The Thirteen ColoniesThe Thirteen Colonies

8/9/2019 The Thirteen ColoniesThe Thirteen Colonies

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TheThirteenColonies


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Colonies

AnOverview

of the


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Thematic Web

Language Arts Fine Arts

Ye Olde Journal Ye Olde Stage Ye Olde Stage

13 U.S. Colonies

Reading Technology

Ye Olde Library Ye Olde Job

Advertisement Social Studies

Ye Olde State Brochures Colonial Scattagories

Flash a Baker's Do en Chart !t Out


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Unit Overview

Topic: 13 ColoniesGrade Level: 4 th -5 th GradePopulation: Suburban Middle-class Class of 30Introduction:This unit addresses the location of the 13 US Colonies, their major resources and hat

dre the settlers to them! Students ill use a "ariet# of acti"ities to learn about the coloniesand colonial life ith a culminatin$ %Colonial &air' at the end of the unit! Students ill create a

%tra"el brochure' out of dis(la# boards in order to con"ince those attendin$ the fair to comesettle ith them! Student $rou(s ill also (erform ori$inal s)its de(ictin$ h# their $rou( chose

to settle in their state! *t the start of the unit, hand out the %Scorin$ Sheet' in a folder +an 11 1 sheet of

construction (a(er folded in half. here the# ill )ee( all their or) that ill be handed in! /a"ethe students $o o"er the scorin$ sheet so the# can )ee( in mind hat the objecti"es are for eachacti"it#! Usin$ the $rid belo , (lan out #our da#s #ou should start ith % e 2lde ibrar#' andfollo ith % e 2lde ournal' so students ha"e a chance to collect information and rite about it!% e 2lde Centres' needs to be held each da# in the order listed to ma)e sure studentsaccom(lish s(ecific tas)s on certain da#s! The final acti"it#, the %Colonial &air' should be held at

the "er# end as a a# to dis(la# all the# "e or)ed on throu$hout the ee)! The rest of thelessons and acti"ities can be held on an# da#s in hate"er order is best for #ou!

*t the end of the ee), time should be set aside for a 6 hour Colonial &air! 2thers in thesame $rade le"el and other forei$n di$nitaries such as the (rinci(le and secretaries should bein"ited! Students ill be re7uired to (erform their s)its for the di$nitaries! *ttendees can "ote forthe colon# the# d li)e to settle in to see ho did the best job attractin$ settlers! The finalassessment is a test $i"en at the end of the ee) to test their )no led$e!

Outline of Activities:Monday Tuesday Wednesday Thursday Friday

eadin! e 2lde ibrar# e 2lde ibrar# e 2lde ibrar# e 2lde ibrar# e 2lde ibrar#


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Complete List Of Materials for this Unit

In General:11x13 Construction Paper folded in half to make Unit Folder 1 for each student

Unit Discovery Box Map of US ColoniesIndividual States Maps *ColonialScata ories cardsPicture of !ampumcornship in a "ottleoran es

hand dipped candles !ool #arncompass$ritish Flaship !heelsection of canvas

Ye Olde Library$ooklist "ooks or similarcopies of %ecordin Sheet several for each student

Ye Olde o!rnal&'1( sheets lined paper stapled to ether to make a "ook Unit )iscover# $ox

Ye Olde "ta#e+he ,andin of the Pil rims- script for eachstudentcompleted chart from learnin centersUnit )iscover# $oxcard "oard

construction paperscrapsluemarkersenhancements such as "eads. feathers. strin

Ye Olde Learnin# CentresInstructions for centersIndex Cards /enou h for each child to have 13plus extra0

paperclip for each studentCopies of Map ui2 for each studenta"eled Map


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The UnitDiscovery


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TheLessons

with


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Ye Olde Library

Goals : To facilitate a research environment for students.Grade Level: 4

Objectives: Students will read at least 10 short books in 1 week from the providedclassroom library.Materials: Classroom library of books (combined from school personal and local libraries!that are "iven point values between # and $0 for each cate"ory:

1. Travelin" to the %mericas$. &orthern Colonies'. iddle Colonies4. Southern Colonies.

Duration: '0 minute time spots daily over course of 1 week.

Anticipatory Set: )n *ay 1 ask students what they know about why settlers came to %merica and where they settled. See if they can name all 1' colonies.

Instruction: +nform students of the week,s readin" "oals - students will be put into 1'"roups (14 if you need an e tra "roup that will cover aine which was part of assachusetts!. %llow the students to draw a state name out of a hat that will be theirstate for the week. /ach student will need to read 100 points within the week. They willneed to use a recordin" sheet to keep track of books read.

Guided Practice: Choose a book to read to the students preferably ou wouldn,t want tosail on the ayflower2 : a trip that took entirely too lon"3 by eter Cook if available.Complete a section of e )ld 5ibrary 6ecordin" Sheet with the book 7ust read which is

worth # points.

Independent Practice: %llow student $08'0 minutes each day to read books at their ownpace. This section should be completed every day (the previous only happen on *ay 1!.


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Ye Olde Journal

Goals: To have students write in a style of their choosing about the artifacts in the

unit discovery box.Grade Level: 4Objectives:

Students will write 5 entries in a style of their choice about an artifact from thediscovery box.

Students will publish 1 piece of writing in a style of their choice from their weekly collection to be displayed at the Colonial air.

Materials:

!"1# sheets lined paper stapled together to make a book $iscovery %ox

Duration: 5 days at "'# minutes each session. $ay 1 may need to be 45 minutes longto include instruction ( guided practice times.

Anticipatory Set: )ull out an artifact from the $iscovery %ox. *sk the students what they think it is for.

Instruction: +nform students that each day, each desk block -students will be sitting inblock of 4"5 desks , will randomly pull out 1 card and 1 artifact from the box. Students willneed to do a /0uick write about either one. *t the end of the week, they will be re0uiredto /publish one of their writings. 2n $ay 5, students will need to exchange withsomeone in their block for review. *fter the author has also reviewed and made changes,the author may choose to illustrate their writing. The finished product will be /publishedand displayed during the Colonial air.

Guided Practice: 3rite a 0uick poem about whatever artifact that was pulled out on theboard with the students.


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Ye Old Stage

Goals: Research a colony, write a skit about it & perform for class.Grade Level: 4

Objectives: After researching using given texts, student groups will write and perform a 5minute dramati ation of why a colonial group came to the Americas.Materials:!"he #anding of the $ilgrims% script for eachstudentcompleted chart from learning centersnit 'iscovery (oxcard boardconstruction paper

scrapsgluemarkersenhancements such as beads, feathers, string.. .

Duration: two 4)*45 minute sessions at least + you may want . Anticipatory Set: Ask students what they-ve learned so far about why people came to the Americas.

Instruction: sing their desk blocks, they-ll be one of the following settling groups it is notnecessary for all the groups to be represented + take out the #eiden group since it-s mostpopular/0 #ondon 1ompany + a private company formed to coloni e the Atlantic 1oast

#eiden 2roup * wanted religious freedom aka $ilgrims/ "he 'utch 3est ndia 1o. * 'utch private company that came to create ew etherlands "he Rhode sland 2roup + Roger 3illiams & Anne 6utchinson ew 7weden 1ompany + private company 2erman 7ettlers + mostly in $A 7panish 7ettlers + started 2eorgia & 1arolinas but left after many deaths7tudents will be given time to research and come up with a skit telling why their groupcame to the Americas and where they ended up. 7tudents should not write down

specific lines, but come up with a general idea on how they want to interact with eachother. Also, not all the students need to have speaking roles nor should one or twostudents do all the speaking.


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Student ___________________________________________ Group Participation Evaluation

Category 4 3 2 1

Share Information Didn't do any

Listen to Others

Cooperation

Student ___________________________________________ Group Participation Evaluation

Category 4 3 2 1

Share Information Didn't do any

Listen to Others

Shared a lot ofinformation related

to the topic.

Shared basicinformation related

to the topic.

Relayed a littleinformation related

to the topic.

Listened and spoke agood amount.

Listened but

sometimes talked toomuch.

Does most of the

talking and only letsothers talk a little

Does all th

and neveranyone else

Never argues andshares.

Rarely argues andmostly shares.

Sometimes arguesand doesn't share.

Always argnot sha

Shared a lot ofinformation related

to the topic.

Shared basicinformation related

to the topic.

Relayed a littleinformation related

to the topic.

Listened and spoke agood amount.

Listened butsometimes talked too

much.

Does most of thetalking and only letsothers talk a little

Does all thand never

anyone else


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13 Colonies of the U.S. Learning Centers

The objective of 5 of these learning centers is students will correctly identify all 13colonies, the states they became and when they were founded by the end of this unit.

These centers are meant to be done in a rotation of 20 minutes each for a total of about 2 hours to com lete all. !nstructions will be at each center so students willhave to read as a grou and figure out what they are doing on their own.

Learning Center 1: Flash a Baker's DozenObjecti e " #tudents will create flash cards with information rovided at center.!i"e Fra"e " 20 minutes#aterials "

!nstructions for center !nde$ %ards &enough for each child to have 13 lus e$tra' mar(ers glue stic(s scissors a few co ies of )lan( *a s for each student colored ens a ercli for each student dis lay board with +ames of ach %olony and basic information including but notlimited to" date settled, who settled, state name, major resources.$nstr%ctions " #tudents will use inde$ cards to ma(e flash cards #tudents will cut out a state from their blan( ma s and aste one each card -n lined side of card, students will list state name, date founded, colony name and any other information they want to remember. #tudents will use a ercli to (ee their cards together, they will leave their cards to bechec(ed by the teacher once finished.

Learning Center &: here $n !he US $s $t(


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Learning Center 3: Chart $t O%t)Objecti e " /sing information rovided at the center, students will fill in a

chart with the name of each /# %olony, date it was settled and the state itbecame.

!i"e Fra"e " 20 minutes#aterials "

!nstructions for center co ies of %olony %hart for each student with a few e$tra

&htt " www.teach4nology.com wor(sheets soc studies colony settle ' encils dis lay board with +ames of ach %olony and basic information

including but not limited to" date settled, who settled, state name, major resources.

$nstr%ctions " /sing the 6is lay )oard, students fill in the information listed on the chart of eachcolony. #tudents should leave their com leted %hart for teacher to chec( off as done.

Learning Center *: here $n !he US +" $(Objecti e " #tudents will familiari7e themselves with a ma of the 13 colonies by laying agame.

!i"e Fra"e " 20 minutes#aterials "!nstructions for center

aminated *a not labeled ennies a er 8 encil for score(ee ing$nstr%ctions " The student whose birthday is closest to the day will begin #tudent tosses the coin on ma randomly #tudent must name the colony correctly !f correct, add 10 oints. !f wrong, minus 5 oints.

d


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Colonial ScatagoriesTopic Card

11. Things with spots

2. U.S. Cities

3. Item In The Room

4. Book Title

5. Something in the fridge

6. Ice cream flavor

7. Pro Sport Team Name

8. Insect

9. Things that are sticky

10. Dessert Item

11. Cartoon character

12. Things you throw away

Colonial ScatagoriesTopic Card

21.Things you are afraid of

2. Pizza Topping

3. U.S. State 4. Color

5. Sport

6. Things in the kitchen

7. School supply

8. Person in the room

9. Name of Park

10. Snack Item

11. Vegetable

12. Video game

Colo

1. TV show

2. Name of

3. Farm An

4. Things u

5. Song Tit

6. Thing in

7. Famous

8. Things t

9. Lunch It

10. Girl's N

11. Sports

12. Board


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Ye Olde State Brochure

Goals : To put together the data collected in a travel brochure about a US colony.Grade Level: 4Objectives: Students will create a travel brochure for a colony in the Americas to

convince others to oin their settlement.Materials:

! "isplay #oard per group$onstruction paper

%ar&ers'encils

(esearch from Unit )olders

Duration: Two *+ minute sessions

Anticipatory Set : ,eave out current travel brochures for -ew ngland/$olonial States. As& students: Are you interested in visiting one of these places0 1hy0 1ould you move there based on what you see here without traveling there first0 21hat would you want to &now from the brochures before moving02 1hy do you thin& the #ritish were willing to move to the Americas0 21hat 3uestions would you have if you were a future colonists02 21hat would you loo& for in a brochure as a future colonist02

21rite these answers on the board or on chart paper so all can see them.

Instruction :'ut students into groups of 5*6 assign each group a colony to investigate.Tell them to use the 3uestions given earlier to help them ma&e a brochuresThey will be trying to convince their classmates to move to your colony later.

Guided Practice: Ta&e a 3uestion from the list 7i.e. 5 8ow big is your colony/state09

As& them where they d go for the answer0 1hat is the answer0Ta&e another 3uestion from the list 7i.e. 5 1hat can ; build my house with09 As& them where they d go for the answer0 1hat is the answer0

d d


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PrintedResources


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Children's Literature for Ye Colonial Library

These are selections from my local library and should not be considered the final list.

Broida, Marian. Projects About Colonial Life. 200 . Benchmar! Boo!s.Tarryto"n, #$.

Carlson, Laurie. Colonial %ids& An Acti'ity (uide to Life in the #e" )orld.*++ . Chica-o e'ie" Press. Chica-o, /L.

Coo!, Peter. $ou )ouldn t )ant To 1ail on the Mayflo"er A Tri3 That Too! 4ntirely Too Lon-. 2005. 6ran!lin )atts. 7anbury, CT.

7oherty, %ieran. 1oldiers, Ca'aliers, and Planters& 1ettlers of the 1outheasternColonies. *+++. The 8li'er Press, /nc. Minnea3olis, M#.

7oherty, %ieran. Puritans, Pil-rims, and Merchants&6ounders of the#ortheastern Colonies. *+++. The 8li'er Press, /nc. Minnea3olis, M#.

9o"arth, 1arah. Colonial Peo3le. *++ . The Millbroo! Press. Broo!field,CT.

9o"arth, 1arah. Colonial Places. *++ . The Millbroo! Press. Broo!field,CT.

:anuary, Brendan. The Thirteen Colonies. 2000. Children s Press.7anbury, CT.

%ent, 7eborah. African;Americans in the Thirteen Colonies. *++


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Ye Olde Library Recording SheetStaple all your recording sheets together!

Name : ________________________________________________ Sheet _____ of _____

Book Title: ____________________________________ Author : __________________________3 things you learned or found im ortant :

1.

2.

3.

!oints "arned : ________

Book Title: ____________________________________ Author : __________________________3 things you learned or found im ortant :

1.

2.

3.


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The Landing Of The Pilgrims(As Seen By The Indians)

taken from http://uss outs!org/""ugle/""#$%#/""skit!html

CHARACTERS: Narrator, Bear Paw, Hungry Wolf, Eagle Eye (all dressed in Indianostu!es"S&TTI' : A #luff o$erloo%ing Ply!out& Har#or' Ba %dro s&ows a snow) o$ered forest'Narrator stands to one side' *t&er + Indians are lying on a ro %, wat &ing t&e Pilgri!sland'

'A ATO : e e!#er -., ./-0 ) A s!all wooden #oat, t&e 1ayflower, arrying Pilgri!ssails into a s!all &ar#or' E$eryone &as &eard of &ow t&e Pilgri!s landed on Ply!out&Ro % on Ca e Cod' But &a$e you e$er wondered w&at t&e Indians t&oug&t and felt w&ent&ey loo%ed out o$er t&e sea and saw strangers o!ing to t&eir land2 Per&a s t&e s ene

went so!et&ing li%e t&is:B&A PA*: 3oo% &ow t&e #ig water s ar%les ) wide and #lue and e! ty'+,' - *OL.: I wis& a sea #ird would o!e' I4d li%e to s&oot it' I4! &ungry'

B&A PA*: 5ou are always &ungry:&A L& &-&: I see so!et&ing' It4s a sea #ird' It &as wings 6 four, no, fi$e wings, wit& agiant anoe #eneat& it'+,' - *OL.: A anoe #ig enoug& for our w&ole tri#e'&A L& &-&: It4s slowing down' Now it4s going to sto #eside t&e #ig ro % on t&e #ea &'Strange eo le are ste ing out of t&e anoe wit& wings'B&A PA*: Palefa es'+,' - *OL.: T&e #ra$es &a$e &air on t&eir &ins li%e goats'&A L& &-& : 3oo% at t&e &ief' He wears a sil$er s&ell on &is front and #a % li%e a #eetle'(T&ey all laug&"


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The 13 British Colonies

BRITISH TERRITORY

(QUEBEC)BRITISH

TERRITORY

Annapolis

PhiladelphiaTrenton

Boston

Portsmouth

Montreal

Detroit

Quebec

New Haven

New York City

Providence

DELAWARE

MARYLAND

PENNSYLVANIA

NEW JERSEY

NEWYORK

NEWHAMPSHIRE

MASSACHUSETTS

RHODE ISLAND

Maine(part of Mass.)

L a k e E

r i e

La ke O n t a rio

L a k e S u p e r i o r

L a k

e H

u r

o n

L a k e M

i c h i g

a n

I N E

O F

1 7 6 3

C O N N E C T I C U T


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Name ________________________ Date ____________________


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The Settlement of 13 Colonies

Directions: Complete the chart below.

Name of Colony Date Settled State Name


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UnitAssessment(3 Page Test & Overall Scoring Sheet) Name ________________________ Date ____________________


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The Settlement of 13 Colonies

Directions: Complete the chart below.

Name of Colony Date Settled State Name


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The 13 British Colonies

Name Date


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________________________ ____________________

That's My Colony Project

Directions: Once you are given your colony, complete the following about your colony.

1. What was the purpose of your colony?

_______________________________________ ______________________________________________________________________________

______________________________________________________________________________

2. What year was it founded? ________

3. Who founded your colony? ________________________

4. What region is your colony in? (Southern, Middle or New England) _____________


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Documents

The Thirteen ColoniesThe Thirteen Colonies