Allison Knopf (SST 309-01) 1 Three World Interactions: 5th Grade Unit Plan

Three World Interactions 5th Grade Unit Plan

Allison Knopf SST 309-01

Allison Knopf (SST 309-01) 2 Three World Interactions: 5th Grade Unit Plan

Table of Contents Overview, Rational, & Introduction3 KUDs and I Can Statements4-10 5-UI.4.1 Lesson One Lesson Two Lesson Three 5-UI.4.2 Lesson Four Lesson Five 5-UI.4.3 Lesson Five 5-UI.4.4 Lesson Six

Allison Knopf (SST 309-01) 3 Three World Interactions: 5th Grade Unit Plan Overview: This unit covers the convergence of Europeans, American Indians and Africans in the late 15th century through the 17th century including political, environmental, and cultural interactions. The unit will guide students through understanding the perspectives of the three groups in relation to each other. In this unit, students will develop their skills in using primary and secondary sources to think about history and come to conclusions about what was going on in history. A large portion of this unit is focused on understanding different perspectives and approaches to cultural differences. Students will be specifically looking at how the French and English approached American Indians differently. To tie all of the information together, students will explore the Columbian exchange and how it changed the world. Rationale: The purpose of this unit is to explain the US as a conglomerate nation of diverse peoples and how that diversity was begun. This is appropriate for students in 5th grade because they are capable of synthesizing information and coming to conclusions on their own. Understanding the way the three worlds came together requires students to keep track of a lot of information and then draw conclusions from that information. It is good for students to do this and understand this concept before moving onto 6th grade when their world history will be built upon. Introduction: This unit is designed to place students in the shoes of different groups of people in history. It will allow them to view the world at the time from different cultural perspectives and to synthesize primary and secondary sources in order gain an understanding of the convergence of American Indians, Europeans and Africans from the 15th through the 17th centuries and how this convergence changed the known world.

GLCEs Covered in this Unit: 5 U.I. 4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. 5 U.I. 4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. 5 UI. 4.3 Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians. 5 UI. 4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

Allison Knopf (SST 309-01) 4 Three World Interactions: 5th Grade Unit Plan KUDs and I Can Statements GLCE and Verb Knowledge (K) 5-UI.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. (Knowledge) Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) Students will The students will Perspective I can describe big changes understand that describe the Colonization that happened when interactions between convergence of Colonizer Europeans, Africans and colonizers and the Europeans, American Europeans Native Americans met for colonized peoples Indians and Africans American Indians the first time and how change both of their in North America by Africans each of these groups felt ways of life. writing journal North America towards each other. entries from the Africa three perspectives. Slave Each journal entry Indentured Servant should be one page Genocide long. The journals Tainos will be written in first person from the perspective of a European, an American Indian and an African slave. (This will be done over a few days, as teaching the material will take multiple days)

American Indians in North America were forced off of their land, killed in masses, and/or enslaved when the explorers landed. Diseases killed millions of people. Many American Indians fell into poverty with the new systems the Europeans were putting in place. In some places, there were mass genocides of the native peoples that often occurred because Europeans were claiming land. The French specifically had a positive relationship with the American Indians. They developed a stable trading system and some French even married American Indians and were assimilated into the culture. European explorers claimed lands for their home countries with little to no regard for the people already living there. They forced native peoples off of their land by sheer brutal force and threatening. They also enslaved some people and forced their religion (Christianity or Catholicism) on them. As they saw it, the Europeans were expanding their knowledge of the world and their influence in the world. They justified their actions by claiming rights to it because of racial superiority. The very first people that Columbus

Allison Knopf (SST 309-01) 5 Three World Interactions: 5th Grade Unit Plan encountered were the Tainos in the Carribean. He was convinced that the land there was full of gold and required them to bring him gold every three months. If the individual Taino did not bring enough, his or her hands were cut off. The vast majority of the people to lose their hands died. When it was apparent that Columbus was not going to acquire the gold he previously claimed, he took slaves from the Taino people and sold them in Europe to try to make up for his losses. In New England, the Europeans brought a disease from Europe to the American Indians, by accident. Up to 90% of the American Indian population was wiped out by a disease believed to be Small Pox, or a type of influenza. The American Indians had never encountered the disease and therefore had built no immunity towards it. African tribes sold their war captives to European conquistadors for guns and other goods. They were then sold into the slave trade and shipped to the Americas. At first the Africans were indentured servants, but their relationship quickly evolved to one of slavery. By 1630 there were only about 60 Africans in the colonies. However, the slave trade continued on strong and by 1760 there were about 326,000 Africans in the colonies, must of which were slaves. Many of the captured people, soon to be slaves, died or committed suicide on the ship and never made it.

Allison Knopf (SST 309-01) 6 Three World Interactions: 5th Grade Unit Plan African people and American Indians did not often interact. They may have interacted for a while when both peoples were enslaved by the Europeans. American Indians however were a lot more difficult to enslave since they knew the land. Eventually, the colonizers gave up on enslaving the American Indians for the most part and focused on Africans. There were cases where an African slave would escape and be welcomed into an American Indian tribe. GLCE and Verb

Knowledge (K)

Journals, maps, pictures, primary sources, secondary sources and other materials can be used to get an accurate view into the past. Interpreting these sources allows the individual to come to his or her own conclusions about history. Europeans: -Government structure The Colonies were chartered by a European government. This means that it was truly owned and ruled by a government in Europe, such as Spain or England. They mother country would appoint a governor to be in charge of the colony. Each colony had to follow rules set by the mother country. -Property Ownership The Europeans had clearcut, obvious property lines and rules. Land was

5-UI. 4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. (Skills) Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) Students will The student will use Government I can compare what Europeans understand that primary sources to Property and American Indians thought colonizers and determine the views ownership about governments, owning colonized people of Europeans and Land use property and using land by often come from American Indians on Primary looking at evidence from their very different governmental sources lives. backgrounds and structure, views on Secondary beliefs about the way property ownership Sources societies are and land use. The Settlements organized. It is when student will then these differences are take that information deemed wrong and display their rather than just conclusions and different that comparisons on a major issues arise poster. The poster between the groups. will include the views of both groups on all

Allison Knopf (SST 309-01) 7 Three World Interactions: 5th Grade Unit Plan owned by one person or country and others were not allowed on that land without permission. Columbus and other explorers believed that when they landed in a new place, it was their right to claim that land for their country and they did so. -Land Use European culture placed emphasis on the idea that individual land ownership symbolized power. Any land that was uncultivated was seen as useless land. They would buy land from the American Indians, even if the American Indians didnt truly understand what was going on, and convert it to what they saw a profitable. If the land couldnt be bought, it could be taken by brute force. In this way, the Europeans took over much of the American Indians hunting and fishing grounds and converted the land into settlements. American Indians: -Governmental Structure The governmental structure varied for the various tribes of American Indians, but in general, they allowed for more influence from the people of their community. The opinions of older men were especially regarded. The tribes usually had one appointed leader. -Property Ownership The American Indians did not see land as something that could be owned by a single individual. Status was defined by a leaders ability to evenly distribute resources amongst the community, not by how much land he or she owned. -Land Use Since it was really hard work to three topics and there similarities. It will also include the sources that they used to find this information.

Allison Knopf (SST 309-01) 8 Three World Interactions: 5th Grade Unit Plan clear-cut areas for new fields of crops, American Indians often used the same fields over and over until the soil was almost void of nutrients to grow food. They would leave the land alone for a few years and use it again. Because they often over worked their land- crops were easily destroyed by natural disasters. Some information found at http://nationalhumanitiescenter.org/tserve/natt rans/ntuseland/essays/threeworlds.htm

GLCE and Verb Knowledge (K)

The British were very focused on acquiring land in the new world. They had little care for American Indians as people. They saw them as animals, with animal souls and had few qualms about killing those who were in their way. The British also used American Indians to police colonists. They were given weapons and were allowed to kill colonists who were out of line. The French respected the American Indians for the most part and were

5- UI. 4.3 Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians. (Skills) Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) The students will The student will use a foldable Interactions I can describe the different ways understand that to explain and compare the Trading the British and French worked people have difficulty different approaches used by Fur Trade with the American Indians and accepting others who the French and British towards how the American Indians were are different from dealing with American Indians. impacted. themselves (American Ideas Similarities Ideas Indians and British), of the Of both of the but it is possible to French groups English develop positive relationships with This is essentially a venthose people (American Indians and diagram but the top section is meant to fold down so that on the French).

Allison Knopf (SST 309-01) 9 Three World Interactions: 5th Grade Unit Plan mostly interested in getting rich through the fur trade. French colonists were even known to marry American Indians and be assimilated into their cultures. the front they will say Ideas of the French, similarities of both, and Ideas of the English on the top. When the student opens one of the three top flaps, the information about the subject will be inside.

GLCE and Verb Knowledge (K)

The Columbian Exchange is the title for the interactions that happened when Europeans began bringing vegetation, animals, ideas, musical instruments and diseases from the Old World to the New World and vice versa. Explorers to the New World brought back corn, lima beans, pumpkins, pineapples, tomatoes, apples, plantains, bananas, citrus fruits, chocolate, tobacco, turkeys, and hammocks. From the Old World the Europeans brought horses, sugar cane, rice, diseases, and pigs. The banjo was also brought to the New World. It was not the instrument we know today, but the concept for

5 UI. 4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans. (Reasoning ) Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) Students will The student will choose Indigenous I can describe the Columbian understand that some three things that were Native Animals Exchange and what it did in the plants and animals transported from one Exchange lives of Europeans, American have been re-located continent to another and Cultivate Indians and Africans. and spread in new describe how those three New World areas from where things impacted the lives of Old World they originated by the people there. The Hemisphere way of human student will choose one thing transportation. from each area being studied (North America, Africa and Europe) and write a few descriptive sentences for each. The student will do this by filling out the template included below.

Allison Knopf (SST 309-01) 10 Three World Interactions: 5th Grade Unit Plan it originated in Africa. This exchange of goods changed the eating habits of these groups. The diseases had the largest impact of American Indians, killing many of them. Some of the pigs and horses brought to the New World escaped and became large populations in the wild. The Plains Indians captured some of these horses and became skilled at hunting on horseback.