5th grade
Second NineWeeks
Weeks 1-3
Weeks 4-6
Standard
5.H.1 Analyze the
chronology of key
events in the United
States.
5.C.1 Understand
how increased
diversity resulted
from migration,
settlement patterns
and economic
development in the
United States.
Clarifying Objective
Learning
Progressions
5.H.1.1 Evaluate the
TSW list the names
relationships between of prominent French,
European explorers
English, and Spanish
(French, Spanish, and explorers.
English) and
TSW make a timeline
American Indian
of when the explorers
groups, based on
came to America.
accuracy of historical TSW list key
information (beliefs, American Indian
fears, and
groups.
leadership).
TSW describe the
daily life of
American Indian
groups.
TSW explain why the
different explorers
came.
TSW evaluate how
European explorers
and American Indian
groups interacted
with each other and
perceived each other.
Vocabulary
Resources
Settlement
Expedition
Missionary
Artifacts
Expansion
Trails
Harcourt TE Unit 2,
lessons 1-6
5.C.1.1 Analyze the
change in leadership,
cultures, and
everyday life of
American Indian
groups before and
after European
exploration.
Barter
Colony
Boycott
TSW research how
the explorers and
American Indian
groups interacted.
TSW evaluate the
relationships between
European explorers
and American Indian
Harcourt leveled
readers
Word webs
Venn diagram,
Thinking maps
www.maps101.com
www.scholastic.com
www.nationalgeogra
phic.com
www.thinkquest.com
wwww.socialstudiesf
orkids.com
ww.brainpop.com
www.historyisfun.org
Harcourt TE Unit 2,
lessons 1-6
Harcourt leveled
readers
Word webs
Thinking maps, Venn
groups.
diagrams
www.maps101.com
www.scholastic.com
www.nationalgeogra
phic.com
www.thinkquest.com
www.brainpop.com
www.socialstudiesfor
kids.com
5.C&G.1.
Understand the
development,
structure, and
function of
government in the
United States.
Weeks 6-9
5.H.1 Analyze the
chronology of key
events in the United
States.
5.C&G.1.1 Explain
how ideas of various
governments
influenced the
development of the
United States
government (Roman,
Greek, Iroquois, and
British).
TSW define the
Mayflower Compact.
TSW Describe where
ideas of selfgovernment cam
from.
5.H.1.2 Summarize
the political,
economic and social
aspects of colonial
life in the thirteen
colonies.
TSW list the 13
colonies.
TSW describe daily
life in the colonies.
Dissent
Charter
Self-government
Harcourt TE Unit 2,
lessons 1-6
Word webs
Websites listed at
back
Thinking maps, Venn
diagrams
Middle Passage
Charter
Plantation
Harcourt TE Unit 2,
lessons 1-6
Word webs
Thinking maps, Venn
diagrams
www.maps101.com
www.scholastic.com
www.nationalgeogra
phic.com
www.thinkquest.com
www.brainpop.com
www.historyisfun.org
5.C.1 Understand
how increased
diversity resulted
from migration,
settlement patterns
and economic
development in the
United States.
5.C.1.3 Explain how
the movement of
goods, ideas, and
various cultural
groups influenced the
development of
regions in the United
States.
TSW define region.
TSW categorize the
thirteen colonies
based on their
regions.
5.C.1.4 Understand
how cultural
narratives (legends,
songs, ballads,
games, folk tales, and
art forms) reflect the
lifestyles, beliefs, and
struggles of diverse
ethnic groups.
TSW recognize
legends, songs, folk
tales, and art forms
that reflect the
lifestyles and beliefs
of American Indian
groups and colonists.
TSW recognize
artifacts of different
cultures throughout
history.
Region
Harcourt TE Unit 2,
lessons 1-6
Word webs
Artifacts
www.maps101.com
www.scholastic.com
www.nationalgeogra
phic.com
www.thinkquest.com
www.brainpop.com
www.socialstudiesfor
kids.com
www.historyisfun.org