2015+Unit+1+Social+Studies+U.S.+History

=Unit 1: U.S. History - Early People of the Americas= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

**[|California History-Social Studies Standards]**
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. 1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 2. Describe their varied customs and folklore traditions. 3. Explain their varied economies and systems of government 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * [|CCSS ELA Standards for California]**
 * Reading Information**

Writing
5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || //Students will understand that. . .// • People have been living in the Americas for millennia and there are different theories about how they got here. • There were a variety of different cultures that flourished at this time and their lifestyles were influenced by the environmental and geological conditions where they settled • This was "virgin" territory and no one was here before English-speaking peoples arrived. • The native population was backward and ignorant. || ===Essential Questions:=== //Provocative Questions// //Background knowledge// • Reading maps, reading time lines || • How to answer a short response question using information from lessons and other materials, including vocabulary, etc. • How to write bullet point notes on text lessons • How to write a summary of videos or supplemental texts • Answering weekly short response assessment • Writing notes for text lessons • Writing video or book reports || ====//Students will be able to know. . .//==== • Weekly Assessments • Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit || ===Other Evidence:=== • Unit packet with notes and other work related to the topic • When Clay Sings and buffalo hide painting activity • Question and concept board, bi-weekly class discussions, survey at unit end (Google Docs). || rss url="https://www.diigo.com/rss/user/mizmercer/5unit1%20history%20nativeamerican?sort=updated&key=ad1427d44b6ebaedefdc91927a82edf7" link="true" number="20" ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * •** What variety of experiences and lifestyle did they have? ||
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * •** Read maps to show theories about how the first people came to and spread through the Americas
 * •** Read timelines to understand the different period cultures flourished
 * •** How to look at relics and realia and learn things from them. ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Authentic task**
 * Reflection**
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 9/14 || Unit 1 Chapter 1 Early Peoples Lesson 1 Settling the Americas p 56-59 Think/Ideas: What led to the start of early civilizations in the Americas? ||  || Taking notes Mankind the Story of All of Us video on Netflix (episode 5 and 6) || 9/21 || Unit 1 Chapter 1 Early Peoples Lesson 2 Hohokam and Pueblo Peoples p62-66 Think/Ideas: What led to the Hohokam and Pueblo people becoming a civilization? Lesson 3 The Mound Builders p68-71 Think/Ideas: How did the Mound Builders develop their powerful empires? || Open Court: Circles, Daggers, and Squares (?) || Answering a short response question || 9/28 || Unit 1 Chapter 2 Native Peoples and Their Cultures Lesson 1 Native Americans of the West p76-81 Think/Ideas: How did the environments of the West affect the lives of Native Americans who lived there? Lesson 2 People of the Southwest p84-91 Think/Ideas: How did the Hopi, Navajo, and Apache use the environment? ||  || When Clay Sings || 10/5 || Unit 1 Chapter 2 Native Peoples and Their Cultures Lesson 3 Native Americans of the Plains p94-98 Think/Ideas: How did Native Americans of the Plains use their resources to survive? Lesson 4 People of the Eastern Woodlands p102-109 Think/Ideas: How did the Iroquois bring peace to their people? || Open Court: Buffalo Hunt || Buffalo hide painting (paper bags) with Art Docent
 * ===Week=== || ===Social Studies=== || ===Supplemental Reading=== || ===Writing/Other Activities=== ||
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Unit choice of assessment ||