Teaching American History – Lesson Plan Template

Impact of English Bill of Rights on Colonial America

Social Studies Lesson Plan: Colonialism 1607-1776 SS.A.4.2.2

1. Title: The Southern Colonies/Fifth Grade

History Mystery Question: Did the English (British) have the most significant impact in the colonization of America?

2. Overview - Big Ideas:

Enduring Understandings –

It is important for student to understand this because;

 Explain the geographic factors that influenced the development of plantations in the South.

 Explain when and why people colonized Maryland, the Carolinas, and Georgia.

 Explain the economic patterns of early European settlers and the plantation system in the Southern Colonies.

 Analyze how people in the Southern Colonies earned a living.

Essential Questions –

 Why was the selling of crops so important to the success of the Southern Colonies?

 Why was agriculture the driving force for the economy in the Southern Colonies?

 Which crops were the most valuable to the Southern colonists?

 Why would the earliest plantations be built near a water source?

 Why did people come to the colonies as indentured servants?

 Why were spirituals important to slaves?

3. Lesson Objectives and Key Vocabulary:

Standards -

SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.

SS.5.A.4.2 Compare characteristics of the Southern colonies. SS.5.A.4.3 Identify significant individuals responsible for the development of the Southern colonies.

SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today.

SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics.

SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America.

Key Vocabulary

 indentured servants, indigo, debtor, constitution, planter, tidewater, broker, auction, overseer, spirituals, public service, apprentice, county seat, and county

4. Evidence of Student Understanding (Assessment) in this Lesson:

After completing these lessons, the students will be able to understand, the geographic factors that influenced the development of plantations in the South, will be able to explain when and why people colonized Maryland, the Carolinas, and Georgia, explain the economic patterns of early European settlers and the plantation system in the Southern Colonies and analyze how people in the Southern Colonies earned a living.

As a result of acquiring stated knowledge and skills the students will be able to complete activities assigned to this lesson. They will be able to determine the English impact in the Southern Colonies in comparison to other geographic territories in the US Colonies.

Both formative and summative assessments are included

Formative assessments will be chapter tests and a unit test; summative/authentic assessment will be an interactive notebook that the students will compile throughout the unit of study.

Materials Needed: (Include primary sources you will use in this lesson)

 Interactive Notebook

 Social Studies Textbook Harcourt Brace 5th Grade

 History Pockets –Colonial America by Evan Moor

 Colonial America Theme Series –Creative Teaching Press

 Thematic Unit Colonial America –Teacher Created Materials

 A variety of art supplies for the hands-on projects. 5. Steps to Deliver the Lesson:

 Opener: Ask students to discuss reasons why large groups of people might leave their homelands to live in the United States.

 Ask students to look at the picture of the Chesapeake Bay, and them “What does this image tell you about the Southern Colonies? “ The students might suggest that some of the Southern Colonies were founded near bodies of water. Explain why these Southern Colonies needed the water for transportation and trade.

 The students will create a Vocabulary Two-Column Chart. They will preview the chapter for the key vocabulary terms and place them on the left of the two column chart. As the students read the chapter, they will complete the definition section of their charts, which is located on the right hand side (Interactive Notebook).

 Read Chapter 7 (The Southern Colonies) with the students using Popcorn Reading or Jump –in Reading.

 Develop a chart in the Interactive Notebook that the students will use to research the different cash crops of the south and gather information about the growth, use and trade of each crop.

 Have the students take a closer look at the picture in the textbook (PP242-243) that shows a Southern Plantation with all of the parts of the plantation labeled. Ask students “How were plantations self-sufficient? Discuss what it means to be a self-sufficient. Community.

 Students will receive pictures of the different buildings and sections of a Southern Plantation and they will cut and paste these into their Interactive Notebook. They will also receive sentences that explain the function of each building and the students will work in cooperative learning groups in order to figure out which job function belongs with each building/section. (History Pockets colonial America)

 Students will analyze the Map of Colonial Products on Pg 247. Discuss the different crops/cash crops of the colonies, specifically detailing the crops of the Southern Colonies.

 Complete the chapter by learning about an apprentice and the use of indentured servants and slaves in the Southern Colonies.

 Read Clara and the Freedom Quilt-Discuss spirituals and what they meant to enslaved people.

 Students will design a “Slave Quilt” using pattern blocks in their interactive notebook where each quilt square depicts a part of life in the Southern Colonies.  Show a Slave Auction poster and discuss the slave trade with the students.

 Student will participate in a simulation that pairs them up with other classmates as they take a closer look at the relationship between the slaves/masters. (Colonial America Theme Series Creative Teaching Press)

 Students will design a Wanted Poster for Slaves in the south in their Interactive Notebook.

 Unit Review for Chapter 7

 Student split up into groups and as a culminating activity they will design and decorate a colonial village. One group will focus on the New England Colonies, the others on the Middles Colonies and the third group will re-create a Southern Colony/Plantation.

 Use a feather pen to create a fancy “Colonial Signature “to close out the interactive notebook.

 Field trip to St. Augustine (Culminating Activity)

6. Specific Activities: (From Guided to Independent)

 Vocabulary two-Column Chart (Guided)

 Picture Discussion (Guided)

 Southern Colony Paper Diorama/Labels (Guided – Independent)

 Popcorn Reading (Guided)

 Research charts for Crops (Independent)

 Map reading skills (Guided)

 Reading Clara and the Freedom Quilt (Guided)

 Slave/Master Simulation (Small guidance for intro. Then Independent)

 Using pattern blocks to design a “Slave Quilt” (Independent)

 Wanted Poster (Independent)

 Re-creation of Colonial Villages (Independent)

 Colonial Signature (Independent)

 Unit Assessment (Independent)  Assessment (Authentic) Student Interactive Notebook that will be compiled throughout the unit of study.

List and/or describe the activities designed to facilitate the gradual release of teacher responsibility, from teacher-led to independent

7. Differentiated Instruction Strategies:

I would incorporate picture discussions, labels, two column notes and buddy reading for the ELL Learners. The gifted/advanced learners will use curriculum compacting and differentiated instruction in order to promote independent learning. In an inclusion classroom with SPED students the content can be reinforced in centers and student “tutors” can be assigned in order to help these learners process information and complete class assignments.

8. Technology Integration:

http://www.mce.k12tn.net/colonial_america/southern_colonies.htm

Social Studies for Kids 13 colonies http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm

US History-The Southern Colonies http://countrystudies.us/united-states/history-15.htm

Colonial Williamsburg http://www.history.org/kids/index.cfm

Colonial Life http://www.pbs.org/wnet/colonialhouse/history/index.html

Brief history of the southern colonies and costume ideas http://www.mce.k12tn.net/colonial_america/southern_colonies.htm

Social Studies Activities Colonization http://www.mandygregory.com/SocialStudiesActivities.htm#

Colonial Toys and Games http://noahwebsterhouse.org/games.html

Jump Back in Time: Colonial America http://www.americaslibrary.gov/jb/colonial/jb_colonial_subj.html

Brainpop: Colonial America http://www.brainpop.com

Fact Monster www.factmonster.com

9. Lesson Closure:

Carnival of Colonial Fun- This is an open house format where the parents are invited to see the Colonial Village and interactive notebooks that were compiled throughout the unit.

Assessment: All the work and hands-on projects compiled in the student’s interactive notebook.