Lesson 1 Title:
European Explorers
Duration: @ 1 class period
Geography 4:
Students understand how economic, political, cultural and social
processes interact to shape patterns of human populations,
interdependence, cooperation and conflict.
District Indicator:
Explain why people migrate and settle in different places.
Enduring Understanding:
People migrate and settle in different places for a variety of reasons.
Essential Questions: Why did Europeans explore the New World?
Assessment:
History Alive! Assessment 4 and/or journal about European
explorers, explaining why they came to the New World and affects that
occurred as a result. Teacher created rubric for evaluation of
journal.
Activities:
¨
Explain the reasons early explorers came to the New World.
Resources:
History Alive! Chapter 4: Why Europeans Left for the New
World; Graphic Organizer Transparency 4; Interactive Student Notebook
Reading Notes 4, pp. 16+19.
Timeline 1
Timeline 2
Timeline 3
Timeline 4
Differentiation:
Support:
-
Provide students
with a journal entry with key words removed. Students choose from a
word bank the best words to fill the blanks.
-
Provide students
with a time line of selected explorers for them to use as a
reference.
Extension:
-
Students research
one explorer and write a journal of exploration based on the
research.
-
Provide students
with a time line on which they place their selected explorer.
Lesson 2 Title: Technology of European Explorers
Duration: @ 1 class period
History 4:
Students understand how science, technology, and economic activity have
developed, changed, and affected societies throughout history.
District Indicator:
Identify and explain changes in technology and how they changed history.
Enduring Understanding:
Technology has changed societies throughout history.
Essential Questions:
What new inventions helped guide explorers on their journeys?
Assessment:
Create a new tool that might have aided explorers. Explain how the tool
works and how it might have been useful.
Activities:
¨
Identify tools that assisted explorers and analyze how
explorers used them.
Resources:
History Alive! Chapter 4: Why Europeans Left for the New World;
Interactive Student Notebook, Processing 4, p. 18.
Differentiation:
Support:
-
Discuss tools
students use and what problems they solve (e.g. calculator). Then
have students match a historical problem with the item that was it
used to solve.
Extension:
Lesson 3 Title:
Rationale and Impact of New World Exploration
Duration: @ 2 class periods
History 1:
Students understand the chronological organization of history and know
how to organize events and people into major eras to identify and
explain historical relationships.
History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
District Indicator:
Organize events and people in history chronologically.
Enduring Understanding:
Chronology organizes people and events and helps explain historical
relationships.
Essential Questions:
When did individual Europeans explore the New World?
Assessment:
History Alive!
Assessment 5 and/or ask questions about explorers using time line. For
example, describe the positive and negative impact that Columbus had on
Native Americans; Interactive Student Notebook, Processing 5, p. 22.
Activities:
¨
Discuss
reasons for and impact of New World exploration.
¨
Add early
European explorations of the New World to the ongoing time line.
¨
Review
Lesson 1 explorer research.
Resources:
History Alive! Chapter 5: Routes of Exploration to
the New World;
http://falcon.jmu.edu/~ramseyil/colonial.htm;
Timeline 1
Timeline 2
Timeline 3
Timeline 4
Differentiation:
Support:
-
Place names of
explorers on sentence strips. Give one to each student. Have
students arrange themselves in chronological order of exploration.
Keep reordering until correct.
Extension:
-
Use Timeliner or
Inspiration/Kidspiration software to create an illustrated,
annotated timeline of exploration.
Lesson 4 Title:
Explorers’ Impacts on the New World
Duration: @ 1 class period
History 1:
Students understand the chronological organization of history and know
how to organize events and people into major eras to identify and
explain historical relationships.
History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
District Indicator:
Identify
beliefs of individuals and groups and their effects on societies.
Enduring Understanding:
Beliefs of individuals and groups have powerful effects on societies.
Essential Questions:
Which early explorers had the greatest impact? What impact did the explorers have on the New/Old
World?
Assessment:
Students respond to the following prompt in writing: Which explorer (s)
had the greatest impact on the New/Old World. Give reasons to support
your answer. Teacher created rubric to evaluate responses.
Activities:
¨
Research/study/chart individual explorers and present to class.
¨
Identify and explain the importance of individual early explorers.
¨
Compare and contrast their achievements.
Resources:
History Alive! Chapter 5: Routes of Exploration to the New
World. Explorer Simulation from Interact. Review Lesson 1 explorer
research.
Timeline 1
Timeline 2
Timeline 3
Timeline 4
Explorer Data Chart
Differentiation:
Support:
-
Match explorers
with impact.
Extension:
-
Rank the explorers
from greatest to least impact. Justify the ranking. (Refer to
Explorer Data Chart.)
Lesson 5 Title: Tools
Showing Routes of the Explorers
Duration:
@ 1 class period
Geography 1:
Students know how to use and construct maps, globes, and other
geographic tools to locate and derive information about people, places,
and environments.
District Indicator:
Use tools
(maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding:
Maps, globes and other geographic tools are used to locate information
about places.
Essential Questions:
How are maps used to show routes taken to the New
World?
Assessment:
Explore maps, globes, internet sources, atlases, encyclopedias and books
to find maps of routes taken by explorers. How are they alike?
Different?
Additional assessment: compare/contrast graphic organizer such as a
Venn diagram.
Activities:
¨
Interpret maps of exploration, discussing map elements that are present
and missing.
Resources:
History Alive! Chapter 5: Routes of Exploration to the New
World. Explorer Simulation from Interact;
www.tutorial.historyalive.com,
Math with Maps and
Globes activity
sheet.
Differentiation:
Support:
-
Provide students
with an exploration map showing routes of explorers. Have them
explain the route one or more explorers followed.
-
History Alive
website multiple choice chapter review.
Extension:
-
Using a blank map,
students plot the route of the explorers.
-
Maps Tic-Tac-Toe
Globe Activity.
-
History Alive
website multiple intelligences activities.
Lesson 6: Colonial
America- Part 1: Early Colonization
Duration:
@ 1 class period
Geography 4:
Students
understand how economic, political, cultural and social processes
interact to shape patterns of human populations, interdependence,
cooperation and conflict.
District Indicator:
Explain
why people migrate and settle in different places.
Enduring Understanding:
People migrate and
settle in different places for a variety of reasons.
Essential Questions:
Why did people migrate and settle in these places?
Assessment:
History Alive! Assessment 6 and/or Writing Prompt: What were the
major reasons why people settled in the New World? Teacher created
rubric to evaluate response to prompt.
Activities:
¨
Explain
why and where colonists settled in the new world.
¨
Compare/contrast reasons for settlements, ways of governing and beliefs
held.
Resources:
History Alive! Chapter 6: Early English Settlements; Graphic
Organizer Transparency 6; Transparencies 6 A-D;
www.42explore2.com/colonial.htm
Differentiation:
Support:
-
Orally, list or
select from choices at least 3 reasons for colonial settlement.
Extension:
Lesson 7: Early
Colonization (rules/laws): Roanoke, Jamestown, and Plymouth
Duration:
@ 2 class periods
History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
Civics 1:
Students understand the purposes of government, and the basic
constitutional principles of the United States republican form of
government.
District Indicator:
Describe how and why rules and laws have been made and enforced.
Enduring Understanding: Rules, laws and
governments develop and change over time.
Essential Questions:
How did the beliefs
of individuals and groups influence the formation of governments and
societies?
Assessment:
Students answer the following question: How were the rules and laws of
the 3 colonies similar/ different?
Activities:
¨
Compare/contrast Roanoke, Jamestown, and Plymouth.
Resources:
History Alive! Chapter 6: Early English Settlements. Discovery
Simulation from Interact.
Interactive
Student Notebook, Preview 6, p.23 and Completion Activity p. 24.
Differentiation:
Support:
Use a Venn diagram to compare/contrast two colonies.
Extension:
Use a 3-circle Venn diagram to compare/contrast all three
colonies.
Lesson 8: Early
Colonization (beliefs): Roanoke, Jamestown, and Plymouth
Duration: @ 2 class periods
History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
Civics 1:
Students understand the purposes of government, and the basic
constitutional principles of the United States republican form of
government.
District Indicator:
Identify beliefs of individuals and groups and their effects on
societies.
Enduring Understanding:
Beliefs of
individuals and groups have powerful effects on societies.
Essential Questions: How were the beliefs
of individuals/groups in the colonies similar/different?
Assessment:
Students answer the following question: How were the beliefs of
colonists in the 3 colonies similar/ different?
Activities:
¨
Compare/contrast Roanoke, Jamestown, and Plymouth.
Resources:
History Alive! Chapter 6: Early English Settlements. Discovery
Simulation from Interact.
Visit: “The Pilgrims and Plymouth Colony:1620 Study Guide and
Resources”, “History of Jamestown” and Interactive
Student Notebook – Jamestown, p.25, and Plymouth, p.26 completion
activities.
Differentiation:
Support:
-
Use a Venn diagram
to compare/contrast two colonies.
Extension:
-
Use a 3-circle Venn
diagram to compare/contrast all three colonies.
Lesson 9: Physical
Characteristics and the People of the First Colonies
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics of
places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human and physical characteristics of places, and
use them to define regions.
Enduring Understanding: Physical and human
characteristics of places define regions.
Essential Questions:
What physical
characteristics aided/challenged inhabitants of the first colonies?
Assessment:
Students complete a T – Chart showing similarities / differences of
characteristics of the first colonies.
Activities:
¨
Describe
and compare the physical characteristics of the first colonies to
include climate, soil, plant, land, and water forms.
Resources:
History Alive! Chapter 6: Early English Settlements.
www.mcps.k12.md.us/schools/travilahes/colonialframe.html,
“Colonial America”
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial
Differentiation:
Support:
-
Sort a list of characteristics by colony.
Extension:
-
In small groups,
create and make a presentation promoting the unique physical
characteristics of a colony.
Lesson 10: Power and
Authority in Early Colonization
Duration: @ 1 class period
Civics 1:
Students understand the purposes of government, and the basic
constitutional principles of the United States republican form of
government.
Civics 2:
Students know how to
use structure and function of local, state, and nationally government
and how citizen involvement shapes public policy.
District Indicator:
Explain how people get and use power and authority.
Enduring Understanding: Government involves
people acquiring and using power and authority.
Essential Questions:
What were the key
political challenges and successes of the first English colonies?
Assessment:
Give scenarios that present political challenges for the English
colonies and have students describe their solutions. Teacher created
rubric to evaluate biographical sketch.
Activities:
¨
Explain
early concepts of government -- who had power and how they used it.
Resources:
History Alive! Chapter 6: Early English Settlements; visit:
http://www.usemb.se/usis/history/chapter2.html “Colonial Period” at an Outine
of American History;
www.jamestown.org;
www.pilgrimhall.org/bradfordwilliam.htm
(Mayflower Compact and Plymouth).
Differentiation:
Support:
-
Identify the
leader(s) in each colony.
Extension:
-
Evaluate leaders of
the colonies and whether they governed more through power or through
authority.
-
Create a
biographical sketch of each leader.
Lesson 11: Forming
Early Government
Duration: @ 1 class period
Civics 1:
Students understand the purposes of government, and the basic
constitutional principles of the United States republican form of
government.
Civics 2:
Students know how to
use structure and function of local, state , and nationally government
and how citizen involvement shapes public policy.
District Indicator:
Explain how governments are organized at the local, state, and national
levels and the responsibilities of each. Describe ways that people and
nations interact.
Enduring Understanding: Individuals and
groups make, enforce and apply rules and laws (government).
People and nations
interact politically.
Essential Questions: How and why were
early colonial governments formed?
Assessment:
Students answer the following question: Why were early colonial
governments formed? Explain and/or write a class compact and compare it
to the Mayflower Compact.
Activities:
¨
Describe
the Mayflower Compact and its impact on early colonial governments.
¨
Interpret
part of the original Mayflower Compact to determine important elements.
Resources:
History Alive! Chapter 6: Early English Settlements, visit:
www.nationalcenter.org/MayflowerCompact.html, Interactive
Student Notebook, Processing 6, p. 27,
http://www.tutorial.historyalive.com/
Differentiation:
Support:
-
Identify one
"problem" in the class that could be solved by a rule. Then develop
the rule.
Extension:
-
Analyze the
provisions of the Mayflower Compact. Explain why each provision may
have been included.
Lesson 12:
Interdependence of Colonists and Native Americans
Duration: @ 2 class periods
Economics 2:
Students understand how different economic systems impact
decisions about the use of resources and the production and distribution
of goods and services.
Economics 3: Students understand the results of trade, exchange, and
interdependence among individuals, households, businesses, governments,
and societies.
District Indicator:
Identify scarce natural, human and capital resources and evaluate
decisions about how they are used. Identify ways goods and services are
distributed through trade, exchange and interdependence.
Enduring Understanding: Decisions must be
made about the use of scarce resources.
The exchange of
goods and services leads to trade and interdependence.
Essential Questions:
How did scarcity of
resources lead to trade, exchange and interdependence with Native
Americans?
Assessment:
Revisit the bartering activity completed during Quarter 1. Ask students
to compare/contrast the economic interdependence of colonists and Native
Americans in the 3 colonies.
Activities:
¨
Describe
the early economic interdependence of colonists and Native Americans.
¨
Role play
with the children by creating an item of scarcity in the classroom.
Resources:
History Alive! Chapter 7: Comparing the Colonies; Graphic Organizer Transparency 7,
Interactive Student Notebook, Preview 7, p. 29, Reading Notes pp.30+31.
Lesson Sheet
Work Sheet
Differentiation:
Support:
-
Given one example
of early colonial interdependence, students will identify the need
each party had that was met by the other.
Extension:
-
Compare an example
of colonial interdependence with a current example.
Lesson 13: Colonial
America- Part 2: Thirteen Colonies
Duration: @ 1 class period
History 3:
Students understand that societies are diverse and change
over time.
History 5:
Students understand political institutions and theories that
developed and changed over time.
District Indicator:
Describe cultural similarities, differences and interactions among
various groups in both past and present. Describe how and why rules and
laws (government) have been made and enforced.
Enduring Understanding: Societies are
diverse and change over time. Rules, laws and
governments develop and change over time.
Essential Questions:
In what ways were
the New England, Middle and Southern colonies most alike? Most
different?How did the
environment affect human activities?
Assessment:
Students complete a Triple Venn Diagram, describing the similarities/
differences between the New England, Middle and Southern colonies.
Activities:
¨
Compare
and contrast the New England, Middle, and Southern colonies (economy,
government, motives for starting, and environmental impact on human
activity).
Resources:
History Alive! Chapter 7: Comparing the Colonies,
Assessment 7; Interactive Student Notebook, Processing 7, p. 32;
www.tutorial.historyalive.com.
Differentiation:
Support:
-
Provide picture
and/or word cards of characteristics. Students sort word cards --New
England, Middle, Southern.
-
History Alive! tutorial website – multiple choice activities.
Extension:
-
Use assessment
activity as is.
-
History Alive! tutorial website – multiple intelligences activities.
Lesson 14: Slavery in
Early Colonization
Duration: @ 2 class periods
Economics 2:
Students understand how different economic systems impact
decisions about the use of resources and the production and distribution
of goods and services.
District Indicator:
Explain how, why, and for whom goods and services are produced.
Enduring Understanding: Resources are used
to produce and distribute goods and services.
Essential Questions: What role did
slavery play in colonization and settlement in different colonies and
regions?
Assessment:
History Alive! Assessment 8
Activities:
¨
Explain
the impact of slavery throughout the English colonies.
¨
Identify
cause and effect relationships.
Resources:
History Alive! Chapter 8: Facing Slavery. Slavery Simulation
from Interact. Graphic Organizer Transparency 8, Transparencies
8A-8C, Interactive Student Notebook, Preview 8, p. 33, Reading Notes,
pp. 34-36, Processing 8, p.37. Visit:
www.tutorial.historyalive.com.
Differentiation:
Support:
-
Tell what work
slaves typically did in each of the three colonial regions.
-
History Alive! tutorial website – multiple choice activities.
Extension:
-
Explain how life in
the colonies would have been different if there had been no slavery.
-
History Alive! tutorial website – multiple intelligences activities.
Lesson 15: How Have
Peoples’ Lives Changed Over Time?
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics of
places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Describe ways humans change the physical environment and how the
physical environment affects human activity.
Enduring Understanding:
Human activity changes and is changed by the physical environment.
Essential Questions:
How have the ways
people live changed over time?
Assessment: History Alive! Assessment 9 and/or Venn diagram of similarities/
differences of how peoples' lives have changed from colonial times to
the present.
Activities:
¨
Describe
daily colonial life (education, social interactions, and occupations).
¨
Compare
modern life to life in colonial Williamsburg
Resources:
History Alive! Chapter 9: Life in Colonial Williamsburg;
Graphic Organizer Transparency 9, Transparency 9, Interactive Student
Notebook, Reading Notes, pp. 38+39. Visit:
www.history.org,
www.42explore2.com/colonial.htm,
www.historyplace.com,
www.pbs.org
www.americaslibrary.gov “America’s Story” Colonial America,
www.tutorial.historyalive.com.
Differentiation:
Support:
·
Identify
jobs that are basically the same today as in colonial Williamsburg.
·
History Alive!
tutorial website – multiple choice activities.
Extension:
·
Select
several "problems" that existed in both colonial and current times (e.g.
heating a home, school discipline, cooking). Explain similarities and
differences in how these problems were solved in both time periods.
·
History Alive!
tutorial website – multiple intelligences activities.
