5.4 The People of Colonial North America
This inquiry set introduces students to those who lived in North America before and during European colonization. Students learn about the colonial settlers, voluntary and involuntary, who descended upon the Native peoples and their land.
- HSS 5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
- HSS 5.4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
- HSS 5.4.3 Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
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ELD.PI.5.1.Em
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases. -
ELD.PI.5.1.Ex
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information. -
ELD.PI.5.1.Br
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback. -
ELD.PI.5.2.Em
Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like. -
ELD.PI.5.2.Ex
Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like. -
ELD.PI.5.2.Br
Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like. -
ELD.PI.5.6a.Em
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support. -
ELD.PI.5.6b.Em
Use knowledge of frequently-used affixes (e.g., un-, mis-), linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics. -
ELD.PI.5.6a.Ex
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support. -
ELD.PI.5.6b.Ex
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics. -
ELD.PI.5.6a.Br
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support. -
ELD.PI.5.6b.Br
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics. -
ELD.PI.5.10a.Em
Write short literary and informational texts (e.g., a description of a camel) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently. -
ELD.PI.5.10b.Em
Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). -
ELD.PI.5.10a.Ex
Write longer literary and informational texts (e.g., an informative report on different kinds of camels) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence by using appropriate text organization. -
ELD.PI.5.10b.Ex
Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). -
ELD.PI.5.10a.Br
Write longer and more detailed literary and informational texts (e.g., an explanation of how camels survive without water for a long time) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently by using appropriate text organization and growing understanding of register. -
ELD.PI.5.10b.Br
Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers). -
ELD.PI.5.11a.Em
Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support. -
ELD.PI.5.11b.Em
Express ideas and opinions or temper statements using basic modal expressions (e.g., can, has to, maybe). -
ELD.PI.5.11a.Ex
Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts from a text) or relevant background knowledge about content, with moderate support. -
ELD.PI.5.11b.Ex
Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must). -
ELD.PI.5.11a.Br
Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quoting the text directly or specific events from text) or relevant background knowledge about content, with mild support. -
ELD.PI.5.11b.Br
Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion…). -
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. -
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. -
CCSS.ELA-Literacy.RI.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. -
CCSS.ELA-Literacy.RI.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-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. -
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. -
CCSS.ELA-Literacy.W.5.2a
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. -
CCSS.ELA-Literacy.W.5.2b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. -
CCSS.ELA-Literacy.W.5.2c
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). -
CCSS.ELA-Literacy.W.5.2d
Use precise language and domain-specific vocabulary to inform about or explain the topic. -
CCSS.ELA-Literacy.W.5.2e
Provide a concluding statement or section related to the information or explanation presented -
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. -
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. -
CCSS.ELA-Literacy.W.6.9a
Apply grade 6 Reading standards to literature (e.g., \"Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics\"). -
CCSS.ELA-Literacy.W.6.9b
Apply grade 6 Reading standards to literary nonfiction (e.g., \"Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not\").
Investigative Question
Who moved to and settled in North America? Why did they choose to live where they did?
Students can begin their studies of North America by examining these questions: Who moved to and settled in North America? Why did they choose to live where they did? A brief overview of French and Spanish colonization in the New World introduces students to the different groups of people who met on the North American continent. Unlike British colonies populated by colonists who made money primarily through agriculture, Spanish and French colonies were, in general, more transient, less focused on profiting from agricultural commodities, and more focused on extracting mineral wealth and hides. These different purposes for the colonies affected the administration and settlement of the British, French, and Spanish colonies. This unit emphasizes the English colonies, where the settlers and colonists shaped the economic and political values and institutions of the new nation. Students chronicle and evaluate how the British colonial period created the basis for the development of political self-government and a market-oriented economic system.
- The Library of Congress. The Library of Congress’ Primary Source Analysis Tool supports an inquiry model of instruction by asking students to first observe, then reflect, then question. Their customizable tool includes specific prompts for student interrogation of books and other printed materials, maps, oral recordings, photographs and paintings, and many other types of primary sources.
- The National Archives and Records Administration (NARA). NARA has developed a vast collection of document analysis worksheets, ready for classroom use. Their website offers teachers a wide collection of customizable tools – appropriate for working with photographs, maps, written documents, and more. NARA has also customized their tools to meet the needs of young learners, and intermediate or secondary students.