Unit Title: Colonial Settlement Project

Transcription

1 Unit Title: Colonial Settlement Project Subject/Topic Area: US History Grade Level(s): 6 th /7 th /8th Designed By: Marlene Mathews Carol Breeding District(s): Lake Forest Milford Time Frame: 5-90 minute classes Date: 6 March 2009 Brief Summary of Unit (This should include a brief unit summary including a description of unit goals, rationale for the approach taken, and where it appears in the course of study.) Students will understand that the five big factors (cultural/societal, economic, political, geographic and technological) affected the way that different early colonial settlements developed and that the embryonic stages of development influenced later mores of those societies. By having students work individually, or in small groups they will research everyday life in the early colonies and construct a diorama and write a brief synopsis of what a typical colonist of their region would have called home. By understanding how the five big factors affected everyday life, students will have a stake in the further study of American history, particularly in relation to the American Revolution, sectionalism and westward expansion. This unit occurs after the Discovery and Exploration unit and before the American Revolution unit. Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) Delaware History Content Standard (Write out the Delaware History standard for which instruction is provided in this unit and which are ultimately assessed in the unit.) History Standard 1 6a 8s Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect. Big Idea (This should include transferable core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.) Because of the five big factors, the original colonies developed with distinct regional norms and that these norms influenced future historical events.

2 Unit Enduring Understandings (This should include important ideas or core processes that are central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence statements, the understandings specify what we want students to understand about the Big Ideas Ex: All sources contain some level of bias.) Students will understand that people came to the colonies for various reasons, and that those reasons and the five big factors have influenced the development of our national identity. Students will understand that people are immigrating to the United States today for various reasons and that those reasons and the five big factors will continue to influence the development of our cultural norms. Unit Essential Question(s) (This should include open-ended questions designed to guide student inquiry and focus instruction for uncovering the important ideas of the content. Please consult the history clarification documents at for a list of essential questions that the Delaware Department of Education has deemed to be in alignment with the standards.) Why did various groups and individuals immigrate to the colonies? How did the five big factors affect the development and growth of the different colonies? How did the differences in colonial development lead to regions with distinct characteristics developing? What evidence is there today that the early development of the colonies still influences today s society? Knowledge & Skills (This should include key knowledge and skills that students will acquire as a result of this unit. Ex: difference between a primary and secondary source, historians use different sources.) It should also include what students will eventually be able to do as a result of such knowledge and skill Ex: analyze a primary source document,) Students will know. that the five big factors influenced the development of the American colonies and that those influences created a catalyst for both rebellion and sectionalism. Students will be able to conduct research pertaining to the early colonial everyday life using various primary and secondary sources. Students will be able to analyze how each of the factors affected the development of their colony. Students will be able to evaluate how the development of the colonies led to changes in American history.

3 Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) Suggested Performance Task(s) Students will write a brief synopsis of everyday life in their colony. This may take the form of a journal or may be written as an informative narrative. Science Fair Boards and Powerpoints are acceptable. Information that should be expanded upon includes the following: Geographic factors: how geography influences the houses, clothing, food availability, occupations and economic and political development of the colony. Technological factors: how technology or lack thereof influences the housing, clothing, foodstuffs, occupations and economy of the colony. Societal/cultural factors: how does the religion, diversity, educational and societal values of the colonists influence the development of the colony? Political factors: how is the political system of the colony set up, who and/or which groups have the greatest influence in the political arena, how are local decisions made, what frameworks for future political development are set up, who is allowed to participate in the political arena, who is omitted from political influence. Economic factors: how does the typical colonist support their household, what evidence of dependence (upon Europe) interdependence of self-reliance is there. How do the dependence, interdependence and independence affect political and social realms? How does economic development influence the growth of the colony? ***This may be down using a science fair board, a poster or as a power point presentation. Students will construct either a house of a typical settler for their colony, including implements and possessions for the colonial identity. Or students may choose to construct a typical settlement/village for their colony.

4 Rubrics for Performance Task (Be sure to align your rubric to the benchmark. A student should not be able to score well on a rubric if he or she has not mastered the standard/benchmark itself.) See attached Appendix A for writing rubric Appendix B for colonial house rubric Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.) Nystrom Atlas United States History 13a/b Europeans Settlers in North America Nystrom Atlas United States History 14a/b The Thirteen British Colonies McDougall Littell Beginnings Through Reconstruction Tests 3 & 4 Meet The Challenge Skills Assessment and Writing Prompt 3a-3d and 4a 4d (Please note that this part of the unit is taught concurrently with Chapter 3 The English Establish 13 Colonies and Chapter 4 The Colonies Develop (McDougall Littell s American History Beginnings Through Reconstruction) This allows students who may not be as successful on tests to demonstrate their knowledge of the subject matter. Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.) Student Showcase students do a gallery walk through to compare their projects and synopsis to others they will score each project in accordance to the rubric. Students then write a journal entry as to what they may have done differently on their projects.

5 Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve unit goals Lesson # 1 OF 3 Colonial Project Marlene Mathews & Carol Breeding Lesson Description: Students will conduct research as to how the five big factors influenced everyday life in Colonial America. This allows students to understand that regionalism, rebellion, and sectionalism develop because of early patterns and aspects of Colonial America. Time Required: This lesson will take five ninety minute blocks I suggest that you have students do individual research for approximately minutes then have them work in collaborative pairs for minutes researching together. After the session of research have them write their information onto index cards under the appropriate headings. (Political Factors, Economic Factors, Geographic Factors, Societal Factors, Technological Factors) Essential Question Addressed: How did the five big factors affect the way that the colonies developed? Enduring Understanding: That the 13 British Colonies developed differently because of the 5 Big Factors and that those developments led to the American Revolution and to sectionalism. Materials: Handout 1: Parental Notification Sheet Handout 2: Rubric for Writing Handout 3: Rubric for Project Handout 4: Big 5 Factors Index Cards Handout 5: Map Skills Worksheet 13a/b Handout 6: Map Skills Worksheet 13a/b Internet Access Handout 7: 5 Big Factors Chart Handout 8: Rubric for Groupwork Ticket Out the Door Lesson 1 Various Books on Colonial America Internet Access Procedures:

6 *We are required to do a Meet The Challenge Skill Warm Up at our school it takes 5-7 minutes of class time so timing for your block may be slightly different. Step 1 Essential Question Introduction How did the five big factors affect the development of the early American Colonies? Step 2 Lecturette Explain to students that they will be researching the development of specific colonies and that they should focus on the five big factors when researching. Use past examples to give students an awareness of what they should expect their projects to look like and what their writing prompts need to contain. (10 minutes) Step 3 - Distribute The 5 Big Factors Chart (see attached-handout #7) Have class brainstorm how those factors may have affected early colonists and different colonies.. *Connect with Today use examples provided by student s lives of how they affect us. (15 minutes) Step 4 Distribute and Review with students: (20 minutes) Parent Notification Handout Rubric for Project Rubric for Writing Rubric for Groupwork Step 5 Allow students to opt whether they want to work with 1 or 2 partners or whether they want to work by themselves. I suggest that you allow students to secretly vote for this in the past some students expressed that they felt pressured into working with students who did not have the same work ethic as they possess. BEFORE THEY VOTE - MAKE SURE THAT THEY UNDERSTAND THAT YOU WILL ASSIGN PARTNERS AND THAT IF A PARTNER FAILS TO DO THE WORK IT WILL AFFECT THEIR GRADE. (10 MINUTES) Step 6 Assign partners for those students who wish to work as groups. (If you have an inclusion class please discuss with the Special Education Teacher possible partnerships prior to this unit. (15 minutes) Step 7 Assign colonies you may do this randomly or you may wish that certain students receive a colony that has ample information available. I do differentiate between specific colonies such as Williamsburg, Jamestown, Plinoth, and the actual colonies where they are located. (10 minutes) Step 8 Revisit the essential question: Ticket Out the Door see attached Formative Assessment ( Check for Understanding ): How will you measure student understanding of the targeted benchmark or essential question? This Check for Understanding must assess individual student achievement and involve written responses.

7 Resources & Teaching Tips (Consider the two questions below when completing this section.) o What text/print/media/kit/web resources best support this unit? Resources Texts Edwin Tunis Colonial Living Diary of a Young American Boy Early American Tools Henry C. Forman - Early Nantucket and its Whale Houses Reader s Digest Daily Life in Colonial America Various books in school library on Colonial America Public Library (if you call the librarian and explain the project your local library may offer to gather the materials as a resource the one in Harrington does this Web resources: (power points) o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues? Use Appendix C - Parent Notification of Project This part of the unit will take five days, the other lessons also take five days projects are due one week after the completion of the unit test. Students tend to want to plagiarize be sure to explain expectations and that copy and paste is not acceptable that is why I have students use the index cards. Explain BEFOREHAND to students who want to do Powerpoint Presentations that they are responsible for making the powerpoint on their time class time is reserved for research.

8 Differentiation (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations/accommodations that are needed to meet the needs of ALL students, including students with disabilities. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.) Students may be paired the internet seethes pair low with medium medium with medium medium with high Various websites with different readability levels are provided Do to low socio-economic conditions the Regular and Special Education Teachers do provide cardboard, paper, craft supplies, and past examples/items to some students who may not have support at hone

9 Technology Integration Students will conduct research using various search engines such as Google, ask.com and yahoo. Although various websites are provided (particularly to Special Education students, we prefer that student learn to conduct advanced searches. Content Connections