Social Studies - 5th Grade (2024)
Lesson Plans

Strand 1: The Impacts of Geography and Human Interaction in North America (Pre-Contact to Early Colonization)

Students will understand how geography had a major impact on the more than 500 tribes and over 50 million indigenous people living in North America prior to European exploration, as well as how it affected methods of exploration. They will evaluate how the Age of Exploration and early colonization opened the way for the global movement of ideas, innovations, foods, and values and how the world was affected in ways that we can still see today.

Compelling Questions:

• How did geography help shape the lives of Native Americans and early explorers?
• What were some of the most significant ways Native Americans interacted with European colonists?
• Why did different groups who were in North America during this time experience varying degrees of freedom?
• How did spirituality and ritual shape the lives of Native American individuals and communities?

Standard 5.1.3

Use maps and primary/secondary sources to evaluate the push and pull factors that led to exploration and colonization of North America (for example, fleeing persecution, enslavement, economic advancement, indentured servitude, religious freedom/isolationism).

• Boston Massacre
  Students analyze primary sources and create a propaganda poster based on the Boston Massacre.Image found on http://hdl.loc.gov/loc.pnp/ppmsc.00174The Bloody Massacre Perpetrated in King Street Boston on March 5th 1770 by a Party of the 29th Regt. Boston: Engrav?d Printed & Sold by Paul Revere, 1770. Fine Prints. Prints & Photographs Division
• History Through My Eyes
  Have you ever wondered what the different places around the United States looks like where so many different important events happened? It can be hard to travel to find the answers and see these places. Yet with this lesson, students will need to use free images you can find to show what these locations look like now.  They will be exploring the historical sites through pictures and words to hopefully truly connect to these places.  Thumbnail image is an original photo taken of the Bunker Hill Monument in Boston, Massachusetts. 
• How Did Sugar Feed Slavery?
  C3. Inquiry based lesson plan. Students explore the connection between the consumption of sugar and the reliance of slave labor to cultivate sugar plantations. Includes multiple opportunities to explore the supporting questions and develop an argument with claims, including charts, graphs, illustrations, reading excerpts, and background information.
• How did the English and the Wampanoag move from contact to cooperation to conflict?
  C3. Inquiry based lesson plan. Students explore how the relationship between the pilgrims and the Wampanoag changed over time. Students develop an argument with evidence about whether or not the conflicts that developed could have been avoided (from the pilgrims' and Wampanoag's perspectives). Includes pictures, maps, excerpts, supporting questions, formative, and summative assessments.
• Maps and Exploration
  In this lesson students compare three maps, one from 1491, one from 1570, and one from 1794 to note differences and discus why the maps changed over time.  This in turn can introduce wider discussions of exploration of the Americas. Thumbnail: World map by Martellus, British Library, CC0, via Wikimedia
• Modern Day Pilgrims
  Students will learn how modern day immigrants may be pilgrims in their own respect. They will learn what immigrants and pilgrims are, and be assigned to demonstrate learning about an immigrant in their ancestry.

---

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Robert  Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.