Name: K.H. EDEL 350 Section: #4

Due Date: October 10, 2012 Teach Date: October 19, 2012

Practicum Teacher: Mrs. M. Grade Level: 5th

Lesson Topic: Colonization Subject: Colonization 1607-1763

Email Address: Whole Group: 60 Minutes

Unit Objective: Students will investigate the formation of the thirteen colonies, lifestyle and

economy of the colonists, and social conflicts that arose with the Native Americans.

Lesson 1

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Colombian time sup to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.5 Explain the religious, political, and economic reasons for movement of people from

Europe to the Americas. (Individuals, Society, and Culture)

Topic: What was the purpose of leaving Europe and moving to America

Resource: Commager, H. S. (1975). The american destiny: A new world to conquer. (Vol. 1). Grolier Publishing.

Activity: To activate prior knowledge and stimulate interest, five opening true and false

statements will be posted on the board individually. These statements include:

Colonists left Europe for religious freedom.

All Europeans living in America were from England.

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Some colonists were looking for gold and silver in America.

Plymouth was the first British colony.

All colonists wanted to live in America permanently.

Students will indicate with a thumb up if they feel the statement is true, a thumb down if they

feel the statement is false, and a thumb sideways if they are unsure. Prompt the students to

discuss their answers. The word “colonist” and “permanent” will be added to the word wall.

Next the students will be divided into small groups and given a short text excerpt to read which

contains the answers to these prompt questions. The whole class will revisit the prompt questions

and revise their answer. In addition, the students will locate the discussed colonies on a map

provided by Ball State’s Geography Information Services (GIS). With the information learned in

this lesson, students will create a graphic organizer to evaluate the differences between the

settlements of those searching for religious freedom, and the settlements founded by those

seeking financial gain. Students will briefly discuss the locations of the Spanish and French,

which will be revisited later in the unit. People came to America for different reasons, but it was

a difficult and often fatal journey for many. The ocean trip from Europe across the North

Atlantic Ocean was dangerous and took many months. After this long voyage the sight of land

was a great relief, but as the colonists began to develop the land, many died of diseases and poor

nutrition. They lacked the survival skills necessary to live in the new environment.

Lesson 2

Subject: Health Education

Indiana Standard: HW: 5.7:

Health and Wellness: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.

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Indiana Indicator: HW:

5.7.1 Identify responsible personal health behaviors. Illustrate behaviors that prevent the spread

of disease (washing hands, proper eating habits, sleep)

Subject: Physical Education

Indiana Standard: PE: 5.3:

Physical Education: Students develop a more thorough understanding of the relationship

between lifestyle and health. Through observation and analysis, students are able to critique

others as they begin to develop awareness of the physical, mental, social, and emotional

importance of physical activity. Students choose to participate in activities during leisure time

that will maintain or enhance health-related physical fitness.

Indiana Indicator: PE:

5.3.2 Recognize the positive effects of participation in leisure time physical activity.

Topic: Students will discuss health problems and treatments during the early years of

colonization and learn how modern knowledge and practices would have helped them. They will

apply this knowledge to their daily lives.

Resource: Terkel, S. N. (1993). Colonial american medicine. New York: Franklin Watts.

Activity: Various medical utensils that were used by doctors between 1600 and 1800 will be

passed around the classroom. As the students are investigating these objects, the teacher will

prompt the students to predict what these utensils were used for. Once the students have made

their predictions, the teacher will briefly discuss their intended use. The teacher will use this

activity to introduce the hardships endured by the early colonists including brutally cold weather,

lack of proper shelter, poor hygiene, and malnutrition. The teacher will present true journal

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entries from the early colonists and various photos of their homes, clothing, families, and living

conditions. The students will question if the colonists were prepared to move the America.

The students will have a teacher led discussion of elements that hindered the early colonists and

what modern resources would have helped them. The students will discuss various methods to

prevent the spread of disease and maintain health- hand washing, proper nutrition, sleep,

exercise, etc.

To relate to these hardships, a classroom simulation of the colonial environment will be created.

Students will be separated into families, each given a list of conditions such as food rations and

various belongings to protect them from the weather. One student will be given a note that they

have an illness. The disease will be spread by hand shaking or sharing belongings. In addition,

the students will be given prompts and forced to use their food reserves. In addition, the prompt

will inform the student if their shelter is strong enough to protect them from the elements- lean-

to, fort, cabin, or ship.

Next, students will make connections between daily health habits and the importance of physical

exercise. The teacher will introduce common games colonial children played for exercise and

fun. The teacher will introduce hula-hoops and jump ropes to the class. Using the hula-hoop and

his or her palm, the teacher will model how colonial children used to run and push wooden hoops

with a stick and race to see who would drop theirs last. In addition, girls and boys played jump

rope games with songs. The students will be given time to explore these activities and relate

them to daily health.

After evaluating the health issues of the time, students will evaluate if it was a good decision for

the colonists to move to a land they knew nothing about. To plant thought for the following

lesson, the teacher will ask if their experience would have been improved if they had the help of

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people who had lived in that environment before and knew where to find food, how to protect

themselves from the elements, and medical practices used in that area (Native Americans).

Lesson 3

Subject: Social Studies

Indiana Standard: Social Studies

Geography: Students will describe the Earth/sun relationship and use global grid systems. They

will identify regions; describe physical and cultural characteristics; and locate states, capitals and

major physical features of the United States. They will also explain the changing interaction of

people with their environment in regions of the United States and show how the United States is

related geographically to the rest of the world.

Indiana Indicator: SS: 5.3:

5.3.11 Describe adaptation and how Native American Indians and colonists adapted to

variations in the physical environment. Example: Plains people’s dependence on bison;

dependence on fishing by people living in the Northeast and Pacific Northwest; choice of

building materials and style of construction such as sod houses, longhouses and dugouts.

Topic: Students will explore Native American communities, their geographic location, and

culture.

Resource: Nystrom, A. J. (1974). Globe realia: 12 inch raised relief globe. Chicago:

Activity: The teacher will present a three dimensional topographic map of the East Coast of the

United States. Students will use any previous knowledge of geography to predict the weather,

temperature, resources, and climate of various areas of the East Coast. The teacher will pull out

numerous Native American artifacts from commonly found in Algonquian, Iroquoian,

Muskogean, and Siouan-Catawban speaking regions. As the artifacts are being passed around,

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the teacher will play audio samples of these languages1 including interviews or songs. The

teacher will begin connecting these artifacts to major Native American tribes along the East

Coast. Through this process the teacher will discuss climate zones and identify major

geographical features. Students will be divided into groups and given an information packet

(text, photos, song lyrics, stories, daily life) about each band, tribe, or chiefdom and instructed to

investigate how geography affects daily life. Students will further research their assignment and

present two of five prompts to the class (gear up or down to meet student needs):

Explain the qualities that made your Native American group a band, tribe, or chiefdom.

What type of clothing did your Native American group wear? What does this tell us

about their culture and environment?

What type of homes did your Native American group build and live in? What does this

tell us about their culture and environment?

What are common activities in your Native American group? What does this tell us about

their culture and environment?

If you would like to present a different aspect of your Native American group, please ask

Miss Hodge and she will help you.

Students will create a presentation and teach the class about their Native American tribe.

Students will be encouraged to be as creative as possible with their presentations. i.e. pretend to

serve a Native American meal and depict food with available resources, teach a Native American

game, sing a song about their Native American group, build model home, contrast their clothing

with the Native American clothing etc. In addition, the students will locate the geographic areas

in which these tribes lived. To assist in this presentation, each group will be given a rubric. With

1 Some languages are extinct and will not be available

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teacher guidance, the students will further discuss the geography, climate, and resources of each

area and how this affected different Native American communities. To build an understanding

the complex relationship between the Native Americans and the colonists, students will next

discuss the formation of the 13 colonies and use their geographical knowledge from this lesson

to place each colony on a map.

Lesson 4

Subject: Social Studies

Indiana Standard: Social Studies

Geography: Students will describe the Earth/sun relationship and use global grid systems. They

will identify regions; describe physical and cultural characteristics; and locate states, capitals and

major physical features of the United States. They will also explain the changing interaction of

people with their environment in regions of the United States and show how the United States is

related geographically to the rest of the world.

Indiana Indicator: SS: 5.3:

5.3.4 Locate Native American Indian and colonial settlements on maps and suggest reasons for

the locations of these places. (Individuals, Society, and Culture.)

Topic: Students will research the original thirteen colonies and locate them on a map.

Resource: Webpage: The 13 colonies. (2012). Retrieved from http://www.history.com/topics/thirteen-colonies

Activity: The teacher will present an oversized compass rose and ask the students to predict what

it is. Once the purpose of a compass rose has been established, students will give suggestions for

the uses of a compass rose; the teacher will guide this discuss to the use of a compass rose on

maps. The teacher will explain that the classroom floor is now a map of America! With the

assistance of the large compass rose, North, South, East, and West borders of the classroom

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“map” will be established. Next, students will be divided into groups of three. Each group will be

given two state puzzle pieces from the original thirteen colonies and historical pictures from their

states. The teacher will use one colony as guide for the activity to model the research process and

how to use the map piece. Students will research and write the following facts on their map

puzzle piece:

When did colonists arrive in this area?

When was this state founded?

What, if any, are the main water features (lakes, rivers, coastline) in this state, and

where are they located?

What, if any, are the main landscape features (mountains, prairie, forests, marshes) in

this state, and where are they located?

What is the average temperature and precipitation level of this state? (“Precipitation”

will be added to the word wall.)

From this information, predict resources found in this state (animals, farm land, wood,

fish.) (“Resources” will be added to our word wall after this activity.)

Include any additional information you find important about your state.

Each group will present their findings and, using information from their research, predict where

their colony should be placed on the class “map.” Once the map has been completed and the

colonial areas have been established, the students will begin locating the colonies on a classroom

map of the United States. The teacher will use information from the Native American lesson to

elaborate on geography and resources in these areas. Now that the students have built a

geographical (location, resources) and cultural understanding of the colonists and Native

Americans, the next lesson will begin discussing the difficult relationship between these groups.

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Lesson 5

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Colombian time sup to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.6 Identify and discuss instances of both cooperation and conflict between Native American

Indians and European settlers, such as agriculture, trade, cultural exchanges and military

alliances, as well as later broken treaties, massacres and conflicts over control of the land.

(Individuals, Society and Culture)

Subject: English Language Arts

Common Core Standard: RL: Reading Standards for Literature: Stories, Novels, Dramas,

and Poetry: The following standards offer a focus for instruction and help ensure that students

gain adequate exposure to a range of texts and tasks. Rigor is also infused through the

requirement that students read increasingly complex texts through the grades. Students

advancing through the grades are expected to meet each year’s grade- specific standards and

retain or further develop skills and understandings mastered in preceding grades.

Common Core Indicator: RL:

5.RL.3Compare and contrast two or more characters, settings, or events in a story or drama,

drawing on specific details in the text (e.g., how characters interact)

Topic: Understand the progressive relationship between the Native Americans and colonists.

Resource: Morris, R. B. (1976). Voices from americas past. (Vol. 4). New York: Dutton

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Activity: The teacher will create two aged documents and explain that he or she recently traveled

to Virginia and stayed in a very old home. This home was built in 1700 and was owned by a

descendant of one of the original founders of Jamestown! While the teacher was there, he or she

found these two papers that were accidentally lost under a dresser. One of the papers was a short

journal entry (story) written by the daughter of a plantation owner. She talks about the

relationship between her family and the Native Americans from a colonist’s perspective. Another

paper is a picture drawn by a young Native American boy depicting the Native American’s

relationship to the land and how the colonists progressively treated his tribe and family.

The students will be divided into groups of four and given a copy of both of these papers. In

addition, they will be given a folder and a paper plate. The left side of the folder will have an

image of the Native American picture, and the right side of the folder will have a copy of the

short journal entry. On their respective sides, the students will write differences between the two

situations. On the paper plate, students will write similarities between the two situations. As a

group, the students will write the similarities and differences on the board and begin a classroom

discussion.

Using numerous photos and journal entries (both fiction and non-fiction) depicting information

about trade, homes, towns, Native American leaders, and colonists leaders, the teacher will

describe the progressive relationship between the colonies and Native Americans. At the end of

the lesson, each group will summarize the information from this lesson and present their

summary to the class. Their presentation (used as both informal assessment and reinforcement)

will be given from either a colonist’s, Native American’s, or historian’s perspective. Their group

has the option of either defending the actions of one group, discussing if the historical events

were necessary, or how modern life would be different if the colonists and Native Americans had

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maintained a positive relationship. To guide their presentation, each group will be given a rubric

of how they will be evaluated. In addition, the word “historian” will be added to the word wall.

Now that the dynamics between the colonials and Native Americans has been established,

students will learn about documented historical events (treaties) and economic relationships that

further shaped the development of America in relation to the Native Americans.

Lesson 6

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Columbian times up to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.6 Identify and discuss instances of both cooperation and conflict between Native American

Indians and European settlers, such as agriculture, trade, cultural exchanges, and military

alliances, as well as later broken treaties, massacres, and conflicts over control of the land.

(Individuals, Society, and Culture)

Topic: Students will understand the trade and treaty relationships between the Native Americans

and the colonists.

Resources: Williams, J. A. (1993). West virginia: A history for beginners. Retrieved from http://www.wvculture.org/history/indland.html

Activity: Using the document camera, the teacher will post a large photo of an alien climbing out

of a space ship and using a flag to declare the teacher’s home now belonged to it, the alien. The

students will discuss how they would feel if a person, alien to you in culture and appearances,

came to their home and said it belonged to them. Using student responses, the teacher will

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contrast the European concept of land ownership to the Native American’s concept of land

ownership. The teacher will present examples and non-examples to support their discussion.

Next, students will use their iPads to explore the Northeast and Southeast regions in the

interactive history feature from Colonial House. Guided reading sentence strips will be posted on

the board. Students may read independently or in a small group of four or fewer. During this

time, the teacher will assist the students in maintaining focus and answering questions. Using the

document camera projecting the iPad image, the teacher will actively review main points from

this exploration with the students. Both the formation and disintegration of important treaties

made between the Native Americans and Europeans that were introduced in Colonial House will

be thoroughly discussed.

To reinforce the social, economical, and cultural implications of the trading process, the class

will be divided into two main groups, colonists and Native Americans. Within these groups,

various amounts of people will be given different resources and needs. These needs will relate to

the Native American knowledge of the resources, European technological goods, and directly

link to the formation and disintegration of treaties. Students will offer to trade with each other to

understand the benefits or losses of trading. Based on the resources they have available, students

must also decide where they (the colonist or Native American) are living. The class will

reconvene for a group conversation about their trade experience. Extension: Quick Write:

Descriptive Writing: Write about the trade experience from the perspective of a traded item. The

previous lessons have discussed trade with Native Americans and natural resources available.

The next lesson will introduce resources produced in the South and how these resources

supported Southern economy and international trade.

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Lesson 7

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Columbian times up to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.7 Identify and locate the 13 British colonies that became the United States and describe

daily life (political, social, and economic organization and structure).

Example: Slavery, plantations, town meetings, and town markets

Subject: Math

Indiana Standard: Math: 5.2:

Computation: Students solve problems involving multiplication and division of whole numbers

and solve problems involving addition, subtraction, and simple multiplication and division of

fractions and decimals.

Indiana Indicator: Math:

5.2.1 Solve problems involving multiplication and division of any whole numbers.

Example: 2,867 × 34= ? Explain your method

Topic: Students will use logic to determine the amount of land, resources, labor, and money

needed to make a profit owning a plantation.

Resource: Clifton, J. M. (1981). The rice industry in colonial america. Agricultural history, 55(3), 266-283. doi: http://www.jstor.org/stable/3743016

Activity: The teacher will introduce a bag of rice and explain rice is his or her favorite food! He

or she eats rice every day but recently wanted to learn how rice was produced. The teacher will

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read a small excerpt about rice production and ask students to consider how difficult rice is to

grow and where it needs to be grown. Using information learned about the geography of the 13

colonies, students will predict the colonies where rice was grown in the 17th century. The teacher

will introduce the Southern colonies and review the terms of indentured servants (refer to activity

1.) To visualize what plantation lifestyle was like, students will use their iPads and take a virtual

tour of a recreated 1705 plantation. Next, students will assume the roles of colonists and study

the economy of being a plantation owner. Students will be divided into families and given the

following information

How much land they own

The cost of living

Types of crops they can raise: Each crop has land, labor, and financial loss/gain

implications

How many indentured servants have come to work for your plantation (very few are

given for the purposes of this exercise)

(Gear up or Gear down/extension) Assume ¼ of your land is NOT farmable

(Gear up or Gear down/extension) You may choose not to farm all of your land, what

percentage of land did you choose not to farm?

Students will also be given resources such as grid paper (to be colored or written on), calculators,

and base ten blocks. In addition, their family will be given a short biography including the

amount of indentured servants who have recently satisfied their time requirement and left to start

their own farm or business. During this exercise, students will determine how many square feet

of land they have based on the dimensions of the land they own. They must also calculate the

most efficient way to use this land based on how many people it takes to farm each square foot

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depending on the crop. When each group has completed this activity, the class will have a

discussion about any problems they encountered. Intentionally, they will be short of people to

work the land. Students will brainstorm possible solutions for these problems. This exercise will

transition to the triangle trade route and slave economy between 1619 and 1763.

Lesson 8

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Columbian times up to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.5 Explain the religious, political, and economic reasons for movement of people from

Europe to the Americans. (Individuals, Society, and Culture)

Example: Puritans fleeing from religious persecution, search for wealth by the French

and Spanish, debtor settlements in Georgia, and the African slave trade

Subject: Visual Arts

Indiana Standard: Art: 5.3:

Visual Literacy- Criticism and Aesthetics: Students utilize properties in works of art to explore

“critical stance.” They share peer perspectives in constructing meaning and developing well-

supported interpretations.

Indiana Indicator: Art:

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5.3.2 Construct meaning and develop well-supported interpretations in works utilizing dialogue

and shared peer perspectives, properties found in the work, and research-based background

information.

Topic: Students will understand the colonists’ involvements in the global economy (Triangular

Trade.)

Resource: PBS Educational Broadcasting System. (2004). Slavery and the making of america. Retrieved from http://www.pbs.org/wnet/slavery/index.html

Feelings, T. (1995). The middle passage: White ship, black cargo. New York, NY: Dial Books.

Activity: The teacher will bring in various resources including raw materials (sugar, rice, cotton,

twine) and processed goods (fabric, jewelry, tools). The teacher will use the document camera to

project a large map. Using what the students have learned, they must place these artifacts in

either Europe or the colonies. The teacher will explain that raw goods, such as the ones they had

grown as plantation owners, were sold and exported to England. Before the teacher explains that

Europe processed these resources, the teacher will ask the students to predict what is done with

the raw material. The teacher will draw a line on the map pointing from the colonies straight to

England and explain that this is a sea trade route. It will be explained that Europe processed this

raw material to produce goods such as fabrics that were sent out on ships to sell. In addition,

England produced metal goods such as guns, copper pots, ammunition, and knives. Next, she

will revisit the problem of labor shortages in the Southern colonies and ask the students to

predict how the colonists found people to work for them. When it has been established that the

colonies used slaves as a solution to their labor shortage, the teacher will draw the second leg of

the trade triangle fro England to West Africa. Next, the teacher will present the book The Middle

Passage: White Ship, Black Cargo. After viewing the book, students will integrate what they

have learned about colonization and write or draw a brief personal reflection about the book and

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its art. The teacher will revisit the map projection and complete the trade route between West

Africa and North America. As a class, the students will summarize the triangular trade route and

how this affected the colonies. This lesson will introduce the acquisition of slaves, conditions of

The Middle Passage, and life as a slave.

Lesson 9

Subject: Social Studies

Indiana Standard: SS: 5.1:

History: Students will describe the historical movements that influenced the development of the

United States from pre-Columbian times up to 1800, with an emphasis on the American

Revolution and the founding of the United States.

Indiana Indicator: SS:

5.1.19 Using primary and secondary sources to examine a historical account about an issue of

the time, reconstruct the literal meaning of the passages by identifying who was involved, what

happened, where it happened, what events led to these developments, and what consequences or

outcomes followed. Example: Issues regarding quartering of troops, separation from Britain,

slavery, and the controversy over the presidential election of 1800

Resource: Massey, D. (Producer) (2009). Transatlantic slavery document [Web]. Retrieved from

http://www.youtube.com/watch?v=zY-5Hq2B4rM

Feelings, T. (1995). The middle passage: White ship, black cargo. New York, NY: Dial

Northrup, D. (2002). The atlantic slave trade. (2nd ed.). New York: Houghton MifflinCompany.

Activity: Photos related to the transatlantic slave trade such as ships, charts of how slaves were

arranged as cargo, the West African coast, the East Coast, the Caribbean islands, triangular trade

route maps, and West African slave forts (such as Elmina Castle in Ghana) will be posted on the

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board. Students will summarize their previous understanding of the Triangular trade and

organize where and how this new information fits within that concept. The teacher will ask

students what they know about the middle passage, or transatlantic slave trade. Three sentence

strips including 1. The middle passage took one week (F) 2. Africans were primarily kept in

chains during the trip across the Atlantic (T) and 3. One third of Africans died when they arrived

in North America (T) will be posted on the board. Using a thumbs up, sideways, or down,

students will predict which statements are true or false. Depending on the student response, the

teacher will place a true or false card next to each statement and ask students to explain their

decision.

As a class, the students will watch a nine-minute transatlantic slavery documentary filmed and

produced by Derek Massey, Laurel North Productions. The teacher will periodically stop the

film and have students volunteer to locate areas on a large map or answer lead questions. In

groups of two, students will read a one-page excerpt from The Atlantic Slave trade depicting the

conditions of the middle passage. After processing this information, students will revise their

previous predictions.

To better grasp living conditions on a ship, the teacher will present a small piece of wood-

representing the rotting and splintered floor the slaves slept on- and the types of shackles

Africans were kept in. While these artifacts are being passed around, the teacher will revisit

White Ships: Black Cargo and read the introduction out loud to the students. Students will be

given a two-column note outline and should jot down appropriate comments during this reading.

Afterwards, students will discuss the conditions, what surprised them, and any questions they

may have.

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Lastly, in groups of four, students will create a graphic organizer for the 1. conditions of the

slave forts in Africa 2. conditions of the middle passage 3. what awaited the Africans in North

America and and 5. how they, the students, would feel if they were an African suffering the

middle passage. Gearing down: limit the response questions Gearing Up: Students will defend

their answers “why” “how” “because.” After students share their organizers, students will have

five minutes to reflect in a journal what they have learned that day. We have covered quite a bit

of content about colonization and early America’s global influence. Tomorrow we will use group

presentations and graphic organizers to review all of our content, then we will write a narrative

and work with maps to bring everything we have learned together.

Extension: To integrate math skills and help students grasp how crowded the Africans were

during the transatlantic journey, the teacher will provide the dimensions of a ship and instruct the

students to measure the classroom dimensions. The teacher will express the average number of

Africans carried on a ship that size and provide photos of how they were kept in the cargo holds.

Students will use math skills to find the proportionate amount of students who would need to be

in their classroom to represent the same physical conditions. Gearing Down: the teacher will

provide a step by step process and the students will plug in the numbers. After evaluating their

answer, the students will lay shoulder to shoulder on the classroom floor to experience how

closely the Africans were “stored.”

Lesson 10

Subject: Writing

Indiana Standard: Writing

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Writing: Process and Features: students discuss and keep a list of ideas for writing. They use

graphic organizers. Students write clear, coherent, and focused essays. Students progress through

the stages of the writing process and proofread, edit, and revise writing.

Indiana Indicator: SS:

5.4.2: write stories with multiple paragraphs that develop a situation or plot, describe the setting,

and include an ending.

Topic: Students will reflect on the entire unit and conclude their ideas in a short narrative

Resource: (2011). World map produced by the united states central intelligence agency. (2011). [Print Photo]. Retrieved from http://www.lib.utexas.edu/maps/world_maps/world_physical_2011_nov.pdf

Activity: The students and teacher will actively review the topics of the lesson beginning with

leaving England and ending with the Middle Passage. To do this, a sentence strip including the

main point (topic) from each lesson will be posted on the board. The students will recall main

elements they learned from each lesson and establish why those events were important in

colonization. When key points for lesson one through nine have been reviewed, the students will

be divided into nine small groups and assigned a key point. On the board, the teacher will model

creating various types of graphic organizers. Each group will be given a large poster board to

create a graphic organizer representing their key point. After ten minutes of work, students will

tape their visual representations along a wall in chronological order. Each group will present

their board and lead a class discussion. During this presentation, students will reference maps

and identify critical locations related to their key idea.

Assessment: After a thorough review, the teacher will introduce the final project and walk the

students through each step. The teacher will introduce and model the RAFT teaching method

with a less complex topic, writing a story about being a milk gallon at a grocery store. The

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teacher will establish the role of the writer, audience, the writing format, and the topic he or she

is writing about. To better understand the concept, students will be involved with the writing of

this story. Next, each student will receive a packet containing the project guidelines, the steps for

RAFT (role of writer, audience, format, topic,) and the project rubric. The teacher will walk

through the packet with the students and provide time for questions and answers. This project

will be used as a cumulative assessment.

Student Packet

Write a narrative from the perspective of an item making the journey from England to the

colonies. Use the following information and the rubric as a guideline for your narrative. Be

creative! Feel free to enhance your story with photos, songs, and other creative representations.

1. Describe two motivating factors for leaving England.

2. In your description of the journey from England, include the name of the ocean your

object is traveling across and the name of the colony your object will arrive at.

3. Discuss a trade interaction between a Native American and a colonist.

4. Summarize a treaty made with the Native Americans and explain if the terms of the treaty

were upheld or broken. How did the colonists and Native Americans react to the treaty?

5. Describe at least two geographical features of the Southeast region- this can include

water features, landforms, weather, agriculture, and resources

6. Describe at least two geographical features of the Northeast region- this can include

water features, landforms, weather, agriculture, and resources

7. List the imports and exports of the three main parties involved with the triangle trade.

Use examples to enhance your story.

K. Hodge EDEL 350

8. Describe two elements of the slave trade. This could include but is NOT limited to the

conditions of the ship, how long the journey was, what ocean they traveled across, the

slave forts, or what the Africans experienced when they arrived in North America.

9. Draw the triangle trade route on the world map.

10. Label the 13 colonies on the map of the East Coast of America

Before you write your story, brainstorm ideas using the RAFT outline as a guideline.

RAFT

R: Role of the writer. Who are you in this essay? Are you an eyewitness to an historical event, a

friend of an historical person, or a participant in the event?

A: Audience. To whom are you writing? Are you writing a letter to a friend? Are you writing a

newspaper article about an event?

F: Format. What form will the writing take? Will you write a dialogue, a poem, a letter, or a

newspaper column?

T: Topic. What are you writing about? The teacher usually assigns a set of possible topics,

drawn from material in a particular lesson.

K. Hodge EDEL 350

Student PacketMap Assessment

Draw the Triangle Trade Route

K. Hodge EDEL 350

Student PacketMap Assessment

Label the 13 Colonies

K. Hodge EDEL 350

Student Packet Rubric and

Writing Assessment

Unit Evaluation

Basic Proficient Outstanding Notes

Motive For Leaving England

No correct motivating factors for leaving England

One correct motivating factor for leaving England

Two correct motivating factors for leaving England

Journey to the East Coast from England

Incorrectly addresses the ocean they are traveling across and what colony they plan to live in

Correctly lists either the ocean they are traveling across or what colony they plan to live in

Correctly names both the ocean they are traveling across and what colony they plan to live in

Interactions With Native Americans

Incorrectly discusses a trade interaction or a summary of any Native American/European treaty or war

Correctly discusses both a trade interaction or a summary of any Native American/European treaty or war

Correctly discusses both a trade interaction and a summary of any Native American/European treaty or war

Geography of Southeast

Incorrectly lists features of Southeast geography

Correctly lists one or more features of the Southeast geography

Correctly lists two or more features of the Southeast geography

Geography of Northeast

Incorrectly lists features of the Northeast geography/resources

Correctly lists one or more features of the Northeast geography/resources

Correctly lists two or more features of the Northeast geography/resources

Triangle Trade

Incorrectly lists the imports and exports from the colonies, England, and West Africa

Correctly lists the imports and exports from only two regions (i.e. England & West Africa, or Colonies and West Africa)

Correctly lists the imports and exports of the colonies, England, and West Africa

Middle Passage

Incorrectly lists or excludes elements of the middle passage

Correctly lists one element of the middle passage

Correctly lists two or more elements of the Middle Passage/Slave trade

Locates the 13 Colonies, England, Africa, and the Atlantic Ocean on a Map

Correctly locates 8 or fewer geographical requirements

Correctly locates between 9 and 12 geographical requirements

Correctly locates between 13 and 16 more geographical requirements

K. Hodge EDEL 350

K. Hodge EDEL 350