5th Grade SS Unit 7: 13 Colonies Quarter 3: Era 2: Colonization and Settlement 1585­1763 (8 weeks) Topic SCOPE Lessons Content Writing Topics Duration Jamestown Unit 3 Lessons 2 & 3 Pocahontas Compare & Contrast paper 2 weeks 13 Colony Basics Unit 3 Lessons 3, 4, 5, 6, 7 & 8 Unit 4 Lessons 1, 2, 3 & 4 3 colony regions Quoting from a source, Student presentations about colonies 3 weeks Slavery Unit 4 Lessons 5 & 6 Triangular Trade, the Middle Passage, life for slaves in the colonies 1 week Colony Economy, Government, & Life Unit 3 Lesson 9 Unit 4 Lessons 1, 2, 3, 4, 7, 8, 9 Impact on Native Americans, economic activity, colony government 2 weeks 5th Grade SS ​
Unit 7: 13 Colonies Day Objective I Can Statements Activities Vocab Assessment 1 Explain the relationships between two or more colonies Identify the southern colonies and their common push and pull factors Southern Colonies­ Explain that the students are royal colony journal going to get an overview of three colony regions proprietor entries and will be studying one colony more in­depth, so maps they should think about which sound the most chart interesting to them Students journal about Source #1: Wanted ad for a blacksmith (SCOPE 4­6) Students map the southern colonies on a 13 colony map, connecting to Jamestown (SCOPE 1­3) Introduce the Maryland website, specifically the section about “Journey to a New Life” http://mdroots.thinkport.org/default_low.asp Begin work on the chart about the Southern Colonies­ Push factors, pull factors, reasons for founding, economic activities, influence of geography 2 Explain the relationships between events in history Identify the characteristics of the Southern Colonies Students journal about Source #2: Map of Carolina Colony (SCOPE 10­11) Students fill out the chart about the Southern Colonies­ Push factors, pull factors, reasons for founding, economic activities, influence of geography Go over chart together as a class Push factor Pull factor Economic Geography Colony information chart 3 Explain the relationships between historical events Compare and contrast the founding of Jamestown and the founding of Plimoth Students journal about Source #3: Advertisement to come to the Carolina colony (SCOPE 14) Map the New England Colonies Present information about the New England colonies from the PowerPoint presentation Compare Jamestown and Plimoth Homework: Write a comparison of the two colonies Pilgrim religious freedom common good compact Essay comparing the colonies 4 Explain the relationships between historical events Identify the characteristics of the New England colonies Students journal about Source #4: Charter for Georgia (SCOPE 17­18) Discuss the First Thanksgiving Students complete their New England Colony chart using the textbook, go over answers as a class Add important New England colony dates to the timeline Introduce the First Thanksgiving website: http://www.plimoth.org/education/olc/index_js2
Colony Information Chart .html 5 Explain the relationships between ideas based on text Identify the push and pull factors for the Middle Colonies Students journal about John Smith’s Map of New England (SCOPE 2) **Students journal about the log of children on the Mayflower** Map the Middle Colonies Review the reasons why settlers came to the other colonies. Discuss why people would want to go to a new colony instead of one that has already been started. Show students the map of English vs. Dutch settlement and discuss the founding of Middle Colonies (SCOPE Lesson 6 #7­9) Puritan Mayflower Compact Colony Information chart Maps 6 Explain the relationships between ideas based on text Identify the push and pull factors for the Middle Colonies Students journal about the Mayflower Compact (SCOPE #10­13) Students read the textbook section about the Middle Colonies and fill out the chart. Students choose the region and colony they are most interested in studying for their poster. Middle Colonies Colony charts 7 Draw on information from multiple sources Find information about my colony Take notes as to the important information for my colony Students journal about the Wampanoag map (SCOPE #16) Students research their colony for five topics: Push factors, pull factors, economic activity, geographical impact, and reasons for founding. geography economic founding push factor pull factor Posters 8 Draw on information from multiple sources Find information about my colony Take notes as to the important information for my colony Students journal about the colony illustration (SCOPE Lesson 5 #1­2) Students research their colony. geography economic founding push factor pull factor Posters 9 Integrate information from several sources about a topic 10 Clearly organize and develop my ideas Students journal about the pictures of the founders (SCOPE #8 & 9) Students begin planning their posters. geography economic founding push factor pull factor Posters Use multimedia Use multimedia to to display create a project information and teach others Students will journal page 9 of the New England Colony journal (SCOPE Unit 3, Lesson 5, #12) Students will create their colony poster Colony poster 11 Use multimedia Use multimedia to to display create a project information and teach others Students will journal the first page in their Middle Colony journal Students will create and share their colony posters Colony poster 12 Explain the relationships between the colony regions Compare and contrast the three colony regions Students will journal the second page in their Middle Colony journal Students will cut and paste information into a chart to review the three colony regions Pass out the study guide for the quiz Friday All unit vocab Study Guide Chart of three colony regions 13 Explain the relationships between the NA and settlers using text Explain the relationships between the NA and settlers using text Students will journal the third page in their Middle Colony journal SCOPE Unit 3 Lesson 9­ Ask students to identify the types of freedom the settlers were looking for Define the word ‘contradiction’ and discuss it in the context of NA and settlers Students will find examples of times of conflict and cooperation in their textbook and record it on the chart Give information about NA relationships with settlers (SCOPE 6) contradictio
n conflict cooperation Conflict/Coo
peration chart 14 Explain the interaction Explain the relationships Students will journal the fourth page in their Middle Colony journal conflict cooperation Quiz Highlighted/
between historical groups between NA and settlers Review the positive and negative effect of the European settlement on the NA Read the ‘Conflict Increases’ text selection, underlining sources of conflict and highlighting times of cooperation (SCOPE #7­15) Use the questions in #12 for discussion. Have students read the two perspectives reading and discuss the fact that most conflict was over how land should be used. Students will take the colony quiz underlined text