Lesson+6

Lesson 6- Comparing the Colonies

** LESSON PLAN GRADE FIVE ** **__ Lesson Six __** How did the culture of each colonial region develop? 1.A.3.a – Students will be able to identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. gentry, plantation owners v. proprietors. 3.A.1.b – Students will be able to use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements. 3.B.1.a – Students will be able to Compare the natural/physical and human characteristics of the three colonial regions. 3.B.1.b – Students will be able to describe how geographic characteristics of a place or region changed from early settlements through the colonial period. 3.D.1.b – Students will be able to describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming 5.B.2.b – Students will be able to compare the political, economic and social lives of people in New England, Middle and the Southern colonies. Draw conclusions and inferences and make generalizations and predictions from the text. || 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.a – Indentify and explain what is directly stated in the text. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge 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 others’ ideas and expressing their own clearly. W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3C.1.b Create new documents to complete learning assignments and demonstrate new understanding 4A.1.a Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions * || __History Alive__ Teacher’s Guide page 105 __History Alive__ Textbook (pages 66-75) Map of the 13 colonies Colonies Note Taking Guide Project Rubric Project guidelines Display the map of the 13 colonies and have the students make predictions about why the colonies are divided into three regions. Compare the prediction map (beginning of the lesson) to the one in __History Alive__ page 68. On your class blog, have the students debate about why their colonial region they researched is the best colonial region to live in. Remind students to be good digital citizens when debating with their classmates. ||
 * **UNIT : Colonial America** ||
 * **LESSON 6: Comparing the Colonies** ||
 * **TIME FRAME: 6 Class Periods** ||
 * **BACKGROUND INFORMATION FOR TEACHERS** ||
 * **STAGE 1 – DESIRED RESULTS** ||
 * **TOPICAL UNDERSTANDING:** Environment influenced the Colonial culture. ||
 * **ESSENTIAL QUESTION:**
 * OBJECTIVE**:
 * POWER STANDARD**:
 * **SKILLS AND PROCESSES:**
 * CCSS: **
 * MTLSS: **
 * **CONNECT:** Text Features ||
 * **STAGE 2 – ASSESSMENT EVIDENCE** ||
 * **PERFORMACE TASKS:** Poster, brochure, essay, powerpoint ||
 * **OTHER EVIDENCE:** __History Alive__ Assessment ||
 * **STAGE 3 – LEARNING PLAN** ||
 * **MATERIALS:**
 * VOCABULARY:**
 * Colony** – places ruled by another country not by their own people
 * Colonist** – people who settle in colonies
 * Diverse** – different from each other
 * Indentured Servant** – individuals who agreed to work for a period of time in exchange for free passage from Europe
 * Plantation** – usually large area of privately owned land where crops were grown with the labor of workers or slaves that lived on the land
 * HOOK/MOTIVATOR:**
 * PROCEDURE:**
 * 1) Display the map of the 13 colonies for the whole group to see.
 * 2) Explain to the students that they were divided into 3 regions.
 * 3) Ask the students to make predictions about what the three regions are and why they would be divided this way. You may want to take some of the students’ ideas and place it on the map.
 * 4) Have the students take out their __History Alive__ book.
 * 5) Follow Lesson 7 in __History Alive__ Teacher’s Guide.
 * 6) Assessment on page 117-118 in __History Alive__ Teacher’s guide. #1-12
 * 7) Place the prediction map back on the overhead and have the students turn to page 68 (actual map) and compare the two. Discuss student predictions and map.
 * 8) Assign each student a region of the colonies (New England, Middle, Southern)
 * 9) Distribute the settlement note taking guide and have the students star the column that they were assigned.
 * 10) Using books, websites and the History Alive test, students should complete the note taking guide for their assigned region.
 * 11) After the research is completed, students should be placed into groups of three where each group has one member from each colonial region. Students will then choose which project their group would like to complete (Poster, Brochure, Essay, Powerpoint). Before beginning the project, all group members should share their research so that all group members can complete their note taking guides.
 * CLOSURE:**
 * Whole Class Discussion:**
 * Distance Learning Connection: **