FRAME THE LESSON The Spanish Colony in the Americas TEACHER: CLASS: 5 th Grade DATE: September 21-22 M T W TH F Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 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 8A: identify and describe the types of settlement and patterns of land use in the United States 9A: describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs Resources/Materials: Pearson s 5 th Grade Building Our Nation TE (p. 122-127) Objective/Key Understanding: Summarize the economic activities and Spanish settlements including encomiendas, ranches, and mines. Describe the importance of the Spanish mission in the spread of Spanish settlements in North America. Analyze the relationships between Spanish settlers and American Indians. Identify the location of Spanish settlements in North America including St. Augustine. Describe the geographical setting of St. Augustine and its importance. Closing Product/ Question/ Informal Assessment: Got it Questions 1-8 (p.) Rigor & Relevance (p. 127) Vocabulary You have been selected to go with a group of Spanish settlers on an expedition in the 1500s. There are two places your group might colonize and settle. Name the two places and what they are called today. Monarch encomiendas class structure missionary Critical Writing Students will learn about how Spain s rulers say an opportunity to gain great wealth and power in the Americas, which prompted them to send settlers to the new land. After students read the text, have them write a caption for the illustration show American Indians greeting a Spanish explorer.
Stop and Check for Understanding- High Level Questions The Colony of New Spain (p. 122-123) What does persuade mean? Identify the reasons that Spain wanted to settle the Americas. To recognize the mixed effects of trade among American Indians and European colonists, explain what happened when Spanish settlers sent gold and silver back to Spain. Identify the economic, political, and sociocultural motivation for colonial settlement. What does the map on opening page show? How did Spanish settlements affect the lives of American Indians in New Spain? Why were the peninsulares at the top of the class structure? What was the name of the Spanish settlement? Who were the most powerful people in New Spain? Who were the people born in New Spain to Spanish parents. Which class was the largest class in Spain? What was one way in which the lives of American Indians changed under Spanish rule? The Settlement at St. Augustine s (p. 123-124) Why didn t Spanish explorers establish settlements in Florida in the early 1500s? Why did Spain continue to support the settlement at St. Augustine? What does introduce mean? How did St. Augustine aid the settlers? What did the Spanish missionaries hope to accomplish? What were the goals of the Spanish missions? Why did Spanish missionaries leave their homelands to settle in St. Augustine and nearby areas? To describe interactions among American Indians and Spanish for control of North America, explain how the Spanish settlers got along with the Timucuas. Why did the Spaniards interact with the American Indians in St. Augustine? How did the architecture of the Spanish missions become part of our national identity? Why was a good relationship between the settlers and the Timucua important? Cooperation and Conflict (p. 126) To describe interaction between American Indians and Spaniards for control of North America, explain how contact with the Spaniards affected American Indians. How did Spain expand ifs settlements in North America? Why did the Spanish missionaries use force against the American Indians? What label would you use on a chart that included information about conflicts in the 1650s and 1680? What is one question you have about the way Spaniards and American Indians got along together? How does the picture at the bottom of the page help you understand the text on the page? How did the missions serve as a gathering place for a community, instead of just a place to spread religion?
Engage Explore Explain Elaborate Evaluate Introduce the Key Idea & Vocabulary (p.122) Read to the class the Key Idea: I will know that Spain created a large colony in the Americas. Tell students in this lesson they will be learning about this quote and what it means to American History. Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 122). Students are to complete the Using the Words to Know Worksheet before reading the lesson. Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. The Colony of New Spain (p. 122-123) The Settlement at St. Augustine s (p. 123-124) Cooperation and Conflict (p. 126) Students are to read assigned sections and be prepared to share findings with class. The Colony of New Spain (p. 122-123) In what is today Mexico, the Spaniards fought and conquered the Aztec people living there. They also defeated other American Indians who stood in their way. By the mid- 1500s, Spain controlled a large colony in the Americas. The Settlement at St. Augustine s (p. 123-124) Spanish explorers traveled deep into North America in the early 1500s. Spain also tried several times to establish settlements in Florida. However bad weather, conflicts with American Indians, and other problems stopped these efforts. Cooperation and Conflict (p. 126) Sometimes the Spaniards and American Indians worked together peacefully. In general though, contact with the Spaniards harmed American Indians. One serious problem was disease. American Indians also suffered harsh treatment. At St. Augustine and many other missions, many American Indians died of overwork. Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this information above). Students will demonstrate mastery by completing the Got It Questions: (p. 123). Complete the diagram by identifying and labeling the different classes of society in New Spain, with the highest rank at the top. (p. 124). Circle parts of the picture of St. Augustine that show it was designed to protect Spanish settlers and travelers. (p. 125). Complete the following statement to describe how the Spanish settlers and Timucua people got along in St. Augustine. (p. 126). The Spanish built missions like the one shown below to help control their colony and spread their religion. On the map, identify and circle the missions located in modern-day Florida. Put a square around the missions farthest north in New Spain. (p. 127). Identify each of the following statements as cooperation or conflict. (p. 127). Describe the relationship between the Spaniards and American Indians in New Spain. (p. 127). You have been selected to go with a group of Spanish settlers on an expedition in the 1500s. There are two places your group might colonize and settle. Name the two places and what they are called today. (p. 127). Why did the Spanish come to the Americas and what did they add to our national identify?
FRAME THE LESSON The English Colonies in Virginia TEACHER: CLASS: 5 th Grade DATE: September 23-24 M T W TH F Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 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 1B: describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams Resources/Materials: Pearson s 5 th Grade Building Our Nation TE (p. 128-135) 10A: explain the economic patterns of early European colonists 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 Objective/Key Understanding: Explain why and how the English started settlements in Virginia. Analyze the impact of geography and climate on the Virginia colony. Summarize the sequence of events leading to a permanent settlement in Virginia. Trace the development of representative government in Virginia. Vocabulary Drought investor cash crop House of Burgesses representatives Closing Product/ Question/ Informal Assessment: Try It! (1-11) Rigor & Relevance (p. ) Critical Writing (p. 135) You ve just arrived as a colonist on a new island. What are the first things you must do to survive? Explain why.
Stop and Check for Understanding- High Level Questions The English Colonies in Virginia (p. 128-129) Why did Queen Elizabeth want to colonize North America? Why did Sir Walter Raleigh send English settlers to North America? Describe interactions between American Indians and English settlers for control of North America by summarizing the relationship between these two groups and the Roanoke colony. Why is the Roanoke settlement known as the Lost Colony? What problems resulted from the English settlers depending on trade with the American Indians? Remind students that as the Spanish colonies grew, the Queen of England began to envy Spain s riches and began planning to establish her own colony in the Americas. Ask students what Spain was hoping to gain by sending explorers to different places around the world. What was the first English settlement in the Americas? What caused many English settlers to starve during the time of the first settlement? What happened between England and Spain in 1588? Success at Jamestown (p. 130-131) Why did the Virginia Company send settlers to Jamestown? How does the Virginia flowchart help you better understand the text? What were some of the products that were exported from Virginia to England? Who gave the Virginia Company power to set up a new colony? What did the Virginia Company hope to find in the new colonies? What was the first lasting English settlement in North America? What were some of the problems at Jamestown? What was the role of the Hose of Burgesses? What is a difference between the way colonies were established at Roanoke and at Jamestown? To describe the interactions between American Indians and the English for control of North America, explain how the Virginia Company told colonists to treat American Indians. Ask students to compare the two maps showing Jamestown. Explain that the map at the top of the page is an illustration from the 1600s, and the map at the bottom is a modern map. Which part of the map shown at the bottom of the page represents the area shown at the top of the page? Point out the rivers surrounding Jamestown in both maps, and talk about the benefits of forming a new settlement near a river. What would be the advantages and disadvantages of settling a long distance away from a river? Why do you think the Virginia Company pamphlet from 1606 refers to the American Indians in the region as naturals? Hard times in Jamestown (p. 132-133) How did the location of the new colony affect the settlers? To describe the interactions between American Indians and English settlers for control of North America, explain how the Powhatan people treated the Jamestown colonists. What kind of leader was John Smith? Explain Why did relations between the Powhatans and the colonists improve? How did the choice of locations serve a s a drawback for the struggling colony of Jamestown? What two items did the Virginia Company need before it could build a settlement in Virginia? Suppose you are one of the settlers in Jamestown. How might you solve the problems of disease-carrying mosquitos and unhealthful drinking water? What was the starving time? Why did the investors in the Virginia Company become impatient with the colonists? What do you think the colonists could do to make more money? How did John Smith s friendship with Pocahontas help the colonists? Have students list and discuss the qualities of a good leader. Point out that good leaders unify the efforts of people in a community. How did John Smith help the Jamestown colony to survive? Why do you think so many people in Jamestown died after John Smith returned to England? Jamestown Moves Forward (p. 134) To recognize the positive and negative effects of voluntary trade among American Indians and colonists, explain why John Rolfe introduced an new type of tobacco. How did the new tobacco plants affect life in Jamestown colony? What does key mean in the third paragraph under Jamestown Moves Forward? Why do you think Pocahontas is such an important person in the history of the Jamestown colony? How did settlers become land owners in the Jamestown colony? Why did the Virginia Company give colonists the right to take part in their own government? Why was the Hose of Burgesses formed? Why was the establishment of the Hose of Burgesses so important? How is the House of Burgesses like our modern congress? How do you think the idea of self-government will affect Virginia in the future?
Introduce the Key Idea & Vocabulary (p.128) Read to the class the Key Idea: I will know how and why England attempted to start a colony in North America. Tell students in this lesson they will be learning about this quote and what it means to American History. Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 128). Students are to complete the Using the Words to Know Worksheet before reading the lesson. Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. The English Colonies in Virginia (p. 128-129) Success at Jamestown (p. 130-131) Hard times in Jamestown (p. 132-133) Jamestown Moves Forward (p. 134) Students are to read assigned sections and be prepared to share findings with class. The English Colonies in Virginia (p. 128-129) In the late 1500s, England and Spain were bitter rivals. England envied Spain s rich American colony. Queen Elizabeth I of England hoped to establish an English colony in North America. It took many years, and several failures, before a successful colony took root. Success at Jamestown (p. 130-131) More than a decade would pass before the English began making serious plans to start another American colony. After Queen Elizabeth died, the new King, James I became interested in setting up an English colony. In 1606, he gave an organization called the Virginia Company the power to carry out the project. Hard times in Jamestown (p. 132-133) Unfortunately, the Jamestown colonists soon found that their settlement was not a healthy location. The water was unfit to drink, and clouds of mosquitos attacked from the nearby swamps. Many colonists died from diseases carried by the insects. Jamestown Moves Forward (p. 134) In 1612, the colonist John Rolfe introduced something new to Virginia, namely, a new type of tobacco plant. The Powhatans already grew a type of tobacco, but Rolfe s was different. He hoped it would be more to the like of people in England. Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this information above). Students will demonstrate mastery by completing the Got It Questions: (p. 128). Identify what Queen Elizabeth I might have said to Sir Walter Raleigh about attempting to start a colony in North America. (p. 129). Complete the timeline by explaining what happened in the years that are filled in. (p. 130). Complete the sentences to explain how the Virginia Company worked. Investors provided. Colonists exported. (p. 131). Analyze the Rival Settlements map. Write why English settlers wanted to hide their colony from Spaniards. (p. 132). The colonists at Jamestown seldom had enough food. Identify and circle the sources of food shown in this painting. Why might colonists have needed help to find and grow food? (p. 133). Read each statement below. In the blank, identify and write whether it shows what the colonists expected or what they found. (p. 134). Identify and compare what a monarchy and representative government are. Identify which is shown in the picture. (p. 135). Complete the graphic organizer about the Jamestown colony. (p. 135). How were the earlier English attempts at colonization similar to and different from those of John Smith and the colonists at Jamestown? (p. 135). You ve just arrived as a colonist on a new island. What are the first things you must do to survive? Explain why. (p. 135). What are some of the difficulties the British had when trying to settle Roanoke Island?
TEACHER: CLASS: 5 th Grade DATE: September 25 M T W TH F FRAME THE LESSON Classify and Categorize-Reading Skill Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions Resources/Materials: Pearson s 5 th Grade Building Our Nation TE (p. 136-137) Objective/Key Understanding: Skills Lesson Plan Sample Stop & Check for Understanding High Level Questions Know how to classify and categorize information. Use graphic organizers to help classify and categorize information. Preview the Skill (p. 136) Identify ways you classify things every day, such as books by their subject or age level or crayons by their color. Identify different ways information can be classified that relates to history or social studies. Discuss how a Venn Diagram or a two-column chart can help students organize and classify information into groups. Closing Product/ Question/ Informal Assessment: Rigor & Relevance (p.). Practice the Skill (p. 136) Turn to the skill pages in the Worktext. Have students read the introductory text and the sample text about the jobs of people in the Jamestown settlement. How did the author classify and categorize the duties at Jamestown? How else could the information be classified or categorized? Try It (p.137) Remind students that when they classify and categorize, they should consider how two things are alike and how they are different. Students are to answer questions 1-3 independently and then compare their answers in small groups.
Engage Explore Explain Elaborate Evaluate Preview the Skill (p.136) Ask students to explain what it means to classify and categorize things. Inform them that they are going to learn how to classify and categorize information as well as use graphic organizers in order to do so. Students will respond to the following: Identify ways you classify things every day, such as books by their subject or age level or crayons by their color. Identify different ways information can be classified that relates to history or social studies. Discuss how a Venn Diagram or a two-column chart can help students organize and classify information into groups. Classify and Categorize (p.136) When we classify and categorize information or things, we arrange them based on the features they share. We might also classify and categorize them based on how difficult they are. We can classify and categorize information or things based on two or more categories, or groups. When we think about two or more topics, we arrange them by their characteristics so we can tell them apart. Instruct students to read the passage on page 136 about Duties at Jamestown. Remind them to look for the ways the characteristics of each group were classified or categorized. Guide students through this activity in order to classify and categorize the duties of the men and women of Jamestown. Practice the Skill (p. 136). Ask students to study the graphic organizer on page 136 about the duties of the men and women of Jamestown. Instruction is then differentiated to meet the varied needs of students as follows: Special Needs: Provide students with four different writing instruments, including two crayons of different colors. Ask students to classify the instruments. Then challenge them to classify them in a different way. Extra Support: On-Level: After students read about the duties of people at Jamestown, have them think about the duties of people in their family. Ask them to make a chart similar to the one about duties at Jamestown to indicate the jobs of children and adults in their household. Invite students to write a paragraph to explain what it means to classify and categorize. Their paragraph should include an example of classifying and categorizing. Challenge/Gifted: Ask students to work in pairs to review their answers to the Try It! Questions. They should compare with their partner any other possible ways the information could be sorted. After students learn about classifying and categorizing, use the ELPS support note on page 128b to help the English Language Learners. ELPS Strategy 3.D.1 Help students to understand the concept of classifying and categorizing, as well as how to use the vocabulary words. Beginning Intermediate Advanced Use common classroom items to demonstrate to students how to classify and categorize them. As you put the objects into groups such as color, shape, or size, say classify and categorize. Then mix up the objects, and ask students to classify and categorize them. Provide students with common classroom items and ask them to classify and categorize them. Challenge students to explain why they classified each group of items the way they did. Have students work in small groups to discuss the duties of the men and women in Jamestown. Ask them to explain why each group is classified and categorized the way it is shown in the book. Advanced High Ask students to review their answers to Try It! With a partner, and think of different ways they could have classified and organized the information. Try It (p. 137) Have students work in groups or independently to complete the Try It Activity (p. 137). Alternatively, this activity can be assigned as homework. Reread the section titled Hard Times in Jamestown in the lesson and answer the following questions about classifying and categorizing.. Students will answer/respond to the following: What is the purpose of the chart that goes with question 6 from page 133? Analyze the illustration of the Jamestown settlers and Powhatan to classify and categorize the supplies shown. Use the graphic organizer to categorize the events that helped the settlers at Jamestown and the events that harmed them.