Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

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1 Title: Understanding the Differing Colonial Societies Lesson Author: Laura McBride & Ben Bishop Key Words: US History, Colonies Grade Level:7th Time Allotted:40 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The rationale for this lesson is to convey to students the similarities and differences of the thirteen colonies. It is important for students to be able to recognize how different environments/places effected economies, governance, and people living there. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson would follow the introduction lesson to Colonial America, which would be European Colonization of North America. This would be the first lesson to introduce the regions that distinguish the thirteen colonies. It would be followed by lessons on slavery in Colonial America. Key Concept(s) include definition: American Colonies: Those colonies ruled by the British that formed the original thirteen states of America: New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia. New England Colonies: Colonies found on the Northeast coast of the North American continent. These include: Massachusetts, Rhode Island, Connecticut, New Hampshire Southern Colonies: Colonies found on the Southeast coast of the North American continent. These include: Maryland, Virginia, North Carolina, South Carolina, Georgia. Middle Colonies: Colonies found in the between the North and Southeast coast of the North American colony. These include: New York, New Jersey, Pennsylvania, Delaware. Economy: The management of the resources of a community, country, etc., especially with a view to its productivity. 1

2 Environment: The social and cultural forces that shape the life of a person or a population. NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme III. People, Places, and Environment During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places, and environments. SOL* : USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence. Essential Knowledge (minimum for SOL Resource Guide) See chart below Essential Skills (minimum for SOL Resource Guide) Interpret ideas and events from different historical perspectives. (1d) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (1f) Colonies Resources Geography and Climate Specialization Examples of Interdependence Social/Political New England Natural resources: e.g., timber, fish, deep harbors Human resources: e.g., skilled craftsmen, shopkeepers, shipbuilders Capital resources: e.g., tools, buildings Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winters Fishing, shipbuilding, naval supplies, metal tools and equipment The New England colonies depended on the Southern colonies for crops such as tobacco, rice, cotton, and indigo, and for forest products such as lumber, tar, and pitch. They depended on Villages and churches were centers of life. Religious reformers and separatists Civic life: town meetings 2

3 the Mid-Atlantic colonies for livestock and grains. Mid-Atlantic Southern Natural Resources: e.g., rich farmlands, rivers Human resources: e.g., unskilled and skilled workers, fishermen Capital resources: e.g., tools, buildings Natural resources: e.g., fertile farmlands, rivers, harbors Human resources: e.g., farmers, enslaved African Americans Capital resources: e.g., tools, buildings Appalachian Mountains, coastal lowlands, harbors and bays Mild winters and moderate climate, wide and deep rivers Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers Humid climate with mild winters and hot summers Livestock, grains, fish Tobacco, rice, cotton, indigo, forest products (lumber, tar, pitch) The Mid-Atlantic colonies traded with the Southern and New England colonies to get the products they did not produce. The Mid-Atlantic colonies depended on the Southern colonies for tobacco, rice, cotton, indigo, and forest products. They traded with the New England colonies for metal tools and equipment. The Southern colonies depended on the New England colonies for manufactured goods, including metal tools and equipment. They depended on the Mid-Atlantic colonies for grains and other agricultural products not plentiful in the South. Villages and cities, varied and diverse lifestyles, diverse religions Civic life: market towns Plantations (slavery), mansions, indentured servants, fewer cities, fewer schools, Church of England Civic life: counties Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. The day s big question: What are the similarities and differences between the original colonies? 3

4 Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students should be able to identify key aspects of each specific colony. These include economy, founding, people, climate/environment, religion and politics. Obj. 2 Students will be able to develop persuasive arguments for the advantages of their assigned colony to present to the class. Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. Just do it/ exit slips Assessment 2. Brochure activity 4

5 Materials: Historical Source(s): List here and include copies in materials section below TCI History Alive! Colonial America, Lesson 1.2 TCI Bring Learning Alive, P Picture sources: See in PowerPoint slides (material b) Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Just do it handout (See material A) PowerPoint Slideshow (See material B) Active learning roles handout (See material C) Colony handouts (see material D) Exit slip (see material E) 5

6 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook 2) Instructional sequence: Obj # See above. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates. Include pace/time for each activities e.g. (5 mins) Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Just do it. Transition: Objective # 1 Just Do It: Colonial America Worksheet Students will complete this worksheet individually to assess prior knowledge on American colonies. (See material A) -3 minutes Collect at end of class with exit slip to see learning progression Now lets go over the just do it worksheet. Take a few minutes to show the correct locations of the colonies -2 minutes Students should be able to identify key aspects of each specific colony. These include economy, founding, people, climate/environment, religion and politics. Brochure activity: students will create brochures on a specific colony in groups (see material B and C for directions) based off the arguments they read in the individual handouts (see material D) -20 minutes Informal observation of groups working on the brochure 6

7 Transition: Objective # 2 Now that you have created your colony brochures we will present them to the class. Students will be able to develop persuasive arguments for the advantages of their assigned colony to present to the class. -10 minutes Informal observation of group presentations 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Exit slip (see material E) Collected at end of class -5 minutes Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. Just do it worksheet to assess readiness Learning preference needs: visual, auditory, written Individual work completing just do it and exit slip Group work activity creating brochures Common closure for all students: Opportunity to reflect on their learning (exit slip) For students with disabilities, directions can be repeated and explained 7

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