FRAME THE LESSON
TEACHER: CLASS: 5 th Grade DATE:
August 24-25 M T W TH F
Ancient American Civilizations
8A: identify and describe the types of settlement and patterns of land use in the United States
8B: explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present
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
9Banalyze the positive and negative consequences of human modification of the environment in the United States, past and present maps;
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;
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and
25C: express ideas orally based on research and experiences;
25D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
Objective/Key Understanding:
26B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
Summarize how ancient Americans migrated to and settled in North America.
Resources/Materials:
Pearson’s 5 th Grade
Building Our Nation
TE
(p. 56-61)
Vocabulary
Migrate culture

Describe how ancient Americans spread throughout the Americas. hunter-gatherer
Agriculture

Identify civilizations that flourished throughout the Americas.
Civilization irrigation

Compare and contrast the major achievements of ancient civilizations in America.

Closing Product/ Question/ Informal Assessment:
Got it Questions p. 61
Critical Writing Prompt
You are hiking with your parents to explore and Ancient Puebloan ruin where you find artifacts (but leave them there). Write about the feeling of seeing something that may be hundreds of years old.
Stop & Check for Understanding—High Level Questions

How is the Bering Straight different from Beringia?


What does the photograph show?

How do scientists believe the first people came to North and South America?
In which directions did the first Americans travel after arriving in North America?

How did the environment in different areas of the Americas affect how people lived?

Why was it necessary for ancient Americans to modify their environment?

How were agricultural societies different from earlier hunter-gatherer societies?

What is one question you have about the Mayan civilization?

How would you compare the cultural aspects of the Aztec and Mayan civilizations?


How were the Aztecs different from earlier hunter-gatherers?

What does the picture show?
Why is the fact that Aztecs traded with other groups evidence that they had a complex civilization?

Why do you think the Aztecs are so often described as having been a civilization of great power and strength?

What advances did the Inuit, Mound Builders, and Anasazi civilizations develop in order to adapt to their environments?

Were Inuits and Ancient Puebloans mostly hunter-gatherers or did they practice agriculture?

Why did the Mound Builders settle around the Mississippi River?

How did the environment of the Ancient Puebloans impact the way they lived?

Is it a fact or an opinion to say that the Ancient Puebloans were skillful builders? Explain your answer.

Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.56)
 Read to the class the Key Idea: “I will know that ancient people migrated to and settled 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. 56).

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.


Learning to use the Land (p. 58-59);

People Arrive in the Americas (p. 56-57);
The Mayan and Aztec Worlds (58-59); and

Other North American Cultures (p. 60-61).
Students are to read assigned sections and be prepared to share findings with class.
People Arrive in the Americas (p. 56-57)

People have not always lived on the continents of North and South America. Scientists say that about 15,000 years ago, people began traveling here from Asia. Many American
Indians have different ideas about how people first came to live on these continents.
Learning to use the Land (p. 58-59)

Settling the Americas took thousands of years. As people pushed slowly into new areas, they faced geographical challenges. In some places, there were high mountains. In other places, there were deep forests or vast grasslands. Some people lived near large bodies of water, such as sea coasts, rivers, or lakes. Others lived in hot, dry deserts.
The Mayan and Aztec Worlds (58-59)

Growing settlements needed rules for living together and making
Other North American Cultures (p. 60-61)

Other cultures emerged in North America. One example is the Inuit. This culture began 2,500 years ago in the frozen far north. Inuit ways centered on the struggle to adapt to a harsh place.
People Arrive in the Americas Guided Reading and Discussion (p. 56-57)

How is the Bering Straight different from Beringia?

What does the photograph show?

How do scientists believe the first people came to North and South America?

In which directions did the first Americans travel after arriving in North America?
Learning to use the Land (p. 58)

How did the environment in different areas of the Americas affect how people lived?

Why was it necessary for ancient Americans to modify their environment?

How were agricultural societies different from earlier hunter-gatherer societies?
The Mayan and Aztec Worlds (58-59)

What is one question you have about the Mayan civilization?

How would you compare the cultural aspects of the Aztec and Mayan civilizations?


What does the picture show?

How were the Aztecs different from earlier hunter-gatherers?
Why is the fact that Aztecs traded with other groups evidence that they had a complex civilization?

Why do you think the Aztecs are so often described as having been a civilization of great power and strength?
Other North American Cultures (p. 60-61)

What advances did the Inuit, Mound Builders, and Anasazi civilizations develop in order to adapt to their environments?

Were Inuits and Ancient Puebloans mostly hunter-gatherers or did they practice agriculture?

Why did the Mound Builders settle around the Mississippi River?

How did the environment of the Ancient Puebloans impact the way they lived?

Is it a fact or an opinion to say that the Ancient Puebloans were skillful builders? Explain your answer.
Students will demonstrate mastery by completing the Got It Questions:

Identify and explain what geographic factors might have led people to migrate south from North to South America?






Draw your own picture to represent a word such as cloud or river or an idea such as peace.
Tenochititlan, the Aztec capital city, was a center for business and religion. Identify parts of the picture that show trade taking place and circle them.
Describe how and why the Ancient Puebloans adapted to their environment.
Fill out the chart and identify the types of settlements used by three different native peoples.
Describe the different ways hunter-gatherer and agriculture-based cultures used land to survive.
You are hiking with your parents to explore and Ancient Puebloan ruin where you find artifacts(but leave them there). Write about the feeling of seeing something that may be
 hundreds of years old.
Describe how and why the Aztecs modified their environment.

FRAME THE LESSON
TEACHER: CLASS: 5 th Grade DATE:
August 26 M T W TH F
Working in Teams
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
24C:organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
25C:express ideas orally based on research and experiences;
25D:create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
26B:use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision
Objective/Key Understanding:

Learn how to determine the tasks and assign roles on a team.
Stop & Check for Understanding—High Level Questions

Understand how to involve everyone on a team.

Know how to think as a team.

Understand how to ask for help to solve a problem.
Closing Product/ Question/ Informal Assessment:

Apply the Skill Activity (p. 63).
Resources/Materials:
Pearson’s 5 th Grade
Building Our Nation
TE
(p. 62-63)
Preview the Skill (p.62)

What was the best part about working on a team?

Do you think you and your team got more or less work done than if you had each worked alone?
Practice the Skill (p. 62)

How did you decide which tasks had to be completed?

Which students worked on these tasks?

Why was it important for all the students on the team to be involved in the project?


How did you deal with problems that developed during the project?
What did you learn about teamwork after you completed the project?

Based on your experience, how would you change the way you work on teams in the future?
Rigor & Relevance: (Real World Connection)

Ask students to recall a recent team project they took part in and the results of the teamwork.
Apply the Skill (p. 63)

Start by figuring out the tasks that the team needs to do. What jobs need to be accomplished to complete the entire assignment?

Once you know the tasks to complete, you can assign roles for carrying out the tasks. How can you make sure team members are all involved and a good fit for their job?

What can you do if you have concerns about the way the team is working to get the job done?

Remind yourself that success depends equally on each member. Explain why good team work is necessary for your success.

Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p.62)
Before students read page 62, ask them if they’ve ever been on a team, such as a sports team or a team project in class.

What was the best part about working on a team?

Do you think you and your team got more or less work done than if you had each worked alone?
Work in Teams (p.62)
Build background knowledge by sharing with students the following information.
 Working in team involves finding ways to use everyone’s skills and abilities. When you work in a team, you hear ideas you might have thought of yourself. You learn ways of solving problems that you might not have had.
Instruction is then differentiated to meet the varied needs of students as follows:
Special Needs:

Work with students to identify a class or team project in your classroom or school. Ask students to explain what task they would like to do on the team. Write their answers on the board. Questions students will answer: How can you involve everyone? What can you do if you need help?
Extra Support:

Explain that students are going to learn four important steps to working together as a team. Ask them to discuss their prior experience as members of sports teams or project teams. Help them identify any problems they encountered. Ask what they hope to learn about teamwork in this skill lesson.
On-Level:

Ask student groups to identify a class project they have worked on in the past. Then ask them to review the key steps. Did your group follow these steps? If so, did it contribute to success. If not, could the team and project be better if you had? In what way?
Challenge/Gifted :

Ask groups of three students to identify a school or community project that they would like to work on as a team. Have the students use the four key steps to plan their team strategy.
Practice the Skill (p. 62) Explain that students are going to learn four important steps to working together as a team.

How did you decide which tasks had to be completed?

Which students worked on these tasks?

Why was it important for all the students on the team to be involved in the project?

How did you deal with problems that developed during the project?

What did you learn about teamwork after you completed the project?

Based on your experience, how would you change the way you work on teams in the future?
After students learn about working in teams, use the ELPS support note on page 56b to help the English Language Learners.
ELPS Strategy 2.I.4
Have students break into teams as if they were actually preparing a report on an American Indian group.
Beginning
Have each team member state which skill they do best (researching, writing, oral delivery, visual representation, etc.). Ask another student to listen and repeat the skill back to them.
Intermediate
Have teams conduct a brainstorm in which members say which step of the process they prefer to work on. Check listening comprehension by verifying that everyone is doing what they said they like to do.
Advanced
Have students think of a problem (or two) that might be likely to come up. Have them explain their issue(s) aloud. Another student should repeat the problems back to them to demonstrate listening comprehension.
Advanced High
Have students think of a problem (or two) that might be likely to come up. The team should then select one student to report the issue(s) to the teacher. This student will report back to the team with the teacher’s suggestions.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 63)

Start by figuring out the tasks that the team needs to do. What jobs need to be accomplished to complete the entire assignment?

Once you know the tasks to complete, you can assign roles for carrying out the tasks. How can you make sure team members are all involved and a good fit for their job?

What can you do if you have concerns about the way the team is working to get the job done?

FRAME THE LESSON
TEACHER: CLASS: 5 th Grade DATE:
August 27-28 M T W TH F
Adapting to Different Places
Student Expectations Bundled in Lesson
Noun=Underline

Verb=Italicize

8A:identify and describe the types of settlement and patterns of land use in the United States









8B:explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present
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
22A:identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;
22B:describe customs and traditions of various racial, ethnic, and religious groups in the United States
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
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Identify American Indian societies from different geographic regions of North America.
Define the term economy and describe ways in which American Indian groups used local resources to survive.
Describe how American Indians adapted to their environment to meet basic needs.
Resources/Materials:
Pearson’s 5 th Grade
Building Our Nation
TE
(p. 64-69)
Closing Product/
Question/ Informal
Assessment:
Got it Questions 1-9
(p. 64-69
Rigor & Relevance

Describe how American Indians modified the environment to meet basic needs and the importance of these modifications.
Critical Writing

You are hiking with your parents in the Southwest. You notice how hot and dry the land is. Write about how the land might have been challenging to ancient people in the area.

Describe how and why different American Indian groups modified their environment.
Vocabulary
Adapt bison economy

Stop and Check for Understanding – High Level Questions (Use during the Explore portion of the 5E Model)
The American Indians of North America (p. 64-65)

What caused Native peoples to be different?

What are conditions?

How did the environment where the Powhatans lived impact their lives>

Suppose that a source that a native group depended on, such as fish, disappeared. What would that native group do, as a consequence?
American Indian Economics (p. 66-67)

What is economy?

What geographical factors influenced the patterns of settlement of American Indian groups?

What did American Indians of the Northern Woodlands use to build their homes?

How were the homes of the American Indians of the Northern Woodlands and the Pacific Northwest the same and different?

Look at the painting of the American Indians near the Great lakes. If this group settled in an area that was not near a river, how might their lifestyles change?

Identify the main cultural factor that developed the economy of the Pacific Northwest, Southeast, and Southwest.

What is a symbol?

What geographical factors influenced the patterns of settlement of Southwestern American Indian groups?

The southwest is a dry area. What does this imply about the crops that Southwestern American Indian groups grew?

How might the location of an American Indian settlement impact whether or not they traded with other groups?
American Indians Change the Land (67-68)
 How does the Pueblo people’s use of irrigation demonstrate that hey modified, rather than adapted to, their environment?

How did setting fires change the land?

Is the example of the Calusa living on an island of shell an example of them modifying their environment? Or does if show that they adapted to it? Explain your reasoning.

What is one way that people in your community have changed the land?
Changing Ways of Life (p. 68)

Brainstorm another way that being able to farm the land changed the way American Indian groups lived.

How did the Iroquois and the Plains people change their way of life?

What might have happened to the Plains people if they had not traded with Spanish explores?

What is a question you have about the ways American Indian groups adapted to and modified the land?

Engage
Explore
Explain
Elaborate
Evaluate

Introduce the Key Idea & Vocabulary (p.64)
 Read to the class the Key Idea: “I will know that American Indian groups adapted to their environments.” Tell students in this lesson they will learn that American Indian groups adapted to their environments.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 64).
Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Students are to complete the Envision It Activity 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 American Indians of North America (p. 64-65);

American Indian Economics (p. 66-67);

American Indians Change the Land (67-68); and

Changing Ways of Life (p. 68).
Students are to read assigned sections and be prepared to share findings with class.
The American Indians of North America (p. 64-65)

There were hundreds of American Indian groups in North America. Native peoples differed because the places in which they lived were different.
American Indian Economics (p. 66-67)

An economy is a system by which a group makes, shares, and uses goods. The pattern in which land was settled and used related to the economies of the people living there. For example, many Plains peoples depended on bison, so many within that group lived near bison herds.
American Indians Change the Land (67-68)

American Indians were skilled at using what the land gave them. They made and used tools to help them hunt and gather food or to make farming easier.
Changing Ways of Life (p. 68)

American Indians changed not only the land but also their own ways of living. Groups that were successful farmers could stay in one place for long periods of time. They developed permanent types of homes. An example is the large longhouse built by the Iroquois in the Northern
Woodlands.
Stop and Check for Understanding – High Level Questions
(see the questions from above)
Students will demonstrate mastery by completing the Got It Questions:

To make a canoe the Powhatans burned a large log and then dug out the charred wood. Describe how this canoe shows how and why the
Powhatan modified their environment.

Circle an American Indian group that lived near the Cherokees and was part of the same culture area. Draw a box around a group that lived near the Yokuts.
 This painting shows a camp with teepees near the Great Lakes. Identify how the people used the land’s resources listed below: water, animal hides, and plants.

The Makah had a custom of carving totem poles from huge trees. List the unique features of this totem pole and then speculate with a partner why the poles were so tall and colorful and depicted different kinds of animals.

Complete the chart in order to identify the similar and different economic activities with American Indian culture areas.

Draw pictures to contrast the foods eaten by American Indians who were hunter-gatherers with those eaten by native peoples who were farmers.

Describe how and why the types of settlement used by those who moved around differed from the housing used by peoples who stayed in one place.

You are hiking with your parents in the Southwest. You notice how hot and dry the land is. Write about how the land might have been challenging to ancient people in the area.

Describe how and why different American Indian groups modified their environment.