Unit 6 Early English Settlements

January 22, 2013

Standard:
5-U2-1.1 Describe significant developments in the Southern colonies, including Establishment of Jamestown

5-U2-1.2 Describe significant developments in the New England colonies, including Relations with American Indians (e.g., Pequot/King Philip)

5.U2-1.3 Describe significant developments in the Middle colonies

Objective/Target:
Social Studies:
TLW Compare and contrast the three English settlements of Roanoke, Jamestown, and Plymouth

Language Arts:
TLW Write a description of challenges in attending school in another country (writing) TLW Perform an act-it-out to present the hardships faced in three settlements (speaking)

I can identify the three English settlements; Roanoke, Jamestown, and Plymouth. (Knowledge) I can compare the three English settlements; Roanoke, Jamestown, and Plymouth. (Analysis) I can contrast the three English settlements; Roanoke, Jamestown, and Plymouth. (Analysis) I can explain challenges faced by settlers in Roanoke, Jamestown, and Plymouth. (Synthesis) I can create an interpretation of the challenges faced in a settlement by acting it out. (Synthesis)

Anticipatory Set:
Students will look at pictures of what school life is like in Japan. Teacher will explain a little about what life is like for students in this country while looking through pictures. Think, Pair, Share Students will be given a few minutes to think about/write down some of the hardships and challenges they would face if they had to attend school tomorrow in Japan. They will then pair up with a partner and share the challenges they thought of. As a class, we will compile a list of some of the challenges they might face. Teacher will conclude by explaining that when arriving to an unknown place, there are challenges to be faced. Challenges will change depending on the situation and location. Today, we are starting a new unit on Early English Settlements. o Question: Do you think settlers faced different challenges when they arrived to the Americas?

Input:
A. B. C. D. E. F. Task Analysis Thinking Levels Learning Styles or Multiple Intelligences: Accommodations: Differentiated instruction strategies Methods and materials

Modeling:

Show Transparency 6A o Ask: What can you learn from this picture? o Ask: How are the people dressed? Does this tell you anything about the settlers? o Ask: Where do you think these people came from? o Ask: What challenges do you think these English settlers might have faced?
o This week we are going to focus on the failures and successes of early settlers in North America.

Show Transparency 6B Roanoke o Ask: Do you notice anything in this picture? What evidence from the picture do you have to support your observations? o Ask: What clues in the picture indicate that something might have happened to the people who lived here? o Ask: Who do you think these people are? What might they be saying about the carved word? o This is a picture of the settlers of Roanoke. Sir Walter Raleigh, a friend of Englands Queen Elizabeth, sent two ships to explore the coast of North America in 1584 to help make England more powerful. These ships landed in present-day North Carolina. Explorers returned to England reporting the fruits, vegetables, fish and animals they found on the island. A year later, Raleigh sent men to start the colony, but they could not grow food so returned home. In 1587, 100 new farmers and workers were sent back to start the colony. The following year,

Captain John White returned to England to gather supplies to bring back to Roanoke, however, when he returned everything was gone. Only the word Croatoan was left carved into a ruined fort. Transparency 6C Jamestown o Ask: What do you see in this picture? o Ask: What challenges might these settlers have faced? o Ask: What might these settlers have needed to do in order to survive? o Ask: What might the American Indians have thought about this settlement? Could there be any benefits? o This is a picture of Jamestown colony. In 1606 Englands King James sent 105 men to settle in Virginia hoping that the colony would make them richer. The settlers mission was to find gold in Virginia so they chose to settle upriver from the Chesapeake Bay and named the colony Jamestown after their King. Unfortunately, Jamestown was built on a marsh, so soil was not fertile enough for farming and the mosquitos carried a deadly disease, malaria. By the end of the 1607 the majority of the settlers had died. Late in 1607, settler John Smith was captured by American Indians and taken to the chief Powhatan to be killed. However, the chiefs daughter, Pocahontas saved him and developed a relationship between the American Indians and settlers, trading items. In 1608 more men arrived to Jamestown in search of gold, but there was not enough food to feed everyone. In 1609, the American Indians stopped trading with the settlers and attacked them. Only about 60 settlers survived in Jamestown. No one found gold in Jamestown, instead they learned to grow a new type of tobacco. This cash crop became Virginias gold. Jamestown became continued to develop and developed a democratic government. Transparency 6D Plymouth o Ask: What do you see in this picture compared to the other two? o Ask: What different challenges might these settlers have faced? o Ask: What might they need to do in order to survive? o Ask: What might the American Indians have thought about this settlement? Could there be any benefits? o This is a picture of the settlers of Plymouth colony. Plymouth was started by settlers looking for religious freedom from England. These people wanted to separate themselves from the Church of England. This group of people came to be known as Pilgrims. In 1620 the Pilgrims sailed from England on the Mayflower arriving in Massachusetts. Before stepping on land they developed the Mayflower Compact to keep peace among the people. The first winter was hard because they landed too late to plant crops for food, so many died over the winter. Squanto, a member of the Wampanoags tribe visited the Pilgrims and taught them to plant crops and catch fish. A peace treaty was developed between the American Indians and the Wampanoags. In the fall, a feast was held to give thanks for food

they collected from their crops. This celebration is still being celebrated today as Thanksgiving Day.

Checking for Understanding:

While discussing Transparencies 6B-6D, the teacher will be asking questions to ensure students are observing and thinking about major concepts for each settlement. At the closure of the lesson, the teacher will ask overall concept questions to see if students grasped the different challenges faced by settlers in each colony. During independent practice the teacher will circulate through the groups making sure students are answering the questions correctly and are understanding the colony they are presenting.

Guided Practice:

Students are guided to using what they know about settlers of America to make conclusions about the Roanoke, Jamestown, and Plymouth While the students are in groups of 4-5 focusing on their Act-it-Out colony, the teach will walk around assisting students

Independent Practice:

Students will be divided into pre-selected groups of 4-5 students. Each group will be given an English colony and be required to answer questions and create a skit for their classmates to demonstrate challenges faced by settlers. When each group receives their settlement they should read that section in their book together. After reading about their settlement, the group should work together on answering the comprehension questions that will be used to create their skit. Students should then plan how they will act-out the challenges faced by their settlement.

Closure:

After going over Transparency 6A-6D, the teacher will ask: o What were the challenges settlers of Roanoke faced? o What were the challenges settlers of Jamestown faced? o What were the challenges settlers of Plymouth faced? Split the class into groups and hand out Act-it-Out sheets Groups: o Roanoke 1: Avery, Anna, Morgan, Jose, Brayan, Aliyah o Jamestown 2: Lily, Zack, Coco, Blair, Josh, Aaron o Plymouth 3: Tory, Benji, Pippa, Nauhdia, Grace Hillary o Jamestown 4: Emelia, Kelis, Steven, Rowan, Adam, Sammy o Plymouth 5: Hamish, Camden, Gracie, Eryon, Coral Put up the goals of independent practice.

Assessment:

Exit Slip In order to leave for the day your group must turn in the answers to the questions for
your settlement with a written plan for the Act it Out. *Extra time will be given on Friday to finish planning your Act it Out.

Reflection: