13 colonies: forming new communities th grade unit … · lindsay stewart 1/11 history-social...

Lindsay Stewart 1/11 History-Social Science Unit Plan (Grade 5) and Learning Segment

13 Colonies: Forming New Communities 5th Grade

Unit Overview: Big Idea: The affects of location, natural resources, climate, geography and systems when forming new communities. Standards

i. Key Content Standard: 5.4.1 Performance Standard 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.

ii. Related ELD Standard: W.5.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on other’s ideas and expressing their own clearly.

iii. Related ELA Standard:

CCSS.ELA-Literacy.W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1.b – Provide logically ordered reasons that are supported by facts and details.

Objectives

i. Learning Objective: Students will use personal knowledge, and information from this lesson to choose a region, and research an individual colony within that region, in order to understand the influence of location and physical setting on the founding of the original 13 colonies.

ii. Language Objective: Students will identify key characteristics of each region, and their effect on industry and the founding of the 13

colonies using graphic organizers, and appropriate pair sharing to explain and justify their choice and understanding.


Essential Questions:

Why do people move to new places? What do communities need to be successful? How does where you live affect how you live?

Knowledge: • Know that physical setting includes features such as:

climate, natural resources, Native American presence in the area, geography, etc.

• Different locations suit different needs, preferences and industries.

• Authors’ viewpoint may skew the representation of location. (Important with sample letter).

• The location of the 13 colonies, and Native American nations.

• Necessary systems, skills and resources necessary to build a community.

• Differences between the colonies and Europe. • Hardships and setbacks of early colonial life.

Skills:

• How to read a map. • How to conduct research online, and in text. • How to draft a letter. • How to draft a persuasive essay. • Explain the benefits and struggles of different locations (ie.

natural resources, climate, Native American presence, etc.) • Pose relevant questions about locations and their importance

on the formation of communities and the founding of the colonies.

• Select a region to “settle in”, and defend that choice based on research and evidence.

Central Focus: The affect of location, natural resources, climate, geography and systems on forming new communities.

Before your lesson This lesson After your lesson Students just finished the unit on exploration, and coming to America.

This is the first lesson in the 13 Colonies unit, and we will focus on how location and geographical features affect communities in general, and more specifically the how they affected the formation of the 13 colonies.

We will look at the important people in the 13 colonies, and learn about the role of religion and formation of governmental and economic systems.


Assessments:

i. Informal assessment strategies you will use during class (What evidence will you collect?) a. Students will engage in think-pair-share interactions throughout the unit. Students will also be expected to participate in whole-class

discussion on essential questions. Teacher should call on a variety of students during discussions using equity sticks to check on student understanding of key ideas, and to gather new ideas. Students will use their research to describe their colony and region, and defend their choice to settle there. Teacher will check on student notes (looking for key ideas) as they work at their desks and computers.

ii. Written assessment you will use to determine, for each individual student, to what extent he or she has met your learning objectives. a. Students will use graphic organizers to organize their research in order to assume the identity of a colonist who has recently moved to

one of the 13 colonies from Europe. They will then choose a region based on preference and individual reasoning and will research a colony within that region.

i. Students will work in groups to brainstorm and organize their ideas about the affect that location and geography have on settlement and communities. Students will share the list orally, and we will make a class poster together. Students will then conduct research on graphic organizers, detailing the geographical features and natural resources pertaining to the location of the colony of their choice. Finally, students will draft a narrative letter persuading a friend to move to the colony of their choice. Students will also label a map with the location of all 13 colonies, and at least one Native American tribe who lived closest to their colony.

Group Members: Lindsay Stewart History-Social Science Unit Plan (Grade 5) and Learning Segment

Resources and Materials:

1. Foresman, Scott. Scott Foresman History-Social Science for California. Glenview, IL: Pearson Scott Foresman, 2006. 67-70. Print. a. Student textbook, which discusses an overview on the physical settings and industries of each of the 3 regions.

2. Sample Letter (Persuasive highlighting Author’s Viewpoint) and Maps - http://www.calrecycle.ca.gov/eei/UnitDocs/Grade05/541/541VA.pdf

a. This PDF document includes a sample Letter – (See attached), and PDF Document containing pages 2-3 and 10-12 only (pages depict Map of Indian Nations, Major Industries in NE, Middle and Southern Colonies, respectively) is included in resources.

3. The 13 Colonies (website forum for student research) - http://www.landofthebrave.info/13-colonies.htm a. Website for student research

4. California Education and the Environment Initiative, Student Edition (Resources for student research) - http://www.calrecycle.ca.gov/eei/UnitDocs/Grade05/541/541SE.pdf

a. Website for student research, including articles on Colonies (founding and climate) 5. McGovern, Ann, and Anna DiVito. If You Sailed on the Mayflower in 1620. New York: Scholastic, 1991. Print.

a. Grades 2+. Plymouth, Massachusetts, 1620. This picture book takes a question and answer format about life during the Mayflower voyage. This will be especially helpful for EL’s, who may have trouble conceptualizing and picturing the

6. Koller, Jackie French. The Primrose Way. San Diego: Harcourt Brace Jovanovich, 1992. Print. a. The clash of cultures between the Pawtucket Indians and the new settlers is the focus for this novel. Rebekah, the daughter of a

missionary, befriends a young Native American girl and is accused of siding against her own family. Use to provide background knowledge for the relations with Native Americans. To be used as enrichment.

7. Fradin, Dennis B. The Connecticut Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the

individual colonies. Rated at a 3+ reading level, this book is accessible for EL’s to visualize the location, resources and development of their colony of choice. This is meant to supplement the online resources and peak interest.

8. Fradin, Dennis B. The Georgia Colony. Chicago: Children's, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of

the individual colonies. Rated at a 3+ reading level, this book is accessible for EL’s to visualize the location, resources and development of their colony of choice. This is meant to supplement the online resources and peak interest.

9. Fradin, Dennis B. The Maryland Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of

the individual colonies. Rated at a 3+ reading level, this book is accessible for EL’s to visualize the location, resources and development of their colony of choice. This is meant to supplement the online resources and peak interest.

10. Fradin, Dennis B. The Massacusestts Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


11. Fradin, Dennis B. The New Hampshire Colony. Chicago: Childrens, 1990. Print.


a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the individual colonies. Rated at a 3+ reading level, this book is accessible for EL’s to visualize the location, resources and development of their colony of choice. This is meant to supplement the online resources and peak interest.

12. Fradin, Dennis B. The New Jersey Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


13. Fradin, Dennis B. The New York Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


14. Fradin, Dennis B. The North Carolina Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


15. Fradin, Dennis B. The Pennsylvania Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


16. Fradin, Dennis B. The Rhode Island Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


17. Fradin, Dennis B. The Virginia Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


18. Fradin, Dennis B. The Delaware Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the


19. Fradin, Dennis B. The South Carolina Colony. Chicago: Childrens, 1990. Print. a. This book is part of a series, which provides generous amounts of otherwise hard to find information about the development of the



13 Colonies: Location, Location, Location!

Essential Questions for the Learning Segment:

Does location affect where and how people live today? How does where you live affect how you live? What resources do you need to build a new community? How do natural resources affect where you settle? How do natural resources affect what industries to start?

Academic Language Demands:

Key vocabulary: New to this lesson: geographical features, physical geography, climate, growing season, fur trade, harbors, waterways, agriculture, plantations, farms, cash crops (indigo, rice, tobacco), proprietor, indentured servant, self-sufficient, grant, Pilgrim, and Native American. Previously taught but need continued support: natural resources, economy, fertile, rocky/fertile soil, influence, wholesome, tools, weapons, diseases, and commodities. Previously learned: cold, temperate, warm, and beneficial.

Text types: Chronological (sequence), online research anthologies and articles; writing an persuasive essay. Text features: index, table of contents, captions for photos/drawings, electronic resources. Function: Explain

• Use the text to research and find support as to why the region of your choice offers the best location, natural resources, climate and geography.

• Making connections between location, natural resources, trade centers and industry. • Explain why one climate may be better suited for the friend to move to, based on the presence of different jobs,

talents, or preferences of the friend, and the affect the location has on those factors. Function: Describe

• Describe the physical features of the region and colony you choose. • Describe at least one attribute of one of the other regions, and the effect the location has on it.

Function: Cause and Effect • Identify the causes that led colonists to create communities in different locations. • Describe hardships that arose from those choices.


Daily Lessons Day and Objective Content Learning Activities and Academic Language Support Assessment Day 1 Students understand the concept of moving to an entirely new land, in virtually uncharted territory. Students will discuss the effect of location on how people live, and will apply this knowledge to understanding the influence that location and physical setting had on the founding of the original 13 colonies both orally and on paper, in groups.

1. Think about how living in Irvine affects us: Pose the question: “How does where I live, affect how I live?”

i. Ask students to raise their hand if they: work on a farm, work in factories, shovel snow before school, or own a snow shovel. Have them discuss in table groups what jobs, activities, clothes; houses (air conditioning/heaters) are exclusive to living here in Irvine, or a place with a similar location/climate.

ii. Where would you build a factory? In a landlocked area with few/no natural resources, or in a coastal area with rich and abundant resources?

2. We’re Movin’ Out Activity: This is meant to bring attention to vast difference between European living conditions, and those of the early colonies, and to help them see the affect of location on daily life and industry. Pose the following scenario to students:

i. “We have all just decided that we can no longer tolerate the chores and rules of school and our homes, so we are going to move out and make our own community in the field right outside. We can take our backpacks, and whatever we find in our desks, but we won’t be able to come back…Keeping in mind that we can only use the natural resources that we know are in the field, what are we going to need to do to survive out there?”

1. Give students 5 minutes to brainstorm at table groups, and write their suggestions on a whiteboard. Students should elect one representative from each table to share their ideas. Start with these topics to facilitate

Students will work in groups to brainstorm and organize their ideas about the effects of location on settlement and communities into a bulleted list. Student will share this list orally, and may add onto it as they hear others’ ideas.


meaningful discussion: a. Food and water: “Encourage students to

say what is in their backpacks.” “How long will that last?” “How will we get more food?” “What tools will we need to find/make to get food and water in that new environment?”

b. Shelter: Ask students “What will happen to the temperature when the sun goes down?” and “What might we need to find or build in order to keep warm?” “What would we need to make a fire?”

2. Come back together, and have students share their ideas as you write them on the whiteboard. Allowing for one contribution per table group. a. Allow responses such as “cell phones” and

“WIFI” but remind students that once they exhaust their batteries, they will be of no further use.

3. Pose the question: “How might our experience be different if the our environment was different?” a. “Would we do better if we were in a location

by the ocean?” or “What if we were had lots of land that was perfect for planting crops?” “How might these geographical features make our lives easier, or more difficult?”

b. Direct student’s attention to the topics of jobs, industries, housing, means of transportation, natural resources (and hazards, such as earth quakes in California), and trade centers.

3. Do a shared read-aloud of pages 67-70 in the textbook, taking time to discuss key vocabulary (listed on pg 67) as a group. (Write


problematic vocabulary on board.) a. During the reading, complete the Print Partner

“Resources Affect Settlement” graphic organizer. Pause after each section (region). Students will list geographical features, climate, and natural resources specific to each region. Repeat features orally, and write them on the whiteboard.

4. If time permits, touch briefly on the Roanoke Colony. What about the location may have led to its “disappearance”? If not, do this day 2.

Day 2 Students will review the climate, geographical features and natural resources of each region, and will conduct research on the region of their choice.

1. If this did not happen yesterday, touch briefly on the Roanoke Colony. What about the location may have led to its “disappearance”?

2. View picture slideshow. These pictures should also be posted around the classroom, so that students can circulate the room to get a closer look.

a. Begin with “London”, and “Leaving London” slides, to show students what it looked like in Europe, where the colonists came from. Relate this to our homes today.

b. Move to “Cape Cod” and “Early Settler’s Homes.” Show students the difference between leaving the docks in London, and landing on a “deserted” beach.

c. Pause on “New England,” “Middle Colonies,” and “Southern Colonies” slides and let students view the pictures associated with the geography and industries of each region. Be sure to mention/recap the major industries of each region orally at this time.

d. Remind students that Native Americans were present in the colonies. “We will have to see how each colony interacted with the tribes native to the area.”

3. Read aloud a sample letter from Thomas Hariot, “Brief and True Report of the Newfound Land of Virginia (1588)” (Be sure to mention that it is abridged and revised, AND define abridged)

Students will conduct research and complete a graphic organizer detailing the geographical features and natural resources pertaining to location of the colony of their choice.


i. Attached document. 4. Students must select a region to focus on, based on what they

already know about each one. a. *Your job is to “sell” each region as being amazing, so that

they really have to think about the location, climate, and natural resources in order to make the difficult decision of where to settle.

b. Students will then select a colony within this region at random (put names of colonies on popsicle sticks, and have students select from the “region jar” of their choice to do some more research on.

i. Tell students that they will research in order to defend their colony/region. “Why should someone move to your colony?”

1. Tell students that their research is important, because they will have to justify their choice to the other regions, and prove why their choice has the greatest location, geography and natural resources to form a colony and build a life.”

ii. Students will use a second graphic organizer (included) to organize research on the colony of their choice (using both the textbook, and provided websites as resources). Provide students with the following:

1. Give students access to research websites: http://www.calrecycle.ca.gov/eei/UnitDocs/Grade05/541/541SE.pdf

and http://www.landofthebrave.info/13-colonies.htm

2. Provide the document containing all maps (Visual Aids pages 2-3 and 10-12).

3. Provide students with colony “Graphic


Organizer,” on which they must locate all 13 colonies, and locate one Native American tribe that lives near their colony.

4. Provide students with “Letter From the Colonies Writing Prompt”

4. Allow students to conduct research on computers. Once they complete the graphic organizer, they may start formulating their argument and viewpoint on “Letter from the Colonies” organizer and prompt. Remind them that they must justify their choice.

Day 3 Students will use their research to compare and contrast at least two different regions, and will defend their reasoning both orally, and in a written persuasive letter.

1. Group students by similar region. In these groups, they should take turns sharing important features of the region, and of their own colonies.

2. Students will then split into groups of 3, with one student representing each region. (Depending on student choice, you may need to adjust these numbers). Given 10 minutes, students will discuss the favorable benefits of their region, and acknowledge some possible problems with their location. During this time, students are given the opportunity to recognize distinctive factors of each region.

3. After taking notes on the features of each region (all 3), students will sit down to write their persuasive letter. This letter should be addressed to a friend back home in Europe. The letter should include details that make their colony/region the best location, how the location affects their daily life (including Native American presence, and relations with Native Americans), and addresses some of the features of the other regions. This letter should also include a map, labeled with all 13 colonies, and at least one nearby Native American Nation.

Students will draft a narrative letter persuading a friend to move to the colony of their choice. Students will also label a map with the location of all 13 colonies, and at least one Native American nation that was located nearest to their colony.

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Letter from the Colonies Scoring Rubric

Students work: 5 points 3 points 1 point

Identifies on a map the locations of the 13 colonies and the American Indian nations already inhabiting those areas.

Letter includes map, colored and labeled with the correct names of all 13 colonies and the American Indian nations nearest the co1lony selected by student.

Letter includes a map, colored and labeled with the names and locations of the 13 colonies and American Indian nations nearest the colony selected by student, but contain some errors.

Letter inclues a map, but it is incorrect or incomplete.

Explains why the physical geography and the natural resources of their colony/region made colonization attractive and settlement possible.

Letter discusses the physical geography of the colony selected, AND at least 3 features of the natural resources available in the area. Student should mention JOBS available in this colony/region.

Letter discusses the physical geography of the colony selected, OR at least 3 features of the natural resources available in the area. Student should mention JOBS available in this colony/region.

Letter discusses the physical geography of the colony selected, AND at least 3 features of the natural resources available in the area. Student should mention JOBS available in this colony/region.

Provides a description of the physical setting and geographical features of their colony.

Letter fully describes the location of the colony, including region, and important features: climate/agriculture/industries/jobs available.

Letter describes the location of the colony, including region but fails to mention 1-2 key important features: climate/agriculture/industries/jobs available.

Letter states the location of the colony, including region, and fails to mention two or more key features: climate/agriculture/industries/jobs available.

Discusses how the features of the other colonies were less favorable. (Why did they choose this colony?)

Letter describes one other region, and why the physical features/location were not suited for them.

Letter contains examples of the other regions that were settled, without a description of why.

Letter fails to mention other regions/colonies.

Research/Organization Letter is well organized and researched with fewer than 3 errors.

Letter is adequately organized and researched with fewer than 5 errors.

Letter is poorly organized and with little research OR contains excessive errors.

Totals:

13 colonies: forming new communities th grade unit … · lindsay stewart 1/11 history-social...

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