Early Exploration to Westward Movement

Strand: Economics

Grade 5

 

Main Concepts:

 

·        Agriculture was critical to the development of pre-Columbian civilizations (Maya, Aztec, Inca)

·        Explorations changed the image of the world in the 15th, 16th, and 17th centuries.

·        Trade occurs because of supply and demand

·        Economic Policies and response to these policies had an impact on the relationship between Britain and the 13 North American colonies.

·        The economic conflict between Britain and the colonies was one of the leading causes of the American Revolution.

·        The arrivals of the English, French, and Spanish all had distinct impacts on culture, economics, and the environment of North America.

 

Overarching Question: How do the resources (natural and human) of a region affect its development?

 

 

Strand:  Economics                                                                    Grade: 5

GOAL:  To address the Economics standards in the Massachusetts History and Social Science Curriculum Framework

 

   

Economics

  • Give examples of the ways people save their money and explain the advantages and disadvantages of each.
  • Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin).
  • Define profit and describe how profit is an incentive for entrepreneurs.
  • Give examples of how changes in supply and demand affected prices in colonial history (e.g., fur, lumber, fish, and meat.

 

    Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to

   1700.

  • Identify the three major pre-Columbian civilizations that existed in Central and South America (Mays, Aztec, and Inca) and their locations.  Describe their political structures, religious practices, and use of slaves.
  • Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below.  Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers.
    1. Vasco Nuñez de Balboa
    2. John and Sebastian Cabot
    3. Jacques Cartier
    4. Samuel de Champlain
    5. Christopher Columbus
    6. Henry Hudson
    7. Ferdinand Magellan
    8. Juan Ponce de Leon
    9. Amerigo Vespucci
  • Explain the early relationship of the English settlers to the indigenous peoples or Indians in North America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip’s War in New England).

 

The Political, Intellectual and Economic Growth of the Colonies, 1700-1775

  • On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18th century.
  • Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed.
    1. the fishing and shipbuilding industries
    2. trans-Atlantic trade
    3. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston.
  • Explain the causes of the establishment of slavery in North America.  Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition.  Describe the life of free African Americans in the colonies. 
  • Explain the development of colonial governments and describe how these developments contributed to the Revolution.
    1. legislative bodies
    2. town meetings
    3. charters on individual freedom and rights
  • Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies.
    1. Sugar Act (1764)
    2. Stamp Act ( 1765)
    3. Townsend Duties (1767)
    4. Tea Act (1773) and the Intolerable Acts (1774)
    5. the slogan, “no taxation without representation”
    6. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773)

 

The Revolution and the Formation of a Federal Government under the Constitution, 1775-1789

  • Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence.

·         Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure.

·         Describe Shays’s Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional Convention.

·         Identify the various leaders of the Constitutional Convention and describe the major issues they debated.

A.      distribution of political power

B.       rights of individuals

C.       rights of states

D.      the Great Compromise

E.       slavery

 

The Growth of the Republic

  • Explain the events leading up to, and the significance of, the Louisiana Purchase of 1803.
  • Describe the expedition of Lewis and Clark from 1803 to 1806.
  • Explain the reasons that pioneer moved west from the beginning to the middle of the 19th century, and describe their lives on the frontier.
    1. wagon train journeys on the Oregon and Santa Fe Trails
    2. their settlements in the western territories
  • Identify the key issues that contributed to the onset of the Civil War.
    1. the debate over slavery and westward expansion
    2. diverging economic interests

 

 

 

Enduring Understandings:

Students will understand that:

 

The resources of a region affect its development.

 

 

 

Essential Questions:

 

How do the resources of a region affect its development?

 

 

 

 

 

 

Civics                                                                                Grade:  5

Results: Knowledge and Skills

We agree that our students will know:

 

 

 

 

 

 

 

 

 

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Our students will be able to:

 

Evidence/Assessments: