5th+Grade-+Colonies


 * Unit Cover Page **


 * ** Unit Title: Quest for a Better Life in Colonial America **


 * Grade Level(s): 5 Time Frame: 12 Instructional days **


 * Theme: Quest for a Better Life: 13 Colonies **


 * Subject/Topic Area(s): History **


 * Key Words: Colonies, Religion, Founding, First Great Awakening, Slavery **

||
 * Designed By: __Natalie Castillo, Michael Gin, and Cindy Halbert__ **
 * ** Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **

In this unit, the students will learn about the life in the colonies. The goal of the unit is to learn where the Europeans settled and what influenced them, who founded the colonies and why, the affect of religion, systems developed, and finally the role of slavery in colonial America. The students will read and discuss the text throughout the unit. The students will participate in three performance task activities. These performance task activities are creating a Thirteen Colonies booklet, create a 13 Colonies newspaper, and lastly do a "Who were the Colonial People Research and Report". The technology used are a video of the Thirteen Colonies and using the computer to do research. The Specifically Designed Academic Instruction in English strategies that we are using to aid English learners and special needs students are KWL charts, graphic organizers, choral reading, brainstorming, inside/outside circle sharing, in-text questions, think-pair-share, visuals, realia, hands-on activities, and verbalizing. The families can participate as three school-to- home-newsletters will be sent to the parents. Each newsletter contains an activity for the families to do together. The parents can talk, learn, and read together with their child. A summative assessment will be given at the end of the unit to assess the students' understanding of the content area. ||

** Stage 1: Identify desired results. **  5.4  Students understand the political, religious, social, and economic institutions that evolved in the colonial era. Reading Language Arts Standards (Grade 5): || Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demon­ strates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade five outlined in Listening and Speaking Standar 1.0, students: 2.1 Deliver narrative presentations: a. Establish a situation, plot, point of view, and setting with descriptive words and phrases. b. Show, rather than tell, the listener what happens. The students will understand:  - location of the 13 colonies   -reasons why the 13 colonies were founded -similarities and differences between the New England colonies, Middle colonies, and Southern colonies -the social, political, cultural, and economic life and interactions within the colonies. ||
 * What content standards are addressed? **
 * History Standards (Grade 5):
 * 1) Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the 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; William Bradford, Plymouth; John Winthrop, Massachusetts).
 * 3) Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
 * 4) Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
 * 5) Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
 * 6) Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
 * 2.0 Speaking Applications (Genres and Their Characteristics)**
 * What enduring understandings are desired (and what misunderstandings will be addressed)? **

1. What influenced where Europeans settled in North America? 2. Who founded the colonies and why? 3. How did religion affect the founding of the colonies? 4. How did the First Great Awakening affect the colonies? 5. What systems developed in the colonies? 6. What was the role of slavery in colonial America? ||
 * What essential questions will guide this unit and focus teaching/learning? **
 * Essential Questions:

**// Students will know: //**
 * What key knowledge and skills will students acquire as a result of this unit? **
 * where the 13 colonies settled and what were the influences that made their decision.
 * the geographical location of the colonies and of the First Nations people that existed in those areas.
 * how the colonies' political self-government and free-market economic system were based on the British colonial period.
 * the differences between the British, Spanish, and French colonial systems.


 * // Students will be able to: //**
 * identify key individuals and groups who founded the colonies and the reasons for their founding.
 * describe the various religions of the early colonies and how it affected them.
 * identify the significance and leaders of the First Great Awakening and how it affected the colonies.
 * describe how slavery was introduced into America and the responses of the slave families to their conditions.
 * describe the tension between the proponents and opponents of slavery and the institutionalization of slavery in the South. ||

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


 * Performance Tasks*: **
 * ** Thirteen Colonies Booklet: ** Students will create a Thirteen Colonies Booklet that identifies the thirteen colonies, year established, early leaders, reasons for founding, geographical map of the colonies, drawing of the type of systems that the New England, Middle, and Southern colonies had deveolped. Lastly, they will write about three different colonies and what influenced where they settled. The students will present their booklet to one another rotating using inside/outside circles and share about three different colonies and what influenced where they settled.

**13 Colonies Newspaper:** Students will work in groups of 4-5 to create a Colonial newspaper. Each group will be assigned either the New England, Middle, or Southern colonies to research and write about. The newspaper will cover the news and lifestyles of these colonies. Through thoughtful articles and eye-catching artwork students will showcase both their writing and artistic talents. Through this activity, students will learn all about the events, issues, influential people and culture of a unique time in our country's history. The goal of this project is to have students make daily colonial life come alive!


 * Who Were the Colonial People Research and Report: ** Students will research and explore the lives of colonial people and share their findings orally with the class.

** * ****// Complete a Performance Task Blueprint for each task (next page). //** ||

1. Quiz on lessons 1 and 2 2. Quiz on lessons 3 and 4 3. Quiz on lesson 5 and 6 3. Summative Test on all lessons
 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * **Quizzes/Tests :**

1. Compare and Contrast Venn Diagram of New England, Middle, and Southern Coloinies 2. Colonial Founders Fact Sheet 3. Resource Map 4. Graphic Organizer to record facts and information in "Colonial American" subject. 5. Colonial Person Sketch Card 6. Compare and Contrast Venn Diagram of current rules and laws of now and Colonial times.
 * Worksheets:**

1. Teacher guided reading discussions 2. Teacher observation of student participation and responses during reading discussions 3. KWL chart: Teacher guided dialogue used as diagnostic assessment 4. Teacher observation conducted throughout the Newspaper project 5. Teacher observation conducted throughout the Colonial American research and report project.
 * Observations/Dialogues:**

1. Presentation of The Thirteen Colonies Booklet 2. Completion and presentation of colonial newspaper 3. Presentation of Colonial Person. 4. Small Group discussion on questions of slavery lesson 6. ||
 * Group Work:**


 * Student Self-Assessment: **
 * Students will be given a rubric for the Thirteen Colonies Booklet group work, Colonial Newspaper project, and the Colonial American project. The rubric will serve as a means for students to self-assess their work in order to ensure their work is to teacher standards.
 * Students will engage in a the vocabulary game SPLAT, where they will be able to reflect, and assess their knowledge prior to the summative test.
 * A class session at the end of the unit, prior to the summative assessment will be set aside for reviewing for the test. Students will be asked to come to class prepared with questions for the assessment. This will allow them to assess their knowledge and understanding of the material prior to the final assessment.



** Performance Task I. **


 * Task Title: Thirteen Colonies Booklet Approximate time frame: 3 class sessions at 30 minutes each **

1. Students will know where the 13 colonies settled and what were the influences that made their decision. 2. Students will know who founded the colonies and why. 3. The students will work and collaborate in groups of 3 to complete their own individual booklet. 4. The students will present their booklets to one another in an inside/outside circle. The students will share about the three different colonies they chose and what influenced where they settled.
 * What desired understandings/content standards will be assessed through this task? **
 * Desired understandings:

History-Social Studies Content Standards: 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
 * 1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the 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; William Bradford, Plymouth; John Winthrop, Massachusetts). ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * * Students will work appropriately together in a group setting.
 * Students will work with their peers to accurately gather information to complete the 13 Colonies booklet.
 * Students are responsible to present their booklet along with three interesting facts they learned about the colonies.
 * Students will accurately label.
 * Students will classify and sort.
 * Students will creatively represent through drawing. ||


 * 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): **

The goal of this task are for the students' to know what influenced where Europeans settled in North America and who founded the colonies and the reasons why. The role of the students are to work and collaborate in small groups of threes. In these small groups, t he students will classify and sort the thirteen colonies and list pertinent information. The students will also make a map of the geographical location of the thirteen colonies and have a legend of resources and American Indians. Next, the students will creatively draw a representation of the systems developed in the New England, Middle, and Southern colonies. Lastly, the students will each choose three different colonies and write about what influenced where they settled. Each student in the group will have different colonies from each other. The students will each make their own booklet with the information collected. The audience is their peers. The students will present each of their booklets in an inside/outside circle and share three interesting facts they learned about the colonies. The students will rotate 5 times. The scenario are the students will work cooperatively and respectfully with one another to gather the desired information. They will work together to share their ideas as they make their own booklet. Once they are done, they will collaborate and share interesting facts they learned about the colonies. The students will choose three that really resonated with them and share those during the inside/outside circle presentation. The purpose of this task is to give students the opportunity to work collaboratively and cooperatively to conduct research and to share their thoughts and ideas about what they learned about the colonies. Also, this task will tap into their creativity as they represent the systems that were developed through art. Lastly, the task gives the students an opportunity to orally share what they did and learned. The standards that are met are History-Social Science 5.4.1 and 5.4.2 which are listed above. ||


 * What student products/performances will provide evidence of desired understands? **


 * The students' Thirteen Colonies Booklet will provide evidence of the students' understanding of who founded the colonies and why. Through the classifying and sorting section, the students will be able to identify each of the New England, Middle, and Southern colonies, year established, early leaders, and reasons for founding. Through the map, the students will be able to geographically locate the thirteen colonies. Through the drawings, the students will be able to creatively represent the systems developed in the New England, Middle, and Southern colonies. Through the group presentations, the students will be able to verbally describe their understanding of who founded the colonies, reasons why, systems developed, and visually show the geographical locations of the thirteen colonies. ||


 * By what criteria will student products/performances be evaluated? **
 * * The students will be evaluated on how well they cooperatively work together as a group. They will be given a rubric to self-assess how they did as a group.
 * The Thirteen Colonies Booklet will be assessed using a rubric. ||

** Performance Task II. **
 * Task Title: Colonial Newspaper **


 * Approximate time frame: 2 class sessions at 60 minutes each **


 * What desired understandings/content standards will be assessed through this task? **
 * Desired understandings:
 * Students will understand the influence of location and physical setting on the development and culture of the colonies.
 * Students will be able to identify key individuals and groups who founded the colonies and the reasons for their founding.
 * Students will be able to describe the various religions of the early colonies and how it affected them.

History Standards (Grade 5): 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
 * 1) Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the 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; William Bradford, Plymouth; John Winthrop, Massachusetts).
 * 3) Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania). ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will work appropriately together in a small group setting.
 * Students are responsible for their own job within their groups.
 * Students are responsible for thoroughly covering all requirements of the assignment.
 * Students will collaboratively present the completed newspapers to the rest of the class in an appropriate and timely manner. ||

The goal of this task is to further expand student’s understandings of the history and culture of the colonies and daily life of each colonial area. Each student will focus on one assigned Colonial area (New England, Middle, Southern). The students will conduct research exploring the lives, socio-economic class, occupation, feelings, special interests, and goals of their colonial area and work together in small groups to put together a Colonial newspaper. They will record the findings from their research in a notebook and then use this information to write articles, advertisements, and draw pictures for the newspaper as if they were living in that time period. Students will then present their newspapers orally to the class. The role of the students is to actively conduct research using books, encyclopedias, and the internet. The students will be given class time to conduct their research. The audience for this project will be the class, who will listen to the presentation, and then ask questions. Each small group will be given approximately 5 minutes to present their newspaper. The purpose of this lesson is to give students the opportunity to conduct research, expand their knowledge of the location, culture and life of the Colonial people, and to practice their speaking skills by presenting their information orally to the class. The standards of this lesson are stated above, and focus on students exploring and understanding the history of the location, reasons for founding, and culture of the colonies. This project supports the standards in place for the unit while allowing students to develop their research skills and speaking 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 understanding? **
 * The student-created newspapers will provide evidence of student understanding of the political, religious, social, and economic institutions that were prevalent in the 13 colonies. Through written articles, students will creatively share their understanding of the major events, people, and issues in the colonial era. Illustrations and advertisements in the newspapers will showcase students' understandings of everyday life in this time period. ||

** Performance Task III. **
 * By what criteria will student products/performances be evaluated? **
 * * The newspapers will be evaluated using a rubric.
 * Students will evaluate group members using a simple evaluation sheet. ||


 * __ Task Title: __**** Who Were the Colonial People? __Approximate time frame:__ 2 Class sessions, approximately 6o minutes each **

** What desired understandings/content standards will be assessed through this task? **
 * * Students will understand colonial life in America as experienced by various people, including artisan, servant, slave, indentured servant, large landowner, farmer, apprentice, woman, child, and Native American.


 * This activity will assess the content standard for Social Studies:


 * 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
 * Substrand 5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

Students will research and explore the lives of colonial people and share their findings orally with the class. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * The students will work with the teacher to assign the colonial subjects: artisan, servant, slave, indentured servant, large landowner, farmer, apprentice, woman, child, and Native American.
 * The students will conduct research and document information found in books, encyclopedias and the Internet on a graphic organizer. They will research what life may have been like for their subjects.
 * Students will complete Colonial Person Sketch Cards listing facts and inferences about their subjects in narrative form.
 * During class time designated for sharing their reports, students share their reports by either reading the information they’ve written on their Sketch Cards, or share their findings from memory. ||

The goal of this task is to further expand student’s knowledge of the various lives of the Colonial people. Each student will focus on one assigned Colonial subject. The student will conduct research exploring the lives, socio-economic class, occupation, feelings, special interests, and goals of their colonial subject. They will record their initial findings of what life may have been like on a graphic organizer, and then synthesize this information onto a Colonial Person Sketch Card listing facts and inferences in narrative form. Students will then present their narrative orally to the class. The role of the student is to actively conduct research using books, encyclopedias, and the internet. The students will be given class time to conduct their research. The audience for this project will be the class, who will listen to the presentation, and then ask questions about the life of the various Colonial Person being presented to them. Each person will be given approximately 5 minutes to present their information. The purpose of this lesson is to give students the opportunity to conduct research, expand their knowledge of the various lives of the Colonial people, and to practice their speaking skills by presenting their information orally to the class. The standards of this lesson are stated above, and focus on students exploring and understanding the various lives of the Colonial people. This project supports the standards in place for the unit while allowing students to develop their research skills and speaking 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 understands? **
 * The students completed //Colonial Person Sketch Card// will demonstrate there learning and understanding of their assigned Colonial American. The students will also have a graphic organizer in which students will document specific facts and information about their assigned Colonial American as they research it. The students will be required to show the teacher their //graphic organizer// information prior to completing the Sketch Card. The //graphic organizer// will be turned in along with the //Colonial Person Sketch Card//. The student’s oral presentation of their Colonial American will demonstrate their understanding of the lesson and the lives of the colonial people. ||


 * By what criteria will student products/performances be evaluated? **
 * * The student’s final oral presentation will be evaluated and graded through the use of a rubric.
 * The students will be evaluated on how accurately and clearly they identify and describe the life in Colonial America.
 * The students will be evaluated on how clearly they present this information to the class. ||

** Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **
 * ** The W.H.E.R.E. elements, from the //student’s// perspective. **
 * The K-W-L Chart will give students the opportunity to discuss what they know, what they want to know and what they learned as they activate prior knowledge.
 * Present the video, “The Thirteen Colonies” to hook students into the study of the 13 Colonies.
 * Discussion questions and key vocabulary will allow students to explore key ideas and equip them for required quiz and performance task.
 * Read and discuss main ideas about the Influence of Europeans in there move to North America.
 * Reviewing Resource Map will allow students to explore key places, and equip them for required performance.
 * Review and Reflect, using a journal worksheet, “What influenced where Europeans settled in North America.”
 * Explore key vocabulary from lesson 2: Who founded the colonies.
 * Read and discuss the lesson, “Who founded the colonies”
 * The students will engage in completing the first section of the booklet: Classifying- colony, year, early leaders, reasons for founding.
 * Students will use graphic organizer as a tool for reviewing information from the prior lessons and evaluating their own work based on the teacher’s standard.
 * Students will given additional time to revise and refine their booklet, and complete the map of the Thirteen Colonies allowing students to visually see where the thirteen colonies were located.
 * Art will be incorporated as students evaluate resources used in New England, Middle, and Southern colonies, and then draw them in their booklet.
 * Students understanding will be evaluated through a quiz on Chapters 1 & 2.
 * Key vocabulary for chapter 3 will be discussed, equipping students for required quiz and performance task.
 * Read and discuss the main ideas from Chapter 3, The affects of religion on the colonies.
 * Students will engage in the vocabulary game of SPLAT allowing them to rehearse their vocabulary, and evaluate their understanding prior to the conclusion of the lesson.
 * Lesson 4 will begin with a hook to engage students in the lesson.
 * Read and discuss key vocabulary and main ideas from lesson 4
 * Students will be evaluated with a quiz on lessons 3 & 4. Students will be able to evaluate and self assess what they know prior to the final summative test.
 * Students will work in small groups of 3-4 students to begin working on “Thirteen Colonies Newspaper”. Each group will explore and experience key ideas from lessons 1-4, as they synthesize major events, people, and issues of the colonial era in written articles.
 * Students will be given opportunity to rehearse their newspaper project, and then present their completed newspaper articles to the class. Students will peer-assess their group members using a simple evaluation sheet.
 * Prior to lesson 5, students will discuss classroom and family rules as a hook to engage students in understanding the systems and rules of government and economics established by England, Spain, and France for their colonies.
 * Introducing key vocabulary for lesson 5 will allow students to explore and equip them for the required performances through the unit.
 * Read lesson 5: What systems developed in the colonies.
 * Students will explore and evaluate as they discuss and complete a Venn diagram charting similarities and differences these rules have with rules today.
 * Students will independently using computers, books, and historical documents to explore their Colonial American. This research will equip them to complete their Colonial American Report.
 * Lesson 6: Activate prior knowledge and engage students in learning with a discussion on student’s chores, and whether or not they would do them without getting paid.
 * Read and discuss key vocabulary and main ideas from lesson 6: The role of slavery in colonial America.
 * Students will work in small discuss to explore and discuss why would slaves owners enforce a law that said slaves could not learn to read or write.
 * Students will complete research on their Colonial American person, and rehears and revise their information based on the rubric for the project.
 * Students will present their reports to the class.
 * Students will complete their quiz on chapter 5 & 6 and Review for the Summative Test equipping them for the final assessment.
 * Conclude the unit with a Summative Test on Colonial America.

** Stage 3: Plan learning experiences & instruction. ** 1. What natural resources did each of the three colonial regions have to offer? 2. In what ways did these resources affect the settlement of the colonial regions? Students will then describe the resources, crops, and goods associated with each of the three colonial regions through writing.
 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **
 * * Students will watch video, The Thirteen Colonies, for lesson one and they will consider these questions:
 * Students will use computers to conduct an internet research on their assigned Colonial American person. ||


 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **
 * I. School-to-Home Newsletter: Family Activities - **Talk Together:** Discuss the difficulties colonists may have had as they established themselves in America. You might discuss the different languages, religions, kinds of educations, and desires that colonist had.

II. School-to-Home Newsletter: Family Activities - **Learn Together:** Help your child learn about the colonies - A. Read about one or more people who resisted slavery in the 1700's. What did they say or do to express their opposition? B. If possible, attend a reenactment of life during colonial times (or watch a ;movie that takes place in 18th-century America). C. Compare the agricultural industries of the Southern Colonies with those that exist in those states today. Discuss why you think they are similar or different.

III. School-to-Home Newsletter: Family Activities - **Read Together:** A. //If you lived in Williamsburg in Colonial Days//, by Barbara Brenner. (Scholastic, ISBN 0-590-92922-4, 2000) Nonfiction B. //Ben Franklin of Old Philadelphia//, by Margaret Cousins. (Random House Children's Books, ISBN 0-394-84928, 2004) Biography C. //To Be a Slave//, by Julius Lester. (Penguin Group, ISBN 0-141-31001-4, 2000) Nonfiction ||
 * 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 understanding? **

This bulletin board has a border made of student work. The student work displayed is the 13 Colonies Book discussed in the first Blueprint. The large map in the center of the bulletin board will help students become familiar and acquainted with the location of the colonies. The chart on the left side of the bulletin board will help students easily compare the founders and reasons of foundation of the colonies. On the far right side of the bulletin board there are pictures and captions showing what the colonial sections were known for. The New England farms were known for their self-sufficient farms, the Middle colonies were known for good shipping and harbors, and the Southern colonies were known for their large plantations. These large presentations seen everyday by the students will help them become familiar with the foundational information of this unit. ** Stage 3: Plan learning experiences & instruction. **


 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **


 * 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. **


 * // Monday // || // Tuesday // || // Wednesday // || // Thursday // || // Friday // ||
 * ====== 1 Lesson 1 Activate Prior Knowledge: Do a KWL Chart ======

Discussion Questions for Video
Introduce Vocabulary


 * W.H.E. ** || ====== 2 Lesson 1 - Influence of Europeans in there move to North America ======

Read the lesson

Skill: Resource Maps

What influenced where Europeans settled in North America Worksheet and Journal
**H.E** || ====== 3 Lesson 2 - Who founded the colonies ======

Activate Prior Knowledge:
Preview Vocabulary Read the Lesson

**W.E.R** || 4 Continue Lesson 2

Compare and Contrast Venn Diagram of New England, Middle, and Southern Colonies

Finish The Thirteen Colonies Booklet: Geography - Map of The Thirteen Colonies and Art: Draw a picture of the resources used in New England, MIddle, and Southern colonies.

**H.E.R.** || 5 Quiz on Chapters 1 and 2

Lesson 3 - The affect of religion on the colonies

Activate Prior Knowledge

Preview Vocabulary

Read Lesson

Vocabulary Game SPLAT

**W.H.** || Lesson 4- How did the First Great Awakening affect the colonies?
 * 6

Activate Prior Knowledge

Preview Vocabulary

Read Lesson

Discussion: Focus questions

Quiz on Chapters 3 and 4
 * W.H.E.R.** || 7

Begin working on 13 Colonies Newspaper

Finish the 13 Colonies Newspaper
 * W.H.E.** || 8

Newspaper presentations

Lesson 5- What systems developed in the colonies?
 * H.E.R.** || 9

Activate Prior Knowledge: Discuss rules of families and classroom. Tie into rules/ systems of government and economics established by England, Spain, and France for their colonies.

Instroduce Vocabulary:

Read Lesson

Venn Diagram: Similarities and differences these rules have with rules we have today.

Research: Colonial American reports

Lesson 6- What was the role of slavery in colonial America?
 * W.H.E.R.** || 10

Activate Prior Knowledge: Students will discuss if they would do chores without getting paid.

Introduce Lesson Vocabulary:

Read Lesson

Small group discussion: Why slave owners of slaves inforced no learning to read or write rules.

Research: Colonial American reports Presentation of Colonial American Reports.
 * W.H.E.R.** ||
 * 11

Quiz on Chapter 5 & 6
 * R. ** || 12

Presentations of The Thirteen Colonies Booklet

Review Day
 * W.R.E.** || 13

Summative Test || 15 ||
 * W.E.** || 14