Exploration Activity for 5th Grade

Teach the Exploration Era in North America with this engaging resource rich with images, manipulatives, and activities for your students. Engage your students with an image analysis using a crop-it tool, 5 page reading with Doodle Notes, and a Hexagonal Thinking activity. Avoid the lecture – let students learn for themselves! This resource includes a paper version and a 1:1 Google version to be used with Google Classroom.

Preview Exploration of the Americas

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Teach the Exploration Era in North America with this engaging resource rich with images, manipulatives, and activities for your students. Engage your students with an image analysis using a crop-it tool, 5 page reading with Doodle Notes™, and a Hexagonal Thinking activity. Avoid the lecture – let students learn for themselves! This resource includes a paper version and a 1:1 Google version to be used with Google Classroom.
 
Your purchase includes:
 
– A lesson plan that guides you through the activity
 
Image Analysis Preview activity with a Crop-It Tool to increase engagement
 
5 pages of Informational text on the exploration of North America, including Columbus, Spanish Exploration, French Exploration, English Exploration, Dutch Exploration, the Columbian Exchange, and the impact of exploration on the Americas.
 
Doodle Notes™ for note making,
 
Hexagonal Thinking to assess your students’ learning,
 
– Google Slides Option, and
 
-a key.
 
Please download the preview to see more information on this resource.
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5th Grade Social Studies TEKS
(1) History. The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
 
(20) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, “Yankee Doodle,” and “Paul Revere’s Ride”; and
 
(21) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture. The student is expected to:
(B) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
 
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) identify the historical context of an event
 
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences; and
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
 
 
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©Social Studies Success. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

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