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Topic:
Early English Settlement
Printer Friendly Version
Grade/Subject
5th Grade/US History
Authors:
Tricia Martinez
Karen Zuniga
Essential Questions:
- Were the English Colonists wise to leave their homes to settle in the new world? OR Is what the English gave up, worth what they gained?
- By moving to the new world, colonists affected their lives in a positive way. Do you agree or disagree?
- How were the motives/reasons for moving to the new world beneficial or were they beneficial?
Unit Opener :
Review Chapter 5 in History Alive Textbook or equivalent chapter in different textbook on English Settlement beginning with Roanoke
Collect pictures from explorers that visualized their hardships but also their natural resources.
Have Students create a T Chart that lists the
benefits
and challenges of early settlement
Unit Sections:
Preview
Roanoke
Plymouth
Jamestown
Student Debate
Assessment Review
Assessment
Step 4 - Assessment Tool – Multiple Intelligences Test:
Use the TCI History Alive Assessment
Create a Rubric together with students or use sample from curriculum materials.
Preview Question:
Imagine that you are going to attend school in a foreign country. You don’t know the language, the school building, or any of the school traditions. Write a five paragraph essay about what this experience would be like. You must follow criteria below:
- Use the graphic organizer to brainstorm your ideas (check out rtf file for visual example)
- List 2-3 challenges that you will face in the foreign country
- What tools would you need to meet those challenges?
- How would you go about familiarizing yourself with the language and traditions of the foreign country?
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Thursday |
Friday |
Unit Opener
Review Chapter 5
Display images from explorers that visualized their hardships but also their natural resources.
Processing:
T-Chart: Students will write the Positive and Negative benefits/challenges of early settlements
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Preview:
Interactive Journal – Preview Question (see Step 7)
Activity:
Pair Share with class members
Processing:
Class discussion with students. Find similarities and differences. |
Preview:
Highlight important differences and similarities from previous lesson.
Images for section (see below).
Activity:
Response Group
Processing:
Complete corresponding sensory figure on Reading Notes for Roanoke. (See Step 7) |
Preview:
Share Reading Notes from previous lesson.
Images for section (see below).
Activity:
Act-it-out
Processing:
Complete corresponding sensory figure on Reading Notes for Jamestown.
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Preview:
Share Reading Notes from previous lesson.
Images for section (see below).
Activity:
Complete corresponding sensory figure on Reading Notes for Plymouth.
Processing:
Triple Venn Diagram comparing Roanoke, Jamestown, and Plymouth |
Preview:
Review sections and read Chapter summary
Activity:
Class Discussion on Triple Venn Diagram and similarities and differences between previews, GO Notes, and Activities
Processing:
Essential Question |
Debate: Students will debate on essential question.
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Debate: Students will debate on essential question. |
Review for Assessment |
Assessment:
Chapter Test with Rubric
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Instruction/Activities:
Step 6 – Adapted Lessons :
Adapted Lesson #1: History Alive Section 6.2, Roanoke
Preview:
Review Images from Section 6.2, using the following questions to generate class discussion:
- What might you see here?
- Why might people have traveled thousands of miles to settle at Roanoke?
- What challenges might these settlers have faced?
- What clues in the picture indicate that something might have happened to the people who lived here?
- What do you think is the meaning of the word carved on the gatepost?
Reading for Understanding
Read Section 6.2 in partners/class/individual
Graphically Organized Notes
History Alive Student Interactive Notebook, page 24/Roanoke
Response Group
Fishbowl Activity (BLAH , 210)
- How do you think the settlers impacted the land?
- How do you think the land affected the settlers?
- How do you think Native Americans who lived in this area felt about this settlement?
- What is the legacy of Roanoke?
Provide students with Fishbowl Score Sheet adapted to class setting (BLAH, 208-209)
Adapted Lesson #2: History Alive, Section 6.3, Jamestown
Preview
Review Images from Section 6.3, using the following questions to generate class discussion:
- What might you see here?
- Why might people have traveled thousands of miles to settle at Jamestown?
- What challenges might these settlers have faced?
- What do you think the settlers had to do to survive in this settlement?
- How might Native Americans who lived in the area have felt about this settlement?
- What could the settlers have learned from the Native Americans?
Reading for Understanding
Read Section 6.3 in partners/class/individual
Graphically Organized Notes
History Alive Student Interactive Notebook, page 25/Jamestown
Act-It-Out
Card 1: Settler from Jamestown
How did you get here? Why did you travel here? Why was Jamestown the location you choose to settle?
Card 2: Native American Chief
How do you feel about these settlers? What do you think will happen if more settlers arrive? So you think you can learn or teach them anything?
Card 3: Pocahontas
How do you feel about these settlers? Did you think that your father reacted towards these settlers? What did you do for the settlers?
Card 4: John Smith
Why did you decide to come to the New World? How did you feel about being captured by the Native Americans? Why do you think that Pocahontas saved you? What aspects do you think about become president of the colony
Card 5: King James
Why did you send a ship of settlers to the New World? How has tobacco impacted England? Why did you think it was necessary to send a ship of women to settle in Jamestown? How did you feel about meeting Pocahontas
Card 6: Interviewer
Adapted Lesson #3: History Alive, Section 6.4, Plymouth
Preview Activity
Review Images from Section 6.4, using the following questions to generate class discussion:
- What might you see here?
- Why might people have traveled thousands of miles to settle at Plymouth?
- What challenges might these settlers have faced?
- What do you think the settlers had to do to survive in this settlement?
- How might Native Americans who lived in the area have felt about this settlement?
- What could the settlers have learned from the Native Americans?
- How might these settlers have been governed?
Reading for Understanding
Read Section 6.4 in partners/class/individual
Graphically Organized Reading Notes (GONotes):
History Alive Student Interactive Notebook, page 26/Plymouth
Processing Activity
Students will compare and contrast the three settlements, Roanoke, Jamestown, and Plymouth, using a Triple Venn Diagram [See RTF File for Visual Example]
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