The+Colonies

**Unit Cover Page** __Grade Level(s): 5__ __Time Frame: 3 Weeks__ __Theme__: __The New England Colonies__ __Subject/Topic Area(s__): __Settling the New England Colonies, Religion, Politics in the Colonies __ __Key Words__: __ town meeting, free market, industry, export, import, triangular trade route __ __Designed By__: __Ericka Padilla, Veronica Martinez, and Caroline Dela Victoria__ __Harcourt Press Reflections Grade 5 United States History: Making a New Nation__ || This unit covers the settling of the New England Colonies. If follows a Unit on Spanish Exploration and the first Colonies. The next Unit will cover settling the Middle Colonies. As a result of the unit, students should have a firm foundation in why the New England Colonies were created. What the social, political and religious reasons were for settling the New England Colonies. Students will also learn about the economy of the New England Colonies and why people wanted to settle in certain areas. We will also examine the relationships between the colonists, the Native Americans, as well as the colonists neighbors in surrounding Colonies. I hope that the students have a good understanding of all aspects of life in the New England Colonies. The students will have a chance to experience the Colonial way of life with hands on experiences. We will have a Colonial Experience day where we look at the various aspects of Colonial life. They will then compare and contrast this to the way of life that they know. Students will also spend time reading their textbook, reading trade books about colonial life, and working in groups to answer questions that will serve as their notes. Students will begin creating a Pull-Folder that will illustrate the three Colonial areas (New England, Middle and Southern Colonies). The students will have a variety of assessment opportunities to prove their understanding. ||
 * __Unit Title__: __Life in the Colonies and How it Compares to Life Today__
 * **Brief Summary of Unit (including curricular context and unit goals):**

**Stage 1: Identify desired results.** 1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the location of the colonies and of the Native American Indian nations already inhabiting these areas. 2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g. John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland). 3. Describe the religious aspects of the earliest colonies (e.g. Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania). || There were people who did not agree with this new way of life and did not fit in. As a result these people were punished or banished. There are important figures that played a role in how the colonies were settled and this can be seen in these areas still today. Religion, economy, politics all played a role in settling the colonies and can help us compare and contrast the colonies with life in the United States today. ||
 * What content standards are addressed?**
 * 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
 * What enduring understandings are desired (and what misunderstandings will be addressed)?**
 * The colonies were settled for a particular reason.

What made the colonists settle in a particular region? What were the consequences for the American Indians who already lived there? Examine the similarities and differences between life in the colonies and life today? Identify and analyze who were the important people involved in settling the colonies and why they are considered important? ||
 * What essential questions will guide this unit and focus teaching/learning?**
 * For what political and religious reasons were the colonies settled?


 * What key knowledge and skills will students acquire as a result of this unit?**
 * **//Students will know://** key terms: charter, dissent, expel, consent, sedition, frontier, common, town meeting, public office, free market, industry, naval stores, import, export, triangular trade route, Middle Passage, line graph. They will know the reasons why the New England Colonies were settled, and who played a role in this process. They will know what life was like in the New England Colonies and what the economy was in the New England Colonies.
 * //Students will be able to://** Compare and contrast the New England Colonies with life today. They will also be able to apply this knowledge in learning about the Middle and Southern colonies. They should then be able to compare and contrast all three areas and examine the events that led into the Revolutionary War. Students will also be able to apply this knowledge to other subject areas. ||

**Stage 2: Determine acceptable evidence.**
 * What evidence will show that students understand?**

__Letter to a New England Child__: The students will write a letter to a child that lives in one of the newly founded New England Colonies. They will show an understanding of some significant event that has taken place and ask the child how they are dealing with the event that has taken place. __Patchwork Quilt Research Project__: Students will choose an important figure from the New England Colonies and conduct research on this person. They will choose important facts about this person and create a square that will be added to a class quilt. The students will incorporate art in this activity to accompany the information. ||
 * Performance Tasks*:**
 * __Pull Folder Illustration of New England Colonies__: Students will begin a three-part project that will illustrate all three-colony sections. They will complete the first section for the New England Colonies. Students will create a detailed illustration that depicts the New England Colonies.
 * //Complete a Performance Task Blueprint for each task (next page).//**

Quiz 2: Life in New England Unit test: Material from Quiz 1 and Quiz 2 and New England’s Economy Homework assignments: worksheets that support the material covered in class. Teacher observations: I will make sure to observe my students and see who seems to understand and who may need some extra attention. Class notes: I will give students the vocabulary words, important names of people, and questions that need to be answered from each lesson. This is not turned in, but I will ask to see this to verify who is on task and on target with where we are in each week’s lesson. ||
 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):**
 * Quiz 1: Settling New England


 * Student Self-Assessment:**
 * Students will self assess their class notes and their homework. Students will receive credit for completing class notes and homework. They will need to make corrections on these items as the information is covered in class. The students will self assess the letters that they write to children during the colonial time period with a teacher created scoring Rubric (see Appendix A). Students will also self assess the patchwork quilt research project. ||

**Performance Task Blueprint**
 * Task Title: __Pull-Folder Illustration of the New England Colonies__**
 * Approximate time frame: __1 hr__**


 * What desired understandings/content standards will be assessed through this task?**
 * Students will create an illustration that shows their understanding of the location and physical setting of the New England Colonies. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics?**
 * Illustrations will need to be accurate for the particular attributes of the New England Colonies' physical setting and location. ||

As we discuss the New England Colonies the students will think about ideas of ways to illustrate the New England Colonies physical location and setting. They will continue this project in the next unit with the Middle and Southern Colonies. It is important that students understand the reasons why the colonists chose the areas that they did and this task asks them to show that they understand. Students will need to present this illustration to their classmates and justify why they chose to draw what they did. This will help give a solid background for the state standard that addresses the physical location of the 13 colonies. As we cover all of the 13 colonies, students will be able to look back at this project and help give them a better overall understanding of the 13 colonies particular locations in the United States. ||
 * Through what authentic performance task will students demonstrate understanding?**
 * **//Task Overview (include G.R.A.S.P.S. –//** **//goal, role, audience, scenario, purpose, and standards)://**


 * What student products/performances will provide evidence of desired understands?**
 * The first portion of a three-part Pull-Folder that illustrates the New England Colonies, the Middle Colonies, and the Southern Colonies. It will be a visual illustration that shows the physical setting and location that is unique to the New England Colonies. ||


 * By what criteria will student products/performances be evaluated?**
 * * Illustration accurately depicts the New England Colonies physical setting and location.
 * Illustration is neat and clearly represented ||

**Performance Task Blueprint**
 * Task Title: __Letter to a New England Child__ Approximate time frame: __1 hour__**


 * What desired understandings/content standards will be assessed through this task?**
 * Students will write a letter to a child living in the New England Colonial time period. They will show an understanding of what life was like during the colonial time period. This is including family life, what school was like, and roles that girls and boys played in the family. In the letter they will also address a significant event that has taken place during this time. This activity will also assess the students writing skills. ||

Students will need to be able to examine what role religion played in the life of the colonists. Students will need to be able to take this knowledge and apply it to putting themselves in that setting. Students will need to have an understanding of significant events that took place during the colonial times. ||
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics?**
 * Students will need to have a background in what life was like in the colonies.

The goal of this activity is to assess student’s ability to take the knowledge that they have acquired through the lessons from the week and apply it to a written assignment. I want to see them show me what they have learned through a letter that they write to a child living in the colonies. They are going to have the opportunity to pick what the topic of the letter is, but it has to show their understanding of two or more aspects of colonial life. Students will put themselves into the colonial life and imagine what it was like during that time. They will be writing to an imaginary child, but one of their classmates will read the letter and help to assess the quality of work with a rubric. I want my students to be able to apply their knowledge of colonial life, from home and family, to the community. This will be reflected in a letter. The activity also practices writing skills. ||
 * Through what authentic performance task will students demonstrate understanding?**
 * **//Task Overview (include G.R.A.S.P.S. –//** **//goal, role, audience, scenario, purpose, and standards)://**


 * What student products/performances will provide evidence of desired understandings?**
 * Students will turn in a formal letter that they have written. The teacher will burn the letters edges to make it look old (See Appendix B-burn the edges of the paper, and written on cream colored paper). ||


 * By what criteria will student products/performances be evaluated?**
 * * The letter meets writing criteria expectations in a scoring Rubric (see Appendix A).
 * The historical content is accurate and complete.
 * The letter is written in a clear and concise manner.
 * Students have included information about colonial life and a significant event from the time period. ||

**Performance Task Blueprint** __**Approximate time frame**__**:** __**One Week**__
 * __Task Title:__ __Patchwork Quilt Research Project__**


 * What desired understandings/content standards will be assessed through this task?**
 * Students will conduct research on an important person from the 13 original colonies. They will conduct research and collect important facts about this person. Students will then use questions that I have provided them to guide their written response. These questions will allow students to examine why this person is so important and decide if they agree with their importance or not. Students will type this up in the computer lab and transfer the writing onto a construction paper square. Students will also design a patchwork art square with a pattern and color scheme of their choice. This will act as an overlay that flips open to reveal their writing. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics?**
 * Students will have computer lab time to use their research skills that we have been practicing since the beginning of the year. The information needs to be historically accurate and the important facts need to be key facts about the person that they choose. Students will need to be able to present their work verbally in class in front of their peers. Students will need to think beyond the simple facts and analyze the information that they have found. They will need to grapple with the reasons why their important figure is considered so and decide if they agree or not. ||

We are connecting art, history, writing and research in one project. Students will have the opportunity to show their understanding of all these areas of learning. They will need to pick an important person from the colonial time period. They will use our weekly computer time (2 days a week for one hour) to do research on this person. Students will then use this research information about the person and answer higher level thinking questions that examine the reasons why this person is considered important and what impact they had on forming the colonies. This will be glued onto a construction sheet of paper. They will then spend time during art creating a pattern, with a color scheme of their choice on a square that is slightly smaller then the construction square. This art design will then be glued (on the edges so it can be lifted up to reveal the writing) on top of the typed information. They will be creating this project to be presented in class and then to be put on display in the classroom. This project incorporates the student’s ability to do research and pull out the important facts from this research. It also assesses their ability to think critically about the information that is presented about our country’s history and then form their own opinion about historical issues. Lastly, the students will have a chance to use their artistic talents to make this project complete. ||
 * Through what authentic performance task will students demonstrate understanding?**
 * **//Task Overview (include G.R.A.S.P.S. –//** **//goal, role, audience, scenario, purpose, and standards)://**


 * What student products/performances will provide evidence of desired understands?**
 * A final patchwork square that consists of a three squares of different sizes (bottom: construction paper, middle: typed sheet with writing, and top: the art design square). I will take these finished products and glue them together to make a large quilt that will hang on the bulletin board wall. ||


 * By what criteria will student products/performances be evaluated?**
 * * Students will use trustworthy and age appropriate search sites.
 * Students are able to take the information they find and put it into their own words.
 * Students will show understanding of how to use a computer and use correct computer manners.
 * Students will show an understanding in creating patterns and color usage.
 * Students speak clearly in a confident manner that expresses their findings at the end of this project.
 * Students write using correct grammar and convey meaning clearly.
 * Students show an understanding of American Colonial history.

**Stage 3: Plan learning experiences & instruction. **


 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **
 * Consider the W.H.E.R.E. elements, from the student’s perspective. **
 * Introduce the unit by reading the story “The Courage of Sarah Noble” as the hook for the lesson.
 * Introduce the new vocabulary words from the unit.
 * Read from text Ch. 5 sections 1 and 2.
 * Watch United Streaming video on 13 colonies.
 * Read from text Ch. 5 sections 3 and 4.
 * Examine and discuss pictures, artifacts and documents from the time.
 * Quiz #1: Settling in New England (open notes)
 * Switch papers and correct the quiz. Students can take home quiz to fix answers to get extra points.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have student’s prep and work on pull-folder illustration. If they do not finish in class, they will finish at home for homework.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read from text Ch. 6 section 1 and 2.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will get into jigsaw groups and work through key questions to check for understanding.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read from text Ch. 6 section 3 and 4.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Examine and discuss pictures from the text making comparisons of life then and now.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Model and practice writing a letter as a class to a child that lived in the colonies. The teacher will demonstrate to students how she will make the letter look old.
 * <span style="font-family: Arial,Helvetica,sans-serif;">While in the computer lab we will choose an important person from the colonial times and begin research on this person.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will compare and contrast the New England colonies with life today.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will use the double bubble thinking map.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Quiz # 2 Life in New England
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will switch with neighbors to correct. They can take quiz home to fix missed questions for extra credit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial letter. Students will write a letter to a child that lives in one of newly founded New England colonies.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will ask the child in letter how they are dealing with the event that has taken place.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial letter writing continues. After students have finished with their letter, they will get in small groups to read the letters and give feedback.The teacher will take their letters home to make them look old.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computer lab research continues about an important person from the Colonial Era.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will pick important facts about the person and type it in their own words.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read from text Ch. 7 section 1.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Spend time in class working on the art aspect of the patchwork quilt project.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read from text Ch. 7 section 2.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will watch a video on life in the Southern Colonies.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read from text Ch. 7 sections 3 and 4.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Act out the barter system and triangular trade routes with imports and exports.
 * <span style="font-family: Arial,Helvetica,sans-serif;">P.E.: Play colonial games (hopscotch, bowling, etc.) We will have colonial music playing during this time.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will have some time to work on their patchwork quilt project.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Test Review Day: Play vocabulary BINGO!
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will work in groups to complete a study guide.
 * <span style="font-family: Arial,Helvetica,sans-serif;">In these groups we will play a trivia game based in the study guide.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit Test: Settling in New England, Life in New England, and New England's . Students will receive the results on Monday. Students will have an opportunity to make up the points missed if they choose.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Patchwork Quilt research project due

**Stage 3: Plan learning experiences & instruction.** **In what way will technology be used that will equip students to develop and demonstrate the desired understandings?** Students will use technology to research on several occasions throughout the unit. When students are using technology as a tool, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. **What parental/family involvement activities will equip students to develop and demonstrate the desired understandings?**

Students will be provided with several opportunities throughout the unit that will require extended home activities that include their family. The student will be given family newsletters that will provide them with websites approved by the teacher that can be used as a source to further assist in developing the understanding of the desired standards covered in this unit. The student will be required to navigate through these websites at home along with their family which will better prepare the students for any quizzes and tests through out the unit. The website includes wonderful tools that can help the student and parent better understand the material being taught during unit. It also provides clickable maps, games, timelines, vocabulary about "The Colonies" that can keep the students engaged in their home. Parents and other family members will also be encouraged to go over any study- material provided in the home with the student to ensure that the student is successful during the tests in the case that computers are not readily accessible to the family. In addition to the websites the students will be asked to create a model of a child during this time period. This will be given as a "family project" that can be done in the home all together. The teacher will provide instructions and possible materials that can used to recreate the model figure. This figure will need to clearly represent a child living during this time period with the appropriate clothing. This will require the family and the student to do some extended research together in order to successfully complete the family project. These extended home activities can also provide the families with quality bonding time that will not only be beneficial for the family unit but also for their child's academic success! website provided: www.socialstudiesforkids.com **Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings?** Students will use the bulletin boards to develop and demonstrate their understanding of the unit content: The Colonies. Bulletin boards are useful resources to have in the classroom as it organizes information for students and caters to different types of learners like visual learners and verbal learners. Bulletin boards highlight what are the important aspects of the unit, helping the student focus on the main ideas. Bulletin boards also add personality to the classroom as you can design different themes, like The Colonies theme planned here. This brings the unit to "life" with a visual representation of it. Students are able to visualize "The Colonies" and imagine what it was like during those times. It also offers a place for students' work, in turn showing students that their work and efforts are valued.

**<span style="font-family: Arial,Helvetica,sans-serif;">Stage 3: Plan learning experiences & instruction. **

Introduce the Unit by reading the story "The Courage of Sarah Noble" as the hook for the lesson. introduce the new vocabulary from the Unit. Read from the text Chapter 5 Sections 1 and 2 with the class. (popcorn reading) Watch the United Streaming Video on The 13 Colonies. Read from the text Chapter 5 sections 3 and 4. Examine and discuss pictures, artifacts, and documents from the time period. Quiz #1 Settling in New England (open notes) Students will switch papers and correct each others quizzes. Students can take their quiz home to correct mistakes to earn extra points. Students will prepare and begin working on their Pull Folder Illustrations. If they do not finish in class, they can finish it for homework. Read from text Chapter 6 sections 1 and 2. Students will get into jigsaw groups and work through key questions to check for understanding. Read from text Chapter 6 sections 3 and 4. Quiz #2 Life in New England Students will switch papers and correct each others quizzes. Students can take their quiz home to correct mistakes to earn extra points. The teacher will introduce the Letter Writing activity. This introduction will be an opportunity for instructions and clarifications of any misconceptions the students might have. While in the computer lab we will choose an important person from the time period and begin researching on the particular person. Students will compare and contrast life in the New England Colonies with life today. Students will use the double bubble thinking map for this activity. Quiz #2 Life in New England Students will switch papers and correct each others quizzes. Students can take their quiz home to correct mistakes to earn extra points. Colonial Letter Writing Activity Students will write a letter to a child that lives in one of the newly founded New England Colonies. Students will ask the child in the letter how he/she feels and how they are dealing with an important event that has occurred. Colonial Letter Writing Activity continues After students have finished writing their letter, they will get into small groups and read their letters to each other. Students are to provide feedback to each other. The teacher will take the completed letters home and burn the edges and make them look dated and old. Computer lab research on an important person continues. Students will use school approved and age appropriate web sites to locate vital facts about the person. students will need to completthesis activity by using their own words. Plagirizing will not be permitted. Watch a video on life in the Southern Colonies. Introduce the Quilt Research Project. Show students examples of what is expected and pass out a rubric. Spend time in class working on the art aspect of the patchwork quilt project. Students will have time to work and complete their patchwork quilt project. Physical Education: Play colonial games (hopscotch, bowling, etc). We will have colonial music playing during this time. Final research on the important person in computer lab. Writing: Begin writing portion of project important person project. Students will work in groups to complete a study guide. In these groups, we will play a trivia game based on the study guide. Unit Test: Students will receive the results tomorrow and have a chance to make up the points if missed if they choose. Writing: Continue to work on writing, revise/edit writing; and type writing in computer lab. Patchwork quilt project due. Begin presentations. Students may dress up in Colonial dress and participate in Colonial dance, games, and art.
 * <span style="font-family: Arial,Helvetica,sans-serif;">What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">The following calendar many be used to map the unit sequence. Code each calendar entry with the appropriate initial(s) of the W.H.E.R.E. elements. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Monday Day 1 ( H.) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuesday Day 2 (E.) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wednesday Day 3 (E. evaluate/ E. explore) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Thursday Day 4 (R. E. explore) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Friday Day 5 (E. evaluate) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Monday Day 6 (W.) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuesday Day 7 ( H.) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wednesday Day 8 ( E. evaluate) **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Thursday Day 9 (R.) **
 * Friday Day 10 (W.)**
 * Monday Day 11(H.)**
 * Tuesday Day 12(E.)**
 * Wednesday Day 13(H.)**
 * Thursday Day 14(R.)**
 * Friday Day 15 (E. evaluate)**

**Appendix**
 * Appendix A**
 * Letter Rubric**
 * Appendix B**
 * Colonial Letter Sample**
 * Appendix C**
 * Pull-Folder Sample**

These are pictures of Paper Patchwork Samples. Sample A - is an example of using construction paper with cut-out geometric shapes an designs to make the desired image. Sample B - is an example of using construction paper, sketching a design, and using tissue paper* to glue over the sketch. *Tissue paper - students will tear off pieces of the tissue paper and crinkle/wrinkle it up and glue it on their sketch. They will do this many times until the sketch is completely covered. ||
 * Appendix D**
 * Patchwork Quilt Sample**
 * A.** **B.**