TEACHER:
CLASS: 5th Grade
DATE: May 16-17
M T W TH F
FRAME THE LESSON
Who Lives Here?
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
22A: identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States
Pearson’s 5th Grade
Building Our Nation
TE
(p. 24-26)
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:



Identify similarities and differences with and among various racial, ethnic, and religious groups in the United States.
Describe the customs and traditions of racial, ethnic, and religious groups.
Summarize the contributions of people of racial, ethnic, and religious groups to America’s national identity.
Rigor & Relevance: (Real World Connection)
Got it Questions
1-6 (p. 24-26)
Vocabulary
Heritage
custom
tradition
culture
Stop and Check for Understanding- High Level Questions
People of Different Races (p. 24)
 How is a group’s history related to its identity?
 What is heritage?
 What cultural customs or traditions do you see in the bottom photo?
Ethnic Diversity (p. 25)
 Why are Latinos considered an ethnic group?
 Why are white Americans considered an ethnic group?
 How do white Americans and Mexican Americans celebrate independence holidays differently? In what way do they celebrated similarly? Be
sure to consider the images as part of your answer.
 How are Cuban-Americans and Argentine-Americans similar and different?
 How is this an example of ethnic diversity: Greek Americans enjoy a desert called baklava; German Americans serve an apple dessert called
strudel?
 In what way are all ethnic groups living in the United States similar?
Religious Groups (p. 26)
 Why has the United States been a place that has attracted diverse religious groups throughout its history?
 What is one main similarity among Christians, Jews, and Muslims? What is a difference among these groups?
 What details do you notice about the photo of Muslims praying?
 What are the three main subgroups of Christianity called? How are they similar? How are they different?
 How is the Protestant subgroup diverse?
Engage
Explore
Prepare to Read (p. 24)
Preview the lesson with students by asking them about their own personal knowledge and experience with people from races, ethnicities, and
religions different from their own.
 What differences and similarities have you noticed from people from races, ethnicities, and religions different from their own?
Introduce Vocabulary (p. 24)
Read aloud custom, tradition, and heritage.
 How familiar you are you with customs, traditions, and heritage?
 What does it mean when someone refers to a custom of a group of people?
 How might a custom be different from a tradition?
Begin to Read
 People of Different Races (p. 24)
 Ethnic Diversity (p. 25)
 Religious Groups (p. 26)
People of Different Races (p. 24)
 Some people in the United States are grouped by their race. A racial group is one that is defined by particular physical characteristics.
White Americans an African Americans are racial groups. So are Asian Americans, American Indians, and Alaskan Natives. Among
these groups are similarities and differences.
Ethnic Diversity (p. 25)
 Some people in the United States can be grouped together by their ethnicity. Ethnicity refers to a person’s area of origin and culture.
Culture is the way of life of a group of people.
Religious Groups (p. 26)
 One of the core American freedoms guaranteed in the Bill of Rights is freedom of religion. This means that Americans are free to
practice whatever religious faith they choose. Throughout our history, many groups of people have come to the United States in
search of greater religious freedoms.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Identify one similarity among racial groups, and circle it in the text. Then identify difference and underline it.
 Identify an example of a difference within a racial group, and double underline it.
 Identify similarities both among and within ethnic groups, and write them on the line.
 Identify differences among and within ethnic groups.
 Identify some similarities and differences among religious groups.
 Identify some of the similarities and differences that exist within Christianity.

Explain
FRAME THE LESSON
Customs and Traditions
TEACHER:
CLASS: 5th Grade
DATE: May 18-20
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
22A: identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States
Pearson’s 5th Grade
Building Our Nation
TE
(p. 27-29)
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:









Identify the five themes of geography.
Apply geographic tools to read and interpret maps.
Use and explain the purposes of political maps.
Use and explain the purposes of physical maps.
Use and explain the purposes of elevation maps.
Use and explain the purposes of special-purpose maps.
Use and explain the purposes of current-events maps.
Identify and describe a variety of regions in the United States.
Translate geographic data into a variety of formats.
Rigor & Relevance: (Real World Connection)
Got it Questions
7-8 (p. 27-29)
Vocabulary
Region
landform
climate
Stop and Check for Understanding- High Level Questions
Customs and Traditions (p. 27)
 Many of the racial, ethnic, and religious groups you have learned about are minority groups. Thinking about what you’ve learned about different
cultures, traditions, and customs, do you think it is important for the United States to have laws protecting the rights of minority groups? Why or
why not?
Holiday Traditions (p. 27)
 What is Juneteenth?
 What happened on September 16, 1810?
 What different holidays are celebrated by religious groups?
 Why are holidays an important part of culture?
 What details do you notice in the picture of Christmas?
Customs for Young People (p. 27)
 What are some different examples of traditional cultural celebrations that mark a young person’s coming of age?
Festivals and Celebrations (p. 28)
 What do festivals that celebrate racial, ethnic, and religious groups offer society as a whole?
 What are some examples of cultural traits celebrated at festivals?
 Which of the festivals mentioned on page 28 take place in Texas?
 Who celebrates the Mid-Autumn Festival?
 How does the Mid-Autumn Festival connect to Kwanza, celebrated by African Americans, and Chusok, celebrated by Korean Americans?
Food (p. 28)
 Which foods have their roots with African American culture?
 How is a hot dog an example of how different ethnic groups have contributed to America’s identity? Explain your answer.
Music and Museums (p. 29)
 How does the Houston Grand Opera connect to various ethnic groups that live in America?
 What American musical traditions have their roots in African American culture?
 How are some American museums actually celebrations of specific ethnic groups?
 What important museum devoted to an important chapter in Jewish history is located in Texas?
 What details do you notice in the image of the Dallas Holocaust Museum?
Differentiated Instruction Activity (p. 27)
Special Needs
 Provide students with a topic and ask them to use the Internet to search for information about it. Have them come up with two sentences of new
information and present it to the class.
Extra Support
 Provide students with a topic and ask them to use the Internet to search for information about it. Have them write a short paragraph summarizing
the new information they learned and present it to the class.
On-Level
 Ask students to work in pairs and compose for each other questions on a chose topic for which answers can be found online by using the Internet.
Have students them complete the search and report back to their partner.
Challenged/Gifted
 Ask students to work in a small group and select one topic to focus on. Then have students brainstorm questions about the topic and
perform online research. As the group to come together and prepare an oral presentation.
Begin to Read
Explore
 Customs and Traditions (p. 27)
 Holiday Traditions (p. 27)
 Customs for Young People (p. 27)
 Festivals and Celebrations (p. 28)
 Food (p. 28)
 Music and Museums (p. 29)
Customs and Traditions (p. 27)
Explain
 The various racial, ethnic, and religious groups you’ve read about have different customs and traditions.
Holiday Traditions (p. 27)
 Many racial and ethnic groups celebrated traditional holidays. African Americans in Texas celebrate Juneteenth every June 19. Special holiday
traditions are celebrated by religious groups. In this section, you will learn about some of those holiday traditions.
Customs for Young People (p. 27)
 Some customs have to do with growing up. Mexican Americans mark a girl’s quinceañera when she turns 15 years old. Jewish boys and girls
celebrate bar mitzvahs for boys and bat mitzvahs for girls when they turn 13.
Festivals and Celebrations (p. 28)
 Among the many great contributions made by racial, ethnic, and religious groups to our national identity, perhaps the most enjoyable are the
festivals that celebrate their unique cultures.
Food (p. 28)
 At many of these festivals and parades, you will be able to taste the marvelous foods off different groups.
Music and Museums (p. 29)
 The cultural contributions of various racial, ethnic, and religious groups in the United States include music and art. In this section, you will learn
about a few of these contributions from the different groups.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student
Evaluate mastery).
 On a separate sheet of paper, describe the customs and traditions of the racial, ethnic, and religious groups you’ve learned about on this page. Be
sure to describe the various customs for young people as part of your answer.
 Work with a partner and summarize the contributions of people of various racial, ethnic, and religious groups to America’s national identity.
Present your findings in a short report to the class.
Engage