate to the first unit on Pre-Columbian groups. Have a wide selection of both fiction and nonfiction books. Introduce fiction and nonfiction and make a chart to determine books you share as fiction or nonfiction. Choose books to use as you teach story structure and summarization. Content Book Pass Native Americans Setting Up a Classroom Environment Rules Why Do Communities Need Rules? Lesson Preamble to the Constitution/Fluency Activity—Fluency Activities: Early America pp 87-91 (Shell Educational Publishing). Resource provided to 5th grade teachers 2010-11. Contact the Social Studies Department if you don’t have the resource. 447-3398

• Student illustrations of phrases from the Preamble. • Classroom Constitution and Preamble

Social Studies Classroom Word Walls

• Using Word Walls Lesson One Words Introduce Learning Logs Introducing Textbook Social Studies Textbook Survey CLLG p. 42 Mini – lesson: Text and Graphic Features Use Social Studies Text p. 62 – 87 to identify text features and to collect

data on information it gives readers on Native American people groups. Text Features Chart

Social Studies Focus : Literacy Focus: Setting up Classroom Environment Establishing Classroom Rules Surveying Social Studies Textbook Historical Thinking Skills Land Bridge Story Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction Writing: Fictional Narrative

Writing: Vocabulary : Journal – Why are rules and procedures important to have in our social studies classroom? Reflection – After surveying the social studies units, describe what unit or topic you are most interested in studying.

Equality, freedom, rights, rules, society, order, liberty, justice, Constitution, Preamble, domestic tranquility, constitution, Bill of Rights, preamble, geography, history, economics, government

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ASSESSMENT: Land Bridge Story Harcourt Textbook p. 53-54. Write a summary of how the first people arrived in North America.

Text Features Lesson Text Features Handout Other Migration Theories—Background information for teacher

Geography Introduce Regions of the United States TE pp. 16-17 Preview other maps in textbook on pp 18-45 and discuss how they differ and what information they provide. Have students read chapters 2-3 to answer the following question: Imagine that you are traveling through the five regions of the United States. Write a narrative describing one major landform or body of water in each region. Suggestion: Create an illustrated student booklet of geographical terms. Illustrated Glossary of Landforms and Bodies of Water http://www.enchantedlearning.com/geography/landforms/glossary.shtml

Notes: Adventures in Law and History---Constitutional Rights Foundation were distributed to 5th grade teachers in 2011-12. There are a few additional copies available. Contact the Social Studies Department at 447-3398 or laura.arnold@lrsd.org

Why Do Communities Need Rules? (Lesson 5 Adventures in Law and History) Taking Informed Action: Service Project: Rules for Schools---What can we do to make sure everyone knows the rules and how important they are? Decide as a class on a project to complete to make sure everyone knows the rules and how important they are. Possible projects:

• Poster campaign • Skits on rules performed for younger students • Picture rule book for younger students • Rap the rules

State which theory from textbook pp 53-54 on how the first people arrived in the Americas you support. Cite evidence from the text.

STANDARDS Social Studies SLE’s: C.1.5.4 Examine how social organizations and institutions make rules and create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues C.2.5.4 Evaluate various ways of fostering citizenship and civic virtues at the local, state, and national level H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) Social Studies ELP Frameworks ELPSS.C.2.3-5.2 Define the vocabulary related to being a citizen of the United States (e.g., voting, election, education, jury duty, volunteerism) ELPSS.E.4.3-5.1 Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest)

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Common Core Standards Reading: CC5RI9 Compare and contrast the most important points presented by two texts on the same topic. Writing: CC5L3a Use knowledge of language and its conventions when writing, speaking, reading or listening.

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ERA 1 – Pre Columbian – Week 3

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre Columbian Compelling Question: How does geography – physical features, natural resources, shelter, language, influence the settlement of cultures and the creation of communities? Guiding Questions:

A. How did the environment of the Inuit/Kwakiutl/Sioux/Pueblo/Iroquois environment influence their way of life?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Story Structure p. 40 Bully Proofing Your School lessons 1-6 will taught during the first nine weeks Use the Legend of the Three Sisters to complete the story map. You can also use “How the Robin Got His Red Breast” in Social Studies textbook p. 54. Defining U.S. Lesson “The Story of the American Indian” (Days One/Three/Four)

• Day One of Lesson: Introduce students to American Indians through a read-aloud of an American Indians legend, with American Indians music and artifacts. Suggested reading: The Rough Face Girl by Rafe Martin. Explain to students that throughout the week, they will be learning about American Indian groups, which region they lived, and study their way of life.

• Day Three of Lesson: Five Pictures • Day Four/Five: Introduce Native American Tribe

Project Blank Map---U.S.Map---Culture Chart--Information Organizer---

• Assessment Picture Analysis Three Sisters Lesson---Introduce 3 types of texts Resources/Additional Lessons Features Fiction/Nonfiction Pre Columbian Book List Pre Columbian Websites Native American Research Foldable Rubric Native American Group Project

Social Studies Focus : Literacy Focus: Introduction to Native American Cultural Groups/Influence of Environment on their Way of Life (Tribes) Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction Writing: Fictional Narrative

Writing: Vocabulary : Choose one of the Native American tribes from this week and describe how geography influenced their way of life.

Eastern Woodlands Iroquois Great Plains Southwest West Northwest Arctic

ASSESSMENT: Legend of Three Sisters---Complete Story Map (CLLG p.40) American Indians Picture Analysis—Attachment F Defining U.S. Lesson

• Assessment Picture Analysis

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STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade)

Social Studies ELP Frameworks ELPSS.C.2.3-5.2 Define the vocabulary related to being a citizen of the United States (e.g., voting, election, education, jury duty, volunteerism) ELPSS.E.4.3-5.1 Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) Common Core Standards Reading: CC5RI9 Compare and contrast the most important points presented by two texts on the same topic. Writing: CC5L3a Use knowledge of language and its conventions when writing, speaking, reading or listening.

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ERA 1 – Pre Columbian – Week 4

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre Columbian Essential Question: How does geography – physical features, natural resources, shelter, language, influence the settlement of cultures and the creation of communities? Guiding Question(s): How do artifacts help us understand cultures of the past? How did the environment influence the food, clothing, shelter, and overall culture of different Native American groups?

Weekly Correlated Lesson Plan: CLLG MINILESSON-Story Structure p. 40 Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

1. Social Studies Textbook pp. 60-61 “Use a Cultural Map” 2. Defining U.S. Learning about Native Americans through

Artifact Analysis and Artwork (Day Five Only) Use this lesson to introduce students to the five groups of Pre-Columbians that they will be studying: Eastern Woodlands-Great Plains-Northwest Coast-Arctic- and Southwest using books you have in the classroom and the textbook.

• Indian Artifacts PowerPoint • Study Guide • Key to Artifacts • Picture Analysis • Self-Assessment

Introduce Native American Research Chart to be used to collect data that can be used for final writing assignment. (Historical Narrative) Choose one of the two charts provided to use.

Native American Research Chart Research Chart Rubric (Link) Research Chart with Pictures

Pre-Columbian Document Based Questions: (DBQ’s need to be completed by the end of each Soc. Studies Unit. Options for completion can take place during literacy small group rotations, for homework, or during other free work time during the day. Upon the completion of the DBQ’s, students will complete the DBQ essay for the current Soc. Studies Unit.) Harcourt Resource Document Based Questions.

Social Studies Focus : Literacy Focus: Artifacts Influence of Environment on Early Native American Groups Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Story Structure CLLG p. 40 Strategy: Summarize Genre: Humorous Fiction Writing: Descriptive Composition

Writing: Vocabulary : Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words.

Eastern Woodlands Great Plains Northwest Coast Arctic Southwest Artifacts Environment Culture Natural Resources

ASSESSMENT: Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems.

• Rubric Introduce the final assessment. Students will be collecting data throughout the unit to use with this assessment. Choose one of the following two formative assessments to complete by the end of lesson five. Historical Narrative

1. Students will choose a group of Native Americans and write a historical narrative story that relates to the essential question. i.e. Woodland Use the resources

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below to plan and write a historical fiction story over the next few weeks. They should begin collection research on their group.

• Historical Narrative Assignment • Native American Narrative Writing Project • Story Plan • Model Story • Student Rubric • Teacher Rubric

Document Based Question 2. The Land and Early People Document Based Question.

Harcourt Resource—Document Based Questions United States History pp 4-10. Use the documents and Research Chart to answer the question “Describe how their environment affected the lives of Native Americans. Complete documents throughout the unit.

The Land and Early People DBQ Assessment Complete Document 1-Map of Cultural Region—Final Question will be answered at end of unit.

Additional Lessons/Resources Shelter in a Bag Lesson—Harcourt Text pp 40-43 “People and the Environment” Could be used to introduce the essential question. Rules and Laws Extension Lesson (Adventures in Law and History) Notes:

STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment

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G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade)

Social Studies ELP Frameworks

ELPSS.H.3.3-5.3 Identify vocabulary associated with movement and expansion in Arkansas and United States history (e.g., colony, trade, expansion, expedition, route, migration, exploration, explorer) Common Core Standards Reading: Text and Graphic Features CC5RI7 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. CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Writing: CC5L3a Use knowledge of language and its conventions when writing, speaking, reading or listening.

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ERA 1 – Pre Columbian – Week 5

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre – Columbian Essential Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Question: How does history define a community?

Weekly Correlated Lesson Plan: CLLG MINILESSON Text and Graphic Features p. 42 Bully Proofing Your School lessons 1-6 will taught during the first nine weeks 1. Use content: Soc. Studies Text p. 82 – 87 and links below to

teach about text and graphic features. a) Totem Pole Diagram b) Diagram of Plank House/Longhouse/Lodge for Northwest

Native Americans

2. Research Chart for Native American History (Used throughout entire Pre-Columbian Unit)

3. Three Column Notes with Summaries: SUW 1-23p. 34 (Content: Soc. Studies Text p. 82 – 87)

Additional Lessons/Resources a. Pre Columbian Websites (Link) b. Cornbread Enrichment c. Text Feature Handout Notes:

Social Studies Focus : Literacy Focus: Pre-Columbian Native Americans: Northwest/Arctic Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Text and Graphic Features CLLG p. 42 Strategy: Question Genre: Science Fiction Writing: Descriptive Composition

Writing: Vocabulary : Journal – How do text and graphic features work together to give you a better understanding of the topic?

harpoon, clan, economy, barter, potlatch, kayak, igloo, totem pole, plank house, longhouse

ASSESSMENT: 1. Totem Pole Diagram 2. Plank House 3. Research Chart---Northwest/Arctic 4. DBQ Essay---Complete work on Document 2: Table of NA Groups and Document 4:

Diagram of a Dugout and CLLG p. 42 T-Map Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems

• Rubric Continue working on Historical Fiction story introduced in Lesson 1. Students should have chosen the Native American group they plan to research and write a historical fiction story. This week the research should focus on the geography and land. They can focus on writing a description paragraph about where the Native American group lives. Complete final draft of the paragraph from last week.

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STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade)

Social Studies ELP Frameworks ELPSS.H.3.3-5.3 Identify vocabulary associated with movement and expansion in Arkansas and United States history (e.g., colony, trade, expansion, expedition, route, migration, exploration, explorer) ELPSS.E.4.3-5.1Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) ELPSS.G.1.3-5.3 Describe cultural characteristics of diverse groups in Arkansas and the United States (e.g., food, clothing, music, art, greetings, customs/traditions) Common Core Standards Reading: CC5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact). CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,

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ideas, concepts, or information in two or more texts. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Writing: CC.5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening.

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ERA 1 – Pre Columbian – Week 6

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre – Columbian Essential Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Question(s): How does history define a community?

Weekly Correlated Lesson Plan: CLLG MINILESSON Compare and Contrast p. 44 Bully Proofing Your School lessons 1-6 will taught during the first nine weeks 1. Compare and Contrast (Content: Soc. Studies Text p. 64 – 67

comparing Iroquois and Algonquian) 2. Three Column Notes with Summaries: SUW 1-23p. 34 (Content:

Social Studies Text p. 62 – 67) 3. Research Chart for Native American History (Used throughout

entire Pre-Columbian Unit) Harcourt SE pp 62-67, 24, and 38. 4. Three Sisters Lesson—Read selection from Week One and

connect to Woodland Culture. Pre-Columbian Document Based Questions: The Land and Early People DBQ Documents 1 – 5

Write a conversation between two or more Natives from one of the Native American groups you are studying. Conversation should relate to how natural resources and geography are important to the group. If writing a historical fiction, this can be a part of their story. Notes:

Social Studies Focus : Literacy Focus: Pre – Columbian Native Americans: Woodlands Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Compare and Contrast, CLLG p. 44 Strategy: Infer/Predict Genre: Persuasive Writing: Dialogue

Writing: Vocabulary : How were Native American communities different from your community? Writing Prompt Write a dialogue between two or more characters in your historical fiction story.

division of labor, palisade, longhouse, wampum, confederation, wigwam

ASSESSMENT: 1. Document Based Questions Essay—Complete Document 3: Quotation 2. Research Chart--Woodlands 3. Pre-Columbian Native American Unit Assessment: Historical Fiction Story Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems

• Rubric Continue working on Historical Fiction story introduced in Lesson 1. Students should have chosen the Native American group they plan to research and write a historical fiction story. This week students should focus on character development. (Possible resource to help character development follows. SUW is a great resource as well):

• Creating a 3D Character Lesson

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• Creating a 3D Character Student Planning • NA Dialogue Lesson • Reading Dialogue: Whose Talking

STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade)

Social Studies ELP Frameworks

ELPSS.H.3.3-5.3 Identify vocabulary associated with movement and expansion in Arkansas and United States history (e.g., colony, trade, expansion, expedition, route, migration, exploration, explorer) ELPSS.E.4.3-5.1Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) ELPSS.G.1.3-5.3 Describe cultural characteristics of diverse groups in Arkansas and the United States (e.g., food, clothing, music, art, greetings, customs/traditions)

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Common Core Standards Reading: Compare/Contrast CC5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact). CC5RI5 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. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5SL1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Writing: CC5W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

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ERA 1 – Pre Columbian – Week 7

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre-Columbian Essential Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions: How does history define a community?

Weekly Correlated Lesson Plan: CLLG MINILESSON Sequence of Events p. 46 Bully Proofing Your School Lessons 1-6 will taught during the first nine weeks 1. Native American Comic Strip Activity 2. Three Column Notes with Summaries: SUW 1-23p. 34 (Content:

Social Studies Text p. 70 – 75) 3. Research Chart for Native American History (Used throughout

entire Pre-Columbian Unit) Harcourt SE pp 70-75, 24, and 38. 4. Buffalo Picture Lesson 5. Buffalo Uses

Use lesson below for writing Historical Fiction: Historical Content Lesson

• Content Organizer • Content Organizer Example

Additional Resources/Lessons 6. Informal Outline to Plan non-fictional piece of writing: SUW 4-7

Tool 4-5C, research chart on Native Americans, poster size Tool 4-5C. Lesson on writing an information piece that relates to essential question.

7. Sequence the Steps of Native American Games Notes:

Social Studies Focus : Literacy Focus: Pre-Columbian Native Americans: Plains Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Sequence of Events Strategy: Monitor/Clarify Genre: Poetry Writing: Fictional Narrative

Writing: Vocabulary : Exit Ticket – Day in the Life of a Plains Indian—Provide a daily schedule of events in the daily lives of a Plains Indian that provides evidence of how they worked to survive as a community in the Americas.

lodge, sod, scarce, tepee, travois, council, ceremony

ASSESSMENT: Final Assessment for Pre Columbian Unit Students will complete the DBQ Question or Write a Historical Fiction. Refer to Lesson 2 for complete guidelines for each. They should be working on one of the assessment throughout this unit. 1. Document Based Question Essay---Document 5: Illustration of Plains Indian Nomads 2. Pre-Columbian Native American Unit Assessment: Historical Fiction Story Students

should be working on a rough draft from the Historical Content Lesson this week. Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems

• Rubric Research Chart—Plains

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STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade) Common Core Standards Reading: Sequence of Events CC5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC5RF4a Read on-level text with purpose and understanding. CC5RF4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CC5SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Writing: CC.5.W.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

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ERA 1 – Pre Columbian – Week 8

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre-Columbian Essential Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions:

A. How does history define a community?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Theme p. 48 Bully Proofing Your School lessons 1-6 will taught during the first nine weeks 1. Three Column Notes with Summaries: SUW 1-23 p. 34

(Content: Social Studies Text p. 76 – 80) 2. Levels of Questioning, SUW 1-39, p. 58-61 (Content: Social

Studies Text p. 76 – 80) 3. Native American Dateline: Arkansas 4. Arkansas Native American Map Activity 8. Research Chart for Native American History (Used throughout

entire Pre-Columbian Unit) Harcourt SE pp 76-70, 24, and 38. Complete the Southwest/West Section of Chart

Pre-Columbian Document Based Questions: The Land and Early People Documents 1 – 5 Additional Resources/Lessons Shelter in a Bag Notes:

Literacy Focus: Pre-Columbian Native Americans: Southwest and West Arkansas Native Americans Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

Skill: Theme Strategy: Visualize Genre: Realistic Fiction Writing: Opinion

Writing: Vocabulary : What do you consider the most important event that took place on the Native American Dateline: Arkansas timeline? Give the event, date, and explain why you think it is the most important.

adapt, staple, surplus, adobe, hogan, trade network

ASSESSMENT: 1. Research Chart—Southwest 2. DBQ Essay—Use documents completed during the unit to answer the essay. 3. Pre-Columbian Native American Unit Assessment: Historical Fiction Story:

- This Assessment will assess the students’ understanding of the Pre-Columbian content taught during this Soc. Studies Unit. During the next 3 weeks of writing in literacy, this assessment will be used as a foundational piece to teach the steps and process of narrative writing.

4. Pre-Columbian Research Writing Prompt Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems

• Rubric

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STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life) G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade) Social Studies ELP Frameworks

ELPSS.H.3.3-5.3 Identify vocabulary associated with movement and expansion in Arkansas and United States history (e.g., colony, trade, expansion, expedition, route, migration, exploration, explorer) ELPSS.E.4.3-5.1Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) ELPSS.G.1.3-5.3 Describe cultural characteristics of diverse groups in Arkansas and the United States (e.g., food, clothing, music, art, greetings, customs/traditions) Common Core Standards Reading: Theme CC5RL2 Determine the theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the

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speaker in a poem reflects upon a topic; summarize the text. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCRSL6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Writing: CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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ERA 1 – Pre Columbian – Week 9

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Pre-Columbian Essential Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions:

B. How does history define a community?

Project Week! Summative Projects will showcase student knowledge and understanding of content learning during the past 9 weeks. Students will design and create a Native American shelter that is reflective of their Native American people group they have researched. They should write a description of how the resources and design they use reflect the geography and nature resources available to their group. Tribal Groups and Ecosystems Great Plains Central Plains Southwest Eastern Woodlands West

Literacy Focus: Pre-Columbian Native Americans: Great Plains Central Plains Southwest Eastern Woodlands West

Skill: Theme Strategy: Visualize Genre: Realistic Fiction Writing: Opinion

Writing: Vocabulary : Complete Native American Writing Assignment

adapt, staple, surplus, adobe, hogan, trade network

ASSESSMENT: Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems

• Rubric STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, Colonization, taxation, the American Revolution, the new nation) E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations (e.g., conflict, competition, cooperation, increased wealth, quality of life)

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G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.1 Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820’s G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion) G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions G.11.5.1 Examine how interactions with nearby and distant places have changed the spatial patterns of economic activities over time (e.g., explorers, trade routes, triangular trade)

Social Studies ELP Frameworks

ELPSS.H.3.3-5.3 Identify vocabulary associated with movement and expansion in Arkansas and United States history (e.g., colony, trade, expansion, expedition, route, migration, exploration, explorer) ELPSS.E.4.3-5.1Identify vocabulary related to making economic choices (e.g., wants, needs, scarcity, opportunity costs, trade-offs, benefits, incentives, rewards, save, spend, invest) ELPSS.G.1.3-5.3 Describe cultural characteristics of diverse groups in Arkansas and the United States (e.g., food, clothing, music, art, greetings, customs/traditions) Common Core Standards Reading: Theme CC5RL2 Determine the theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCRSL6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Writing: CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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