Fifth Grade Colonization and Settlements Unit
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Essential Questions
Enduring
Understandings
GLCEs Assessments
District Resources
How were the developments in the New England, Middle, and Southern Colonies significantly different? How did the slave system develop in the Americas? How was daily life viewed by different socio-economic groups in the same colonial community? How did colonial slavery impact the life of Africans?
The colonies were
different based on the
geographic location.
People living together
develop social systems
and structure that
reflect common values.
Throughout history
people and cultures have
been exploited.
Key Terms &
Vocabulary Colonists Middle Passage Plantation Triangle Trade Slavery Abolitionists Investor Profit Mayflower Compact Tobacco Cash crop Indentured Servant
U2.1.2 Describe significant developments in the New England colonies, including: patterns of settlement and control including the impact of geography (landforms and climate) on settlement, relationships with American Indians(e.g., Pequot/King Phillip’s War), growth of
agricultural (small farms) and non-agricultural (shipping and manufacturing) economies, the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government, and religious tensions in Massachusetts that led to the establishment of other colonies in New England. (U2.3.1, U2.3.2, U2.3.3, U2.3.4, U2.3.5, U2.1.4) U2.1.3 Describe significant developments in the Middle Colonies, including: patterns of settlement and control including the impact of geography (landforms and climate) on settlement, the
Required: Fifth Grade Colonization
and Settlements Unit
Formative: Human timeline District:
1
Fifth Grade Colonization and Settlements Unit
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House of Burgesses Representatives Export Import Major colonies Slave auctions Overseer / Master Common Proprietor Merchant Meeting House Apprentice/Journeyman
growth of Middle Colonies economies (e.g., breadbasket), the Dutch settlements in New Netherlands, Quaker settlements in Pennsylvania, and subsequent English takeover of the Middle Colonies, and immigration patterns leading to ethnic diversity in the Middle Colonies. (U2.3.1, U2.3.2, U2.3.3, U2.3.4, U2.3.5, U2.1.4) U2.1.1 Describe significant developments in the Southern Colonies, including: patterns of settlement and control including the impact of geography (landforms and climate) on settlement, establishment of Jamestown, development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia), relationships with American Indians (e.g., Powhatan), development of colonial representative assemblies (House of Burgesses), and development of slavery. (U2.3.1, U2.3.2, U2.3.3, U2.3.4, U2.3.5, U2.1.4)
U2.3.1
2
Fifth Grade Colonization and Settlements Unit
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Locate the New England, Middle, and Southern colonies on a map.
U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies.
U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).
U2.3.5 Make generalizations about the reasons for regional differences in colonial America.
U2.1.4
Compare the regional settlement patterns of the Southern colonies, New
3
Fifth Grade Colonization and Settlements Unit
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England, and the Middle Colonies.
U2.2.1
Describe Triangular Trade including: the trade routes, the people and goods that were traded, ant Middle Passage, and its impact on life in Africa.
U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).
U1.3.2 Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic ( the ways people made a living) and family structures, and the growth of states, towns, and trade.
U2.2.2
Describe the life of enslaved Africans and free Africans in the American colonies. U2.2.3 Describe how Africans living in North America drew upon their African past
4
Fifth Grade Colonization and Settlements Unit
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(e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African- American culture.
U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups.
U1.4.4
Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
5
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Fifth Grade Colonization Unit Lessons Breakdown Unit 1 Title GLCEs Included
Resources
Needed Resources Suggested Resources
Lesson 1 Roanoke U2.1.1 Images of Roanoke Discovery Education video: New World Colonized
Roanoke, Mystery of the Lost Colony by
Lee Miller Lesson 2 Jamestown &
Plymouth U2.1.1 U2.1.2
Compare and contrast graphic organizer
Discovery Education video: Exploring the World: The
English Come to America:
Jamestown and Plymouth
John Smith Escapes Again by Rosemary Schanzer
Lesson 3 Introduction to Colonies
U2.3.1 U2.3.2 U2.1.1 U2.1.2 U2.1.3
Graphic organizer for comparing and contrasting colony regions Map of colonies Background information sheets on the New England, Middle and Southern Colonies
Discovery Education video:
Pilgrims and Puritans: The
Struggle for Religious
Freedom in England (1517-
1692)
Introduction segments of the Discovery Education videos: Making the Thirteen
Colonies: The Middle
Colonies and Making the
Thirteen Colonies: The
Southern Colonies
**optional activity: The Five Themes of Geography Worksheet: SCoPE SS050401
Lesson 4 Geography, Resources, and Climate
U2.3.1 U2.3.2 U2.1.4. U2.3.5
Background information on the three colony regions Maps of the colony regions The Five Themes of
Materials for making 3-dimensional maps
6
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Geography Worksheet: SCoPE SS050401 from Lesson 4
Lesson 5 Economics U2.3.1 U2.3.2 U2.1.4 U2.3.5
Background information sheets on the New England, Middle and Southern Colonies Resources Overhead and Chart: SCoPE SS050407 The Five Themes of Geography Worksheet: SCoPE SS050401 from Lesson 4
http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies)
Lesson 6 Government U2.3.5 Mayflower Compact Primary Source Analysis Worksheet
http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies)
Lesson 7
(2-3 days)
Colonial Life U2.3.2 U2.3.3 U2.3.4
Reference sheets:
Making the Thirteen Colonies: The Southern Colonies, The Middle Colonies, The New England Colonies from Lesson 3 Town Meeting Simulation Resources Sheet and Chart from Lesson 5
http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies)
Lesson 8 Africa U1.3.1 U1.3.2
Story about life in Western Africa before the 16th century
Model of map made ahead Construction paper – blue,
www.africa.upenn.edu/k-12/menu_eduMEDI.html
7
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5 Regions of Africa Cutout Pattern 5 Regions of Africa Reference Map
green, yellow Pipe cleaners Yarn
Smithsonian web site www.kidsnewsroom.org (choose info central, ancient civilizations, Africa, daily life)
Lesson 9 Slavery and Indentured Servants
U1.4.1 U2.2.2 U2.2.3
Molly Bannaky Sequence of Events and Venn Diagram worksheets Images of slave auction and ship
Molly Bannaky
Amos Fortune Free Man by Elizabeth Yates
Lesson 10 African Influence on American Culture
U2.2.1 U2.2.2 U2.2.3
Informational reading on the slave trade and African-American culture
Discovery Education: Section 1&2 of Atlantic
Slave Trade video. Please
review before you show to
make sure it is appropriate
for your community.
8
Fifth Grade Colonization and Settlement Unit
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Lesson 1
Title: Roanoke
Grade Level: 5th
Unit of Study: Colonization and Settlements
GLCE:
U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152)
• development of slavery
Abstract: Students will be able to identify the first attempts of settlement into the Southern
Colonies.
Key Concepts: People are coming to the new world for different reasons (land, wealth, power,
religious freedom).
Sequence of Activities:
Introduction: Show students The New World Colonized, a Discovery Education video, or
another overview of colonization
1. Show images (see below) of Roanoke to the class.
2. Ask the class to describe (either verbally or write) what is going on in the scenes.
3. Read a trade book or sample from district resources aloud to class (example: Roanoke,
Mystery of the Lost Colony by Lee Miller – student version).
4. Formative Assessment: Have students write a journal entry from a Roanoke settlers’ point of
view revealing what might have happened to the settlers.
Connections:
English Language Arts
Have students pretend they are historians solving the mystery of Roanoke and write their
findings.
9
Fifth Grade Colonization and Settlement Unit
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Mathematics
Instructional Resources:
Equipment/Manipulative
Student Resources
Teacher Resources
Images of Roanoke
from http://ushistoryimages.com/images/roanoke-colony/fullsize/roanoke-colony-2.jpg
10
Fifth Grade Colonization and Settlement Unit
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from http://www.masshistoria.net/wp-content/uploads/2008/08/001_001_0010_1335.jpg
from http://www.lib.unc.edu/blogs/ncm/wp-content/uploads/2007/02/roanoke.jpg
11
Fifth Grade Colonization and Settlements Unit
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Lesson 2
Title: Jamestown and Plymouth Grade Level: 5th Unit of Study: Colonization and Settlements GLCE:
U2.1.1 Describe significant developments in the Southern colonies, including • patterns of settlement and control including the impact of geography (landforms and climate) on settlement • establishment of Jamestown • development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) • relationships with American Indians (e.g., Powhatan) • development of colonial representative assemblies (House of Burgesses) • development of slavery
U2.1.2 Describe significant developments in the New England colonies, including • patterns of settlement and control including the impact of geography (landforms and climate) on settlement • relations with American Indians (e.g., Pequot/King Phillip’s War) • growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies • the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government • religious tensions in Massachusetts that led to the establishment of other
colonies in New England
Abstract: Students will be able to identify the first attempts of settlement into the New England Colonies. Key Concepts: People are coming to the new world for different reasons (land, wealth power, religious freedom). Sequence of Activities:
1. Show students the Discovery Education video: Exploring the World: The English Come
to America: Jamestown and Plymouth. Read aloud from a book such as John Smith Escapes Again by Rosemary Schanzer.
2. Have students break into small groups (one student named facilitator, one student named note taker) and discuss the differences between Jamestown and Plymouth.
3. Have groups report out and teacher record on a Venn diagram.
12
Fifth Grade Colonization and Settlements Unit
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4. Formative Assessment: Students will compare and contrast Jamestown and Plymouth
using a graphic organizer (attached). Connections:
English Language Arts Read a biography of a child in Jamestown or Plymouth Mathematics
Instructional Resources:
Equipment/Manipulative Internet Discovery Education
Student Resources Teacher Resources Discovery Education video: Exploring the World: The English Come to America: Jamestown
and Plymouth John Smith Escapes Again by Rosemary Schanzer
13
Fifth Grade Colonization and Settlements Unit
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Compare and Contrast Graphic Organizer
Jamestown Plymouth When was it founded?
Who founded the colony?
Why did the settlers come to the region?
Why did the settlers stay in the colony?
How did the settlers adapt to the conditions in the New World?
Describe the daily life of the settlers.
How did the settlers change or modify the environment to fit their needs?
Describe some things that were important to the settlers.
What were some problems the settlers encountered?
Describe the settlers’
relationship with Native Americans.
14
Fifth Grade Colonization Unit
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Lesson 3
Title: Introduction to Colonies Grade Level: 5th Unit of Study: Colonization and Settlements GLCE:
U2.3.1 Locate the New England, Middle, and Southern colonies on a map. U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern
colonies. U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement • establishment of Jamestown • development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) • relationships with American Indians (e.g., Powhatan) • development of colonial representative assemblies (House of Burgesses) • development of slavery
U2.1.2 Describe significant developments in the New England colonies, including • patterns of settlement and control including the impact of geography (landforms and
climate) on settlement • relations with American Indians (e.g., Pequot/King Phillip’s War) • growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies • the development of government including establishment of town meetings, development
of colonial legislatures and growth of royal government • religious tensions in Massachusetts that led to the establishment of other colonies in New England
U2.1.3 Describe significant developments in the Middle Colonies, including • patterns of settlement and control including the impact of geography (landforms and climate) on settlement • the growth of Middle Colonies economies (e.g., breadbasket) • The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies • immigration patterns leading to ethnic diversity in the Middle Colonies
Abstract:
Students will be able to identify the pattern of settlement, the impact of geography on settlement, native populations, and the growth of the New England Colonies economies. Students will understand that religious tensions in Massachusetts lead to the establishment of other colonies in New England
15
Fifth Grade Colonization Unit
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Students will understand the types of government established in the New England colonies. Key Concepts: Regional differences in colonial America (development of emergent labor forces, resources, geography, climate, types of government, economy, ethnic population). Sequence of Activities:
1. Show United Streaming video Pilgrims and Puritans: The Struggle for Religious
Freedom in England (1517-1692). 2. Introduce a map of the colonies and a graphic organizer for New England Colonies,
Middle Colonies, and Southern Colonies (see below) that will be used throughout the unit.
3. Using the information from the video, background information sheets, and other resources, fill in the New England section of the graphic organizer on “why the colony was founded.”
4. Show the introduction segments of the United Streaming videos: Making the Thirteen
Colonies: The Middle Colonies and Making the Thirteen Colonies: The Southern
Colonies and/or utilize other resources to fill in the Middle Colonies and Southern Colonies sections on “why the colonies were founded” on the graphic organizer.
Connections:
English Language Arts Have students write a paragraph to answer the question: Why did the colonists come to the New England Colonies, the Middle Colonies, and the Southern Colonies? Mathematics Instructional Resources:
Equipment/Manipulative Student Resources Teacher Resources Background information sheets on the New England, Middle and Southern Colonies The Five Themes of Geography Worksheet: SCoPE SS050401
16
Fifth Grade Colonization Unit
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Unit 2 Why was
the colony
founded?
Describe
the
geography
and
climate?
What jobs
were
available?
Who could
participate
in
government?
New
England
Colonies
Middle
Colonies
Southern
Colonies
17
Fifth Grade Colonization Unit
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18
Important Ideas about the New England Colonies Teacher Reference Sheet
(SCoPE SS050401)
Geography: • Important natural resources included the region’s dense forests and the sea. • The soil was rocky and many areas were not very good for farming. The farms that
existed were small. • A lot of settlements grew up along rivers. • Most of the colonies were quite small compared to colonies like Pennsylvania and the
Carolinas.
Civics/Government: • Town meetings were an important part of New England government. This was the way
people often made decisions. They voted on laws and on matters that affected the whole community. In most cases everyone could attend a meeting but only men who owned property could vote. Town meetings were also held to elect people to public offices. These offices included: constable, town crier, digger of graves, drummer, sweeper of the meetinghouse, and fence viewer.
• Puritan laws in the region were often very strict.
Economics: • Fishing, including whaling, became an important economic activity. • Many New Englanders also made money in trading. Ships owned by New England
merchants carried trade goods to and from many ports. • Fishing, whaling, and trading helped build the shipbuilding industry. The forests of New
England supplied the necessary wood. • Over time many other kinds of goods were manufactured in New England.
Culture: • The Puritans thought schools and education were important because they believed
everyone needed to be able to read the Bible. As new colonies were formed when people left Massachusetts Bay, education was valued in these places also.
• Religion was very important in this region. • There was not as much diversity in this region as there was in the Middle Colonies. • Towns were often organized in a similar fashion with a common in the center. Other
buildings included the meetinghouse, general store, blacksmith, school, and houses.
19
Important Ideas about the Middle Colonies
Teacher Reference Sheet
(SCoPE SS050402)
Geography:
This region had a longer growing season than New England and soil rich enough to grow cash crops.
Crops that grew well included corn, wheat, rye, and other grains. There were excellent harbors along the coast. Cities grew in these areas. This region had fertile river valleys such as the Hudson River Valley.
Economics:
Many people moved to this region to take advantage of the fertile farmland. Most of the people in this region made their living by farming. Immigrants such as those from Holland and Germany brought farming methods with
them. Cash crops were grown especially different kinds of grain. For this reason, this region
became known as the ‘Breadbasket Colonies.” Mills were very important in this region. Crops were sold in coastal market towns. Philadelphia had a lot of shipyards where ships were built and repaired.
Civics/Government:
William Penn set up a Frame of Government for Pennsylvania which included a legislature. People in this colony had rights including freedom of religion, freedom of speech, and trial by jury. These rights were common throughout the region of the Middle Colonies.
Although there were many towns in this region, town meetings like those of the New England region were not common.
Each colony in the region had a governor, a council of advisors to advise him, and a legislature.
Culture:
Immigrants from all over Europe came to this region. Market towns were important in this region. This region had a great diversity of people. New York and Philadelphia were important cities. Philadelphia had many large buildings including the statehouse which later became
Independence Hall. There were many different religions in this region. Since there was such variety in religion and language in this region, schools were
different than those of New England. Schools tended to be run by different types of churches. These were parish or parochial schools.
20
Possible answers for a Venn Diagram comparing and contrasting the Middle Colonies and the
New England Colonies
Similarities:
Many people in both regions were farmers. People came to both regions for both religious and economic reasons. Both regions were made up of proprietary colonies in the beginning. Both regions had port cities with good harbors. Towns were important in both regions. Religion was important in both regions. The colonies had colonial legislatures in each region.
Differences:
The soil was much better for farming in the Middle Colonies. There was also a longer growing season.
There was more religious diversity in the Middle Colonies. There was more cultural diversity in the Middle Colonies. New England had more public schools than the Middle Colonies. Fishing and whaling was more important in New England. Town meetings were common in New England. New England towns were organized in much the same way. This was not true of
the Middle Colonies. The Middle Colonies grew a lot of cash crops. This was not true of New England. Although manufacturing was done in both regions, more was done in New
England.
21
Important Ideas about the Southern Colonies
Teacher Reference Sheet
(SCoPE SS050403)
Geography:
This region had good soil and an almost year-round growing season that was ideal for plantation crops.
There was a tidewater region of rich low-lying land along the coast where the first plantations began.
There were lots of waterways in this area that made it easy for boats to get crops to markets.
Crops like tobacco ruined fertile soil in only a few years. As land wore out near the coast, planters began to move up the rivers to higher land.
Forests in the region provided a lot of wood for shipbuilding. Economics:
There were a lot of small farms but the region was known for its large plantations. Crop buyers from England traveled the waterways with English-made goods like shoes
and tools, which they traded for cash crops. Plantations needed a lot of workers. Enslaved Africans were used to do the work. Plantations were largely self-sufficient. Everything needed was produced on the
plantation. Over time this region became dependent on slave labor.
Civics/Government:
Colonial assemblies, or legislatures, were found in all the colonies of this region. Wealthy planters especially those in the tidewater region held most of the political power. Planters were expected to provide some type of public service. They served in a colonial
legislature, as judges, etc. Laws relating to slavery called “slave codes” were developed and enforced.
Culture:
There were fewer towns and cities in this region. Plantations and farms were fairly spread out.
A few towns had grown by the mid 1700s. These included Charles town and Savannah. Later inland towns developed. Many of these were county seats that included a
courthouse and a jail. Because people lived far apart and there were fewer towns, there were fewer schools in
this region. Wealthy planters had tutors for their children or built a small school right on their plantation.
The Anglican Church, which was the Church of England, was the establish church in this region except for Maryland. Quakers and Puritans were often pushed out of the region.
Wealthy planters built huge, ornate houses on their plantations.
22
Fifth Grade Colonization and Settlements Unit
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Lesson 4
Title: Geography, Climate and Resources Grade Level: 5th Unit of Study: Colonization and Settlements GLCE:
U2.3.1 Locate the New England, Middle, and Southern colonies on a map. U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies. U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies. U2.3.5 Make generalizations about the reasons for regional differences in colonial America. Abstract:
Students will be able to identify the pattern of settlement, the impact of geography on settlement, native populations, and the growth of the New England Colonies economies. Key Concepts: Regional differences in colonial America (development of emergent labor forces, resources, geography, climate, types of government, economy, ethnic population). Sequence of Activities:
1. Review the geography of each colonial region (New England Colonies, Middle Colonies, and Southern Colonies) with the class.
2. Break the class into three groups. Have each group research and collect materials for their regional colonies using the background sheets, videos, or internet resources.
3. Groups will create three-dimensional colonial maps of the three colony regions. Make sure they end up similar in scale so that they can be put together for a display.
4. Each group will present their colonial region map to the rest of the class highlighting their unique landforms and natural resources.
5. Display the maps.
Connections:
English Language Arts Mathematics Instructional Resources:
Equipment/Manipulative
23
Fifth Grade Colonization and Settlements Unit
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Student Resources Teacher Resources Reference Sheets:
Making the Thirteen Colonies: The Middle Colonies Making the Thirteen Colonies: The Middle Colonies Making the Thirteen Colonies: The New England Colonies The Five Themes of Geography Worksheet: SCoPE SS050401
24
Five Themes of Geography Worksheet Summer Assignment
Student Name: _____________________
Directions – Utilize the information from the indicated website to guide you in your answers to the questions below. Also, consult the rubric that will be used to evaluate your work (page 3). http://www2.una.edu/geography/statedepted/themes.html
Summary of Article – see rubric for expectations
1. (Location) The absolute location (you will have to find this on a map) of the story takes place at . . .
• Longitude = ____________________ • Latitude = ____________________
2. (Location) The relative location of the story takes place at . . .
Location
3. (Place) Identify two (2) physical characteristics and two (2) human characteristics of the place. Be sure to explain why you chose these characteristics.
Physical Characteristics Human Characteristics
25
4. (Region) Identify and describe one region in which this story is located.
5. (Human-Environmental Interaction) Answer one (1) of the following questions. a. Describe how the event(s) in the story illustrate(s) cooperation or conflict among people and
places? b. Describe how the event in the story will impact the place in which it occurred.
6. (Movement) Describe how the theme of movement may have impacted the story.
26
Student Name: ____________________________________________________________
Rubric for evaluating your article analysis
SHS Learning Expectation and Standard for Geography - Students are able to understand the locations of the physical features of the world in relationship to each other; the human and physical characteristics of a locality; and that regions are formed based on governmental boundaries, language, natural resources, and physical features. Students are able to understand that humans adapt, modify, and depend upon the physical environment for survival. Students are able to understand the concept of a global community through the movement of people, products, ideas, and beliefs.
Basic Proficient Distinguished Article is attached Summary is detailed The summary is related to the Five Themes of Geography
• Article is not included • The summary does
not provide enough information (who, what, where, when, why, and how)
• The student summary
makes no connection to the Five themes of Geography
• Article is included • The summary
provides enough information (who, what, where, when, why, and how)
• The student makes an
attempt to incorporate the Five Themes of Geography into the summary.
• Article is included • The summary
provides enough information (who, what, where, when, why, and how)
• The student summary
clearly makes connections to each of the Five Themes of Geography.
Questions • Less than four of the questions were answered correctly
• Understanding the
applicable Themes of Geography has not been demonstrated
• Four questions are answered correctly
• Understanding of the
applicable Themes of Geography is in development - based on student responses.
• All answers are correct
• Responses
demonstrate a clear understanding of the applicable Five Themes of Geography - based on student responses.
Teacher Comments
Student Self-Analysis and Comments
27
Third Grade Colonization and Settlement Unit
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Lesson 5
Title: Economics Grade Level: 5th Unit of Study: Colonization and Settlements
GLCE:
U2.1.2 Describe significant developments in the New England colonies, including • patterns of settlement and control including the impact of geography (landforms and climate) on settlement • relations with American Indians (e.g., Pequot/King Phillip’s War) • growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies • the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government • religious tensions in Massachusetts that led to the establishment of other colonies in New England
Abstract:
Students will be able to identify the patterns of settlement, the impact of geography on settlement, native populations, and the growth of the New England Colonies economies. Students will understand that religious tensions in Massachusetts lead to the establishment of other colonies in New England Students will understand the types of government established in the New England colonies. Key Concepts: Regional differences in colonial America (development of emergent labor forces, resources, geography, climate, types of government, economy, ethnic population). Sequence of Activities:
1. Using the website http://www.history.org/Almanack/life/trades/tradehdr.cfm and background information sheets, discuss the natural resources and economy of each colonial region.
2. Have students create a key on their unit map to define the different resources that the colonists used in their economies in each colonial region.
3. Have students color and draw the key symbols on their maps. 4. Students present or write about the differences in the regions.
Connections:
English Language Arts
28
Third Grade Colonization and Settlement Unit
This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Mathematics Instructional Resources:
Equipment/Manipulative Student Resources http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies) Teacher Resources Reference Sheets:
Making the Thirteen Colonies: The Middle Colonies Making the Thirteen Colonies: The Middle Colonies Making the Thirteen Colonies: The New England Colonies The Five Themes of Geography Worksheet: SCoPE SS050401 Resources Overhead: SCoPE SS050407 Resource Chart: SCoPE SS050407
29
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 1 of 16
Resources
Overhead #1
(SS050407)
Human
Resources
Workers
Resources
What we use to make
goods and services
Natural
Resources
Things
provided
by nature
Capital
Resources
Goods used
to produce
other goods
and
services
30
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 2 of 16
Resource Chart
(SS050407)
Economic
Activity
Natural
Resources
Human
Resources
Capital
Resources
Fishing in
New England
Wheat
Farming in
the Middle
Colonies
Tobacco
Growing on a
Plantation in
Virginia
31
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 3 of 16
Resource Chart – with Sample Answers
(SS050407)
Economic
Activity
Natural
Resources
Human
Resources
Capital
Resources
Fishing in New
England
fish
water
bait
fisherman
shipbuilders
barrel makers
boats
nets
barrels
Wheat
Farming in the
Middle
Colonies
good soil
water
seeds
farmers
millers
blacksmith
plows
wagons
sacks
farm tools
Tobacco
Growing
on a Plantation
in Virginia
good soil
water
seeds
lots of land
warm climate
enslaved people
plantation owners
indentured
servants
drying barns
wagons
farm tools
tobacco cutters
32
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 4 of 16
Colonial Occupations
(SS050407)
Apothecary Gunsmith Basket maker
Miller Blacksmith Milliner
Brick maker Printer and Binder Cabinet maker
Saddler Carpenter Shoemaker
Cooper Silversmith Tailor
Wheelwright Wigmaker
33
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 5 of 16
SCARCITY
Overhead #2
(SS050407)
LIMITED
RESOURCES
UNLIMITED
WANTS
SCARCITY
34
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 6 of 16
Examples of Scarcity
(SS050407)
In England
In the Colonies
35
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 7 of 16
Examples of Scarcity – Possible Answers
(SS050407)
In England
Scarcity of jobs Scarcity of land for people to own Scarcity of money Scarcity of opportunity Scarcity of lumber
In the Colonies
Scarcity of good farm land in New
England Scarcity of workers for plantations in
the Southern Colonies Scarcity of manufactured goods Scarcity of land from the Native
American viewpoint Scarcity of good drinking water in
Jamestown Scarcity of settlers at first
36
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 8 of 16
SPECIALIZATION AND EXCHANGE
Overhead #3
(SS050407)
LIMITED
RESOURCES
UNLIMITED
WANTS
SCARCITY
SPECIALIZATION
EXCHANGE
37
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 9 of 16
Mystery Artifact #1
(SS050407)
white calico cloth linens blue cotton handkerchiefs, blue handkerchiefs, red blankets of all sorts and sizes wool cloaks ready made shirts fine men’s stockings, blue fashionable men’s and boy’s hats low priced hats fine night caps feathers for ladies hats blue feathers latest fashion aprons, plain steel scissors laces of all Kinds shirt and waist coat buttons a fancy assortment of paper boxes baskets smoothing irons fine needles and pins needle cases silver thimbles sugar, refined cinnamon, cloves, and nutmegs brown sugar candy white sugar candy fine chocolate licorice
horn combs
all sorts of wedding fans candlesticks
brass desk furniture candles toys of various sorts whistles for children a variety of children's books various other books and stationary slates and pencils paper of all sorts and sizes playing cards pencils
sealing wax brooms most sorts of nails files of all sorts and sizes chisels wire pewter plates and dishes
mugs iron kettles polishing powders crates of earthenware large, noble and rich Chinese bowls coffee oats coarse salt in bags sponges glass bottles bottle corks soap tools of almost every occupation garden tools window glass of all sizes looking glasses of all sizes
Just Imported from LONDON
And to be sold by
JOHN GREENHOW, at his Store near the Church in
Williamsburg
for ready money only
38
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 10 of 16
Colonial Exports Overhead #4
(SS050407)
New
En
gla
nd
Colo
nie
s
New Hampshire Cattle, lumber, fish, and fur Rhode Island Cattle, corn, lumber, and ships Massachusetts Fish, whale products, fur, timber products, metals and metal products, raw
wool, and ships Connecticut Flour, dried meat, fish, rum
Mid
dle
Colo
nie
s
New York Fur, timber, foodstuff, cattle, horses, beer, fine flour, flax, and iron bars New Jersey Cattle, flax, Indian com, wheat, and flour Pennsylvania Foodstuff, wheat, corn, apples, dairy cattle, glass, wine, beer, rope, and bricks Delaware Furs, tobacco, meat, grain, flour, bread, barrel staves, lumber, horses, cloth, and
iron
Sou
ther
n C
olo
nie
s
Maryland Flax, corn, tobacco, fruit, vegetables, fish, iron, lumber, clay, bricks, beaver,
and ships Virginia Wheat, flax, tobacco, corn, and iron North Carolina Tobacco, wheat, corn, forest products (tar, pitch, lumber), barrel staves, furs,
metals, and for a time even exotic birds South Carolina Rice, indigo, beef, silkworms, cotton, lumber, some tobacco, grapes, wine,
olives, raisins, capers, and currents Georgia Rice, clay, pottery, cotton, indigo, tobacco, fruit, barrel staves, and pork
39
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 11 of 16
Trade Between the Colonies and England
Overhead #5
(SS050407)
The
Colonies
England
raw
materials
such as trees
manufactured
goods such as
furniture and
barrels
40
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 12 of 16
Unfavorable Balance of Trade
Overhead #6
(SS050407)
Exports
Imports
41
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 13 of 16
Mystery Artifacts #2 and #3
(SS050407)
42
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 14 of 16
Triangular Trade
Overhead #7
(SS050407)
New
England
West
Africa
West
Indies
Rum
Guns
Cloth
Tools
Enslaved
Africans
Lumber
Fish
Flour
Sugar
Molasses
43
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 15 of 16
Assessment Chart
(SS050407)
Describe two examples of
colonial economic
activities
Describe an example of
scarcity in the colonies
and how the colonists
reacted to it.
List two examples of
colonial exports
List two examples of
colonial imports
Describe the trade
relationship between
England and the colonies.
Describe a triangular
trade route.
Describe one benefit of
trade between Europe,
Africa, and the colonies.
Describe one cost of trade
between Europe, Africa,
and the colonies.
44
Later Elementary Social Studies Colonial Life
Early American History Other Resource
July 31, 2006 SCoPE SS050407 Page 16 of 16
Assessment Chart - Possible Answers
(SS050407)
Describe two examples of
colonial economic
activities
Fishing
Trading
Farming
Ship-building
Describe an example of
scarcity in the colonies
and how the colonists
reacted to it.
New England had a scarcity of good soil for farming so
people began to fish and trade.
The Southern colonies had a scarcity of workers for
plantations so they forced enslaved Africans to do the
work.
List two examples of
colonial exports
Lumber
Tobacco
Rice
Fish
List two examples of
colonial imports
Furniture
Dishes and glasses
Enslaved Africans
A lot of manufactured goods like tools
Describe the trade
relationship between
England and the colonies.
The colonies exported raw materials to England and
England exported manufactured goods to the colonies.
Describe a triangular
trade route.
New England traders took goods like flour and lumber to
the West Indies and brought back molasses and sugar. They made rum out of these goods and took it to West
Africa and traded for enslaved Africans. They took the Africans to the West Indies and sold them
there and bought more molasses and sugar.
Describe one benefit of
trade between Europe,
Africa, and the colonies.
England gained wealth as a result of its favorable balance
of trade with the colonies.
New England traders got wealthy.
England had a good market for manufactured goods in both
the colonies and Africa.
Describe one cost of trade
between Europe, Africa,
and the colonies.
The slave trade had terrible negative consequences for
Africa.
The colonies had an unfavorable balance of trade with
England.
45
Fifth Grade Colonization Unit
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Lesson 6
Title: Government Grade Level: 5th Unit of Study: Colonization and Settlements GLCE: U2.3.5 Make generalizations about the reasons for regional differences in colonial America. Abstract:
Students will be able to identify the pattern of settlement, the impact of geography on settlement, native populations, and the growth of the New England Colonies economies. Students will understand that religious tensions in Massachusetts lead to the establishment of other colonies in New England Students will understand the types of government established in the New England colonies. Key Concepts: Regional differences in colonial America (development of emergent labor forces, resources, geography, climate, types of government, economy, ethnic population) common good, fair and equal, popular sovereignty Sequence of Activities:
1. Pass out a copy of the Mayflower Compact to each student. 2. Have students read through the document with a partner. 3. As a whole group, re-write the compact in present day language. 4. Discuss common good, fair and equal, and popular sovereignty. 5. As a whole group, fill out the Primary Source Analysis Sheet.
(review and explain primary resources/documents)
Connections:
English Language Arts Mathematics Instructional Resources:
Equipment/Manipulative Student Resources http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies)
46
Fifth Grade Colonization Unit
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Teacher Resources Background information sheets
47
Fifth Grade Colonization Unit
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Primary Source Analysis Worksheet
Title or Name of document ____________________________________________ Type of document: (letter, map, advertisement, diary entry, drawing, other) Date: ___________________ Author:________________________________ What was the purpose of this document?_________________________________ Who was the intended audience? _______________________________________ What can you learn about the time period from this document? ______________ Is the document biased? How? Against whom? ___________________________
48
Fifth Grade Colonization and Settlements Unit
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 7
Title: Colonial Life
Grade Level: 5th
Unit of Study: Colonization and Settlements
GLCE:
U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies. U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). Abstract:
Students will be able to identify the pattern of settlement, the impact of geography on
settlement, native populations, and the growth of the New England Colonies economies.
Students will understand that religious tensions in Massachusetts led to the establishment of other colonies in New England. Students will understand the types of government established in the New England colonies.
Key Concepts: Regional differences in colonial America (development of emergent labor
forces, resources, geography, climate, types of government, economy, ethnic population).
Sequence of Activities (2-3 days):
(Teachers: depending on your time and resources, choose either #1 or #2 – the objective of
this lesson is for the students to understand the different occupations in a colonial
community. The GLCEs require students be able to describe colonial life from the
perspectives of at least three different groups of people. There are two sets of sequences
of activities; it is intended for teachers to use only one.
#1
1. Have students explore the website
http://www.history.org/Almanack/life/trades/tradehdr.cfm and complete the webquest
sheet.
2. Discuss the results with the class in small or large groups. OR
49
Fifth Grade Colonization and Settlements Unit
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
#2
1. Teacher: choose and create at least six stations to represent life in a colonial community.
2. Distribute role-play cards to students. 3. Students will research the trade they have on their role cards. The website
http://www.history.org/Almanack/life/trades/tradehdr.cfm can be used. 4. Students then create activities for each station based on the guidelines on the cards. 5. Each group needs to have a color coding or numbering system so that some of the
groups are stationary and some are traveling. 6. Have groups of students travel through the stations in groups to experience some of
the roles/occupations of a colonial settlement. 7. Use the Town Meeting Simulation sheet to re-enact a discussion that might have
occurred in the colonies. 8. Closure: Review the three types of resources (use the resource sheets from lesson 5).
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Student Resources
http://www.history.org/Almanack/life/trades/tradehdr.cfm (trades in colonies)
Teacher Resources
Reference sheets:
Making the Thirteen Colonies: The Southern Colonies Making the Thirteen Colonies: The Middle Colonies Making the Thirteen Colonies: The New England Colonies Town Meeting Role Cards: SCoPE SS050406 Town Meeting Reflection Sheet: SCoPE SS050406 Resources: SCoPE SS050407 Resources Chart: SCoPE SS050407
50
Fifth Grade Colonization and Settlements Unit
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Colonial Role/Occupation
Wealthy
Landowner
Farmers
Merchants – Choose from the list provided
Indentured
Servants
Laborers and
the Poor
Women
Enslaved People
Free Africans
American
Indians
Basket Maker
Milliner
Tailor/Seamstress
Printer/Binder
Cobbler
Cooper
Minister
51
Fifth Grade Colonization and Settlements Unit
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Merchants - Apothecary Basket Maker Miller Blacksmith Milliner Brick Maker Printer and Binder Cabinet Maker Saddler Carpenter Cobbler Cooper Silversmith Tailor Seamstress Butcher Wigmaker Wheelwright Trapper/Trader Fisherman
52
Fifth Grade Colonization and Settlements
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Lesson 8
Title: Africa Grade Level: 5th Unit of Study: Colonization and Settlements
GLCE:
U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa). U1.3.2 Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade. Abstract:
Students will be able to locate the five major regions of Africa. Students will be able to describe the life and cultural development of people living in western Africa before the 16th century with respect to economic and family structures, and the growth of states, towns, and trade. Key Concepts:
People living together develop social systems and structure that reflect common values. Throughout history people and cultures have been exploited. Sequence of Activities:
1. Complete the map activity attached below. 2. Read aloud a story about life in Western Africa before the 16th century and discuss. 3. Formative Assessment: Have students draw a picture of life in a West African Village.
Connections:
English Language Arts Mathematics Instructional Resources:
Equipment/Manipulative Student Resources
53
Fifth Grade Colonization and Settlements
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Teacher Resources www.africa.upenn.edu/K-12/menu_EduMEDI.html Smithsonian website www.kidsnewsroom.org (choose info central, ancient civilizations, Africa, daily life)
54
Fifth Grade Colonization and Settlements
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
A Map of the Five Regions of Africa Materials –
Construction paper – blue, green, yellow Pipe cleaners Yarn 5 Regions of Africa Patterns 5 regions of Africa Reference Map
Demonstrate/ Model -
1. A piece of blue paper 11”x 17” will form the base – this will represent water.
2. Tell the students to fold their blue sheet of paper “hamburger style”. The crease you have
made in the center will be the equator. Make a dotted line along this crease.
3. Hold up your pattern of Africa. Show your model. Tell the students that they will cut their land form from the green paper. (Africa and the island of Madagascar).
4. Hold up your model of Africa. Point to the yellow at the top and bottom. Tell students that the yellow will represent the regions of North Africa and South Africa.
5. Next, point to the pipe cleaner that runs north and south. Tell students that this represent the Great Rift Valley (a “crack in the earth” similar to the Grand Canyon in the U.S.).
Tell students that the Great Rift Valley is a physical geographic feature used by mapmakers to separate Central Africa from East Africa.
6. Next, point to the yarn that runs north and south. Tell students that this represents the division between West and Central Africa that mapmakers make based on human activity (not a physical feature).
7. Next, point to the dotted line on your model of Africa. This represents the Equator. Tell students to look at their cutout pattern. You will see on the East and West coasts of Africa the letter”E”. This is where the Equator is located. You will place the E of your
own green Africa map on top of the dotted line you drew for the Equator.
8. Next, tell your students that the latitude lines are important in defining the northern and southern regions of Africa. Locate on your cutout pattern the “15 N” and “15 S” marks.
9. Point to the dashed line north of the Equator. This dashed line represents 15 degrees North latitude. Point to the dashed line south of the Equator. This dashed line represents 15 degrees South latitude.
55
Fifth Grade Colonization and Settlements
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Attribution-NonCommercial-ShareAlike 3.0 Unported License.
10. Tell students to look at their cutout pattern. You will see on the East and West coasts of Africa “15 N” and “15 S”. This is where the inside borders of North and South Africa are located.
11. Point to your key. Explain what it is. Tell your students, “You will make this on your
map.”
12. Point out your compass rose. Tell you students, “You will make this on your map.”
13. Point to your map title and labels. Tell your students, “You will write these on your
map.”
14. Point to the cartographer’s name. Tell your students, “This will be your name.”
56
Fifth Grade Colonization Unit
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Lesson 9
Title: Slavery and Indentured Servants Grade Level: 5th Unit of Study: Colonization and Settlements GLCE:
U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture. Abstract:
Students will be able to describe the development of the emerging labor force in the colonies (ex: cash crop farming, slavery, and indentured servants). Students will be able to describe the life and cultural development of people living in western Africa before the 16th century with respect to economic and family structures, and the growth of states, towns, and trade. Students will be able to describe the life of enslaved Africans and free Africans in the American colonies. Students will be able to describe how Africans living in North America drew upon their African past and adapted elements of new cultures to develop a distinct African-American culture. Students will be able to describe the perspective of the Europeans, American Indians, and Africans in North America after 1492. Key Concepts:
People living together develop social systems and structure that reflect common values. Throughout history people and cultures have been exploited. Sequence of Activities:
1. Read the book Molly Bannaky aloud to students. 2. Have student partners complete the sequence of events sheet (attached). 3. As a whole group, facilitate the completion of the Venn diagram comparing and
contrasting the life of an indentured servant and the life of a slave.
59
Fifth Grade Colonization Unit
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Connections:
English Language Arts Students write a diary entry from the perspective of an indentured servant and a slave. Mathematics Instructional Resources:
Equipment/Manipulative Student Resources Teacher Resources Amos Fortune Free Man by Elizabeth Yates
60
Molly Bannaky
Sequence of Events
Initiating Event
Event 2
Event 3
Event 4
Final Outcome
Using the events in the story Molly Bannaky, complete the Sequence of
Events. Begin with Molly working as a milkmaid in England in the Initiating
Event Box. 64
Molly Bannaky
Compare and Contrast the conditions of an indentured servant and a slave.
Indentured Servant Slave
65
Fifth Grade Colonization and Settlements Unit
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Lesson 10
Title: African Influence on American Culture
Grade Level: 5th
Unit of Study: Colonization and Settlements
GLCE:
U2.2.1 Describe Triangular Trade including • the trade routes • the people and goods that were traded • the Middle Passage • its impact on life in Africa
U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.
Abstract:
Students will be able to describe the development of the emerging labor force in the colonies
(ex: cash crop farming, slavery, and indentured servants).
Students will be able to describe and map Triangular Trade.
Students will be able to locate the five major regions of Africa.
Students will be able to describe the life and cultural development of people living in western
Africa before the 16th
century with respect to economic and family structures, and the growth of
states, towns, and trade.
Students will be able to describe the life of enslaved Africans and free Africans in the American
colonies.
Students will be able to describe how Africans living in North America drew upon their African
past and adapted elements of new cultures to develop a distinct African-American culture.
Students will be able to describe the perspective of the Europeans, American Indians, and
Africans in North America after 1492.
66
Fifth Grade Colonization and Settlements Unit
This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Key Concepts:
People living together develop social systems and structure that reflect common values.
Throughout history people and cultures have been exploited.
Sequence of Activities:
1. Introduce African cultural influence on American culture by showing the Discovery Education Video: Sections 1 & 2 of Atlantic Slave Trade listed below.
2. Jigsaw the informational reading attached. 3. Have groups or individuals report out information. 4. Formative Assessment: Have students create a trivia or board game with five questions
from each of Europeans, American Indians, and African perspective after 1492.
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Student Resources
Teacher Resources
Discovery Education Video: Section 1&2 of “Atlantic Slave Trade” – Please review before you
show to make sure it is appropriate for your community.
67
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