PROJECT GLAD Level 5... · Web viewPROJECT GLAD COLONIZATION Moses Lake SD, WA (Level 5) IDEA PAGES I. UNIT THEME – Many factors influence where people settle People have to make

PROJECT GLAD™COLONIZATION

Moses Lake SD, WA(Level 5)

IDEA PAGES

I. UNIT THEME – Many factors influence where people settle People have to make decisions between wants and needs and evaluate the outcomes of those decisions Trade affects the economy Physical and cultural characteristics affect where people live

II. FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) with signal word Observation Charts Inquiry Chart Big Book Colonist Awards Prediction Reaction Guide

III. CLOSURE Process all charts Personal projects with rubric (CBA) Personal exploration (Focused reading) Team Explorations with rubrics Chapter tests Student/teacher-made tests Graffiti Wall Jeopardy Game Student made big book illustrating the costs and benefits of the colonies Persuasive letter pro/con of settling in a particular colony Prediction Reaction Guide

IV. CONCEPTS – 5th Grade SOCIAL STUDIES STANDARDS (WASHINGTON STATE)

Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.2.1.1 Analyzes the costs and benefits of decisions colonists made to meet their needs and wants.

Examples: Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16, 1773. Examines reasons why colonists chose to move away from Britain, including needs such as economic opportunities and wants such as

freedom of religion. Examines the costs colonists faced when deciding to move to the Americas, including the costs of lost possessions and risks to personal

safety and the benefits of economic opportunities and freedoms once settlements were formed.Component 2.2: Understands how economic systems function.2.2.2 Understands how trade affected the economy of the thirteen colonies.

Examples: Explains how the triangular trade between Britain, Africa, and the thirteen colonies supported cotton, tobacco, and sugar production in the

colonies. Explains the causes and effects of Eastern Woodland tribes trading with the French. Explains how and why the colonists traded cotton, tobacco, and sugar. Explains that the African slave trade provided labor for the farming in the colonies. Explains the fur trade system between Eastern Woodland tribes and European colonists.

Component 2.3: Understands the government’s role in the economy.2.3.1 Understands the impact of the British government on the economy of the thirteen colonies.

Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.3.1.1 Constructs and uses maps to show and analyze information about European settlement in the Americas.

Examples: Constructs maps that show the location of the thirteen colonies, major landforms, climate, natural resources, and economic products.

3.1.2 Understands the physical and cultural characteristics of the thirteen colonies. Examples: Explains the differences in the physical characteristics, including landforms, climate, and natural resources, of the thirteen colonies. Explains the cultural characteristics, including distribution of population and languages, of the people in the thirteen colonies.

Component 3.2: Understands human interaction with the environment.3.2.3 Understands and analyzes the impact of the European colonists’ movement to the Americas on the land and the indigenous peoples.

Examples: Explains and analyzes how the movement of the colonists to the Americas forced the movement of native peoples from their land.

Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.Component 4.1: Understands historical chronology.4.1.2 Understands how the following themes and developments help to define eras in U.S. history from time immemorial to 1791:

Development of indigenous societies in North America (time immemorial to 1791). Encounter, colonization, and devastation (1492—1763).

Examples: Explains how the interaction between the Puritans and the Wampanoag defines the history of the Americans between 1492 and 1763 as a time

of encounter. Explains how the establishment of the colony of Virginia, the Massachusetts Bay Colony, and the Pennsylvania Colony helps to define the

history of the Americas between 1492 and 1763 as a time of settlement and colonization. Explains how the effects of disease on indigenous peoples in the Americas between 1492 and 1763 define this era as a time of devastation.

Component 4.2: Understands and analyzes causal factors that have shaped major events in history.4.2.1 Understands and analyzes how individuals caused change in U.S. history. 4.2.2 Analyzes how people from various cultural groups have shaped U.S. history.

Examples: Examines how African slaves and free people of color contributed to the establishment and growth of agriculture in the thirteen colonies. Examines how Germans and Swiss contributed to the development of Pennsylvania. Examines how native peoples helped the colonists establish survival skills in their new environment.

4.2.3 Understands how technology and ideas have affected the way people live and change their values, beliefs, and attitudes.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.4.3.1 Analyzes the multiple perspectives and interpretations of historical events in U.S. history.

Examples: Examines different accounts of the colonization era, including colonists’ perspective of settlement and indigenous people’s perspective of

genocide. Examines different accounts of colonists and indentured servants.

4.3.2 Analyzes the multiple causes of change and conflict in U.S. history. Component 4.4: Uses history to understand the present and plan for the future.4.4.1 Understands that significant historical events in the United States have implications for current decisions and influence the future.

Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions. 5.1.1 Understands the purpose of documents and the concepts used in them.

Colonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

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5.1.2 Evaluates the relevance of facts used in forming a position on an issue or event.Component 5.2: Uses inquiry-based research. 5.2.1 Understands how essential questions define the significance of researching an issue or event.Component 5.3: Deliberates public issues.5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.5.4.1 Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source, and arranges the sources alphabetically.

V. VOCABULARYTier IIAnalyzeCauseClambering ClarifyCollaborateCompareComprehendContrastCreateDescribeDestitute

DetermineEffectEntrepreneursEvaluateHypothesizeInferenceInfluenceObservationOpinionOpportunityOpposition

PerspectivesPersuadePredictReflectResearchReviseSummarizeUnderstandVisualize

Tier IIIApprentice AssemblyBigotCatholic ColonizationColonial RegionsColonistColonyDemocraticDiplomacy EconomyEmigrateEpidemic Equality

EuropeanExplorersFoundingGeographyGovernmentGrantGreat Britain ImportIndentured servantIndigenousIndustryLibertyMigrateNative American

PeregrinationPersecutedPlantationProtestantPuritanQuakerRegionReligious FreedomReligionResourcesSettleStakeholderTraverse

VI. ENGLISH LANGUAGE ARTS STANDARDS - (Common Core)

INFORMATIONAL TEXT

Key Ideas and Details


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RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in the text.

Craft and Structure

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Integration of Knowledge and Ideas

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

FOUNDATIONAL SKILLS

Phonics and Word Recognition

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.o Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

RF.5.4. Read with sufficient accuracy and fluency to support comprehension.o Read grade-level text with purpose and understanding.o Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.o Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING

Text Types and Purposes

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. o Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically

grouped to support the writer’s purpose.o Provide logically ordered reasons that are supported by facts and details.o Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).o Provide a concluding statement or section related to the opinion presented.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o Introduce a topic clearly, provide a general observation and focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic.o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).o Use precise language and domain-specific vocabulary to inform about or explain the topic.


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o Provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear

event sequences. o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally.o Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the

responses of characters to situations.o Use a variety of transitional words, phrases, and clauses to manage the sequence of events.o Use concrete words and phrases and sensory details to convey experiences and events precisely.o Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Research to Build and Present Knowledge

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. o Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to

support particular points in a text, identifying which reasons and evidence support which point[s]”).

Range of Writing

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING AND LISTENING

Comprehension and Collaboration

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions and carry out assigned roles.o Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the

remarks of others.o Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the

discussions. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually,

quantitatively, and orally. SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


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SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

LANGUAGE

Conventions of Standard English

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.o Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.o Use verb tense to convey various times, sequences, states, and conditions.o Recognize and correct inappropriate shifts in verb tense.o Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Use punctuation to separate items in a series.o Use a comma to separate an introductory element from the rest of the sentence.o Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence

(e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).o Use underlining, quotation marks, or italics to indicate titles of works.o Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.o Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

o Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,

photosynthesis).o Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

o Interpret figurative language, including similes and metaphors, in context.o Recognize and explain the meaning of common idioms, adages, and proverbs.o Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the

words. L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those

that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VII. ELD STANDARDS

WASHINGTON STATE ELD LISTENING AND SPEAKINGEALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention. Note: Physical behaviors may look different from culture to culture. Focus for the teacher should be on student’s recall and comprehension of information. Component 1.2 – The student will listen and observe to gain and interpret information.Component 1.3 – The student will check for understanding by asking questions and paraphrasing.EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.Colonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

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Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use language that is grammatically correct, precise, engaging and

well-suited to topic, audience, and purpose.EALR 3: The student uses communication strategies and skills to work effectively with others.Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion. EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and

needs and set goals for improvement.Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and

comments to others.

WASHINGTON STATE ELD READING STANDARDSEALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognition skills and strategies to read and comprehend text.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.EALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.Component 2.2: Understand and apply knowledge of text components to comprehend text.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.EALR 3: The student reads materials for a variety of purposes.Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.Component 3.4: Read for literary/narrative experience in a variety of genres.EALR 4: The student sets goals and evaluates progress to improve reading.Component 4.1: Assess reading strengths and need for improvement.Component 4.2: Develop interests and share reading experiences.

WASHINGTON STATE ELD WRITING STANDARDSEALR 1: The student understands and uses a writing process.EALR 2: The student writes in a variety of forms for different audiences and purposes.EALR 3: The student writes clearly and effectivelyEALR 4: The student analyzes and evaluates the effectiveness of written work.

VIII. Resources and Materials Non-fictionWe Were There, Too: Young People in US History New York: Farrar, Straus and Giroux, 2001.Our Thirteen Colonies (series) Mankato, MN: The Child’s World, 2004Freedom Seeker: A Story About William Penn by Gwnyth SwainYour Travel Guide to Colonial America by Nancy DayJourneys in Time: A New Atlas of American History by Susan BuckleyIf you lived in Colonial Times by: Ann McGovernFact Finder Series of the Colonies Capstone Press 2006Life in the American Colonies: Daily Lifestyles of the Early Settlers Edited by: Jeanne Munn BrackenThe Many Lives of Ben Franklin by: Mary Pope OsborneWhat’s the Big Idea, Ben Franklin? By: Jean FritzInventive Americans by: Patricia West

FictionI am Regina by Sally KeehnNow Let Me Fly, The Story of a Slave Family by: Dolores JohnsonColonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

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How Many Days to America, A Thanksgiving Story by: Eve Bunting

Historical FictionRoanoke, The Lost Colony by: Jane YolenDear America The Diary of Remember Patience Whipple by: Kathryn LaskyTisquantum and the Pilgrims by: Polly PetersonThe Mayflower Surprise by: Polly PetersonThe Belonging Place by Jean LittleAcross the Wide Dark Sea by: Jean Van Leeuwen

Poetry/PlaysA Revolutionary Field Trip: Poems of Colonial America by Susan KatzThe Great Franklin Debate by Iris Littleman

Teacher ResourcesSocial Studies Alive! America’s Past TCI, chapters 6-8Harcourt Trophies, Theme 6Comprehension Toolkit

News Magazines for KidsBen Franklin by: Kid’s Discover Colonial America by: Kid’s DiscoverAmerica 1492 by: Kid’s DiscoverNative America by: Kid’s Discover

TechnologyAmerica’s Story from America’s Libraryhttp://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.htmlSocial Studies for Kidshttp://www.socialstudiesforkids.com/subjects/colonialtimes.htmInteractive Trade Route Maphttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html#topHow Washington’s Slaves slipped away to freedom.http://www.highbeam.com/doc/1G1-222392099.htmlExplore historical concepts, issues and events.www.nationalgeographic.com/kidsArticles available to print in English and Spanishwww.timeforkids.com/TFKFactHound offers a safe, fun way to search the internet, with age-appropriate sites.www.facthound.com


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http://www.facthound.com/

http://www.timeforkids.com/TFK

http://www.nationalgeographic.com/kids

http://www.highbeam.com/doc/1G1-222392099.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html#top

http://www.socialstudiesforkids.com/subjects/colonialtimes.htm

http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html

COLONIZATION (Level 5)UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Three Personal Standards Literacy Awards Big Book: The Colonization Important Book Read aloud, variety of sources Poetry and Chants Inquiry Charts, primary language support Observation Charts Free Exploration using picture file cards Cognitive Content Dictionary with signal word Prediction/Reaction Guide

II. INPUT 10-2 lecture with primary language groups Graphic Organizer: World Trade Map Primary language preview/review Narrative Input: Margaret Brent Picture File Cards of 6 colonies Read Aloud Pictorial Input: Massachusetts Colony Action Plan

III. GUIDED ORAL PRACTICE Poetry, chanting Choral reading T Graph for Social Skills: Collaboration Daily review and processing of charts Picture File Cards: free exploration, open/closed sorts Sentence Patterning Chart (colonists) Expert Groups Mind Map Process Grid Found Poetry Exploration Report

IV. READING/WRITINGA. Total Class

Story Map with Margaret Brent story Cooperative Strip Paragraph: responding, revising, editing Strip Book Memory Bank Found Poetry Poetry Frames

B. Small Groups- anything modeled whole class Focused Reading Ear to Ear Reading Team Tasks


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Expert Groups Flexible groupings: ELD reinforcement, primary language, reading instruction, skill

reinforcement At or above with Clunkers and Links (SQ3R) ELD Group Frame Struggling/Emergent Readers with Coop Strip Paragraph

C. Individual – Portfolios Interactive Journal writing Learning Logs Cognitive Content Dictionary Three pieces of writing: expository, narrative, poetry Individual tasks: DEAR time, picture file cards, add to charts, word cards, flip chants

D. Writer’s Workshop Mini lesson Plan, share, write, revise, edit, publish Conferencing Author’s chair Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Dramatize a Scene from American History Create a Biographical Dictionary of Important Americans Create a poster of an Historical figure from one of the 13 colonies Design a pamphlet to convince people to move to your colony Make a billboard of your colony Compare/contrast writing of 2 colonies Team Big Book

VI. CLOSURE/ASSESSMENT Focused Reading Group presentations of projects Portfolio Conference Poetry and Chanting Prediction Read Aloud Home/School Connections Process charts and inquiry Prediction/Reaction Guide Student generated tests using Graffiti Wall Writing Probe: A poster using non-fiction text features and text to summarize research Individual Team exploration Teacher/Student-made rubrics Team Actions Plans Graffiti Wall Jeopardy Game


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COLONIZATION (Level 5)SAMPLE DAILY LESSON PLAN

Day 1:FOCUS/MOTIVATION

Three Personal Standards with Literacy Awards Cognitive Content Dictionary (CCD) with signal word Observation Charts Inquiry Chart Big Book Poetry/chants Personal Interaction Portfolios

INPUT Graphic Organizer: 1700s World Trade Map

Learning Log ELD Review 10/2 lecture with primary language

Read Aloud

FOCUS/MOTIVATION Poetry/Chants

GUIDED ORAL PRACTICE T-Graph for social skills – team points Picture File Cards – free exploration, list, group, label, Exploration Report Poetry and Chants Exploration Report

READING/WRITING Interactive Journals Flexible Group Reading-leveled, skill, heterogeneous, homogeneous, ELD

INPUT Pictorial Input: Massachusetts Colony

Learning Log ELD Review 10/2 lecture with primary language

WRITER’S WORKSHOP Mini lesson Write/plan Author’s Chair

CLOSURE Read Aloud Process all Charts


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Strategies appearing in italics are presented daily in the classroom. Day 1 of the SDLP represents 1 to 1 ½ weeks of instruction in the classroom.

Home/School Connection


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SAMPLE DAILY LESSON PLAN:

DAY 2:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Process Home/School Connection Three Personal Standards with Literacy Awards Review Graphic Organizer with word cards Review Pictorial Input with word cards and picture file cards Process Chant – highlight, sketch, add picture file cards

INPUT Narrative Input- Margaret Brent

- 10/2 Lecture in primary language groups - Learning Log ELD Review

GUIDED ORAL PRACTICE Poetry and Chants

READING/WRITING Flexible Group Reading- leveled, skill, heterogeneous, homogeneous, ELD

o T-graph for Social Skillso Team Tasks – Team Shareo Expert Groups

Anthology: Harcourt Trophies, Theme 6 What’s the Big Idea, Ben Franklin? By: Jean Fritz

WRITERS' WORKSHOP Mini-lesson Write/plan Author's chair

CLOSURE Poetry, Chants Process all charts Read Aloud Interactive Journals Home/School Connection

SAMPLE DAILY LESSON PLANS


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DAY 3:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Process Home/School Connections Three Personal Standards with Literacy Awards Review Narrative Input with word cards and conversation bubbles Process Poetry- highlight, sketch, add picture file cards

INPUT Read Aloud: Roanoke, The Lost Colony by Jane Yolen

o Learning Log; What do you think happened to Roanoke?

GUIDED ORAL PRACTICE Sentence Patterning Chart/Farmer-in-the-Dell

o Chant: Here/There Poetryo Reading Gameo Trading Gameo Flip Chant


o Team Tasks/Team Shareo Expert Groups

GUIDED ORAL PRACTICE Mind Map Process Grid

READING/WRITING Cooperative strip paragraph

o Model “walking the Process Grid”, Writeo Read, respond, revise, and edit

Interactive Journal Anthology: Across the Wide Dark Sea by: Jean Van Leeuwen

WRITERS' WORKSHOP Mini-lesson Write/plan Author's chair

CLOSURE Process charts Read aloud Home/School Connection Interactive Journals

SAMPLE DAILY LESSON PLANSDAY 4:FOCUS/MOTIVATION


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Cognitive Content Dictionary with self-selected Vocabulary Process Home/School Connection Three Personal Standards with Literacy Awards Read Aloud Story Map


o Team Tasks T-Graph with Oral Evaluation Team Share

o Clunkers and Links-at or above grade level with SQ3Ro ELD Group Frame – English Language Learners

Harcourt Leveled Books: Inventive Americans by Patricia West

INPUT Read Aloud Action Plan

WRITERS' WORKSHOP Mini-lesson Write, plan, share and teacher conferences Author's chair

CLOSURE Process charts Read aloud Interactive Journal writing Home/School Connection

SAMPLE DAILY LESSON PLANS


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DAY 5:

FOCUS/MOTIVATION Cognitive Content Dictionary with Self-selected Vocabulary Process Home/School Connections Three Personal Standards with Literacy Awards Process Chants/Poetry: highlight, sketch, add picture file cards


o Coop Strip Paragraph group– Struggling/emergent readerso Team Tasks – Written Evaluation

Listen and Sketch Found Poetry Strip Book DRTA

GUIDED ORAL PRACTICE Poetry/Chants Science: Cognitive Exploration, Group Action Plan

- Agree on an issue Scientists Conference

- Groups present plans

READING/WRITING Ear-to-Ear reading Focused Reading with personal Cognitive Content Dictionary

CLOSURE Process charts, especially Inquiry Chart Read Aloud Action Plan Team Big Book Graffiti Wall Student generated tests Evaluate Week Letter Home


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COLONIZATION POETRY BOOKLET

QuickTime™ and a decompressor

are needed to see this picture.

Name ______________________________________________________________


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Colonists Here, There

Colonists here, colonists thereColonists, colonists, everywhere

Persecuted colonists worshiping freely,Destitute colonists emigrating expectantly,Industrious colonists governing democratically,Compassionate colonists coexisting respectfully.

Colonists among indigenous people,Colonists across the Atlantic Ocean,Colonists on southern plantations,Colonists near dense forests.

Colonists here, colonists thereColonists, colonists, everywhere

Colonists! Colonists! Colonists!

Written by: Frey, Hammer, Lindholm


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Native American Bugaloo

I’m an indigenous person and I’m here to say,I was here first, making my way.We’ve lived upon this land for thousands of yearsDon’t make me move, I’ll shed some tears.

Iroquois, Mohican, Cherokee tooDoin’ the Native American Bugaloo

Nanticoke and Pocomoke pits of crab and oysters,Wampanoag children nut and berry gatherersLenape harvest crops, food from the landNarragansett hunted mammoth with a strong hand.

Hunters, farmers, fishermen tooDoin’ the Native American Bugaloo

Algonquian language let them speak and tradeChoctaw ancestors mound houses they madeSusquehannock waging war was their desireOnondaga served as keepers of the fire.

Wigwams, canoes, wampum beads tooDoin’ the Native American Bugaloo

European explorers brought epidemics galoreMeasles, small pox, plagues and moreMillions of native people lost their lives150 of the Piscataway tribe survived.

Creek, Wappinger, Chickasaw tooDoin’ the Native American Bugaloo



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YES, MA’AM

Is this colonization? Yes, ma’am!Is this colonization? Yes, ma’am!How do you know? Emigrating from Europe.How do you know? We need freedom!Give me some examples. Maryland, New York.Give me some examples. Rhode Island, Pennsylvania.

Can we make a living? Yes, ma’am!Can we make a living? Yes, ma’am!How do you know? Work the soil.How do you know? Fish the sea.Give me some examples. Tobacco on plantations.Give me some examples. Drying cod to eat.

Did we settle here? Yes, ma’am!Did we settle here? Yes, ma’am!How do you know? A safe place for Catholics.How do you know? Differences were welcomed.Give me some examples. Democratic government.Give me some examples. All men can vote.

And are you through? Yes ma’am!Did you tell me true? Yes ma’am!What did you chant? Colonization!What did you chant? Colonization!



19

COLONIST’S CADENCE

We just know what we’ve been told,A new life that’s good as gold,Emigrate from far away,Build a colony that’s here to stay!

Sound off – emigrateSound off – colonizeSound off – emigrate, colonize, OH YES!

Leaving king and tyranny too,Democracy for me and you,Sharing land with native tribes, What will this new world provide?

Sound off – tyrannySound off – limitationsSound off – tyranny, limitations, OH NO!

Develop colonies for new life, Working together to end the strife,Value, honesty, hard work too, You never know what we can do!

Sound off – communitySound off – freedomSound off—community, freedom, THAT’S US!



20

NARRATIVE INPUT: MARGARET BRENTWritten by: Jennifer Hammer* Italicized sections may be removed for DEMO

Margaret Brent arrived in Maryland in 1638, with her sister and 2 brothers. They were members of a strong Catholic family in Gloucestershire, England, and chose to immigrate to Maryland because it was known as a Catholic refuge. They came with instructions from Lord Baltimore of England to grant them land in Maryland, and settled in the town called St. Mary’s.

Her decision to emigrate from England to Maryland was not so unique; what was unusual was her coming as head of her own household and not as an appendage of her brothers. Her brothers emigrated to seek opportunities in business and public affairs not available to them in England as Catholics and younger sons; Margaret may have emigrated to escape the constraints of her life in England.

Most women looked to their husbands for support and protection, but Margaret never married. Instead, she became a successful businesswoman and earned the respect of the Governor Leonard Calvert.

The early investors in Maryland were entrepreneurs. They brought in settlers, developed land, and raised tobacco for an international market. Margaret Brent was no exception. She had her own residence and was active in importing and selling servants and lending capital to incoming settlers. In general she handled her business affairs as a man would have done and without assistance from her brothers.

Fifteen years after the first settlers arrived, the Maryland settlement faced a severe crisis. In 1645, the civil war raging in England between Charles I and Parliament spilled over into Maryland. Richard Ingle, a Protestant, invaded St. Mary’s City, destroyed the property of Catholic settlers, and took the Jesuit priests and Margaret’s brother back to England in chains. After the battle, Maryland Colony was left with only 100 people! Not only that, but the governor fled to Virginia!

Governor Leonard Calvert returned to Maryland in 1646 with soldiers to reestablish control. He realized he had come close to losing his colony. However, in 1647 he suddenly died with his own and Maryland’s affairs still in turmoil. On his deathbed he appointed Thomas Green as Governor, but made Margaret Brent his executor with instructions to “take all, pay all.”

There is no doubt that Margaret Brent’s courage and diplomacy were important to Maryland’s survival at that moment. The soldiers were clamoring for their pay; there was a shortage of food. Leonard Calvert had pledged his whole Maryland estate to pay the soldiers but his assets were insufficient.

Margaret then attempted something that no woman had ever done before: On January 21, 1648, she went to the all-male Provincial Court and asked that she legally be named the power of attorney in Gov Leonard’s place. Her request was granted. Margaret then took it a step further. She asked the assembly for the right to vote on important issues regarding future decisions on how the colony should be run. The assembly, particularly the new governor, was not ready to give such power to a woman and turned down her request. She did, however, use Governor Leonard’s money to pay the soldiers and buy them food. For that, she was a hero!


21

In England, Lord Baltimore was furious. Far away in England, he had no clear understanding of the problems in Maryland. The members of the Maryland assembly understood the importance of Margaret’s achievement. They wrote to Lord Baltimore, “…the colony’s safety at that time was better in her hands than in any man’s hands…she treated the soldiers with civility. She deserves your favor and thanks.” Possibly because of Lord Baltimore's displeasure, in 1649 Margaret and her brother Giles, who had also fallen out of the Calvert's favor, moved to Virginia. She acquired a large tract of land, which she named "Peace" and lived there until her death in 1671.

At historic St. Mary’s City today, there is a memorial to Margaret Brent, which mentions the scene where she asked the assembly for “vote and voice.” Margaret Brent did not succeed in becoming the first woman in America to gain the right to vote, but she was a remarkable woman who helped protect the stability of Maryland and ensure the colony's survival. She deserves recognition for her independence and her brave actions in appearing before the Assembly and doing all in her power to preserve control of the colony.


22

BIG BOOKThe Colonization Important Book

By: Lynn Frey, Jennifer Hammer, and Kate Lindholm(adapted from Social Studies Alive! America’s Past, TCI & from Our Thirteen Colonies series by: The Child’s World)

Page 1The important thing about colonization is that people make decisions about where they settle based on their wants and needs. By the mid-1700s, Great Britain had 13 colonies in North America. There were three regions within the colonies: the New England Colonies, the Middle Colonies, and the Southern Colonies.

People came to each of the colonial regions for different reasons. Each region had its own geography. Each region offered settlers special choices and ways of life.

But the important thing about colonization is these people made decisions about where they settle based on their wants and needs.

______________

Page 2The important thing about colonization is that people make decisions about where they settle based on their wants and needs.

The New England region included the colonies of Massachusetts Bay, New Hampshire, Rhode Island, and Connecticut. It had rocky soil, dense forests, and natural harbors that gave easy access to the sea.

New England’s economy was built on small farms, lumbering, fishing, shipbuilding, and trade.

Most New England colonists were Puritans. They wanted to change the practices of the Church of England, or the Anglican Church. Religion was an important part of their lives.

But the important thing about colonization is these people made decisions about where they settled based on their wants and needs.

____________

Page 3 (Do not include in DEMO)

The important thing about colonization is that people make decisions about where they settle based on their wants and needs.

Roger Williams was a Puritan minister who did not always follow Puritan ways. He believed in freedom of religion.

While in Massachusetts in 1631, Williams befriended the Wampanoag people. He believed Native Americans should be allowed to follow their own religion.Colonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

In 1635, the Puritan leaders decided to force Williams to leave Massachusetts. He fled south to Rhode Island, where the Narragansett helped him regain his health and sold him land. On this land Williams founded Providence Plantation, because he was grateful for “God’s merciful providence.”

But the important thing about Roger Williams is that his decision to settle in Rhode Island was to have religious freedom.

_______________

Page 4


The Middle Colonies included New York, Pennsylvania, New Jersey, and Delaware. This region had rich soil. Farmers raised livestock and grew crops. They sold pork, beef, wheat, and barley (a type of grain) to other colonies.

The Middle Colonies had a diverse population. The region’s strong economy attracted people from other European countries besides Great Britain, such as Germany and Ireland. These people practiced many different religious beliefs.


_________________



William Penn was a Quaker leader. Quakers did not believe in war and believed that everyone was equal in God’s eyes. They valued honesty, hard work, and education.

King Charles II gave William Penn a charter for a new colony in North America, called Pennsylvania. William wanted to call it Sylvania, which means “forest”, the king added Penn at the beginning to honor William’s father.

Penn owned more English land than anyone except the king. To lure settlers to Pennsylvania, Penn sent pamphlets around Europe advertising his new colony. “Let men be good, and the governments cannot be bad,” Penn wrote. There would be schools for all children in Penn’s colony.


But the important thing about William Penn is that his decision to settle in Pennsylvania came from his desire to make a colony where all people could live equally and govern themselves.

_________________

Page 6


The Southern Colonies included Maryland, Virginia, North Carolina, South Carolina, and Georgia. This region’s geography favored cash crops. Rich men came to this region from Great Britain. They grew cash crops such as tobacco and rice on plantations.

Plantations needed many workers. At first, landowners used American Indians and indentured servants to plant and harvest plantation crops. Indentured servants also worked in other places in the colonies. Soon, Southern landowners began to replace these workers with enslaved Africans.

But the important thing about colonization is these people made decisions about where they settled based on their wants and needs. ________________



As a member of Britain’s parliament, James Edward Oglethorpe used his authority to send people from the debtors’ prison to America for a new start. In 1732, King George II signed a charter founding Georgia, which provided the land for the debtors.

Georgia was the youngest and poorest of the colonies. As the demand for cotton fabric increased in England, growing cotton quickly became the most important industry in Georgia.


In Britain in those days, if you owed money and couldn’t pay,

you were put in debtors’ prison, often for life.

Originally when Georgia was founded Oglethorpe did not permit slavery. But as cotton became the most important crop, the colonists demanded that slavery be allowed. Many white Georgians grew wealthy using slave labor.

But the important thing about James Oglethorpe is that his decision to settle in Georgia was to give debtors a fresh start._______________

Page 8


Several factors made the three regions different. Geography, climate, and type of soil affected what crops could be grown there. These natural resources led to the growth of certain industries.

Even though colonies’ governments and laws varied, many colonists experienced more democracy than they had known in Great Britain and other European countries.

There were different reasons for founding each of the colonies. Some settlers sought religious freedom. Others came in search of wealth or to escape from debt. Slave traders forced enslaved Africans to come to these regions.


Name ___________________________________


Prediction/Reaction GuideColonization Guide

_________ _________ 1. Colonists came from Africa to settle in America.

_________ _________ 2. In the 1700s there was a Triangle Trade of rum, sugar, and slaves.

_________ _________ 3. Colonists in Massachusetts took guns to church.

_________ _________ 4. Puritans left Great Britain because they were persecuted for their religious beliefs.

_________ _________ 5. Men and women voted to make laws for the colonies.

ELD Review with Pictorial Input Chart

Point To Questions:Colonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

1. Point to Great Britain.2. Point to John Winthrop

Yes/No Questions:1. Did Puritans come to Massachusetts Bay for religious freedom?2. Could a woman vote?

Either/Or Questions:1. Were there 2 representatives or 4 representatives?2. Did the girls or the boys cook and clean?

Open-Ended Questions:1. Explain the differences between a girl and a boy’s education in Massachusetts Bay.2. Why did the Puritans feel they had to leave Great Britain?




This is a magnified view and is done at the same time as the World Trade Map.


Date: ______________________

HOME/SCHOOL CONNECTION #1Colonization

WHO DO YOU KNOW?

Write or draw what it means to emigrate. Ask an adult about someone they know who emigrated and find out which country they

left.

Name: __________________________________ Adult Signature: ____________________________________Colonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

Date: ______________________


MASSACHUSETTS COLONY

Tell your family 5 facts you learned about the Massachusetts Colony. Write or sketch.

Name: __________________________________ Adult Signature: ____________________________________


Date: ______________________


MARGARET BRENT

Retell the story of Margaret Brent to an adult. Sketch and Write about it.


Name: __________________________________ Adult Signature: ____________________________________

Date: ______________________


SHARE YOUR WORK:

Take home your portfolio. Sit down in a quiet place with an adult. Show them all the important work in your portfolio. Have the adult

write or sketch three things they learned from you!


Name: __________________________________ Adult Signature: ___________________________________

Fecha: ______________________

Conección de la escuela y la casa #1Colonización

¿A Quién Conoces?

Escribe o dibuja que significa emigrar. Pregunta a un adulto: <<Conoce Ud a una persona que ha emigrado? ¿De qué país salió?>>


Nombre: __________________________________ Firma de adulto: ___________________________________

Fecha: ______________________


La Colonía de Massachusetts

Diga a un adulto 5 hechos que aprendiste de la Colonía de Massachusetts. Escribe o dibuja.



Fecha: ______________________


MARGARET BRENT

Cuenta el cuento de Margaret Brent a un adulto. Dibuja o escribe de eso.



Fecha: ______________________


Comparte tus trabajos:

Lleva tu portfolio a casa. Siéntate con un adulto en un lugar tranquilo. Enseñale todo los trabajos importantes que están en tu portfolio. Pide al adulto que escriba o dibuje 3 cosas que aprendió

de ti.



Дата: ________________________

ДОМАШНЬО/ШКІЛЬНИЙ ЗВ’ЯЗОК #1

Колонізація

КОГО ТИ ЗНАЄШ ?

Напиши або намалюй що це означає емігрувати. Запитай у дорослих кого вони знають що емігрували і із якої країни.


Ім’я_________________________ Підпис дорослого___________________________

Дата: ________________________



МАССАЧУСЕТС КОЛОНІЯ

Розкажи своїй сім’ї 5 фактів що ти вивчив про Массачусетс колонію. Напиши або зроби ескіз.



Дата: ________________________



МАРГАРЕТ БРЕНТ

Перекажи історію про Маргарет Брент для будь-кого із дорослих.

Зроби ескіз або напиши.


Ім’я_________________________ Підпис дорослого___________________________Дата: ________________________



ПОДІЛИСЯ ТВОЄЮ РОБОТОЮ

Візьми додому свою папку і сядь в тихому місці із будь-ким із дорослих.Покажи йому всі твої важливі роботи, які є у папці. Нехай вони напишуть або зроблять ескіз трьох речей, які

вони научилися від тебе.



Write a postcard to a friend describing what your life is like as a colonist in the Massachusetts Bay Colony.

Write a postcard to a friend describing what your life is like as a colonist in the Massachusetts Bay Colony.


Write or sketch three details about living in the Rhode Island Colony.

Write or sketch three details about life in the Georgia Colony.

Write or sketch three details about life in the Maryland Colony.



Why would people have decided to settle in this colony? Infer which colony this is.

Write or sketch what you infer is occurring in the picture.

Write or sketch what you infer is occurring in the picture.

Rhode Island: New England ColonyFrom its start, Rhode Island offered people religious freedom. In 1631, a young minister named Roger

Williams began to criticize the Puritan leaders of the Massachusetts Bay Colony. He thought that government and religion should be separate. These leaders forced him to leave the colony in 1635. Williams spent the winter with some American Indians. In 1636, he started a town called Providence. It later became the capital of Rhode Island. Rhode Island welcomed people with different religious beliefs. Puritan Anne Hutchinson also lived in the Massachusetts Bay Colony. She spoke out against some Puritan practices and beliefs. In 1637, she was put on trial for her religious ideas. The court found her guilty and forced her to leave the colony. She, too, moved to what became part of Rhode Island. There she could practice her beliefs.

Rhode Island’s geography helped colonists build a strong economy. Narragansett Bay and local rivers provided fish and routes for travel and trade. Men trapped animals and traded the furs. The forests supplied timber. The soil in southern Rhode Island was good for farming. Winters were sometimes harsh. But summer rains helped crops grow.

Many Rhode Island colonists were farmers. They raised livestock. They grew corn, apples, and onions on small farms. Other colonists were traders. Ships from Rhode Island carried rum, wool and flax. Flax is a plant from which linen cloth and oil are made. Traders sold these goods in England and in the West Indies. Some colonists became rich in the trade of enslaved West Africans, even though few Rhode Island colonists themselves owned slaves.


Rhode Island was one of the most democratic colonies. At first, most men could vote for the colony’s governor and local officials. Later on, only men who owned property could vote. But voters did not have to practice a certain religion.

An interesting fact about the Rhode Island colony is that when the colonists first arrived, they maintained a 40 year friendship with the Narragansett people. Rhode Island was given the nickname “Rogue Island” because other colonists were shocked by their lack of religious rules and they thought they were troublemakers. Piracy was big business because it paid better than being a merchant. Of all the colonies, Rhode Island, valued education the least. The village blacksmith often also acted as dentist. He was usually the only one who had pliers- for pulling teeth!

Adapted from: Social Studies Alive! America’s Past TCI


New York: Middle ColonyThe colony that the British named New York was first settled by people from the Netherlands. The

Netherlands (often called Holland) is a country in northern Europe. Its people are the Dutch. The Dutch came to the area to set up fur-trading posts. The British, however, wanted this land for themselves so that British settlers in New England could move westward. In 1664, the British captured the colony. England’s king gave the land to his brother, the Duke of York.

New York’s geography made it a good place to settle. New York Harbor was ideal for shipping and trade. The valleys of the Hudson and Mohawk rivers were well suited to farming and trade. Iron, a useful mineral, was found in this region. Winters in New York were cold, and summers were hot and humid (moist). But there were long growing seasons in the valleys and along the coast. So farming was easier here than in New England.

New York’s economy offered colonists good jobs in many industries. Farmers grew wheat, corn, vegetables, and tobacco. Other colonists became miners, lumbermen, sailors, trappers, and merchants. Some workers were indentured servants or enslaved Africans.


Colonists had little power in New York’s government. Governors appointed by the king were controlled by England. The governor appointed other officials and enforced the laws.

An interesting fact in New York is that by 1664 records say that 18 different languages were spoken in the colony. You might think Starbucks was the first coffee house, but in 1750 New Yorkers where already gathering to drink coffee, visit, and read newspapers. The term “bury the hatchet” comes from Deganawida, the peace maker, who literally buried weapons in order to create peace among the Iroquois people.



Pennsylvania: Middle ColonyQuakers were another religious group whose beliefs differed from those of other churches. Quakers had no

priests or ministers. They would not fight in wars. English Quaker William Penn was jailed several times for his beliefs. He wanted to start a colony where Quakers could live safely. In 1681, England’s King Charles II granted land in North America to Penn. Penn founded Pennsylvania there. Penn welcomed people from many countries to his colony. They practiced different religions. Penn also treated American Indians with respect. Therefore, they lived in peace with the colonists. Although many Quakers opposed slavery, Penn permitted people to bring enslaved Africans to the colony.

Pennsylvania’s geography provided many resources. The Delaware River Valley had rich soil for farming. There were forests for timber. Other raw materials included coal and minerals like iron and copper. Rivers offered easy transportation. Winters were cold and snowy, but the climate did not discourage colonists.

The colony developed a strong economy. There were jobs in many industries. Farmers raised dairy cattle. They also grew wheat and vegetables such as corn. People worked as miners, lumbermen, and merchants. Many Quaker merchants and farmers became rich.


The king approved Penn’s appointment of the colony’s governor. A General Assembly met to pass or reject laws made by a council. All men who owned property could vote for members of the Assembly. In 1696, the colony became more democratic when the elected members of the Assembly gained the power to write laws.

An interesting fact about Pennsylvania is that Philadelphia was the largest city in the colonies, and its name means “city of brotherly love”. After the death of William Penn, his sons stole Lenape’s land and sold it to settlers for a profit. Benjamin Franklin, who we think of as the inventor of the lightening rod, had many firsts in Pennsylvania: 1st postmaster, and he started the 1st hospital, fire department, and university.



Maryland: Southern ColonyCecilius Calvert, an English nobleman also known as Lord Baltimore, started the colony of Maryland in

1634. He hoped to make money from the colony. Lord Baltimore also wanted to provide a safe place for Catholics like himself. In England and in some of the colonies, Catholics were treated harshly.

Maryland’s geography was well suited for planting and selling tobacco. This crop grew well in the hot, steamy summers. Chesapeake Bay was a route to the ocean for most settlers. Farmers near the bay could ship their crops to England and other places. Unfortunately, the climate also encouraged mosquitoes that spread deadly diseases.

There were many kinds of jobs in the colony. Most colonists worked on small farms. They grew tobacco, corn, wheat, and fruit trees. Some farmers raised cattle for beef and milk. Other industries included lumbering, shipping, and fishing. Some men made money by buying and selling slaves. Some wealthy families owned tobacco plantations. Enslaved Africans and indentured servants did most of the work there.

Most colonists had little power in Maryland’s government. Lord Baltimore made his brother, Leonard Calvert, the governor of the colony. At first, Calvert made the decisions. Then, in 1637, he allowed the colony to have an assembly. For the most part, only white men with property voted for members of the assembly. Over time, more non-Catholics moved to the colony. Calvert had the assembly pass a law to protect Catholics’ right to vote and to serve in the government. These rights were denied to Catholics in some of the other colonies.


An interesting fact in Maryland is that not all kids could go to school, only the richest! Others had to work hard, girls had to help their mothers pick vegetables, cook, and clean; boys helped their fathers care for animals and crops. When Leonard Calvert arrived in Maryland in 1634 the Piscataway tribe included nearly 2000 members, 20 short years later only 150 remained because of the many diseases Europeans brought with them. After leaving England two ships, the Ark and the Dove, lost each other in a storm. It took them more than six weeks to find each other!



Georgia: Southern ColonyThe Southern Colony of Georgia was started in 1732 for two main reasons. First, the British government

wanted to keep Spanish troops from moving north from Florida. Second, James Oglethorpe, a wealthy British man wanted to help poor people avoid going to debtors’ prison. A debtor is someone who owes something to another person. At that time, people went to jail if they could not pay their bills. Sending debtors to Georgia rather than to jail gave them a new start. They had a chance to earn a living in the new colony. Oglethorpe was sent with 120 settlers to start the Georgia colony.

Georgia’s geography was ideal for growing certain crops. Farming became the key industry in the colony. Winters were mild. Summers were long, hot, and humid. This climate was good for growing indigo, a plant used to make blue dye. The southern part of Georgia was mostly swamp. This land was ideal for growing rice. Later on, farmers grew tobacco and cotton.

People in Georgia also had other jobs. In the north, settlers cut down forests. They sold the lumber for homes. Then they used the cleared areas as farmland. Some colonists earned a living by trading goods with American Indians.


At first, only the rich men who had started the colony took part in running the government. They passed laws that they thought were best for the colony. They did not permit slavery. In 1752, however, these men turned control of the colony over to Great Britain’s King George II. The king allowed white male voters to elect an assembly. However, he could overturn any law the assembly passed. New laws made slavery legal, and it soon became widespread.

An interesting fact about Georgia is each person who emigrated from England to Georgia got a package deal: free boat ticket, tools, seeds, and land. Oglethorpe thought the sickness in Savannah was caused by drinking rum, so in 1733 he stopped rum trading in the colony. Not only was Georgia named after King George II, but on his birthday the colonists raised the British flag and fired guns into the air to celebrate. One Georgia law said all people had to take guns to church in case of an attack from American Indians and the Spanish.



COLONIZATIONColonization: What influences where people settle?- Level 5- WALynn Frey, Jennifer Hammer, Kate Lindholm - Project GLAD™, (May 2012)

Reasons for Founding

Government

Geographic Features

Economy

Interesting Facts

Enduring Understanding: What influences where people settle?People have to make decisions between wants and needs and evaluate the outcomes of those decisions

Colony(Region)

Reason for Founding Geographic features Economy Government Interesting Facts

Massachusetts Bay(New England)

*Most were Puritans: they wanted to leave the church of England*Led by John Winthrop (governor 12 x between 1630 and 1649) *religion was important*often lived longer here than in other regions

Rocky soilDense forestNatural harbors (easy access to sea)Winters were harsh (but the winter cold killed insects and germs that caused disease)*Shawmut Peninsula- clear spring in Boston

Small farms Lumbering FishingShipbuildingTrade

Democratic: @ 1st only puritan men could vote, then all men who owned land could voteTown meetings to solve local problems*majority rule*seat of the government did NOT have to be in England

*1636 Harvard oldest university in the US*1st public school system, paid with taxes*all day at church Sundays*girls- reading, sewing, math*boys- science, math, history, college prep

Rhode Island(New England)

*religious freedom*Williams forced to move from Mass. Bay to providence which became the capital*Anne Hutchinson: outspoken, kicked out of M. Bay

Rocky soilDense forestNatural harbors (easy access to sea)Narragansett Bay and local rivers to fish/trade

Small farms (livestock, corn, apples, onions)Lumbering FishingShipbuildingTradeTrapping

*most democratic*At first all men could vote*later only men with property could vote

*40 year friendship with Narragansett people*nickname of Rogue Island*piracy*education least important*blacksmith dentist


New York(Middle)

*Great Britain, Germany, and Ireland: many different religious beliefs*Dutch originally founded for fur trading*British captured it so New Englanders could move west

Rich soilNew York Harbor

Farming (livestock and crops: pork, beef, wheat, barley sold to other colonies)Fur tradingShipping and trade

*British captured colony gave to the king’s brother: Duke of York*Only a governor appointed by a king could choose other officials and enforce laws

*1st coffeehouses*”bury the hatchet”*18 diff languages

Pennsylvania(Middle)

Great Britain, Germany, and Ireland: many different religious beliefs*Quakers: no priests or ministers*William Penn: 1681 King Charles gave him land, founded Pennsylvania*Live safely, differences welcomed*valued honesty, hard work, and education*good jobs and all people were equal

Rich soil*dense forests*rivers*winters: cold and snowy

Farming (livestock and crops: pork, beef, wheat, barley sold to other colonies)*forests= timber*coal, copper, iron mining

*permitted slavery*appointed own governor*general assembly = pass or reject own laws*Men could vote1696: elected members to write laws*1682: By age 12 all children should read/write (charter)

*Penn’s sons stole land from Lenape*Philadelphia “city of brotherly love”*Ben Franklin many 1st s

Maryland(Southern)

*George Calvert (dad) charter*Cecilius Calvert*Lord Baltimore*to make money*safe place for Catholics*Maryland 1634*Women & Men $ travel- given land*Indentured servants receive land in exchange for years of labor

*Chesapeake Bay (formed 10,000 years ago by melting glacier)*good farmland*easy access to sea*hot and steamy summers

*Cash crops: tobacco and rice on plantations*small farming*lumbering*shipping*fishing*cattle*slave trade*tobacco used as money*iron ore (sold to England)

*first governor made decisions*later, white male property owners could vote*Cecilius’s brother Leonard became 1st governor*law=religious toleration 1649

*only rich children go to school*others worked hard*many diseases, killed Piscataway tribe*ships lost in storm


Georgia(Southern)

*GB wanted to keep Spain from moving north*Rich British wanted to help debtors avoid prison and earn a living

*swampland in south*forests in north*mild winters*hot and humid summers

Cash crops: tobacco and rice on plantations*indigo- blue dye*cotton*lumber*trading with American Indians

*rich men ran government*passed laws best for colony*no slavery*1752 King George II took control: slavery and he could overturn any law

*all colonists got gifts*outlawed rum*celebrated King George II*guns to church

Colony(Region)

Reason for Founding

Geographic Features

Economy Government Interesting Facts

Massachusetts Bay (New England)

Rhode Island (New England)


New York(Middle)

Pennsylvania(Middles)

Maryland(Southern)

Georgia(Southern)


Documents

PROJECT GLAD Level 5... · Web viewPROJECT GLAD COLONIZATION Moses Lake SD, WA (Level 5) IDEA PAGES I. UNIT THEME – Many factors influence where people settle People have to make