GATEWAY GROUP CURRICULUM OVERVIEW

Grade 5

Social Studies

Colonization and Settlement (1585-1763)

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Focus of this Unit:

  • The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems.
  • The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.

NJ STUDENT LEARNING STANDARDS

6.1.8.A.2.a     Determine the roles of religious freedom and participatory government in various North American colonies.

6.1.8.A.2.b     Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and

                       institutions.

6.1.8.A.2.c     Explain how race, gender, and status affected social, economic, and political opportunities during Colonial times.

6.1.8.B.2.a     Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.

6.1.8.B.2.b     Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the

                       New World.

6.1.8.C.2.a     Relate slavery and indentured servitude to Colonial labor systems.

6.1.8.C.2.b     Explain the system of mercantilism and its impact on the economies of the colonies and European countries.

6.1.8.C.2.c     Analyze the impact of triangular trade on multiple nations and groups.

6.1.8.D.2.a     Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.

6.1.8.D.2.b     Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences

Enduring Understandings (The big ideas)

Essential Questions

  • Students will analyze and compare how the exploration and colonization of North America transformed human history.
  • Students will examine the colonial labor systems and the impact on the culture of the United States.

  • What rights and responsibilities did different groups of people have during the Colonial period?
  • How did the early political structures of our country affect the government today?
  • What types of freedoms did early colonists have?
  • What motivates people to leave their homeland and settle in a new place?
  • How were the early American colonies settled and how did they grow?
  • How did American colonization impact the rest of the world?

Civics, Government, and Human Rights

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- There was religious freedom and a system of participatory government in the North American colonies.

- New government structures developed and influenced the evolution of American politics and institutions.

-Social, economic, and political opportunities were affected by race, gender, and status during Colonial times.

- Identify the reasons why religious freedom was an incentive to move to North America.

- Compare/contrast the 3 regions of English colonies in regards to economics.

- Describe the characteristics of the early government structure in the 13 colonies.

- Explain how race, gender, and socioeconomic status affected political opportunities during Colonial times.

- History Alive Lesson 7

- Venn diagram of the economic contributions of each of the regions of colonies

- Examine the Mayflower Compact and the Magna Carter and their impact on the colonies

- Compare/ contrast the European style of government with the colonists’ governance.

-Compare/contrast chart for how race, gender, and socioeconomic status affect a colonists political opportunities during Colonial times.

- History Alive Lesson 9- Colonial Williamsburg

- Bacon’s Rebellion- http://caho-test.cc.columbia.edu/sim/15005.html

- Mock election

- Colonial Williamsburg virtual field trip

- List of books- http://www.tusd1.org/resources/ss/documents/Gr5Colonial_America.pdf

- Various formative assessments; exit tickets, quick writes, observations.

- Mapping and labeling of 13 colonies

- Mock election summary write up

- Compare/ contrast charts; European vs. Colonist, Race vs. gender vs. socioeconomic status in regards to political opportunities, Mayflower Compact vs. Magna Carter

Geography, People, and the Environment

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

 - The factors that impacted emigration, settlement patterns, and regional identities of the colonies

- The search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World

- Examine the factors that impacted emigration, settlement patterns, and regional identities of the colonies

- Explain how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups

- Building Our Nation Chapter 6, 7, and 8

- History Alive Lesson 7

- Examine the Puritans, Quakers, Catholics and the reasons they chose their settlement locations

- Building a Nation- Chapter 4 Lesson 3(Colombian Exchange)

- http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHCooperationConflict.pdf ( Conflict vs. Cooperation Lesson)

- Letters from Home- Postcards from the Past Lesson

- Final copies of Native American letter and Colonist letter

- Formative assessments(quick writes, exit tickets, observations)

- Compare/ contrast of European countries and settlements

Economics, Innovation, and Technology

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Slavery and indentured servitude contributed to the Colonial labor system

- Mercantilism affected the economies of the colonies and European countries

- Triangular trade affected  multiple nations and groups

- Compare and contrast indentured servitude and slavery to Colonial labor systems

- Explain how mercantilism affected the colonies and European countries

- Explain the trade routes in triangular trade as well as explain how each country benefited

-History Alive Lesson 8

- Read letters from indentured servants and slaves in early America and in groups have students decide which group they would have wanted to be

- Triangular Trade Lesson http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf

- Building our Nation (Chapter 6 Lesson 3) Triangular trade interactive map-

- Compare/contrast chart on indentured servants and slave life

- Open ended response paragraph on who’s life was better in the colonies

- Chart for triangular trade detailing what goods came from which location

- Open ended responses

- Discussion and summative assessment questions regarding triangular trade simulation

History, Culture, and Perspectives

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- There was a power struggle between European countries and its impact on people living in Europe and the Americas.

- The voluntary and involuntary migratory experiences of different groups of people

- Analyze the power struggle among European nations to colonize the Americas

- Explain the differences in migratory experiences of Africans, Europeans, and Native Americans

- Determine the reasons why migratory experiences were voluntary vs. involuntary dependent on ethnic background

- History Alive Lesson 8

- Building Our Nation Chapter 5

- Background information for teachers-

Europe Discovers the New World

Colonization of America

- Building Our Nation Unit 2

- Compare/contrast chart of the experiences of each group of people migrating

- Point of View writing- journal of migratory experience from viewpoint of colonist and a slave

                Evidence of Learning

Assessment:

Equipment Needed:

  • Build Our Nation: American History and Geography
  • History Alive

Teacher Resources:

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

Grade 5