13 Colonies Grade 5, by Katherine Araujo Unit

1) Desired Results
Established Goals: (HCPS III Standards/ Common Core Standards) Social Studies: 5.3.2 Exploration, Migration, and Settlement-Examine the interactions between Europeans and Native Americans in North America 5.3.3 Exploration, Migration, and Settlement--Describe the hardships experienced by European settlers in colonial America 5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of New England and the southern regions of British North America 5.3.5 Colonial American Society- Describe the major features of the economies of New England (i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British North America and explain their relationship to geographic features 5.3.9 Colonial American Society--Describe the role of Puritans and Quakers in shaping colonial society 5.8.1 Limited Resources and Choice--Explain the opportunity costs considered by the settlers before moving to the colonies Language Arts 5.2.2 Constructing MeaningMake inferences and draw conclusions about grade-appropriate texts 5.4.1 Range of Writing- Reports incorporating a framing question and including research from two or more sources 5.5.2 MeaningUse significant details and relevant information to develop meaning Fine Arts 5.1.4Explain how an original artwork demonstrates a concept or idea from another discipline Understandings:
Students will understand that

Religion and economics were among the most compelling reasons for people to move to the colonies. Those who came to the colonies for religious reasons, such as the Puritans and the Quakers, had a major impact in shaping colonial society. Many colonists endured hardships in the early years of colonization.

Essential Questions: What hardships did the colonists face? Why did the colonists settle where they did? In what ways were the colonies different from each other? What are the characteristics of the New England, Middle and Southern colonies?

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 1 of 20

The British North American colonies developed three distinct economic regions: New England, the Mid-Atlantic colonies, and the Southern colonies. Many of the differences were determined by geographic factors.

2) Assessment Evidence
Note: Assessments should be aligned with the specified outcomes (understandings, knowledge, and skills), and all specified outcomes should be assessed.

Performance Tasks & Summative Assessments:

Summative assessments: -Multiple choice unit test (attached) Performance Tasks: -RAFT Letter written from the perspective of an Early Settler in one of the 13 colonies - Glogster Project- Creating the 14th Colony

Pre-Assessment & Formative Assessments:

Pre-assessments: -Multiple Choice Unit Test Formative Assessments: -Exit slips that are short answer and multiple choice -Teacher questioning -Examining student work -Informal checks for understanding Participate in reading and writing workshops. Conduct independent research. Use graphic organizers. Explore maps and create timeline of war. Take on a different perspective. Prepare and/or evaluate persuasive arguments for/against the war. Sketch, illustrate, and map.

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 2 of 20

Rubric for Grading Glogster/ VoiceThread Project

Historical Accuracy Approaching Proficiency 1 point Some of the information is correct and supported by research. Two or more inaccuracies in the finished product. Meets Proficient 2 points Most of the information provided in the Glogster/VoiceThre ad is correct and supported by research. One inaccuracy in the finished product. Student delivered content in an effective way but the finished product needed further editing Most tasks were completed. Students failed to address one of the following: hardships, economy, geography, climate, and description of life in the colony Group members were efficient in working together. Conflicts were resolved after the teacher interfered. Exceeds Proficiency 3 points All of the information provided makes historical sense and is supported by research.

Creativity/ Fine Art

Content is not presented in a fluid way and the final product is unfinished or disorganized. Some tasks were completed. Students failed to address two or more of the following: hardships, economy, geography, climate, and description of life in the colony

Content

Students are able to deliver content in a rich dynamic way that was aesthetically pleasing. All tasks required were completed. Students addressed hardships, economy, geography, and description of life in the colony All group members worked really well together. Students used their communication skills to work through disagreements

Teamwork

Group members had difficulty working together. Students were not self-direct in resolving conflict and teacher had to delegate tasks.

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 3 of 20

3) Learning Activities (Unit Length= 8 weeks/23 Instructional Days)

Lesson (Number, Title, # of Class Periods) Week 1-PreAssessment Day 2: Introduction to the 13 Colonies (Lesson 1) Day 3: 13 Colonies Scavenger Hunt (Lesson 2) Day 4/ 5: New England Colonies (Lesson 3) Day 6 & 7: Middle Colonies (Lesson 4) Day 8 & 9: Southern Colonies (Lesson 4) Day 11: Closer look at the Economy Day 12: Closer look at Puritans & Quakers (Lesson 7) Day 13: Focus on Native Americans Whole-Class Components Multiple Choice Pre-Test Students will learn to identify the 13 colonies on a map. Students will engage in a discussion of the Essential Questions Students will watch a short video. Then, we will have a class discussion Next, they will pair up and use our mobile lab to find some information about the 13 colonies Students will watch a short video Students will complete will start a tree map Students will complete and Exit Pass Students will watch short video on the Middles Colonies Students will start a tree map about the middle colonies Library Cart will be used for research Students will watch short video on the Souther Colonies Students will start a tree map about the Southern Colonies Library Cart will be used for research Trades Activity Raft Letter Essay http://www.history.com/topics/thirteencolonies/videos#deconstructedmayflower Students will watch videos/ complete Plymouth Webquest Students will complete Small Group for Special Education Students Differentiated Components

Differentiated Reading Materials Access to computer for research Differentiated Reading Materials Access to computer for research

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 4 of 20

(Lesson 8) Day 15: Closer Look at Hardships Lesson 9 Day 16: Squantos Garden 10 Day 17: Squantos Garden Day 18: Squantos Garden Day: 19: Students will identify the hardships faced by Early Settlers

Small Groups Discussion

Squantos Garden Continued Squantos Garden Continued/ Introduction of Culminating Task Glogster/ VoiceThread Project Work Time Teachers will be conferencing with students and checking over their research Teachers will be conferencing with students and monitoring their progress on Glogster Students will have a choice between a VoiceThread or a Glogster Teachers will be conferencing with students and monitoring their progress on Glogster/ Voicethread

Day 20:

Glogster/ VoiceThread Project Work Time

Day 21: Day 22: Day 23: Day 24:

Glogster/VoiceThread Project Work Time Glogster/ VoiceThread Project Presentation Glogster/ VoiceThread Project Presentation Post-Test Multiple Choice Assessment

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 5 of 20

SELECTIVE RESPONSE ASSESSMENT

Name Date

Unit 2: Early European Settlers & the 13 Colonies Standards 5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of New England and the southern regions of British North America 5.3.5 Colonial American Society- Describe the major features of the economies of New England (i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British North America and explain their relationship to geographic features

Part I: Matching (1 point each) Match the colony to the geographic region (Social Studies: 5.3.5)

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 6 of 20

____1. Connecticut, ____2. Delaware ____3. Georgia ____4. Maryland ____5. Massachusetts ____6. New Hampshire. ____7. New Jersey ____8. New York ____9. North Carolina ____10. South Carolina ____11. Pennsylvania ____12. Rhode Island ____13. Virginia

a. New England Colony b. Mid-Atlantic Colony c. Southern Colony

Part II: Fill-in. Fill in statements with correct answer. (1 point each) 5.3.5 Students will be able to describe the geography and economy of the 13 colonies. 15. The ________________ colonies had moderate climate that have them a good growing season. 16. The __________________colonies had warm, short summers and long cold winters. 17. The _____________ colonies had three regions: coastal plain, Piedmont, and Appalachian Mountains.
18.The Middle Colonies were called the ____________________ because the farmers produced so much wheat and other grain. 19.For their livelihood, many New Englanders turned to ________________________. 20.Because of its rocky soil and harsh climate, New England was not well suited for _________________. 21.Plantation farming depended on the work of ___________________ brought from Africa.

Part III: Multiple Choice- Circle the correct answer to each question. (I point per answer) Standard: 5.3.4-Students will be able to identify the religious groups that settled in New England.
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 7 of 20

22. What colony did the Quakers establish? A. Pennsylvania B. Virginia C. Rhode Island D. Massachusetts 23. What colony did the Puritans establish? A. Maryland B. Massachusetts C. Virginia D. New York 24. What colony did the Catholics establish? A. South Carolina B. Maryland C. Rhode Island D. Massachusetts 5.3.5 Students will be able to describe the geography and economy of the 13 colonies. 25. What did the New England economy depend on? A. Farming cash crops B. Fishing and timber C. Farming and minerals D. All of the above 26. What did the Middle Colonies economy depend on? A. Farming cash crops B. Fishing and timber C. Farming and minerals D. All of the above 27. What did the Southern Colonies economy depend on? A. Farming cash crops B. Fishing and timber C. Farming and minerals D. All of the above 28. What was true about slave life in the Southern Colonies? A. Worked very long hours B. Families split apart C. Kept African culture alive on the plantations D. All of the above Part III: True or False- Read each statement. Decide whether it sounds true of false, and mark the box with T or and F.
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 8 of 20

29. Much of the hard labor on southern farms was done by indentured servants. 30. Must southern plantations were close to the towns so that farmers could sell their crops easily. 31. The Puritans came to America to improve their financial situation. 32. The climate of the Southern colonies was similar to that of the New England colonies. 33. Religion played a large part in the Middle colonists daily life.

ESSAY ASSESSMENT
Name Date

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 9 of 20

Unit 2: Early European Settlers & the 13 Colonies Standards: Assignment: RAFT Letter as a New England Colonist State Benchmarks: Social Studies/ Standard 3: History: EARLY AMERICAN HISTORY-Understand important historical events through the Revolution SS.5.3.3 Describe the hardships experienced by European settlers in colonial America Approaching Proficiency Some of the information is correct and supported by research. There are one or less hardships mentioned. Writer did not reflect on the role chosen and voice sounded as students voice. Format was not followed. No examples or details were provided. More than three mechanical errors were found. Meets Proficient Most of the information provided in the letter is correct and supported by research. There are at least 2 hardships mentioned and described in detail Overall writers role reflected that role assigned but was inconsistent at times. Either format was consistently followed, or examples and details provided, but not both. Three or less mechanical errors were found. Exceeds Proficiency All of the information provided is correct and is supported by research. There are at least 3 hardships mentioned and described in detail. Writers role was reflective of the role assigned and voice was consistent throughout letter. Both, format was consistently followed and quality examples and details were provided. No mechanical errors were found.

Accuracy

Perspective

Format/Focus

Mechanics

Name Date
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 10 of 20

Colony RAFT Assignment: Letter as a Colonist We have been learning about Colonial Settlers for a few weeks now! For this assignment, you have to gather your research on your colony and use it to complete a RAFT activity. You must write a 4 or 5 paragraph letter as a colonist to a family member back in Britain. Your letter must include a date, salutation, complete sentences and correct grammar and punctuation. You must mention what colony you live in and really get in the role of ta colonist struggling in this colony. Please be sure to edit your letter before submitting your final copy. Role Colonists in New England Proficient January 24, 1635 My Dearest Uncle John, I hope this letter finds you well. It feels like an eternity since we last saw each other. I am writing because Mother mentioned that you are thinking of coming over to America next Fall. I wanted to give you an idea of what the life is like here before you make the big move. As you know, I came to America so that I can practice my religious beliefs freely. I was excited about the freedom America had to offer and that many other Puritans were here for the same reason. However, upon my arrival I quickly learned that my experiences in America would also be challenging. I settled in an area now called New England, in Massachusetts. I must start by telling you of the winters. Winters are a complete nightmarethey are harsh and bitter and really hard to get used to. Many people build log houses and have windows made of oil paper instead of glass to keep their homes warm. The winters are so harsh that in the beginning many people did not survive them. The winters are severe but you also have to worry about the rugged wilderness. I did not expect this at all when coming here! I had to teach myself to understand this new land. It is really difficult to hunt for food here and plants do not grow in this terrible soil. I have been lucky but many people have died of starvation and other diseases. Sometimes plants do grow but the harvest is not all the great. Food is really an issue here. There are some benefits to living in America. I have grown to like all the freedom and lack of government over here. Also, I like that people are able to practice any religion freely. Winters are long and depressing but summer is wonderful. I hope that this letter has completely scared you about coming to America. It is worth giving it a try. Yours Truly, Katherine
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Audience Family member back in Britain

Format Letter of Complaint

Topic Hardships & Difficulty in Your Colony

Page 11 of 20

This is proficient because: (1) Format is consistent (and has 4 paragraphs, has proper salutation & sign off, includes a realistic date) (2) Thoughts are organized. (3) Hardships are described and writer includes details. (4) The perspective is maintained through the entire letter.

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 12 of 20

GLOGSTER/ VOICETHREAD- PERFORMANCE TASK

Name Date

Unit 2: Early European Settlers & the 13 Colonies Standards: 5.3.2 Exploration, Migration, and Settlement-Examine the interactions between Europeans and Native Americans in North America SS.5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of New England and the southern regions of British North America SS. 5.3.5 Colonial American Society- Describe the major features of the economies of New England (i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British North America and explain their relationship to geographic features 5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of New England and the southern regions of British North America LA.5.4.1 Range of Writing- Reports incorporating a framing question and including research from two or more sources

Rubric for Grading Glogster/ VoiceThread Project

Approaching Proficiency 1 point Some of the information is correct and supported by research. Two or more inaccuracies in the finished product. Meets Proficient 2 points Most of the information provided in the Glogster/VoiceThre ad is correct and supported by research. One Exceeds Proficiency 3 points All of the information provided makes historical sense and is supported by research.

Historical Accuracy

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 13 of 20

inaccuracy in the finished product.

Creativity/ Fine Art

Content is not presented in a fluid way and the final product is unfinished or disorganized. Some tasks were completed. Students failed to address two or more of the following: hardships, economy, geography, climate, and description of life in the colony

Content

Teamwork

Group members had difficulty working together. Students were not self-direct in resolving conflict and teacher had to delegate tasks.

Student delivered content in an effective way but the finished product needed further editing Most tasks were completed. Students failed to address one of the following: hardships, economy, geography, climate, and description of life in the colony Group members were efficient in working together. Conflicts were resolved after the teacher interfered.

Students are able to deliver content in a rich dynamic way that was aesthetically pleasing. All tasks required were completed. Students addressed hardships, economy, geography, and description of life in the colony All group members worked really well together. Students used their communication skills to work through disagreements

Name Date Colony For our final project of this Unit you and your partner will create a Glogster/ VoiceThread about a colony assigned to you. Using the information gathered in class, and through research sessions we will have during the next week you will have to describe life in your colony. Here are the topics you will need to cover: (1)Geography (2)Religion (3)Economy (4)Interactions with Native Americans
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 14 of 20

(5)Hardships (6)Facts About Everyday Life. You can use the research sheet attached. Be sure to include references!

Name My Research Partner:

Date My Colony:

Standards:
Map

Thirteen Colonies Research

SS.5.2.2- Judge the past in the context of the time instead of imposing present norms and values on historical events SS.5.3.2-Examine the interactions between Europeans and Native Americans in North America SS.5.3.3-Describe the hardships experienced by European settlers in colonial America SS.5.3.4-Describe how religion and economics influenced the settling of New England and the southern regions of British North America

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 15 of 20

13 Colonies: Rhode Island, Connecticut, Massachusetts, New Hampshire, Maryland, Virginia, North and South Carolina, Georgia, Delaware, Pennsylvania, New York, New Jersey

New England Colonies

Middle Colonies

Southern Colonies

ALL ABOUT YOUR COLONY Geography

(What was the geography in your colony like? Describe the climate, landforms, waterways.
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 16 of 20

How did geography affect our life?)

Religion

(What did the people in your colony believe? How often did you go to church?)

(How did colonist make a living in your colony? What is your role in your colony?)
Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Economy

Page 17 of 20

Hardships

(What was difficult about life in your colony? Talk about the challenges in your colony. Hint: What was the weather like? Did the people in your colony struggle with any illnesses?)

Encounters with Native Americans

(Did the people in your colony get along with the Natives? Did you fight violent wars?)

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 18 of 20

Facts About Everyday Life

(What are some interesting bits of information about life in your colony?)

References
Book Title: Author: Year Published: City Published: Publisher:

Where did you get all your valuable information from?

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 19 of 20

Book Title: Author: Year Published: City Published: Publisher: Book Title: Author: Year Published: City Published: Publisher:

Adapted from Understanding By Design, Wiggins, G & McTighe, J.

Page 20 of 20