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Grade 5 United States History to the Civil War and the Modern Civil Rights Movement Pearson Connexus

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Grade 5 United States History to the Civil War and the Modern Civil Rights Movement Pearson Connexus Grade 5 United States History to the Civil War and the Topic 1 – Early Colonization and growth of the colonies Time Frame Modern Civil Rights Movement September 16-October 30 Big Idea(s): To what extent was America a land of opportunity, and for whom? Essential Question(s): ● Why do some people leave their homelands? ● Why did the English colonies become so successful? Massachusetts Content Standards Massachusetts Practice Standards Timeline Key Vocabulary Resources And Ideas 1. Demonstrate civic Pearson Connexus: 1. Explain the early relationships of English knowledge, skills, dispositions Course 5A Using Pearson settlers to Native Peoples in the 1600s and Connexus: Social 1700s, including the impact of diseases 2. Develop focused questions Week 1-2.1 Studies 5 A (CL), 5.18 introduced by Europeans in severely or problem statements and Lesson 1: Early Settlement Investor reducing Native populations, the differing conduct inquiries Unit Introduction Unit 2: Early Settlement views on land ownership or use, property Objectives: Cash crop Students can use the rights, and the conflicts between the two 3. Organize information and Identify reasons Europeans online text found in the groups (e.g., the Pequot and King Philip’s data from multiple primary and The Virginia Company and Africans came to Activity section of each Wars in New England).32 secondary sources Jamestown lesson. 2. Compare the different reasons colonies 4. Analyze the purpose and ‘The Starving Time’ point of view of each source were established and research one of the Identify challenges faced by There is a glossary of terms also. founders of a colony (e.g., Lord Baltimore in settlers at Jamestown Maryland, William Penn in Pennsylvania, 5. Evaluate the credibility, accuracy, and relevance of each Have students examine John Smith in Virginia, Roger Williams in Week 2-2.3 maps to identify the Rhode Island, John Winthrop in source Lesson 3: The English House of Burgesses location of the Colonies in Virginia (two-day Massachusetts). Include the Pilgrims and the settlements and colonies. 6. Argue or explain conclusions, lesson) Puritans in Massachusetts. using valid reasoning and 3. Analyze the reasons why English colonists Objectives: https://mrnussbaum.com had the strongest influence on the language, evidence /13-colonies-interactive- political institutions, and political principles Explain why and how the map of the country that became the United 7. Determine next steps and English started settlements States of America, even though other major take informed action, as in Virginia European nations also explored North appropriate America (e.g., the relatively small number of Analyze the impact of geography and climate on colonists from other nations, England’s the Virginia colony history of self- government, high rates of literacy, and strong economic, and military position in the world). Summarize the sequence of events leading to a 4. On a map of the United States, locate the permanent settlement in first 13 colonies and describe the impact of Virginia regional differences in climate on the types of crops that could be grown or harvested Trace the development of profitably in the Northern, mid-Atlantic, and representative Southern colonies; describe varied sources government in Virginia of labor (e.g., self-employed colonists, apprentices, employees, indentured Week 3-2.4 servants, free and enslaved Africans). Lesson 4: Pilgrims and 5. Describe the origins of slavery, its legal Puritans in New England status in all the colonies through the 18th (two-day lesson) century, and the prevalence of slave Objectives: ownership, including by many of the country’s early leaders (e.g., George Identify why the Pilgrims Washington, Thomas Jefferson, James left their homeland https://www.plymouth40 Madison, George Mason.)33 0inc.org/ Pilgrim 6. Describe the Triangular Trade and the Identify what the Pilgrims harsh conditions of trans-Atlantic voyages promised in the Mayflower Religious persecution https://www.plimoth.org (called the Middle Passage) for enslaved Compact /learn/just- Africans. Mayflower Compact kids/homework- 7. Compare and contrast the living and Distinguish the role of help/mayflower-and- religion in the lives of working conditions of enslaved and free Puritans and Pilgrims Puritan mayflower-compact Africans in the colonies in the 18th century, and explain how some enslaved people Analyze the relationship Town meeting Roger Williams- sought their freedom.34 among the Pilgrims, Wampanoag https://www.ducksters.co a. Enslaved African Americans were property Puritans, and the Native Americans m/history/colonial_ameri that could be bought, sold, and separated ca/roger_williams.php from their families by their owners; they were generally not taught to read or write, and generally owned no property; they suffered many kinds of abuse and could be Week 4-2.8 Lesson 8: New England, punished if they were caught after running Middle, and Southern away from their masters. A number of slave Colonies rebellions resulted from these harsh Objectives: conditions. b. Many enslaved Africans became skilled Compare and contrast the Region artisans, such as cabinetmakers, coopers, physical geography and and ironworkers and could be hired out to location of the New Climate work. England, Middle, and c. Some Africans came to America as Southern Colonies Dissent indentured servants or sailors and were freed when their service was completed; Analyze the role of religion Proprietor some former slaves were granted freedom and government in the New and some in the North took legal action to England Colonies Religious tolerance https://images.slideplaye obtain their freedom (e.g., in Massachusetts, r.com/25/7805196/slides Elizabeth Freeman, Quock Walker, and Describe Quaker and other /slide_4.jpg settlements in the Middle Prince Hall). Colonies and the industries d. States in the North adopted gradual that developed emancipation (for example, Massachusetts outlawed slavery in 1783 and no enslaved Explain how the Southern people appear in the 1790 Massachusetts Colonies of Virginia, census); free African Americans could have Maryland, the Carolinas, families, own property, hold jobs, and earn a and Georgia were living. established and developed Week 5-2.9 Lesson 9: Daily Life in the Colonies Objectives: Explain and give examples of the work of apprentices, artisans, farmers, and enslaved Africans and other workers in the colonies Describe triangular trade including the goods exported by colonists and Triangular trade Map of triangular trade the goods they imported Mercantilism https://www.thinglink.co Explain the impact of m/scene/7463964423518 protectionism and Raw materials 94529 mercantilism on colonial trade Import Compare and contrast the various social classes in the Export colonies Artisan Explain ways in which Development of a class colonists altered the system environment to meet their needs Week 6-2.10 Lesson 10: Slavery in the Colonies Objectives: Summarize the development of slavery in America Describe the daily life of enslaved Africans in the colonies, as well as the life of free Africans Slavery Explain the contributions of Middle Passage- enslaved Africans to the Triangular trade https://www.socialstudie colonies sforkids.com/articles/ushi Middle Passage story/slaveryinamerica- Describe ways in which middlepassage.htm Africans resisted slavery Cash crop Uprising Grade 5 United States History to the Civil War and the Topic 2. Reasons for revolution, the Revolutionary War, and Time Frame Modern Civil Rights Movement the formation of government [5.T2] November 1-January 15 Big Idea(s): What factors cause people to revolt against their government? Essential Question(s): Why did most Native Peoples side with the French against the British in the French and Indian Wars? Were the colonists justified in rebelling against Great Britain in the American Revolution? Why was The Declaration of Independence considered a revolutionary document? Massachusetts Content Standards Massachusetts Practice Standards Timeline Key Vocabulary Resources And Ideas 1. Demonstrate civic This is not aligned to 1. Explain the reasons for the French and knowledge, skills, dispositions Connexus. Indian War and how its costs led to an “no taxation without overhaul of British imperial policy; explain 2. Develop focused questions Week 1 representation” key British policies and the colonial response or problem statements and Boycott https://www.ducksters.co to them. conduct inquiries Create a timeline of British laws and policies that m/history/revolutionaryw a. policies: the Proclamation of 1763, the impacted the American Sons of Liberty artimeline.php 3. Organize information and Sugar Act (1764), the Stamp Act (1765), the colonies. Townsend Duties (1767), the Tea Act (1773), data from multiple primary and Minutemen the Intolerable Acts (1774) secondary sources Week 2 Video excerpt from April b. the slogan, “no taxation without 4. Analyze the purpose and Loyalist Morning-Conflict on representation” point of view of each source Examine events that led to Lexington Green c. the roles of the Stamp Act Congress, the the start of the Revolutionary Patriot Sons of Liberty, and the Boston Tea (1773), 5. Evaluate the credibility, War ex., Lexington and https://www.youtube.co Continental Congress m/watch?v=ZsB6e2sTFy4 the Suffolk Resolves (1774), in which accuracy, and relevance of each Concord, Bunker Hill, Massachusetts declared a boycott of British source evacuation day. Locate on a map. Continental Army goods,
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