Essential American History
Teaching American History Grant
2006-2008
"Essential American History: Document based Lessons on Colonial America"
Parkway School District and Rockwood School District
St. Louis, Missouri
Roxanna Mechem
Rockwood School District
Director of Social Studies, Character Education,
and Assessment
[email protected]
Liz Morrison
Parkway School District
Coordinator of Social Studies
[email protected]
Jessica Vehlewald
Rockwood School District
Social Studies Resource Teacher, K-12
Teaching American History Grant Administrator
[email protected]
Mitzi Fischer
Parkway School District
Fifth Grade Teacher
[email protected]
Essential American History
Teaching American History Grant
2006-2008
A three-year professional development
program designed to focus on Colonial America for fifth grade teachers.
The Parkway and Rockwood School Districts located in the western suburbs of historic St. Louis, Missouri
are partnering with Webster University, Organization of American Historians, and Colonial Williamsburg.
The professional development program includes lectures, discussions, book talks, and field trips. Content
focuses on areas of American history required for targeted grades; elementary participants focus on
Colonial America. The use of primary source materials is emphasized throughout the program.
The Essential American History Teaching American History grant program:
•
•
•
•
increases teacher knowledge of traditional American history
creates a culture of collaboration among American history teachers, historians, and historical
institutions
crafts powerful, significant, and focused American history units in effort to increase student
achievement, interest, and engagement in traditional American history
encourages student growth as informed and productive American citizens
The work of Essential American History is on-going with on-line lesson access
(www.rockwood.k12.mo.us/tahg), sustained on-line collaboration with grant partners, and teacher mentor
programs in the schools.
Essential American History has been funded by the US Department of Education's Teaching American
History Grant program in the amount of $957,000.
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America Activities
Date
June 2006
Event
Colonial
Williamsburg
Teacher Institute
Group 1
Location/Presenter
• Colonial
Williamsburg
•
June 2006
August 2006
December 2006
March 2007
June 2007
July 2007
Dr. Ted Green,
Webster University
Dr. Grant Wiggins
Understanding by
Design
Lesson
Rockwood
Development
Administrative Annex
Lesson Tuning
Parkway ISC
Teacher to
Dr. Ted Green,
Teacher
Webster University
Collaborative
Sharing “Trip Talk”
Colonial
• Colonial
Williamsburg
Williamsburg
Teacher Institute
Group 2
• Dr. Ted Green,
Webster University
Lesson
Parkway ISC
Development
Contact Information
Colonial Williamsburg Teacher
Institute (CWTI)
http://www.history.org/history/tea
ching/tchsti.cfm
Dr. Ted Green
[email protected]
http://www.ubdexchange.org/
n/a
n/a
Dr. Ted Green
[email protected]
Colonial Williamsburg Teacher
Institute (CWTI)
http://www.history.org/history/tea
ching/tchsti.cfm
Dr. Ted Green
[email protected]
n/a
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America Activities
Date
September 2007
February 2007
June 2007
Event
Lesson Tuning
Location/Presenter
Rockwood
Administrative Annex
“Slavery in the
Rockwood
Making of
Administrative Annex
America”
Dr. Wilma King
“Using Biographies • Marie Andel
and Narratives to
Teach Traditional
American History”
•
•
Robert Deneau,
Rockwood School
District
Instructional
Technology
Specialist
Kim Harrick,
Rockwood School
District
Instructional
Technology
Specialist
Contact Information
n/a
Organization of American Historians
Annette Windhorn
[email protected]
Marie Andel
“Herstories” Performer and
Education Consultant
[email protected]
Robert Deneau
[email protected]
Kim Harrick
[email protected]
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America Activities
Date
July 2008
June 2009
Event
Colonial
Williamsburg
Teacher Institute
Group 3
“Essential
American History
Summer Institute:
Teachers Teaching
Teachers”
•
Location/Presenter
Colonial
Williamsburg
Dr. Ted Green,
Webster University
Parkway School
District
Contact Information
Colonial Williamsburg Teacher
Institute (CWTI)
http://www.history.org/history/teac
hing/tchsti.cfm
Dr. Ted Green
[email protected]
n/a
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America
Resources/Materials
Resource/Material
Author/Publisher
Company
ISBN/Item #
Cost
Songs for a Revolution
Lesson Unit
n/a
Colonial Williamsburg Foundation
www.williamburgmarketplace.com
#679001
$29.71
The Historic Trade
Series: Silversmith,
Printer,
Leatherworker, Miller,
Bookbinder, Wigmaker
n/a
Colonial Williamsburg Foundation
www.williamburgmarketplace.com
#1388
#1404
#1453
#1461
#1628
#1842
$3.95 each
Many Thousands Gone
Ira Berlin
Borders
ISBN-0674002113
$17.20
Journal of Philip
Vickers Fithian
Edited with an
Introduction by
Hunter Dickinson
Farish
Borders
ISBN-0813900794
$20.48
The Great Little
Madison
Jean Fritz
Borders
ISBN-0698116216
$5.59
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America Websites
Link
www.history.org
http://colonialhall.com/index_t1.php
Site Description
Colonial Williamsburg Site
Biographies of Founding
Fathers
http://www.lva.lib.va.us/whatwedo/k12/vhr/colonial.htm
Colonial Period Information
http://memory.loc.gov/ammem/gwhtml/gwtime.html
George Washington Papers
http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial
http://ngm.nationalgeographic.com/2007/05/jamestown/jamestownstandalone?fs=www7.nationalgeographic.com
Kid Info on Colonial Life
Colonial America
Jamestown Interactive Site
Essential American History
Teaching American History Grant
2006-2008
Elementary Colonial America Websites
Link
http://docsouth.unc.edu/
Site Description
Slave Narratives
http://www.rockwood.k12.mo.us/tahg/TEACHER_WEBSITES.pdf
Essential American History
Participant Classroom Sites
http://www.rockwood.k12.mo.us/tahg/
Essential American History
Teaching American History
Grant Site
Unit/Lesson Template
Big Ideas/Essential Understandings:
Prior to this lesson,
students should know
and be able to do:
By the end of this
lesson, students will
know:
Learning Activities
By the end of this lesson,
students will be able to
do:
Resources
Formative/Summative Assessment
(Linked back to Big Ideas/Essential Understandings)
Essential American History
Teaching American History Grant
Parkway and Rockwood School Districts
2006-2008
Components of Grant Lessons
1.
Essential Questions:
• Represent a “Big Idea”
• Students must apply historical knowledge in order to answer
• “Transfer” of Knowledge
Example: Whose story is this: Native Americans, British, or Colonists?
Example: How do interactions among different groups of people lead to
changes in political, economic, and social structure of a
society?
2.
Objectives:
• Clearly states what students should know and be able to do
• Linked to Core Curriculum Objectives
• Linked to GLEs
3.
Procedures:
• Steps in lesson are clearly stated (doesn’t assume teacher knows what to do)
• Copies of Primary/Secondary Resources are provided when applicable
• Websites/links are provided when applicable
• Use of Textbooks are documented/cited
• Handouts (such as charts, diagrams, maps, etc.) are provided when applicable
4.
Teacher Notes:
• Hints teachers will need to effectively implement the lesson
• Reference to concepts students are expected to know before engaging in the
lesson
Example: Students are expected to know the economic concepts of
supply, demand, and opportunity cost prior to engaging in
this lesson.
Example: Teacher will arrange students in groups of four according to
their learning styles. Learning styles were identified at the
beginning of the year.
5.
Assessment:
• Aligns with objectives and essential questions
• Acts as a reflection on learning
• Reveals students ability to transfer their knowledge
• Formative (informal) or Summative (formal)
6.
Scoring Guides:
• Provided with assessment
• Aligns with objectives and essential questions
Parkway/Rockwood Colonial Williamsburg Teacher Institute
June 5-12, 2007
Life in America: Then and Now
Dr. Ted R. Green, Ph. D., Webster University
Jessica Vehlewald, Social Studies Resource Teacher K-12
In cooperation with the Department of Education Teaching American History Grant
Essential Questions
• What was life like for an American during the Colonial Era?
• What is life like for an American today?
• How do artifacts help historians determine what life was like for an American during the Colonial Period?
• How has life as an American changed over time?
Prior to this lesson, teachers should know and be
By the end of this lesson, teachers will be able to do:
By the end of this lesson, teaches will know:
able to do:
• The chronological history of Colonial
• Sequence of events that led to the American
• Look at Jamestown through multiple lenses
America
Revolution
• Apply knowledge from Culture in Contact
• Artifacts portray what life was like in a
• The background of life in Colonial America—
Activity to answer reflection questions (see
particular period of history
including “Cultures in Contact”, “From
attached questions)
Servitude to Slavery,” “Family Life and
• Artifacts assist historians in re-creating
• Use primary source documents to: identify major
Social Graces,” “Road to
the human story of a particular time
characteristics of indentured servants and slaves,
Revolution/Government Influences,” “The
period
discover the physical and emotional effects on
Economy & Trades,” “Military Life &
enslaved Africans, determine
• Historians must decipher history through
Revolution”
differences/similarities between house and field
multiple lenses
slaves, and trace the evolution of the system of
• How to interpret/analyze primary source
slavery in the colony of Virginia.
documents and artifacts
• Apply knowledge from the Slavery Activity to
answer reflection questions (see attached
questions)
• Re-enact life for Americans in Colonial America.
• Apply knowledge from Family Life/Social Graces
Activity to answer reflection questions (see
attached questions)
• Examine opposing perspectives/opinions/view
points on issues relating to the Road to Revolution
• Apply knowledge from the Road to Revolution
Activity to answer reflection questions (see
attached questions)
• Determine to what extent Colonial Williamsburg
was a magnet for commerce in pre-revolutionary
days
• Apply knowledge from the Economy and Trade
Activity to answer reflection questions (see
attached questions)
• Engage in a rights and controversies debate to
negotiate the revolutionary events through the
lens of a loyalist, patriot, or undecided colonist.
• Simulate the life of the military during the
revolutionary period
• Develop historical empathy for the individuals
involved in the battle of Yorktown (through visits
at Redoubts 9, 10, and Surrender Field)
• Apply knowledge from the Military Life and the
Revolution Activity to answer reflection questions
(see attached questions)
• Categorize artifacts gathered from each daily
event based upon life in Colonial society
• Analyze artifacts to draw conclusions about early
American life
• Transfer knowledge to make connections to how
Americans live today
Resources/Materials
Learning Activities
•
•
Teachers will participate in daily activities of the Colonial
Williamsburg Teacher Institute
Teachers will participate in “Structured Reflection and Application
Sessions” (to be led by Colonial Williamsburg facilitator)
•
•
•
The American Revolution, Gordon S. Wood
Official Guide to Colonial Williamsburg,
Colonial Williamsburg Foundation
Colonial Williamsburg Teacher Institute Daily Program Activities
•
•
•
•
•
•
Teachers will gather and analyze three artifacts related to each daily
• 3 artifacts from each of the daily activities
activity. Analysis should include: identification of the artifact, why
• Post-it Notes
teacher selected the artifact, what the artifact reveals about the
• Butcher Paper
Colonial Period (this can be done on post-it notes, different colors for
• Collaborative Grouping
each daily activity)
Upon completion of the Colonial Williamsburg Teacher Institute daily
activities, teachers will categorize their artifacts (post-it notes)
according to the following categories: Government, History,
Economics, Geography, Culture
Teachers will break into collaborative groups (1 group per category)
to reflect on the post-it notes placed in their category
Teachers will draw conclusions about these artifacts—determining
what these artifacts reveal about the Colonial Period (specifically the
category the artifact is associated with)
Teachers will create a modern list of artifacts that might be found in
the aforementioned categories today
Teachers will determine the continuity and change that exists in
regards to the Colonial Period and Modern times (considering the
aforementioned categories)
Formative/Summative Assessment
What is life like as an American…then and now?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day One: Wednesday, June 6, 2007
Thematic Strand: Cultures in Contact
Structured Reflection: (15 minutes)
“Did you hear what I heard?”
Teachers should observe today’s lesson at Jamestown through multiple perspectives. They will look for bias in the stories that are told, they
will look through multiple lenses. Teachers will also look for various perspectives…especially between the Jamestown Settlement folks and
the Historic Jamestown staff.
Are they all telling the same story?
How might perspective change a story?
What voices bubble up?
Native Americans (Powhatan Indians?)
Indentured Servants?
European Settlers?
How have these perspectives shaped your images of these different groups?
Why is the Jamestown 400th Anniversary being called a commemoration versus a celebration? What changes have occurred in American
culture since the 350th Anniversary in 1957?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day Two: Thursday, June 7, 2007
Thematic Strand: From Indentured Servitude to Slavery: Using Primary Sources
Structured Reflection: (15 minutes)
During today’s activities you have been able to identify major characteristics of indentured servants and slaves. You have also discovered the
physical and emotional effects on enslaved Africans, differences/similarities between house and field slaves and the evolution of the system
of slavery in the colony of Virginia. You have also been exposed to Primary Source materials.
What is one thing about the African culture that peaked your interest that you could share with others?
How might you integrate more African culture into your Social Studies lessons and school curriculum?
What types of relationships did the enslaved have with one another? With their Master? With colonial society?
How might you cover this sensitive topic of slavery in the classroom?
What ideas for a lesson or unit might you create as a result of today’s exposure to home and field slaves?
After today’s activities with Primary Source Materials, how will you incorporate more primary source materials into your classroom?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day Three: Friday, June 8, 2007
Thematic Strand: Family Life and Social Graces
Structured Reflection: (15 minutes)
Today you have visited the Benjamin Powell House focusing on children’s life in colonial Virginia. You have been exposed to games, food
ways, dance, social graces, education, gender roles, work and survival skills of African-American and European families of different
economic and social backgrounds. You have also had the opportunity to “Dress the Part” with the clothing activity. Finally, you learned
more about the many ways that CW can be accessed via the internet, CD’s, EFT’s and list serves.
What struck your fancy about family life at the Benjamin Powell House?
Out of all the activities you participated in today (games, food ways, dance, social graces, education, gender roles, work and survival skills)
which one peaked your interest the most? Why?
How has education changed since the 18th century?
How would you have students compare and contrast family life “back then” to today’s family life?
What do clothes say about one’s “station “ in life? Does that still ring true today?
How could you incorporate clothing into your curriculum on colonial America? What are some resources you might use in your school and
community?
Now that you have gained even greater exposure to the technology resources available at CW, how will you share your interest in CW with
your students? Faculty and staff? Parents?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day Four: Saturday, June 9, 2007
Thematic Strand: Road to Revolution and Government Influences
Structured Reflection: (15 minutes)
You have visited the Capitol, Public Gaol, Bruton Parish Church and the Governor’s Palace today. You were exposed to the governments of
Virginia and Great Britain. You witnessed life in the Gaol and it’s judicial system. You also learned about the Anglican Church and its role
in everyday life. There are clearly two or more opposing perspectives/opinions/views points on any of the issues brought up today (freedom,
slavery, taxation of goods, religion, the role of government, other issues). All of these issues led up to the road to revolution.
What impact did the government have on the daily economic operation of the Virginia colony?
What role did the Stamp Act and the Townsend Duties have on Virginia? Other colonies?
How did the government influence religion?
How might you use maps and geography to tie into the theme of government control and boundaries?
Have attitudes about incarceration changed much since the 18th century? If so, how?
What one aspect of the Governor’s Palace appeared to be the “most royal” in your heat/mind? Describe your feelings.
Where were the “Roads to Revolution” leading?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day Five: Sunday, June 10, 2007
Thematic Strand: The Economy and Trades
Structured Reflection: (15 minutes)
Teachers will have observed trade shops and signs of the various merchants in Williamsburg. You have also been able to visit with master
craftsmen/women in various trades throughout the town. The “Tobacco Culture” surely influenced the colony for many centuries.
Williamsburg was a magnet for commerce during the pre-revolutionary days.
Think about the notion of consumerism. How did the colonists respond to homemade goods from the colonies versus British goods?
How has consumerism evolved to what we know it as today?
How does one go about advertising a trade or shop?
Why were their only symbols and very few words?
What was most problematic about the “Tobacco Culture”?
Which tradesmen or merchant was your favorite? Why?
How could you replicate what you witnessed in the shop with your students? What skill would you want to teach them?
Parkway/Rockwood TAH Grant
Structured Reflection and Application Sessions: @ Colonial Williamsburg June 5-12, 2007
Dr. Ted D. R. Green, Ph. D., Webster University
Day Six: Monday, June 11, 2007
Thematic Strand: Military Life and the Revolution
Structured Reflection: (15 minutes)
You have participated in the Rights and Controversies debate this morning trying to negotiate the events through the lens of a loyalist, patriot
or undecided. At the Yorktown Victory Center you explored and investigated all aspects of military life from the day-to-day tasks, to family
life, military structures and skills, to the immediate impact of war on one’s life. You watched the movie at the NPS on the events leading to
the last decisive battle of the Revolutionary War. You also visited Redoubts 9 and 10. Now you are at Surrender Field, 174 years have
passed since you first set foot at Jamestown in 1607. 236 years have passed since the Revolutionary soldiers played out destiny on the field
you are observing.
Journal Reflections…Teachers will gather quietly and reflect on Surrender Field.
Reflect on the notion of democracy…
What does it mean to you personally?
What does democracy mean to most Americans?
Reflect on the sacrifices that were made by people (American soldiers and colonists, French soldiers, British soldiers, Hessian soldiers) during
the revolutionary war and the siege at Yorktown.
What does it mean to you to be a United States citizen?
How would you define the character of a United States citizen?
EARLY AMERICAN HISTORY PORTRAIT ANALYSIS
GRADE LEVEL: Fifth
BACKGROUND INFORMATION:
This activity is a culminating activity for an American Revolution unit. Students will be exposed to
various primary sources (portraits). In analyzing these sources students will role- play and dialogue the subjects
and events captured in the portraits.
TIME REQUIRED:
60-120 minutes (up to 2 class periods)
ESSENTIAL QUESTIONS:
How does a patriot/ loyalist fight for freedom?
How does this struggle for Liberty effect the public good?
How does art depict/ record historical events?
UNDERSTANDINGS:
1. Students will understand that Liberty is a freedom from external or foreign rule (independence).
2. Students will understand that a patriot is a person who loves, supports, and defends his or her
country and its interests with devotion.
3. Students will understand that art depicts/ records historic events.
OBJECTIVES:
1. Students will work in flexible groupings to:
- Analyze the various aspects of their primary source (chosen portrait)
2. Students will work independently, using their creativity to compose an editorial, based on their assigned
portrait, that includes:
- A perspective of freedom from a loyalist or patriot
- How the struggle for liberty affects the public
- How this is represented in their chosen portrait
Missouri GLEKnowledge of continuity and change in the history of Missouri, the United States and the world
2a.
C. Perspectives on The American Revolution: Explain the American Revolution, including the
perspectives of patriots and loyalists and factors that explain why the American colonists were
successful.
MATERIALS:
Social Studies Notebooks (as used in the History Alive program)
Portraits of your choice from various sources such as Google Images (preview first to choose sites)
Book: Bobrick, Benson. Fight for Freedom: The American Revolutionary War,
Portraits used:
p. 33 “George Washington crossing the Delaware River”
p. 38 “The Birth of Old Glory” (depicts the legend of Betsy Ross)
p. 47 “Burgoyne’s surrender at Saratoga”
p. 59 “Mary Ludwig Hayes”
p. 61 “Nancy Hart”
p. 85 “The Provision Train”
p. 87 “Surrender of Cornwallis”
PROCEDURES:
1. Prior to this activity students have knowledge/ focuses on:
- Summarized events (causes and effects) that created tensions between colonists and Britain
- Identified factors leading to the success of the American colonists
- Compare and contrasted perspectives of patriots, loyalists, and British
2. Vocabulary students should be exposed to include:
Lexington and Concord
Revolutionary War
Taxation without Representation
Thirteen colonies
Life, liberty, and the pursuit of happiness
self-governance
taxes and debts
protest
independence
Patriots, Loyalists, Neutralists
traitors
militia
treason
strategies
professional army
Continental Army
allies
volunteers
tactics
guerilla tactics
TEACHER NOTES:
Various portraits will be introduced to the students in a whole group setting (number of portraits depends on
number of groups). Introduction will be restricted to name of portrait, artists (if known), and a brief “Tell me
what you see?”
Students will be divided into flexible groupings (taking into account special needs).
Once divided and groups have settled with note taking materials begin by asking, “What is one word that you
would use to describe this picture?” Instruct the groups that at the end of this group activity you need each
group to come up with one word that encompasses their primary source.
In order to decide their word they are encouraged to analyze the source. The students are directed to use what
they have already learned from previous lessons to assist them in drawing conclusions about their piece.
Therefore, “Talk to each other about what you see in the picture.” Remind them of their discussion of art in art
class, other interactions with primary sources, etc.
Other “checking for understanding” prompts include:
- Who are the subjects in the portrait?
- Are they loyalists or patriots?
- What are the subjects thinking? Saying?
- Do you see evidence of conflict/ struggles?
- What is in the background?
- What is the focus? Why did the artist make that?
- What event is taking place?
- What details do you see? Why are they included?
- What are you able to see in these portraits that might relate to what we have discussed in previous
lessons?
- If you were a reporter, and asked to write an editorial for your newspaper, what would you write?
In their social studies notebooks, students are encouraged to write down the ideas that their groups
brainstormed. Be sure to include the words they use to describe their source.
ASSESSMENT:
Each student will use the knowledge gained from their group discussions to write an editorial that depicts, based
on their portrait, the perspective of a loyalist or a patriot’s fight for Liberty and how their struggle is good for
the public.
SCORING GUIDES: A scoring guide will be used in the assessment of the student created article.
.
Name:
___________________________________
Date:
____________
Newspaper Article
It is the late 1700s.
You are an apprentice who is employed by Alexander
Purdie, the Virginia Gazette printer.
You have been asked to write an
editorial from the point of view of a loyalist or a patriot.
include your ideas on: 1.)
Be sure to
The perspective of a loyalist/ patriot’s fight
for Liberty, 2.) How their struggle is for the public good, and 3.) How
these ideas are represented in the portrait you analyzed.
Name: ___________________
Date:
______________
Editorial Scoring Guide:
An editorial that is well written will contain the following:
Intriguing and Creative Headline
Include supported information:
- The perspective of loyalist/patriot’s fight for freedom
- How the struggle for Liberty is for the public good
- How these are represented in the portrait
/10
/20
/20
/20
Ideas are presented in a clear fashion
(Appropriate spelling and mechanics)
/10
Total Points
/80
The Columbian Exchange
Lesson Plan by Julia Brittain Arth
Essential Questions
In what ways did the Eastern Hemisphere and the Western Hemisphere of our world differ prior
to 1492? How does exploration and interactions among different groups of people lead to
change? How do these interactions impact our lives today? Is change good or bad? How do we
decide?
Grade Level- 5th
Background Information
Prior to the “discovery” of the Americas by Europeans in 1492, the “Old World” and the
“New World” had not exchanged plants, animals, diseases, ideas, or technologies. The exchange,
once begun, has not ceased. The time period following the voyages of Christopher Columbus, in
which this great exchange began to unfold is referred to as the Columbian Exchange.
Time Required- 2 class periods, plus additional time for research
Objectives
As a result of this lesson, students will:
Know:
1. Lesson Vocabulary: Old World, New World, and Columbian Exchange
2. How to access and use shared files.
Understand:
1. That prior to 1492 societies in the Old World and the New World grew independently,
yet there were commonalities.
2. Exploration and colonization of the Americas affected the culture of Native Americans
and Europeans.
3. The exchange of goods and ideas continues today and impacts our daily lives.
Do:
1.
2.
3.
4.
5.
6.
7.
Conduct short web-based investigation
Compose and illustrate visual aid for presentation
Discuss relevance of findings in a small group
Identify and rank findings based on perceived significance
Present findings to class
Apply information from class presentations to current life situation
Analyze paintings to extend understandings
Standards:
•
Missouri Show-Me Standards in Social Studies: acquire a solid foundation which
includes knowledge of:
a. continuity and change in the history of Missouri, the United States and the world
b. the major elements of geographical study and analysis (such as location, place,
movement, regions) and their relationships to changes in society and environment
c. relationships of the individual and groups to institutions and cultural traditions
•
Missouri Show-Me Standards for Goal 1: Students in Missouri public schools will
acquire the knowledge and skills to gather, analyze, and apply information and ideas.
Materials
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Paintings and illustrations of Columbus. (Attachments A and I)
Smart Board (or computer projection system) with bookmarked illustrations
Chart paper
Markers
Large world map (not a pull down- must be applied to wall with open space around it)
Copy labels for the map; affix them to the top of the map before lesson begins. (see
Attachment C)
Copies of “What’s for Dinner?” handout (One per student, Attachment D)
Copies of organizers for student research; three available- plants, animals, and diseases.
(Each student needs one of one type only, based on student readiness.* Attachment E)
Banks of web resources: Plants, animals and diseases. (Attachment F. If received
electronically, they are already linked for use. If received in paper format, it is suggested
that the teacher retype and link for use. These banks may be saved to a common location
with student access for use from all classroom or library computers within a school.)
Student computers with internet access.
Masking tape
Copies of “Painting Analysis” (One per student, Attachment J)
Copies of “How does exploration and interaction among different groups of people lead
to change?” (One per home team, Attachment K)
Book; Fortunately by Remy Charlip (Simon and Schuster, 1984).
Copies of assessment assignment with scoring rubric. (One per student, 2 pages,
Attachment L)
Procedure:
Teacher Notes:
• Students have previously learned that technology refers to the science and tools
developed to help with any task- not only electronic devices. They have been exposed to
navigational ship technology.
• Students have studied exploration; they have knowledge of Columbus’ explorations as
well as other explorers; they have learned about reasons for exploration and worked with
the essential question, “Why do people explore?” throughout a unit on Exploration.
• Student readiness, reading levels, and interests have been previously identified. Students
should be assigned research as follows: advanced readers- diseases; below level readersplants. Animals fall in the middle regarding text difficulty.
• Students have assigned partners for specific activities such as Think-Pair-Share, or
Research Buddies. For this lesson, research buddies need to have similar readiness and
reading level. Student “home teams” refers to student desk groupings.
Setting the Stage
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Ask students: How different do you think life was in the New World before Columbus
“discovered” it? In what ways? What about the Old World? In what ways was it
different? What do you think was the same? Use a world map to clarify locations of Old
World and New World.
On Smart Board show an illustration of Columbus in the New World. (Attachment A1
and 2; other options available) Use the spotlight feature to highlight and briefly discuss
things in the illustration such as native plant material, European clothing- fabrics made of
wool contrasted with Native minimal attire, ships in background, cross signifying
Christian religion (let students know that the Tainos practiced their own religion).
Show multiple versions of Columbus in the New World, as time allows. Each illustration
emphasizes various details.
Suggest to students that the “Old World” and the “New World” had many differences in
the areas of plants, animals, diseases, ideas, and technologies; these illustrations show
only a few.
Draw a T-chart on the chart paper; label the right side “Old World” and the left side
“New World”. Title the chart: Where We Think Things Originated. Write the words:
plants, animals, diseases, ideas, and technology in a column to the left of the T-chart.
(see Attachment B1 for example of chart, and B2 for example of possible responses)
To activate prior knowledge and assess current understandings, use Think-Pair-Share in
this way: Ask students to think about the origin of items in several of the different
categories represented on the chart; do they know where different plants, animals,
diseases, or technologies originally came from? What about concepts/ideas, such as
religion, freedom, slavery, ownership? Students will share ideas with a pre-determined
partner.
Hold a brief class discussion to share students’ ideas. Guide students to remember what
they have learned previously about navigational technology, and reasons for exploration,
such as increased wealth through land ownership or resources, power, and religion. Add
student suggestions to the chart, including misconceptions.
•
Close this portion of the lesson by announcing that the class will soon find out if what
they think is true really is true, plus, they will find out about many more items.
Strategy
Teacher note: My preference is to complete this portion (What’s For Dinner? Attachment D) of
the lesson as morning work, or at some time apart from regular Social Studies instruction so that
students do not attempt to connect the assignment with the Columbian Exchange until later in the
lesson; after their research is complete.
•
•
•
Initiate a conversation about favorite dinners. Illicit several responses; may list them on
the board. The more complex, the better!
Share a favorite dinner and how to create a shopping list with at least ten items. Example:
Cheeseburger, fruit salad, fries, and chocolate brownie for desert. Shopping list would
include meat, wheat for bun and brownies, cheese, tomatoes, sugar for ketchup and
brownies, bananas, apples, grapes, potatoes, eggs, and chocolate.
Distribute “What’s For Dinner?” handout; instruct students to complete it using their
favorite dinner. If students need to take it home to ask a parent for ingredients in a
favorite meal, then they may do so.
Teacher note: The “What’s For Dinner?” portion of the lesson is complete. Have students put the
assignment away before continuing.
•
•
•
•
•
•
Ask the class about their experiences with travel: Where have they traveled? What did
they do there? Did they eat anything unusual? Did they like it? What did they bring home
as a souvenir? Did anyone ever bring home seashells from the beach? What about
unusual plants, or seeds, or foods? Do they think that most people bring home things
from their travels? Did they ever take something as a hostess gift? Did they ever leave
something behind by accident? Did they ever give a visiting grandparent a cold? Is it
typical for people to exchange ideas, foods, and illnesses when they travel?
Share: when Columbus and the explorers who came after him explored, they also took
home some souvenirs, and left things behind.
Tell students that they will be investigating plants, animals, and diseases to determine
their world of origin.
Show students the research organizers. (Attachment E 1-3) The organizers are to be
folded in half horizontally to create a cover and information inside. The cover will be
labeled and illustrated with an image of the researched item. The image must be large and
clear. Review the types of information students will look for in their research.
Show the students how to access the online information files. (Attachment F 1-7)
Demonstrate how to read through the information, looking for the critical information to
complete the research.
Assign topics, based on reading readiness (advanced readers- diseases; below level
readers- plants. Animals fall in the middle regarding text difficulty) and interest. Assign
these twelve topics first: plants: corn, cocoa, potatoes, rice, sugar cane, tobacco, wheat,
and tomatoes. Animals: cattle, chicken, horse. Diseases: smallpox. Use the lists from
Attachment F to assign other areas. Plants and animals will be the most beneficial topics
at this time. NOTE: Diseases are already sorted by location of origin due to the
•
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•
•
•
•
•
•
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•
•
unreasonable challenge of determining pathology. Some known diseases have been left
off this list due to the inappropriateness of the topic for elementary aged students.
Students may work with a Research Buddy to complete their organizer. Buddies should
be working on the same topic area, such as plants or animals.
Some students may wish to complete a second area of research; plan ahead which
students and which areas of research would be best for second projects.
Research may be completed over a period of a day or so, depending on class schedule
and computer access.
When research is complete, tell students that they will meet with all the others who have
researched items from the same topic. The group task is to decide which of the items had
the most significant impact, either good or bad, on Native Americans and Europeans and
why they believe what they believe. The group should be prepared to share their group
findings orally with the rest of the class.
Using the prepared wall map, have each student share his or her research and tape the
report to the wall or map on the side from which that item originated. (See Attachment G)
One student from each topic group shares what their group felt was the item that had the
most significant impact on Native Americans and Europeans and why the group decided
on that item. Teacher may wish to pursue specific items to clarify significance. (Use
Attachment H to verify research)
Look back at the original T-chart; discuss and correct predictions. (Use Attachment H to
help sort)
Students take out their assignment, “What’s For Dinner?” and write “Old World” or
“New World” next to each item on the shopping list. There will be some questions at this
point regarding items not researched. Be prepared with Attachment H! This is also a good
time to discuss additional ingredients such as the sugar in ketchup, ice cream, and baked
products, eggs and vanilla in ice cream, etc. Encourage student questions and sharing of
information.
Students discuss with their home team which parts of their meal they could have had if
they had lived in either the Old World or the New World prior to the Columbian
Exchange. Which would they have liked more?
Students write two paragraphs (in journal or on notebook paper)about what their favorite
dinner would have consisted of prior to 1492; one paragraph from the New World
perspective and one from the Old World perspective.
On Smart Board show an illustration of Columbus returning to Spain. (Attachments I1
and I2; options available; can show two paintings using split screen feature)
Students view the painting(s) and complete the Painting Analysis Sheet (Attachment J1;
Possible response and scoring rubric J2) Allow time for task completion.
Have students share their analysis with their home teams.
Pass out “Changes” worksheet, one per team. (Attachment K1; possible responses K2)
Students write and pass their discussion responses to “How does exploration and
interaction among different groups of people lead to change?” One team member can
share group responses with class; class may continue interesting discussion threads as
time allows.
Ask the class, “Is change good or bad?” Help them to determine how point of view
impacts response.
Assessment
Planned Assessment:
• Read aloud the book Fortunately to students. Discuss text structure and pattern.
• Formative Assessment- Create a four page Fortunately/Unfortunately booklet to
demonstrate understanding of the ramifications of the Columbian Exchange. (Assignment
and Scoring guide attached; Attachment H)
Internal Assessments:
• Use “What’s For Dinner?” as a formative assessment. (Attachment D includes possible
response and scoring guide)
• Use topic research as a formative assessment. Score for completion.
• May use research presentations as oral presentation formative assessment.
• Use Painting Analysis as a formative assessment. (Attachment J includes possible
response and scoring guide.)
• Use Changes worksheet as formative assessment for student participation.
Alternate Plans/Extensions
To extend the understandings of this lesson, students may:
• Continue to have access to the saved files to research all areas of interest
• Plot the items from their dinner menu onto a world map to visualize personal choices
• Pretend to be a crew member from Columbus’ voyage. Create a journal with entries
describing the plants and animals found in the “New World”.
Credits/Sources
•
Library of Congress
http://www.loc.gov/rr/print/list/080_columbus.html
•
Indexed research websites; credited at source
•
World Map
http://www.lib.utexas.edu/maps/world_maps/world_rel_803005AI_2003.jpg
•
Rubistar
http://rubistar.4teachers.org/index.php
•
Fortunately by Remy Charlip (Simon and Schuster, 1984)
Attachment A1
Columbus in the “New World” and Columbus returns to Spain; this link will take you to an
assortment of images housed by the Library of Congress.
http://www.loc.gov/rr/print/list/080_columbus.html Additionally, this site is searchable, and
there are other images of Columbus available, although not all have clear copyright issues.
•
•
Select your favorite or use one of my favorites! I have pasted two of Columbus in the
New World below for immediate use. (In the second one, the timid Tainos are hiding in
the plant material far to the right.)
Also shown are two paintings of Columbus’ return to Spain- he is depicted showing
plants, natives, parrots, and other New World finds to the royal court.
Library of Congress, LC-USZ62-3385
Attachment A2
Library of Congress, LC-USZC2- 1687
Attachment B1
Where We Think Things Came From!
New World
Plants
Animals
Diseases
Ideas
Technology
Old World
Attachment B2
Key of possible expected responses (teacher note: responses will vary based on students’ prior
knowledge. The expected responses below ARE NOT accurate representations of actual Old
World/ New World plants, animals, etc. but are representations of student beliefs prior to
research portion of lesson.)
Where We Think Things Came From!
Plants
Animals
Diseases
Ideas
Technology
New World
Old World
corn, wheat, spices,
potatoes, wheat, carrots,
lettuce, cotton, squash
horses, chickens, cows,
cows, oxen, chickens,
dogs, buffalo, turkey
turkeys, sheep
flu, chickenpox
plague, smallpox
many gods, origin stories,
Christianity, kings
how to farm
ship building, compass
tribes
Attachment C
New World
Old World
Map from: http://www.lib.utexas.edu/maps/world_maps/world_rel_803005AI_2003.jpg
Attachment D1
Name: ______________
What’s For Dinner?
What is your very favorite dinner? Cheeseburgers and fries? Pizza and salad?
What about dessert? Ice cream? Brownies?
Write down your favorite dinner, including side dishes, and dessert. Then, make a shopping
list of at least ten ingredients you will need to prepare the meal. Break it down to basic
ingredients ~ for example, pizza has a crust, sauce, toppings…. If you are having a burger,
don’t forget the condiments!
My favorite dinner is:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________
Shopping List
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________
6. _______________
7. _______________
8. _______________
9. _______________
10. _______________
Attachment D2-3 (possible response key)
Name: ______________
What’s For Dinner?
What is your very favorite dinner? Cheeseburgers and fries? Pizza and salad?
What about dessert? Ice cream? Brownies?
Write down your favorite dinner, including side dishes, and dessert. Then, make a
shopping list of at least ten ingredients you will need to prepare the meal. Break it
down to basic ingredients ~ for example, pizza has a crust, sauce, toppings…. If you are
having a burger, don’t forget the condiments!
My favorite dinner is:
A cheeseburger with all the toppings, french fries, and a
chocolate milkshake!
Shopping List
1. hamburger meat (Old World- cow)
2. bun (Old World- wheat)
3. cheese (Old World- cow- milk)
4. lettuce (Old World)
5. tomato (New World)
6. potatoes (New World)
7. ketchup (New World- tomatoes)
8. Ice Cream (Old World- cow- milk)
9. Sugar (Old World)
10. Eggs (Old World)
8. Chocolate (New World)
Below is a possible response to the paragraphing assignment. Students should write on
notebook paper with appropriate classroom heading. Score student responses as follows:
CATEGORY
Quality of
response
Mechanics
4
3
2
1
Both Old World
and New World
dinners are
thoroughly
discussed; options
are given,
information is
correct.
No grammatical,
spelling or
punctuation errors.
Both Old World
and New World
dinners are
thoroughly
discussed;
information is
correct.
Both Old World
and New World
dinners are
discussed;
information is
correct.
Old World or New
World dinner is
discussed; most
information is
correct.
Almost no
grammatical,
spelling or
punctuation errors.
A few
grammatical,
spelling or
punctuation errors.
Several
grammatical,
spelling or
punctuation errors.
If I lived in the Old World prior to 1492, I could
have had a cheeseburger with the meat and the cheese,
and some lettuce, but no tomato or ketchup on it. There
would have been no French fries. My second choice for a
side dish would be corn on the cob, and I could not have
had that, either! I could have had some ice cream, but no
chocolate, or strawberry, or even plain vanilla. I learned
that I could have had peach ice cream though.
If I lived in the New World prior to 1492, I could
have had the tomato, but no burger! I could not have
had a bun, or cheese. I could not even have had chicken
nuggets! Really, there was no good meat in the New
World, except maybe turkey. I could have had French
fries with ketchup though! I learned that the way
ketchup is made now, it has sugar in it, and there would
not have been sugar, so I don’t know if it would have
tasted very good, but at least I could have had fries. I
could not have had ice cream, but I could have had
chocolate. The chocolate would have tasted bitter
though, because there was no sugar. I guess I would have
had strawberries instead.
Attachment E1
Name: ____________________
Plant Researched: ______________
Was this plant originally from the Old World or the New World? ________________
Describe the typical uses of this plant:
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
Describe the impact of this plant on the receiving world:
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
What interesting facts did you learn about this plant?
___________________________________________________________________________________________________
_______________________________________________________________________________________
Attachment E2
Name: ____________________
Animal Researched: ______________
Was this animal originally from the Old World or the New World? ________________
Describe the typical uses of this animal:
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
Describe the impact of this animal on the receiving world:
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
What interesting facts did you learn about this animal?
___________________________________________________________________________________________________
_______________________________________________________________________________________
Attachment E3
Name: ____________________
Disease Researched: ______________
Was this disease originally from the Old World or the New World? ________________
Describe this disease; what are the symptoms, what are the cures?
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
Describe the impact of this disease on the receiving world:
______________________________________________________________________________________
____________________________________________________________________________
What about now? Is this disease a threat to us today?
_________________________________________________________________________________
What interesting facts did you learn about this disease?
___________________________________________________________________________________________________
_______________________________________________________________________________________
Attachment F 1-7
Plants:
Domesticated Plants
Avocado:
http://www.socalsail.com/cyberfair/avocado/history.html
Beans:
http://www.mnh.si.edu/archives/garden/history/
Black Pepper:
http://www.whfoods.org/genpage.php?tname=foodspice&dbid=74#historyuse
Bananas:
http://www.vandamme.be/history.html#anchor610871
Beets:
http://www.mnh.si.edu/archives/garden/history/
Broccoli:
http://www.mnh.si.edu/archives/garden/history/
Carrots:
http://www.mnh.si.edu/archives/garden/history/
Chili pepper:
http://www.plantcultures.org/plants/chilli_pepper_history.html
http://groups.msn.com/FoodiesCorner/chilehistory.msnw
Cocoa:
http://www.mnh.si.edu/archives/garden/history/
Coffee:
http://www.telusplanet.net/public/coffee/history.htm
Cotton (varieties/origin varies):
http://www.cotton.org/pubs/cottoncounts/story/index.cfm
http://www.pcga.org/cotton_history.html
Corn/Maize:
http://www.mnh.si.edu/archives/garden/history/
http://www.campsilos.org/mod3/students/c_history.shtml
http://www.campsilos.org/mod3/students/c_history2.shtml
Eggplant:
http://www.mnh.si.edu/archives/garden/history/
Garlic:
http://www.plantcultures.org/plants/garlic_history.html
http://homecooking.about.com/od/foodhistory/a/garlichistory.htm
Gourd:
http://www.mnh.si.edu/archives/garden/history/
Hemp:
http://www.plantcultures.org/plants/hemp_history.html
Indigo:
http://www.plantcultures.org/plants/indigo_history.html
Lettuce:
http://www.mnh.si.edu/archives/garden/history/
Okra:
http://www.mnh.si.edu/archives/garden/history/
Onion:
http://www.mnh.si.edu/archives/garden/history/
Peanut:
http://www.mnh.si.edu/archives/garden/history/
Peas:
http://www.mnh.si.edu/archives/garden/history/
Pineapple:
http://www.mnh.si.edu/archives/garden/history/
Potato:
http://www.mnh.si.edu/archives/garden/history/
http://whatscookingamerica.net/History/PotatoHistory.htm
Pumpkin:
http://www.mnh.si.edu/archives/garden/history/
Radish:
http://www.mnh.si.edu/archives/garden/history/
Rice:
http://www.plantcultures.org/plants/rice_history.html
http://www.historyforkids.org/learn/food/rice.htm
http://www-plb.ucdavis.edu/labs/rost/Rice/introduction/intro.html
Strawberry:
http://www.mnh.si.edu/archives/garden/history/
Sugar Cane:
http://en.wikipedia.org/wiki/Sugarcane
http://www.plantcultures.org/plants/sugar_cane_history.html
Tobacco:
http://www.cnn.com/US/9705/tobacco/history/index.html
http://www.tobacco.org/History/Tobacco_History.html
Tomato:
http://www.mnh.si.edu/archives/garden/history/
Vanilla:
http://www.nielsenmassey.com/historyofvanilla.htm
http://www.nielsenmassey.com/vanillafunfacts.htm
http://www.kitchenproject.com/vanilla/history.htm
Wheat:
http://www.mnh.si.edu/archives/garden/history/
Yams:
http://www.mnh.si.edu/archives/garden/history/
Animals
Alpaca:
http://www.gateway-alpacas.com/alpaca.php
http://netvet.wustl.edu/species/exotic/alpaca.txt
Camel:
http://www.marisamontes.com/all_about_camels.htm
Domestic Cat:
http://www.catsinfo.com/history.html
http://www.judithstock.com/Speaking_of_Animals/History_of_Cats/history_of_cats.html
Cattle:
http://www.ansi.okstate.edu/breeds/
Donkey:
http://www.donkeybreedsociety.co.uk/Page.aspx?TagName=AboutDonkeys
http://www.lovelongears.com/about_donkeys2.html
Chicken:
http://www.urbanext.uiuc.edu/eggs/res08-whatis.html
Goat:
http://www.ansi.okstate.edu/breeds/
http://www.goats4h.com/GoatsHome.html
Guinea Pig:
http://www.answers.com/topic/guinea-pig?cat=health
http://netvet.wustl.edu/species/guinea/guinpig.txt
Horse:
http://www.ansi.okstate.edu/breeds/
http://mysite.verizon.net/mmaidens/
Llama:
http://news.nationalgeographic.com/news/2003/06/0610_030610_llamashepherds.html
Pigs/Swine:
http://www.ansi.okstate.edu/breeds/
Rabbit:
http://www.lvma.org/rabbit.html
Raccoon:
http://www.raccoons-raccoons.com/
http://animaldiversity.ummz.umich.edu/site/accounts/information/Procyon_lotor.html
http://www.loomcom.com/raccoons/info/namesake.html
Rat:
http://www.russelrabbit.com/languages/sus/49.htm
http://www.nhc.ed.ac.uk/index.php?page=493.171.192.209
Sheep:
http://www.ansi.okstate.edu/breeds/
Turkey:
http://news.nationalgeographic.com/news/2001/11/1119_wildturkey.html
Diseases
General Information
http://www.uic.edu/classes/osci/osci590/3_3%20European%20Disease%20in%20the%20New%20Wo
rld.htm
http://amos.indiana.edu/library/scripts/typhus.html
What “Old” World had and shared:
Bubonic Plague:
http://www.learner.org/interactives/renaissance/middleages.html
http://atschool.eduweb.co.uk/heathsid/Subjects/History/plague.htm
Cholera:
http://www.cdc.gov/ncidod/dbmd/diseaseinfo/cholera_g.htm
Influenza:
http://www.cdc.gov/flu/about/disease.htm
Malaria:
http://www.cdc.gov/malaria/disease.htm
Measles:
http://www.cdc.gov/vaccines/vpd-vac/adult-vpd.htm
Scarlet Fever:
http://www.cdc.gov/ncidod/dbmd/diseaseinfo/scarletfever_g.htm
Sleeping Sickness:
http://www.cdc.gov/NCIDOD/DPD/parasites/trypanosomiasis/factsht_wa_trypanosomiasis.htm
Smallpox:
http://www.bt.cdc.gov/agent/smallpox/overview/disease-facts.asp
http://www.bt.cdc.gov/agent/smallpox/disease/movies.asp
Typhoid:
http://www.cdc.gov/NCIDOD/DBMD/DISEASEINFO/typhoidfever_g.htm
http://amos.indiana.edu/library/scripts/typhus.html
Typhus:
http://amos.indiana.edu/library/scripts/typhus.html
http://www.nlm.nih.gov/medlineplus/ency/article/001363.htm
Both “Old” World and “New” World:
Tuberculosis:
http://www.cdc.gov/tb/pubs/tbfactsheets/tb.htm
Yellow Fever:
http://www.cdc.gov/ncidod/dvbid/yellowfever/index.htm
What “New” World had and shared:
Yaws:
http://www.intelihealth.com/IH/ihtIH/WSIHW000/9339/23810.html
Attachment G
New World
Old World
*The sticky notes represent the fold-over reports! Attach them with masking tape to create a neat and
usable display.
Map from:
http://www.lib.utexas.edu/maps/world_maps/world_rel_803005AI_2003.jpg
Attachment H
Teacher note: diseases are already sorted by Old World/New World on the linked sites.
From New World (what they had)
From Old World (what they had)
Alpaca
Guinea Pig
Raccoon
Llama
Turkey
Camel
Cat
Cattle
Donkey
Chicken
Goat
Horse
Pigs
Rabbit
Rats
Sheep
Avocado
Beans
Cashew
Chili pepper
Cocoa
Cotton
Corn/maize
Peanut
Pecan
Pineapple
Potato
Pumpkin
Rubber
Strawberry
Squash
Sunflower
Sweet Potato
Tobacco
Tomato
Vanilla
Bananas
Black pepper
Beans
Beets
Broccoli
Cabbage
Carrots
Coffee
Cotton
Citrus
Eggplant
Garlic
Hemp
Indigo
Lettuce
Onion
Okra
Peach
Pear
Peas
Radish
Rice
Sugarcane
Wheat
Yams
Attachment I1
Columbus returns to Spain; this link will take you to an assortment of images housed by the Library of
Congress.
http://www.loc.gov/rr/print/list/080_columbus.html Additionally, this site is searchable, and there are
other images of Columbus available, although not all have clear copyright issues.
•
Below are two paintings of Columbus’ return to Spain- he is depicted showing plants, natives,
parrots, and other New World finds to the royal court.
http://memory.loc.gov/service/pnp/cph/3b40000/3b49000/3b49400/3b49489r.jpg
Library of Congress LC-USZC2-1589
Attachment I2
http://memory.loc.gov/service/pnp/cph/3f00000/3f03000/3f03700/3f03750v.jpg
Library of Congress, LC-USZC2-3750
Attachment J1
Name: _________________
Painting Analysis
View the painting(s) of the return of Columbus. He is pictured at the royal court of
Barcelona. Respond to the following:
1. What is happening in the painting?
2. Describe some of the items in the painting that you find interesting or
meaningful, and tell why they are interesting or meaningful.
3. What might Columbus be saying to the court?
4. Notice the various expressions depicted.
a. What do you think the “Indians” are thinking?
b. What do you think the members of the court are thinking?
5. Why might someone want to paint this particular scene?
Attachment J2-3 (Possible Responses and scoring guide)
Name: _________________
Painting Analysis
View the painting(s) of the return of Columbus. He is pictured at the royal court of
Barcelona. Respond to the following:
1. What is happening in the painting?
In the painting, Columbus is showing the King and Queen all of the things he
has found on his trip, including some of the people he called Indians. I think he is
showing off a little bit, and wants everyone to be impressed with all of the cool
things he has to show them.
2. Describe some of the items in the painting that you find interesting or
meaningful, and tell why they are interesting or meaningful.
I think it is interesting that Columbus actually brought people with him to share.
I think that is interesting because usually when you go somewhere, you don’t
plan to bring home people, usually you would only bring home things. I also
notice that there is a lot of gold that the Indians are wearing, and I didn’t think
that they really wore all that gold. Different paintings seem to show different
things, and it makes me wonder who painted things the right way. Also, I think
it is interesting that there is a parrot because I thought that they would have seen
a parrot before.
3. What might Columbus be saying to the court?
Columbus is probably saying, “I am really successful and very brave to have
gone to the Indies. (even though he was wrong!) Look at everything I have brought
here to show you! Don’t you think I am very brave to stand here with these
Indians who are not wearing very many clothes? Don’t you think I am important
since I found all these new plants and animals?”
4. Notice the various expressions depicted.
a. What do you think the “Indians” are thinking?
I think that the Indians are thinking that they miss their home, and that this place
is pretty fancy, and that they wonder why everyone is wearing so many clothes.
They probably also wish no one was looking at them. In the one painting it looks like
the chief is there with a big sword and spear. He looks like he is very proud and is
protecting the others. In the other painting, the person towards the front of the
painting looks like he is trying to give the Spanish person some gold.
b. What do you think the members of the court are thinking?
The members of the court are probably thinking that the Indians should wear more
clothes. And, I think they are thinking that Columbus is brave to stand near them.
The one guy looks very interested in the Indians. He is really staring at them, and
sort of leaning forward to get a better look. Some of the people look a little bit worried.
5. Why might someone want to paint this particular scene?
I think that the painter painted this scene because it was an important event and
there were no cameras, so he wanted to paint it to show everyone who couldn’t be there
what happened that day.
CATEGORY
Quality of
responses
Mechanics
4
3
2
1
All questions are
answered
completely; many
supporting details
from the paintings
are provided.
No grammatical,
spelling or
punctuation errors.
Most questions are
answered
completely;
supporting details
from the paintings
are provided.
Almost no
grammatical,
spelling or
punctuation errors.
Questions are
answered; some
supporting details
from the paintings
are provided.
Questions are
answered; few
supporting details
from the paintings
are provided.
A few
grammatical,
spelling or
punctuation errors.
Several
grammatical,
spelling or
punctuation errors.
Attachment K1
Teams, please discuss the following question:
How does exploration and interaction among
different groups of people lead to change?
Pass the paper around to each team member for written contributions and member
names. Continue passing until each member has added at least two responses,
comments, or further questions to this paper.
Attachment K2 (Possible responses)
Teams, please discuss the following question:
How does exploration and interaction among
different groups of people lead to change?
Pass the paper around to each team member for written contributions and member
names. Continue passing until each member has added at least two responses,
comments, or further questions to this paper.
People exchange diseases when they interact; sometimes the diseases kill many
people. Lori
People learn how to do new things from each other, like how to be
better at farming, or how to build better ships. Thomas
I don’t understand why people would kill each other sometimes, just
because they wanted something new. Josh
It’s cool how once the Old World and the New World got together
they could make new things, like sweet chocolate. Janet
I agree, I don’t think that plain chocolate mixed with water sounds good at all.
I’m glad that exploration happened. Lori
What about what Josh said? Did people always kill other people?
Look at the painting- Columbus brought people back to Spain with
him. I think that’s wrong. Thomas
That doesn’t mean he killed them. I meant about later on. When people
get together they sometimes just think they should have whatever they
want. But I think it is wrong that Columbus brought back people, too.
What about their families? Josh
Maybe they wanted to go. Maybe they were interested in exploring
and getting new things, too. Janet
Attachment L1
Your assignment is to create a Fortunately/Unfortunately book about the Columbian Exchange. We
have discussed the good things (the fortunate part) and the bad things (the unfortunate part).
Now, put what you have learned into paragraph form and share the changes that impacted people in
both the New World and the Old World following 1492.
You must include the following things:
1. Pages 1-4, complete paragraph on each page describing specific things that were fortunate or
unfortunate for the Old World or the New World as each page indicates.
2. Illustrations on each page.
3. Cut out the pages, fold them, and staple two times close to the fold.
4. Complete the cover: title, by line, relevant illustration
Scoring:
CATEGORY
4
3
2
1
Quality of
Information
Information clearly
relates to the topic. It
includes several
supporting details
and/or examples.
Information clearly
relates to the topic. It
provides 1-2
supporting details
and/or examples.
Information clearly
Information has little
relates to the topic.
or nothing to do with
No details and/or
the topic.
examples are given.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors punctuation errors.
Several grammatical,
spelling, or
punctuation errors.
Diagrams &
Illustrations
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are neat
and accurate and
sometimes add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic.
Cover
Cover is neat and
complete with title,
byline, and relevant
colored illustration.
Cover is complete
with title, byline and
a relevant
illustration.
Cover has title,
byline and
illustration.
One part of cover
has been omitted.
Construction
Booklet has been
neatly cut out,
carefully folded, and
stapled close to the
edge two times.
Booklet has been cut Booklet has been cut One part of booklet
out, carefully folded, out, folded and
construction has
and stapled close to stapled.
been omitted.
the edge.
Attachment L2
Fortunately for the Old World ___________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Unfortunately for the Old World __________________
_____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_____________________________________________
Fortunately for the New World __________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Unfortunately for the New World __________________
_____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_____________________________________________
The Economy of Slavery
Are we a nation in chains…or a nation going through a chain of events?
Essential Question: How does an institution like slavery affect society?
Grade Level: 5th grade
Background Information:
Slavery did not begin in the new world, but it had high numbers.
Although it can be argued, slavery is not always based in hate. It can be based in
economics. It evolved into an institution that affected all areas of society.
The farmers in the colonies, especially those in the south, needed a labor force in
order to run their large farms or plantations. The success of these farms relied on
finding this labor force. Slavery filled the demand presented by this group.
Triangular trade routes were formed to connect England, the colonies and Africa.
These routes carried many of the enslaved Africans to a life of slavery in the
colonies.
West Africa had Slave Trading Dynasties (Dahomey Dynasty was the largest). The
west coast known as the Slave Coast was responsible for one-third of the enslaved
people in North America.
Africans became involved in the slave trade because it was profitable, and by
trading prisoners of war into the slave trade they weakened their enemies.
Time Required: 5 class periods (40-45 minute periods)
Day 1: Acirema story and related Socratic seminar
Day 2:Economy of Slavery (economic terms)-BrainPop! Video (optional)
Day 3: First experience with Slavery data set (small groups)
Day 4: Second experience with Slavery data set (partners)
Day 5: Slavery data set- performance event
Objectives:
As a result of this lesson, students will be able to:
1. discuss and explain how and why slavery began in the colonies as an
economic institution.
2. identify and explain several economic terms including; demand, supply,
opportunity cost, .
3. recognize that economic traditions create institutions that impact society.
Materials:
Acirema story and Socratic seminar question starters and expectations
Teacher Notes
BrainPop! Video (optional)
Slavery and Economics data set (one set per group)
Slavery and Economics data set scoring guide
Setting the Stage:
The teacher will read the Acirema story out loud. The students will reread the
Acirema story with a partner. After reading the story the partner groups will
discuss the Socratic seminar questions.
Strategy:
Day 1: Acirema Story with Socratic seminar- After the teacher has read aloud the
Acirema story, and the students have had an opportunity to reread the story and
discuss the questions, the whole group will come together. The Socratic seminar
will be a student-lead discussion/ dialogue about the Acirema story. The questions
are jumping off points that can lead the students through their discussion. The
students will review the Socratic seminar expectations, and then begin a whole
group dialogue. The students are expected to question, respond, agree, and
disagree in order to gain greater understanding of slavery. The teacher may need
to prompt some lines of questioning depending on how experienced the students
are with Socratic seminars, or if the students get off track in their discussion. After
the Socratic seminar ends, have the students complete the “written response”.
Day 2:Economy of Slavery: The teacher will reread the story of Acirema, and ask
the students what they think it is about. The students will come to the realization
that the story is about slavery. The teacher will explain that slavery began as an
economic institution. (See teacher notes). The teacher will run the BrainPop!
Video on Slavery (optional). The video is an overview of Slavery. It starts with a
brief look at the history of slavery in the world, and then focuses on the slavery of
Africans in North America. The teacher will put the students into small groups (3
or 4 students per group), and then each group receives several economic terms
with definitions written on a card. The students will then work cooperatively to
create a relationship between the economic terms and slavery in America. Each
group will share their ideas with the whole group. Making connections between
economic terms and slavery prepares the students for working with the Slavery
data sets on day three.
Day 3: First experience with Slavery data set (small groups): The students review
what they have learned about economy and slavery. The students will then
brainstorm words and phrases that they think are important to these concepts.
Students will then be put into small groups, and given a data set. The students
will work together to create categories, and place the words and phrases from the
data set into these categories. They should be able to explain and justify the
categories and placement of terms. Once they have organized the terms one way,
they should create a new system to organize these same terms.
Day 4: Second experience with Slavery data set (partners): The students will get
into partner groups, and continue to work with the Slavery data set. During this
session the students need to be thinking about what they feel is the best way to
organize the data set. What categories make the most sense? What words fit in
each category? How will I explain and justify each placement? Is this explanation
consistent with what was learned about economics and slavery?
Assessment and Evaluation:
Day 5: Slavery data set- performance event: Each student will meet with the
teacher in order to categorize, organize, explain and justify the data set
individually. This summative performance event will be assessed using the data
set scoring guide.
Teacher will conduct formative assessments during the first four days in the form
of observations. The teacher will observe how each student responds to the
information, how they participate in whole group and small group activities, and
how they work, explain and justify the data set.
Alternative Plan:
Students create their own data sets by brainstorming key words or phrases related
to slavery.
Students create journals as if they were an enslaved African, a slave trader, or
slave holder.
The Economy of Acirema
The nation of Acirema is an area full of diverse lands. Some of
the land is well suited for farming, and huge fields of occabot cover
this fertile land. Occabot is the main cash crop which is the basis for
the economy in many areas in Acirema. Occabot is very difficult to
grow, but it is very profitable. Even though the farmers work hard,
and have the opportunity to be successful, they simply can not do it
alone. In order for these farmers to be able to be successful they need
some help. They need a special resource that is being developed in
Dahomey. Dahomey is far away, but they have a way of gathering
the resources needed to help the struggling farmers. The resource is a
multi-purpose tool called an evals. An evals can be used by the
farmers of Acirema in order to make farming the occabot manageable
and profitable. The people of Dahomey often secure evals by taking
this resource from their enemies. Selling this resource provides a great
deal of money for the people of Dahomey, and greatly increases the
amount of occabot that can be grown in Acirema. This in turn
increases the amount of money the farmers can make.
_____________________________________________________________
Socratic Seminar- The Economy of Acirema
What are the facts of this story?
What does “economy” mean?
Is using the evals as a resource a smart economic decision for the
farmers of Acirema? Explain.
Reflection Question
If you were a farmer, would you use this resource? Explain.
Written Response: Answer the reflection question.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Constructed Response Scoring
2
1
0
Correct & complete with details &/or reasons
Partly correct but missing details or reasons
Answer is incorrect or not in complete sentences
Socratic Seminar Expectations
1. Listen attentively while
another student is speaking.
2. Be courteous to others.
3. State your views on the
subject and be prepared to give
reasons.
4. Make direct eye contact with
the person to whom you are
speaking.
5. Speak clearly and loudly
enough to be heard.
Africans
economic tradition
plantations
scarcity
tobacco
Colonial America
resources
labor
plantation owners
institution
cash crop
slavery
Dahomey
impact
profit
demand
West Africa
opportunity cost
triangular trade routes
wealth
The Economics of Slavery- Dataset
Name:__________________________________________________________
Slavery Data Set Performance Event
5
4
3
2
1
beyond
expectations
proficient
adequate
progressing
attempted
Higlight words are words that were
not fully explained and or justified.
5- Student was able to organize data set into multiple categories and fully explain
each word and justify its placement
Africans
4- Student was able to organize data set into multiple categories and fully
explain
and justify placement for 15 to 18 of the 20 words.
3- Student was able to organize data set into multiple categories and fully
explain
and justify placement for 12 to 14 of the 20 words.
2- Student was able to organize data set into multiple categories and fully explain
and justify placement for 11 to 10 of the 20 words.
1- Student was able to organize data set into multiple categories and fully
explain
and justify placement for less than half of the 20 words.
Verbal Constructed Response: How does an institution like slavery affect society
Student Response Recorded by the Teacher:
Constructed
Response Scoring
2
1
0
Correct & complete with
details &/or reasons
Partly correct but missing
details or reasons
Answer is incorrect or not in
complete sentences
economic tradition
plantations
scarcity
tobacco
Colonial America
resources
labor
plantation owners
institution
cash crop
slavery
Dahomey
impact
profit
demand
West Africa
opportunity cost
triangular trade routes
wealth
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 1
Title: Discovering History through Trash: Archaeology in the Classroom
Target Audience: Lesson is geared toward a middle school Social Studies class (6-8)
and is intended to be completed with a 2-3 day time frame.
Big Idea: Archaeology
Enduring Understandings
• The students will discover how archaeological artifacts uncover history and give
clues into the lives of people in the past.
• The students will compare and contrast artifacts discarded by people in the past
with items discarded by people in the present to determine how alike and different
people are over various historical time periods.
• The students will identify specific artifacts relating to a specific time period and
determine how they were used during that period.
• The students will understand how archaeology preserves the past for future
generations.
Essential Questions:
• What can someone else’s rubbish tell us about their life?
• How do archaeologists combine discovery with research to uncover the past?
• What does historical investigation reveal about the past, the present, and the
future of human civilizations and cultures?
• What will future generations learn about us from what we discard today?
Knowledge:
Students will know:
• the role of the archaeologist in the history field.
• how archaeologists combine exploration, discovery, and research to piece
together mysteries of the past.
• how various artifacts were used by colonial Americans during their everyday
lives.
• why studying history is significant to learning about human civilization and
culture today.
The students will be able to:
• explain the duties and roles of an archaeologist.
• conduct research to identify unknown artifacts.
• hypothesize how artifacts contributed to daily 18th Century colonial life.
• identify present day artifacts and project what future historians will say about life
in the early 21st Century.
• communicate effectively with peers and express their thoughts and ideas.
• write a detailed report describing colonial artifacts and their functions.
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 2
Performance Tasks:
1. To prepare for this lesson, prepare the following items to use in class.
a. Modern 21st Century Trash bag – fill a trash bag with various items
representing the life of modern Americans. These items could include
magazines, compact discs, DVDs, mp3 players, remote controls, newspapers,
writing utensils, soda cans, cellular phones, currency, textbooks, sneakers,
sports equipment, hair products, food and snack wrappers, etc.
b. Colonial Williamsburg 18th Century Trash bag – fill a trash bag with various
items representing the life of colonial Americans. These items could include a
mob cap, cockade, tricorn hat, wig curler, musket ball, newspapers such as the
Virginia Gazette, oyster shells, pottery pieces, straps of leather, fife, drum,
cone sugar, playing cards, inkwell, feather pen, etc. Note: in the absence of
authentic or replica artifacts, pictures of artifacts may be substituted and can
be obtained from a variety of sources including the Colonial Williamsburg
website at http://www.history.org.
c. Introduce the lesson by asking students to brainstorm why history is
significant and important to study. Write the word “archaeology” on the board
and teach its roots: “archae-” Latin meaning “ancient” and “-ology” Greek
meaning “study of.” Discuss the role of an archaeologist in the history field
and the methods an archaeologist uses to conduct a dig or investigation. Invite
students to decide where they think archaeologists might dig to find a wealth
of artifacts to investigate the past of a civilization or society.
i. These websites offer information about archaeologists and are tailored
to a variety of learning abilities and/or age levels:
1. Colonial Williamsburg – Junior Archaeologist http://www.history.org/kids/games/dirtDetective.cfm
2. The Dig: Adventures in Archaeology http://library.thinkquest.org/J001645/main.shtml
3. National Park Service Archaeology Program http://www.nps.gov/history/archeology/public/kids/index.htm
d. Show the class the bag of Modern trash. Tell students that the trash in this bag
came from a drive through their neighborhood on the last trash day. It has
been collected and sanitized and is safe for them to handle (they should
appreciate the humor). This is the same trash that would end up in our
landfills and one day an archaeologist will likely dig through to determine
what Americans were like during the early 21st Century. Arrange students in
small groups of 3-4 and give them a few artifacts from the Modern bag. Ask
them to identify the artifacts and theorize their purpose on the “Artifact
Discovery Sheet.” Students will then present their findings to the class. As a
whole class, brainstorm what a future archaeologist would write about early
21st Century Americans based solely on the artifacts before them.
e. As a transition to the Colonial Williamsburg bag, explain that the process the
class just experienced with the Modern bag was a simplified version of what
an archaeologist would do to piece together the past. Now students will have
the opportunity to work with artifacts of the past, without the benefit of
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 3
personal knowledge of the items, and will use their research and discussion
skills to determine what life was like during 18th Century Colonial America.
Again using small groups (teacher may choose to mix groups up to give
students the chance to work with other classmates), give each group various
artifacts from the Colonial Williamsburg bag. Ask students to access their
prior knowledge learned about the colonies to determine from where an
archaeologist might have dug these items up. Prompt students to identify dig
sites such as old wells, fire pits, cellars, around door stoops, and near kitchens.
Students will not likely know what these artifacts are. It is important to
provide students with sources from which they can identify or create a
reasonable theory about the artifacts’ use. These sources could be in the form
of books, magazines, websites, and encyclopedias, as well as primary source
documents such as photographs, paintings, etchings, ledgers, inventories,
wills, etc.
i. Listed below are some possible sources of primary documents to help
students identify artifacts you have chosen for your Colonial
Williamsburg bag:
1. Colonial Williamsburg offers a comprehensive website with a
variety of articles, slideshows, videos, and other valuable
resources picturing and/or describing artifacts students might
encounter – http://www.history.org
2. Association for the Preservation of Virginia Antiquities
Jamestown Archaeological Artifact website http://www.apva.org/finding/artifact.html
3. Jas. Townsend and Son, Inc. 18th Century Reproductions http://jas-townsend.com/index.php
f. Allow students time to research the items they have “discovered” during their
archaeological “dig” into the 18th Century. Students should spend part of their
time collaborating with their groupmates in conversation to share their
research and to theorize what the objects are, how they may have been used,
and who may have used them. Each student will report his/her findings on an
individual “Artifact Discovery Sheet” and then use the findings to create a
written report summarizing his/her findings and theories of how the artifacts
were used in the past. Finally, groups will present their artifacts to the class.
g. In closing the lesson, the teacher will lead the class in a summary of the class’
artifact findings. Students will then participate in a “fish bowl” discussion
group (selected students will sit in an inner ring and discuss the essential
questions while the rest of the class forms an outer ring and actively observes
the “fish” discussing. The observers, and the teacher, will make notes on the
Fish Bowl Observation Checklist noting whether the Fish are understanding
and mastering the concepts of the lesson. After some discussion, the two
groups will switch roles, allowing all students’ voices and ideas to be heard.
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 4
Modifications:
To meet the needs of a diverse student population, some modifications and adaptations
could include:
• Predetermine grouping of students and provide artifacts to specific groups based
upon their skill at using research materials.
• If time and number of students allow, bury artifacts outside in the ground and
allow students to actually dig up the colonial artifacts.
Reflection:
In small groups, ask students to reflect and discuss the essential questions:
• What can someone else’s rubbish tell us about their life?
• How do archaeologists combine discovery with research to uncover the past?
• What does historical investigation reveal about the past, the present, and the
future of human civilizations and cultures?
• What will future generations learn about us from what we discard today?
Evidence of Learning:
1. The teacher will continually use questioning and observation to ascertain the
extent of his/her students’ understanding of the material being covered as well as
research and theory techniques being used.
2. Other forms of evidence will include:
• Analysis of modern and colonial artifacts using the Artifact Discovery Sheet
• Active participation in class “fish bowl discussion” both as an active
discussion participant and as an active observer.
• Written summary of personal and group research and theories of artifacts
presented to the student and his/her group
Future Lessons:
1. This lesson can be used and adapted for most time periods and/or
civilizations/culture in which the teacher wants his/her students to gain a
better appreciation for archaeology and the preservation of history using
primary sources including authentic or replica artifacts.
2. This lesson can serve as an introduction to Colonial America and life in the
American colonies at the time of the American Revolutionary War.
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 5
Additional Considerations:
1. For this lesson to be effective as constructed with the target grade level, it is
very important for the teacher to make sure artifacts placed in the Colonial
Williamsburg bag can be found in the research materials provided to the
students either in picture, article, slideshow, ledger, newspaper advertisement,
or other primary source form. Students’ time will be maximized if they need
to use higher level thinking to find their artifacts, but in a relatively short
amount of time. If students have to hunt continuously, they may lose interest
in the activity and will not accomplish the lesson’s objectives.
2. Laminated pictures of artifacts can be just as effective if the actual artifact is
not available.
3. This lesson can be adapted to almost any time period in world or American
history allowing the students to touch and experience history.
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 6
FISH BOWL OBSERVATION CHECKLIST
Write the names of the students you will be observing in the columns at the top. As you are actively
observing the discussion, make a mark in the row for each concept you observe the “fish” discussing with a
level of knowledge or insight demonstrating to you that they understand the Essential Questions. You will
later share your observations with your classmates, providing them feedback with what you observed.
EQ1. Rubbish tells us what tools people
used in everyday life.
EQ1. Rubbish tells us what people ate
for food, what they used to dress, and of
what materials they made their shelters
out.
EQ1. Rubbish tells us what may have
been important and unimportant to
people.
EQ2. Archaeologists are historian
scientists and use research skills to
uncover mysteries of the past.
EQ2. Archaeologists use systematic
techniques when digging and not
haphazard methods.
EQ2. Archaeologists create questions to
guide their research and discovery.
EQ3. Historical investigation reveals
that humans, through the centuries,
share similar traits like having basic
needs of food, clothing, and shelter.
EQ3. Historical investigation reveals
that humans, past, present, and future,
make use of the resources in their
environment to suit their everyday
needs.
EQ3. Historical investigation reveals
that advanced human civilizations have
a need to define and create a cultural
identity through religious practices,
governmental structure, language, tools,
and societal structure.
EQ4. Future generations will learn that
just like civilizations of the past, we
humans of the present make use of the
resources around us and discard that
which we no longer need.
EQ4. Future generations will learn that
humans of the present have built upon
the knowledge gained and passed down
by past generations in an attempt to
become more advanced civilizations.
History allows us to learn about our
human-selves of the past to better
ourselves in the present and future.
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 7
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 8
Prepared by: B.A. Britts – Parkway C-2 School District, Chesterfield, MO
page 9
Internet Websites Referred to in this Lesson
"Artifacts from Jamestown." Jamestown Rediscovery. 2000. Association for the Preservation of Virginia
Antiquities. 3 Jul 2007 <http://www.apva.org/finding/artifact.html>.
"Colonial Williamsburg - Kids - Games & Activities - Dirt Detective - Junior Archaeologist." Colonial
Williamsburg Official Site Where History Lives. 2007. Colonial Williamsburg Foundation. 3 Jul 2007
<http://www.history.org/kids/games/dirtDetective.cfm>.
Colonial Williamsburg Official Site Where History Lives. 2007. Colonial Williamsburg Foundation. 3 Jul
2007 <http://www.history.org>.
Jas. Townsend and Son, Inc.. 2004. Jas. Townsend and Son, Inc.. 3 Jul 2007 <http://jastownsend.com/index.php>.
NPS Archaeology Program: Archaeology for Kids. 18 Jan 2007. National Park Service - U.S. Department
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