Grade 5 Social Studies GPISD Curriculum Map Date: September 19 – October 21 2016-2017

Unit: Colonial Period

Big Ideas: Individuals and groups from Europe developed colonies and settled North America for different reasons,

including economic, religious, and political reasons. The colonies were different because of the geography and natural

resources of the area and the cultural and political background of the settlers.

TEKS TEKS Explained

5.1 The student understands the

causes and effects of European

colonization in the United States.

1A Explain when, where, and why

groups of people explored,

colonized, and settled in the United

States, including the search for

religious freedom and economic

gain.

See information under each

colonial settlement.

8A Identify and describe the types of settlement and patterns of land use. 8B Explain the geographic factors that influence patterns of settlement.

See information under each colonial settlement.

10A Explain the economic patterns of early European colonists. 10B Identify major industries of colonial America.

See information under each colonial settlement.

Background: The first American colonies were established along the eastern

coast. Settlers from several European countries claimed land beginning in the

17th century. The struggle for control of this land continued for more than a

hundred years until the two countries with the largest presence were England

and France.

Europeans established colonies in the United States for many reasons, such

as: to gain wealth, to find gold, for the natural resources, to establish a claim

to the land, for religious freedom, for a better life.

Background: The premise behind most of the colonies was about building wealth. For example, Roanoke was intended to send lumber and raw materials back to England. The Virginia Company founded Jamestown in order “to make money” by starting trading posts. The Pilgrims were seeking religious freedom, but they contracted with the Virginia Company and originally were trying to get to Jamestown and were supposed to send furs, fish, and lumber back in exchange for their transport.

Grade 5 Social Studies GPISD Curriculum Map

14A Identify and compare the systems of government of early European colonists, including representative government and monarchy.

14B Identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.

Background: All colonies were either royal or proprietary. A royal colony was ruled by a monarch, with a governor or leader appointed by the king. A proprietary colony was run by a person who owned it and had been chosen by the king. Pennsylvania was a proprietary colony. Each colonial region was established by a charter that established it as a colony. The individual charters stated how much individual authority the colony was able to exercise and who held the various roles of authority.

Background: Mayflower Compact – written upon arriving in Plymouth and the first example of self-rule in the New World.

Text of the Mayflower Compact

*The Pilgrims and the Mayflower Compact - rdg, discussion, writing your own compact

Virginia House of Burgesses – elected representatives for each county in the colony; first representative government group in the American colonies; famous delegates included Patrick Henry, Thomas Jefferson, and George Washington; met for the first time at Jamestown on July 30, 1619.

House of Burgesses - rdg a chart

Early Colonies

Roanoke (an island off the coast of what is now North Carolina)

Summary: In 1587, the English, led by John White, made their second

attempt at starting a colony on Roanoke Island. (The first attempt in 1585

had failed.) The colonists disappeared, and the settlement is known as “The

Lost Colony.” The fate of the colonists is still unknown.

It all looked so promising in the beginning. The settlers landed in 1587 and

soon established themselves. John White’s daughter Eleanor Dare was

pregnant and gave birth to a daughter, Virginia, the first English child born in

the Americas.

The colonists established friendly relations with one of the local native

tribes, but others remained hostile and refused to meet with them. One of

the colonists was killed by natives while searching for food. Fearing for their

lives, the colonists persuaded John White to return to England to ask for help

and also secure more supplies. Unfortunately, when White reached England

he found that England was fighting a war with Spain, and White’s ships could

not leave.

When White finally returned to Roanoke three years later, he found the

settlement deserted. His men could not find any trace of the 90 men, 17

women, and 11 children he had left behind; nor was there any sign of a

struggle or battle. The cabins had been taken down, and the livestock had

vanished. The only traces of the people were two graves and a message: the

word “Croatoan” carved into a post of the fort and three letters “Cro” carved

into a nearby tree.

The activity below is a cross-curricular activity that includes reading,

writing, listening, speaking, comprehension, a cooperative group activity,

analyzing and creating visuals, and a short reader’s theater skit.

*Roanoke: The First English Colony - A Skit

Watch the History Channel’s video on the Lost Colony of Roanoke at the

link below:

http://www.schooltube.com/video/89c920dac3962b0ae572/

Grade 5 Social Studies GPISD Curriculum Map

Jamestown

Summary: King James gave permission to a group of wealthy men to

start a colony in North America. In 1607, 105 settlers arrived in Virginia,

selected a site for their settlement near a wide river, and called it

Jamestown in honor of King James. Jamestown became the first permanent

English settlement in North America.

Jamestown was founded in order to make money by starting trading

posts, but many of the settlers hoped to become wealthy by finding natural

riches like gold. About half of the settlers were artisans, craftsmen,

soldiers, and laborers, including a tailor, barber, and two surgeons. The other

was made up of “gentlemen,” men of wealth who did not have a profession and

may have underestimated the work necessary to survive in a new settlement.

*Lesson: You Are There - Choose Your Spot

The bad location of the colony – which was in a swamp - at the mouth of

the James River almost, doomed the colony. The land was not good for

farming. There was no harbor. Mosquitoes carried a deadly disease, malaria.

Within eight months, disease had killed most of the settlers. By the

beginning of 1608, only 38 settlers were still alive.

More settlers kept arriving from England. In 1608, John Smith was

elected leader of the colony. Smith knew that many of the settlers were

“gentlemen” who were used to having servants do all the work. He also knew

that the settlement needed everyone’s help in order to survive. He said

firmly that any man who would not work would not eat. His leadership helped

to save to colony.

When Smith returned to England in 1609 after being badly burned by an

explosion of gunpowder, the colonists lost a strong leader. The winter of

1609-1610 was known as the “Starving Time.” Many settlers had to eat

horses and dogs. Hundreds of them died, and only about 60 settlers survived.

The Jamestown settlers never found any gold, and they still needed a way

to support their colony in order to stay in America. Then a settler named

John Rolfe found a way to grow a sweet-tasting tobacco. People in England

loved the new Virginia tobacco. It was their first cash crop and allowed

Jamestown to prosper.

Jamestown Online Adventure -

http://www.historyglobe.com/jamestown/

www.havefunwithhistory.com

Discovery Education

Jamestown, Virginia: The First American Settlement – 8:07 - at link below

http://app.discoveryeducation.com/player/view/assetGuid/AEE778D9-57C9-

40C8-9A61-8305421DCC8A

Work or Starve - Lesson Plan (TCM)

Work or Starve - Readers Theater eBook (TCM)

Grade 5 Social Studies GPISD Curriculum Map

14B Identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.

House of Burgesses

By 1619, Jamestown was growing. Each settler was given 50 acres of land

to farm. A ship brought about 200 women to Virginia so that settlers could

marry and raise families. That same year, the settlers also elected

representatives to make laws for the colony. They called this group the

House of Burgesses. (Burgesses was an English word for elected

representatives.) Only wealthy men could be elected to this group.

The House of Burgesses was the first law-making assembly in an English

colony. It helped establish the tradition of self-government in the colonies.

*The House of Burgesses - short rdg comp, writing

Plymouth

Summary: The settlement of Plymouth was started by people who were

looking for religious freedom. The settlers became known as Pilgrims. Their

settlement of Plymouth survived with the help of Native Americans.

King James said that everyone in England had to belong to the Church of

England. Some people refused. Among them were people called Separatists

who wanted to have a separate, or different, church. They decided to move

to a place where they could be free to have their own religion. In time, they

came to be known as Pilgrims.

In September 1620, the Pilgrims sailed from England on a ship called the

Mayflower. After more than two months at sea, they landed on the tip of

what is now Massachusetts. Before going ashore, the Pilgrims drew up a plan

of government to help them live together peacefully. Most of the men signed

the agreement which is known as the Mayflower Compact.

After exploring the area, the Pilgrims decided to sail the Mayflower across the bay and land at a place they called Plymouth.

Since the Pilgrims had landed too late in the year to plant crops, the first

winter was very hard for them. The climate was cold and harsh, and nearly

half of the 102 Pilgrims died before spring.

In the spring, a Native American named Squanto from the nearby

Wampanoags (wam-puh-NO-ags) visited the Pilgrims. (Sailors had taken

Squanto to England, where he learned English.) Squanto taught the Pilgrims

how to plant corn, catch fish, and get sweet syrup from maple trees. Squanto

also helped arranged a peace treaty between Massasoit, the chief of the

Wampanoags, and the Pilgrims.

In the fall, the Pilgrims celebrated their harvest and invited the

Wampanoags to come to a feast of thanksgiving which lasted three days.

Today Americans still celebrate Thanksgiving Day.

In 1621, William Bradford was elected governor of Plymouth Colony, and he

served as governor for more than 30 years.

In the next few years, ships brought more and more settlers to Plymouth.

In time, other groups would join the Pilgrims in the area we now call New

England.

Pilgrims Seek Religious Freedom in Plymouth - rdg comp, writing

Grade 5 Social Studies GPISD Curriculum Map

Discovery Education

http://app.discoveryeducation.com/player/view/assetGuid/02DCD9DC-

FE28-4C33-9E18-09DC5698ED82

Teacher: All three video segments listed below are found at the link

above.

“The Mayflower Compact and Choosing a Site for New Plymouth” 1:45

“Living at New Plymouth” – 3:31

“Getting Enough food to Eat and Other Tasks” – 3:47

Teacher: When watching the segment, “The Mayflower Compact and

Choosing a Site for New Plymouth,” stop the video at 1:15 and ask the

students: Why do you think they decided to choose this site? Leave picture

visible so students can look at it while thinking about their responses.

Crossing the Atlantic: The First Colonies at Jamestown and Plymouth

http://app.discoveryeducation.com/player/view/assetGuid/66963FAB-6316-4D5A-A4AA-80DC9A997F37

Comparing the Colonies

Big Ideas: From the foundation of the colonies beginning with Jamestown

until the beginning of the Revolutionary War, different regions of the

eastern coast had different characteristics. Once established, the thirteen

British colonies could be divided into three geographic areas: New England,

Middle, and Southern. Each of these had specific economic, social, and

political developments that were unique to the regions.

There were different ways of life and different opportunities in the

three colonial regions. One reason was that the colonies were started for

different reasons. Another cause of these differences was due to the

variety in climate, geography, and natural resources in the different locations.

Major industries in New England included whaling, lumber, and ship-building.

In the Middle Colonies farming and specialized trades like blacksmith made up

the economy. In the Southern Colonies, there were single crop plantations,

like tobacco, rice, indigo, and cotton.

o Remind students that states had not been formed yet and that the areas

of land in which these first people lived were called colonies.

o A colony may be defined as “a region or area ruled by a faraway

government.” For most of the American colonies, the government that

ruled from far away was England (or Great Britain).

o Locate England (or Great Britain) on a classroom world map and then trace

across the Atlantic Ocean to the eastern coast of the United States to

show the area of the colonies.

Grade 5 Social Studies GPISD Curriculum Map

1AB, 8AB, 9AB, 10AB, 11ABC, 13AB Compare the New England, Middle, and Southern Colonies in areas of:

o geography, climate, and natural resources

o economies/major industries

o leaders/how they governed themselves

o Identify at least one colony in each area and describe when,

where, and why it was established.

o Complete a graphic organizer comparing the colonies, including:

reasons for founding

geography/climate/natural resources

jobs/economy/industries

government/leaders

o As each region is studied, have students identify and label the colonies on

a map of the 13 colonies. Students can also read the following to complete

the graphic organizer:

New England Colonies

Background: The people who settled in the New England Colonies wanted to keep their family unit together and practice their own religion. They were used to doing many things themselves and not depending on other people. Some of them came to New England to make money, but they were not the majority. The New England Colonies were mainly fishing, farming, and lumber communities. The people made their own clothes and shoes and grew much of their own food. Some crops like corn and wheat grew in large numbers, and much was shipped to England. Foods that didn’t grow in America were shipped from England. Boston was the major New England port.

Plymouth (Massachusetts)

Background: Review information learned about Plymouth during the

previous week.

John Wise was a clergyman in Massachusetts and an activist who led his

fellow townsmen in protesting and refusing to pay British taxes. He was

put in jail and deprived of his ministerial position for a time. In the early

20th century, President Calvin Coolidge referred to John Wise as “one of

the inspirations for the Declaration of Independence.”

*Comparing the Colonies - Graphic

Organizer

Studies Weekly Vol.3 Issue 1 – Comparing the

Colonies

“Comparing the New Colonies” (inside two pages)

Life in the Colonies - Lesson Plan (TCM)

Life in the Colonies eBook (TCM) (p3-9)

*Read, Cover, Remember, Retell - summarizing strategy

*Leveled Texts - The New England Colonies

Leveled Texts - The Southern Colonies

Grade 5 Social Studies GPISD Curriculum Map

Rhode Island

Background: Roger Williams was a young minister in the Massachusetts colony. He believed that the government should not punish people for what they believed and got into trouble for criticizing the government of Massachusetts. He was eventually forced to leave. He started a town called Providence which became the capital of the New England Colony of Rhode Island.

Two years later, another preacher, Anne Hutchinson, spoke out against Puritan beliefs and was also forced to leave Massachusetts. She moved to Rhode Island. In time, the colony of Rhode Island became known as a place where people with different religious beliefs were welcome.

Middle Colonies

Background: The people who founded the Middle Colonies were looking to practice their own religion (Pennsylvania mainly) or to make money. Many of these people didn’t bring their families with them from England and were the perfect workers for the hard work required in ironworks and shipyards. The Middle Colonies were part agriculture, part industrial. Wheat and

other grains grew on farms in Pennsylvania and New York. Factories in Maryland produced iron, and factories in Pennsylvania produced paper and textiles. Trade was plentiful in these colonies as well.

Pennsylvania

Background: The Middle Colony of Pennsylvania (which means “Penn’s

Woods) was granted to an English Quaker named William Penn in 1681.

Quakers did not agree with the beliefs and ceremonies of other churches.

They had no priests or ministers, and they refused to fight in wars. Before

coming to America, Penn was jailed several times for his beliefs. He wanted

to start a colony where people could live safely. As a result of his ideas,

Pennsylvania attracted people from a number of different countries and

religions. The main settlement was named Philadelphia, which means “city of

brotherly love.”

Pennsylvania’s geography provided many opportunities for colonists.

There were forests that provided plenty of timber, minerals such as iron and

coal, rivers for easy transportation, and rich soil for farming. The economy

included jobs such as farmers who raised cattle and grew crops, lumbermen,

miners, merchants, and craftsmen. Winters were cold and snowy.

Pennsylvania had a governor and a Council that made the laws. A

General Assembly met to pass or reject these laws. All male property owners

could vote for members of the assembly. William Penn appointed the

governor with the approval of the king.

Life in the Colonies - Lesson Plan (TCM)

Life in the Colonies eBook (TCM) (p10-15)

*Read, Cover, Remember, Retell - summarizing strategy

*Leveled Texts - The Middle Colonies

Grade 5 Social Studies GPISD Curriculum Map

11A Describe the development of the free enterprise system in colonial America 11B Describe how the free enterprise system works in the United States. 11C Give examples of the free enterprise system in the United States.

Southern Colonies

Background: The founders of the Southern Colonies were, for the most part, out to make money. They brought their families, and they kept their families together on the plantations. The Southern Colonies were almost entirely agricultural. The main feature was the plantation, a large farm. Southern plantations grew tobacco, rice, cotton, and indigo which they sold to buyers in England and elsewhere in America. There were people who owned the land and people who worked the land. A large part of the workforce was African slaves, who first arrived in 1619.

Reader's Theater - Colonial America

Roanoke (North Carolina)

Background: Review information previously learned about Roanoke.

Jamestown (Virginia)

Background: Review information previously learned about Jamestown.

Mapping the Colonies

o Identify and label on a map the Southern, Middle, and New England

areas by assigning a specific color to each region.

o Identify and name the colonies in each area.

o Create a map key with symbols that stand for the major industries in

the colonies; draw the symbols on the map in the appropriate areas.

o The maps at these links can be used for these map activities:

Mapping the Colonies - identifying colonies on maps

Map of the 13 Colonies - identify the colonies

o Conduct a Gallery Walk to discover industries and resources in the

Colonies. *Colonial Economies - Gallery Walk

A description and directions for any Gallery Walk can be found here: Gallery Walk

Understand the term free enterprise: economic system in which people are

free to start their own businesses and own their own property.

o The free enterprise system is based on freedom of choice. People are free to create their own business, decide what to make, how much to produce, and what price to charge.

o For more information about free enterprise, read p19 and p21 in the social studies textbook.)

o Class discussion: Ask – How do you think businesses were started in the colonies? How did people decide which businesses to start and which products to create or which services to provide?

Lessons & Activities

Life in the Colonies - Lesson Plan (TCM)

Life in the Colonies eBook (TCM) (p16-23)

*Read, Cover, Remember, Retell - summarizing strategy

*Leveled Texts - The Southern Colonies

Grade 5 Social Studies GPISD Curriculum Map

Recommended Lessons:

Roanoke

The Lost Colony - rdg comp, sequencing

*Roanoke: The First English Colony - A Skit

*The Lost Colony - rdg comp, writing

Jamestown

Jamestown Colony - short rdg, writing

*The Starving Time - Readers Theater - with comp

questions

* Work or Starve - Lesson Plan (TCM)

* Work or Starve - Readers Theater eBook (TCM)

Comparing Roanoke and Jamestown

*Roanoke and Jamestown - rdg comp, writing

Plymouth

Plymouth Colony - short read - rdg comp, writing

The Pilgrims' Real Thanksgiving Menu - rdg comp,

writing

PowerPoint - Early Colonial Period

Reading selections - The Mayflower and Settling of Plymouth

Comparing the Colonies

Features of New England's Land - rdg comp

*Comparing the Colonies - Graphic Organizer

*Colonial Economies - Gallery Walk

PowerPoint - Comparing the Colonies, TMurphy

*Highly recommended

Additional Resources:

Early European Settlements of North America - rdg comp

The Colonies Grow - rdg comp, writing

Education in Colonial America - rdg comp, writing

Women in Colonial America - rdg comp, writing

Colonists' First Homes - rdg comp, easy; hands-on activity

How the Colonists Traveled - rdg comp, writing

*The Colonies and Trade - interpreting and comparing maps

*American Colonies - rdg a graph

Looping Cards - Colonial Period (with some US symbols)

Courage, Hope, and a Very Leaky Ship - rdg comp, analyzing a

visual

Did You Know? - interesting facts about Jamestown

The Mystery at Jamestown - Teacher's Guide

(This is a good chapter book to read to your students during

the study of the colonial period.)

Grade 5 Social Studies GPISD Curriculum Map

ELPS

2C Learn new academic vocabulary heard during classroom instruction and interactions. 3D Speak using grade-level content-area vocabulary in context to internalize new English words and build academic language proficiency. 3E Share information in cooperative learning interactions. 3H Narrate, describe, and explain with increasing specificity and detail as more English is acquired. 4G Demonstrate comprehension of increasingly complex English by responding to questions

Prior Knowledge Essential Questions Assessment

1. When, where, and why did groups of people colonize and settle in the United States?

2. How did physical features and natural resources affect the economic activities of the colonies?

3. What geographic factors would determine where people settled in new lands?

4. What were the accomplishments of important individuals during the colonial period?

5. How were the colonies governed?

6. Name and locate on a map the 13 Colonies – Southern, Middle, and New England.

Student work – maps, reading comprehension selections, writing Unit Test

Distractor Factors Vocabulary Writing Prompts

colony/colonization royal colony proprietary colony Mayflower Compact House of Burgesses religious freedom economies industries free enterprise agriculture/agricultural plantations slaves/slavery physical features geography climate natural resources modify adapt

Leaving England for a new life was

both exciting and terrifying for the Pilgrims. If you had been a Pilgrim, would you have gone or stayed behind? Give specific reasons for your choices.

Complete the sentence stem below with one of these: New England, Middle, or Southern. Then explain your choice with at least three reasons.

I would like to have lived in the _______________ Colonies because. . . .

John Smith told the Jamestown colonists, “He that will not work, shall not eat.” Do you think this was fair? Explain your thinking.

Grade 5 Social Studies GPISD Curriculum Map

Extensions/Intervention Technology Integration LEP/SPED Accommodations

See various technology integration

suggestions within the TEKS Explained section.

Timelines Sentence starters Pre-teach vocabulary Notes in cloze format Visual vocabulary – use pictures and strategies

Frayer Model Verbal Visual Word Association

Use visuals appropriate for grade level. Students draw their own interpretations of main events or big ideas. Graphic organizers Foldables Foldables Galore