The Thirteen Original Colonies
Unit By Design
5th Grade
By Dan Jewett
Enduring
Understanding
Students will be able to understand who
started each colony.
Students will be able to understand why each
colony was started.
Students will be able to list the colonies.
Content
Standard(Social Studies)
Relate factors of
colonial America that led to the founding of the colonies, emphasizing the
reasons for settling in the colonies, including escape from religious
persecution, release from prison, economic opportunity, and adventure; and
contrasts of the colonial regions (New England, mid-Atlantic, and South) in
regard to geography, economy, and culture.
Goals and Indicators
1.
Students will understand the emergence and development of civilizations and cultures
over time and place.
Evaluate the influence of varying values,
philosophies, and world religions on the development of civilizations and
cultures.
Essential
Question
1.
What values, philosophies, and religions influenced the development of the
colonies?
Content
Standard(Language Arts)
Use various stages of the writing process. (example: brainstorming, drafting,
revising, editing, publishing)
Goals and Indicators
1. Students will write effectively for
different audiences and specific purposes.
Write to clarify and enhance understanding of
information.
Objectives
1. Name and locate the 13 original colonies.
2. Identify the people that started each colony.
3.
Describe how each of the colonies was
founded.
Assessment
1. Using a map, the students will label the 13 colonies. Also using 3 different colors they will
color the New England, Southern, and Middle colonies.
2. Journal Writing – Students will write about the differences
between the 3 regions.
3.
Students will put together a time line showing the years each colony was
started.
4. Students will design trading cards for their colonies.
Lesson Plans
This unit can be used during
your chapters on the colonies, or it can be used as an assessment when you are
finished with your chapters on the colonies.
Day 1 – Locating the
Colonies
Objective : The students will learn the locations of the
colonies.
Materials : Outline map of the colonies, textbook or handouts,
coloring
utensils, pencils, and paper.
Time : 1 Class period
Activity 1 : Using the outlined map of the colonies, the students
will label the colonies. Also in this activity they will
color the 3 areas
(New England, Middle, Southern)
different colors.
They need to make a map key
showing the colors for each area.
Activity
2 : Students will choose one of the 3 areas ( New
England, Middle, Southern)
and explain in 50
words or more why they
prefer to live in this
area rather than the other
two.
Day 2 - Timeline
Objective : Students will recall the years each colony was
settled.
Materials
: Text book or
handouts, rulers, pencils, paper, and
coloring utensils.
Time : 1 Class period
Activity
: Divide the class into groups
of 2 or 3. Each group is
responsible for making a timeline of
the years each
colony was settled.
Grading :
|
Correct Order |
10 pts. |
|
Neatness |
10 pts. |
|
Creativity |
10 pts. |
|
Color |
10 pts. |
|
Participation |
10 pts. |
Day 3 and 4 – Colonies
Trading Cards
Objective : Students will create a
trading card using facts that he
or she found.
Materials : Examples of trading cards(baseball,basketball),
Journal
page & trading card sheet, textbook or
handouts.
Time : 2 Class periods
Anticipatory Set :
Ask students,
“Who is familiar with trading cards?” Inform students that they will do a
double entry journal on the subject of trading cards. Hand out the journal
pages and ask students to complete the left side of the double entry journal.
(On the left hand side of the page is a list of questions for students to
answer. Assure students that taking a guess is okay. Students should not erase
any answers that they have written.)
After students
have completed the left hand side of the journal, hand out a trading card to
each student. Give students a couple of minutes to look at the cards. Now they
may complete the right hand side of the double entry journal. (Students answer
the same questions as before, but this time they have additional knowledge
about trading cards.) Students can draw pictures or write sentences to answer
the questions. When finished, ask students to share what they wrote for their
journal entries.
Activity : Inform students that they are going to apply what they learned
about trading cards to colonies. They will work in groups of two (larger groups
if necessary). Each group will choose a
colony and design a trading card. Hand out one trading card sheet to each
group. On the board, list the main points that must be on the sheet: picture,
name, facts (who settled it, year settled, why it was settled). When completed, they will share their cards
with the class.
Grading :
|
Facts (3) |
10 pts. |
|
Creativity |
10 pts. |
|
Neatness |
10 pts. |
|
Participation |
10 pts. |
|
Presentation |
10 pts. |
Day 5 Journal Writing
Objective : Students will learn the differences between the colonies in
education, government, and the
way of life.
Materials
: Paper, pencil, and text book or handouts.
Time
: 1 Class
period
Activity : Describe the differences between the 3 regions of colonies in
education, government, and
the way of life. Use specific examples of how they were different (ie. size of
farms, types
of crops, etc.).
Minimum – 5 paragraphs
Follow one of the 2
formats listed below:
Introduction
Education in all regions
Government in all regions
Way of Life in all regions
Closing
OR
Introduction
New England Region
Middle Region
Southern Region
Closing