Title of Unit: American Settlement and the 13 original Colonies Title of Lesson: The Southern Colonies Submitted By:

Robyn Bolton

A. Summary of the Lesson Plan: This social studies lesson plan is designed for 5th grade students to get further insight on how life was in the 13 colonies specifically, The Southern Colonies. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History (pgs.202-215). B. Target Population: Grade Level: 5th grade Skill Level: All learning levels Grouping: Whole group discussion, small group activity, individual assessment. C. Materials: 5th grade Houghton Mifflin Social Studies textbook United States History Paper Pencil Computer projector D. Objectives: o NV State Social Studies Standards H2.5.5 Explain how the interactions among Native Americans, Africans, and Europeans, during colonial America resulted in unique economic, social, and political institutions. H1.5.7 Examine the cultural exchange among the Native Americans, Europeans, and Africans. H1.5.5 Describe the social, political, and religious lives of people in the New England, Middle, and Southern colonies.

Student-Friendly Standards I can explain how Native Americans, Africans and Europeans interacted during colonial times and how it changed life. I will examine how Native Americans, Europeans, and Africans interacted. I can describe how people lived in New England, Middle, and Southern colonies.

E. Procedure:
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: American Settlement and the 13 original Colonies Title of Lesson: The Southern Colonies Submitted By: Robyn Bolton

1. I will begin the lesson by telling students that they will be learning about how people lived in the Southern colonies. I will then review with my students what they learned the previous day about Middle colony life. In small groups students will predict how life was in the Southern colonies. Do you think it will be the same or different? 2. Before we begin reading we will go over the vocabulary words and students will write down the definition to the words: plantation, legislature, refuge, debtor, indigo, overseer, and spiritual. 3. We will then begin reading the book. I will stop and ask students questions and they will reply: ( After the third paragraph on page 202) Who worked on plantations? How did plantation owners make money? ( After the fourth paragraph on page 204) How did James Oglethorpe help debtors? ( After the second paragraph on page 210) What were some of the Souths cash crops? ( After the fourth paragraph on page 213) Why did the south start to use more and more slaves? ( After the last paragraph on page 214) How did slaves stay strong? 4. Once we are done reading the book students will watch a video clip http://www.youtube.com/watch?v=uCFmOb3ZMdo that describes slavery in the south. 5. Students will then write a journal entry that describes life in the south. 6. CLOSURE: Students will turn in their journal entries as a ticket out the door. F. Assessment: What will you use to measure student understanding? I will use the ticket out the door to measure student understanding. Explain how you will know students understand the concepts from the lesson. I will know students understand the concepts from the lesson if they can describe accurately how life was in the south based on what they have read. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part for me to teach will be how people lived and survived in the Southern colonies
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: American Settlement and the 13 original Colonies Title of Lesson: The Southern Colonies Submitted By: Robyn Bolton

2. Which part will be most challenging for you to teach? I think the most challenging thing to teach will be slavery because it is always a very awkward topic to discuss, especially with younger students. You dont want to go into too much detail and put them in shock. 3. How will you follow up or extend this lesson? I will extend the lesson by having students learn about spirituals. I will play some spirituals for the students and based off of the lyrics students will tell me what they think the spiritual is about. 4. What will you do for students who dont grasp the concepts? There will be plenty of visuals for students who do not grasp the concept. The visuals might be able to help students get an idea of what they dont understand. 5. Which part of the lesson, if any, do you think might need to change? I might want to split this lesson into two parts as well. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan was figuring out what questions I wanted to ask during the reading, since I didnt want to spend the entire time stopping and asking questions.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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