EDEL453 Spring2013 GregWINIEWICZ Unit 4 LESSON 1 History Day 6

#6

Unit Plan #4: Europeans Arrive in the Americas

Submitted By: Gregory Winiewicz

EDEL 453: Teaching Elementary School Social Science

Nevada State College – Spring 2013

Instructor: Karen Powell

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The First Americans

Title of Lesson: Europeans arrive in America Submitted By: Greg Winiewicz

A. Summary of the Lesson Plan : This social studies lesson is designed for 5th grade students to learn about the European Arrival in America and how it affected Taino Indians. This lesson uses the 5 th

grade Houghton Mifflin Social Studies textbook, “United States History”. (Pages 96-101)

B. Target Population: Grade Level: 5th Grade Skill Level: Students at all learning levels Grouping: whole group reading & discussions, independent for activity and

assessment

C. Materials: D. Vocabulary & Study Guide (Unit Resources pg. 101)- 30 copiesE. Reteach Mini lesson (Graphic Organizer pg. 101)-30 copiesF. Houghton Mifflin 5th grade social studies book: United States History (96-101)G. Paper and pencils

H. Objectives: NV State Social Studies Standards

H1.5.1 Describe motivations for and expeditions of European exploration of the Americas

H1.5.3 Discuss the interactions of early explorers with native cultures. H1.5.4 Identify the contributions of Native Americans, Europeans, and

Africans to North American beliefs and traditions.

Student-Friendly Standards

H1.5.3 Discuss how Europeans arrival affected the Taino Indians H1.5.4 Describe the Taino way of life and how they were very peaceful to

Columbus when he arrived.

I. Procedure: Refer to notes on TE 96- “Get Set to Read.”

Explain the attached Study Guide students will complete as we read. Call students attention to the map on pg. 97 and discuss Columbus’s first

voyage Discuss what the early explorers were expecting to find. Introduce vocabulary (epidemic, settlement, circumnavigate)




As a class, read pg. 96-101 together, stopping to ask questions as indicated in the margins of TE (pg. 97,98,99,100)

Students should take notes and record information on their Study Guide while we read; they can continue working on their Study Guide when we complete reading the selection.

Ask questions listed in the margins of the TE as an ongoing check for understanding.

(TE97) How did Columbus plan to reach Asia? (TE97) What did King Ferdinand and Queen Isabella hope to gain from

Columbus’s journey? (TE 97) Who did Columbus and his crew meet in the Caribbean? (TE 98) Which parts of the Americas did Columbus reach? (TE 98) In what ways was the arrival of the Europeans in the West

harmful? (TE98) What was the Columbian exchange? (TE99) What foods came from Europe to the Americas? (TE99)What animals came to Americas from Europe?

Discuss with your group-Critical Thinking? How did the Columbian Exchange affect Europeans?

Think Aloud- Europeans got new foods from America. This probably made them healthier. Some Europeans must have made monet selling American goods. In general, I think the Europeans benefited from the Columbian Exchange.

CLOSURE: Discuss the statements on “Review/Assess” (TE 101)

J. Assessment: What will you use to measure student understanding?

Students will write a short essay on the Taino Indians telling about who they were, their way of life and what happened to them.

Explain how you will know students understand the concepts from the lesson.

I will have the students pick an explorer and then write a one page essay about this explorer and his achievements.

K. Reflection:

1. Which part of the lesson do you think will be the easiest for you to teach?

I think the easiest part of the lesson to teach will be discussing Columbus.

2. Which part will be most challenging for you to teach?




The most challenging part will be explain an epidemic and how it affected the Taino Indians..

3. How will you follow up or extend this lesson?I will extend the lesson by teaching “Mapping New lands” on page 102. Students will learn about the maps created as a result of explorations.

4. What will you do for students who don’t grasp the concepts?For the students who are having a difficult time with the concepts, we will work in a small group at my back table and go over the lesson again.

5. Which part of the lesson, if any, do you think might need to change? I would want to address the Taino Indians and how most of them died because of a epidemic.

6. When you were writing this lesson plan, what was the most difficult part?

The most difficult part of the lesson was relating it to the theme of the Unit.

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EDEL453 Spring2013 GregWINIEWICZ Unit 4 LESSON 1 History Day 6

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