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TCM 2684 Book Pt. 2

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TCM 2684 Book Pt. 2 Table of Contents Introduction . A-2 Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning— Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace— How This Affects Students’ Lives—Curriculum Standards—How the Book Is Organized Correlation of Activities to NCSS Standards . B-1 Management and Resources . C-1 Background Information for the Teacher—Suggested Schedule Using 45-Minute Periods— Young-Adult Reading (Literature Circles, Management Tips, Young-Adult Literature List)— Suggested Resources for the Teacher (Books, Read Aloud Books, Early American Literature, Art, Technology: Web Sites, Videos, Software) Simulations and Activities . D-1 Unit 1: The Peopling of America . D-2 Unit 2: The Mayflower Compact . D-17 Unit 3: Native American Museum Project . D-24 Unit 4: Colonization . D-33 Unit 5: Colonial Life . D-52 Student Handbooks . E-i Student Handbook—Level A . EA-1 Student Handbook—Level B . EB-1 Overhead Transparencies . F-1 Online Connections . G-1 Appendices and Bonus Items . H-1 Appendix A: Reproducibles . H-3 Appendix B: Answer Key . H-55 Rubric Bank . I-1 Multimedia Resources . J-1 Assessments . K-1 Bonus Items . L-1 © Teacher Created Materials, Inc. A-1 #2684 Colonial America Introduction ➢ Curriculum Standards All of the activities in this book have been developed and correlated to meet the recommendations contained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by the National Council for the Social Studies, 1998. The standards that apply to specific activities in the book are listed in Section B. The numbers and letters represent the corresponding national standards. Each activity listed is annotated. In this way a teacher can see how the activities meet the national curriculum standards. ➢ How the Book Is Organized Each of the books in this series is organized in a user-friendly format. The books are divided into 12 sections. Section A introduces the teacher to the specific book and provides an overview of the A Exploring History series. Section B outlines the ways in which specific activities meet the curriculum standards b published by the National Council for the Social Studies (NCSS). For easy reference, page numbers follow each description. Section C provides general background for the teacher and includes helpful material c about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, dance, and Internet resources. Section D gives necessary background information for each simulation and activity, as d well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity. Section E houses the student handbooks. Each handbook includes information pages e and reproducible activity sheets to be completed by students as they work through the simulations. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks are ready to use and have been prepared so that the teacher can pull out and reproduce the appropriate units. Both levels essentially include the same materials and lessons, with variations in difficulty level of content, format, and vocabulary. The activities in the handbooks are used with the lessons in the Simulations and Activities teacher section, where they are listed as EA (refers to Level A handbook) and EB (refers to Level B handbook) and followed by the appropriate page numbers. Section F provides the teacher and students with overhead transparencies of key work f sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation. #2684 Colonial America A-4 © Teacher Created Materials, Inc. Introduction ➢ How the Book Is Organized (cont.) Section G connects the classroom with the Internet. The lessons and activities enrich g the unit and give students the opportunity to share their experiences with other students around the world. Section H is divided into two parts. Appendix A contains reproducible pages for h implementing and managing the units in Section D. Appendix B is the answer key for objective activities. Section I introduces teachers to a rubric bank and suggests ways to implement and I customize the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool in other subjects or projects. Section J contains the User’s Guide for the Multimedia Resources CD. The guide J includes information about using the viewer program, ideas on how to use the collection in the classroom, and thumbnail photo images, clip art, and documents for quick reference. Section K was created to assist teachers with the assessment process. Included in this K section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs. Section L provides teachers and students with handy manipulatives to be used with L specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities you may wish to include. A B C D Management Simulations Table of Contents Correlation of Activities and and and to NCSS Standards Resources Activities Introduction E F G H Student Overhead Online Handbooks Transparencies Connections Appendices I J K L Rubric Multimedia Bank Resources Assessments Bonus Items © Teacher Created Materials, Inc. A-5 #2684 Colonial America Correlation of Activities to NCSS Standards Standard V: Individuals, Groups, and Institutions a. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups. 1. The Peopling of America Time Line—This is an activity where the interaction of individuals and social groups is obvious. In the space of 150 years along the Atlantic seaboard, from Maine to Florida, a melange of people flooded ashore and established 13 British colonies. Some were rich, but the majority were poor. They came from England, Ireland, Scotland, and Wales, and from the Netherlands, France, Sweden, the German kingdoms, and Switzerland. They were Anglicans, Catholics, Lutherans, Presbyterians, Episcopalians, Calvinists, Baptists, Quakers, Mennonites, Hutterites, and Amish. Some were professionals, merchants, and lawyers, but mostly they were farmers. This mix, however, would later unite and successfully fight for its independence as a nation. (D-5) 2. What Do You Know About the Pilgrims?—The Pilgrims enjoy a better reputation than the Puritans, who, in fashioning a strict, theocratic society in Massachusetts Bay, come across as pitiless, brutal, and ruthless. The Pilgrims had the good sense to seek the help and assistance of Squanto, who gave them a few pointers about growing crops and using fertilizer to replenish the soil. They even held the first Thanksgiving dinner and invited the Native Americans to take part in the festivities. The banishment of Roger Williams and Anne Hutchinson and the executions at the Salem witch trials go a long way to help us understand the Puritan mentality. This activity highlights the differences between these groups, as well as emphasizing how we have come to misunderstand them. (D-52) b. Analyze group and institutional influence on people, events, and elements of culture. 1. The Peopling of America Time Line—In this activity, students analyze and come to understand how various European nations and institutions influenced the early colonists. While wars raged in Europe over religious beliefs, sects like the Puritans, the Quakers, the Catholics, and others came to the New World seeking freedom to worship. Others were motivated by promises of wealth. (D-5) 2. Defining a Compact—As a group, the Pilgrims composed a compact and laid the groundwork for governing their colony, agreeing to make their own laws and to abide by the will of the majority. In doing so, they were influenced by the traditional rights accorded to Englishmen by the Magna Carta. The Mayflower Compact is eloquent in its simple and spare language, purpose, and ideas. For 72 years, the Pilgrims maintained their settlement and governed wisely, until Plymouth Plantation was absorbed by the Massachusetts Bay colony. (D-17) #2684 Colonial America B-22 © Teacher Created Materials, Inc. Management and Resources Young-Adult Reading ➢ Management Tips Here are a few pointers for helping your students: 1. If you plan on meeting in literature circles once a week, assign a certain number of pages to be read for that week. Give students a schedule for the month in advance. 2. Assign an open-ended question in advance and have students write their own responses before they meet in groups. Vary the question each week. 3. At the end of the period, have the groups report what they shared in their literature group to the rest of the class. ➢ Young-Adult Literature List Whether by land or by sea, to wander and explore was an adventure. It mattered little if it was an adventure for profit or knowledge. It held the promise of danger, and it was a challenge. For the immigrants who sailed the seas to come to the colonies, it was a challenge that brought them teetering to the very edge of life and death. It took a unique character, a determined personality, to see the venture through, to overcome the hazards that were placed in the path leading to success. Fear of the unknown and the unfamiliar was a constant companion, a steady presence. The will to succeed, to overcome the odds that others would never dare to face, was the ultimate triumph.
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