Lesson Plan : Colonial Settlement
Teacher Name: | Kevin Murray |
Grade: | Grade 11-12 |
Subject: | Social Studies |
Topic: | Colonial Settlement and Life in Colonial Communities |
Content: | 1.Colonial Settlement: Geographic, Political, and Economic Factors A. English colonies: New England, Middle Atlantic, Southern 1. The criteria used to define the different geographical regions and descriptions of the different types of regions 2. Settlement patters: Who settled in the different areas? When did they settle there? Why did they settle in those areas 3. Economic patterns emerge to meet diverse needs: agricultural and urban settlements 4. Political systems: the Mayflower Compact 5. Social order B. New Netherland: French and Spanish colonies 1. What types of regions were they and the connections between those regions 2. Settlement patterns: Who settled in the different areas? When did they settle there? Why did they settle in those areas 3. Economic patterns emerge to meet diverse needs 4. Political systems and social order 2. Life in Colonial Communities A. Colonial communities: society, economy, politics 1. Variations within communities a. Religious-based variations b. Slaves within communities: free black communities and slave communities c. Place on national origin 2. The social structure promoted interdependence 3. Social goals promoted community consciousness over individual rights 4. The role of religion a. Puritans b. Quakers c. Catholics d. Others 5. Cooperation and a strong work ethic were needed to survive the harsh conditions 6. Waterways became important 7. Social inequality was created due to a hierarchical social order B. The structure and role of colonial families 1. Authority and obligations followed kinship lines 2. The roles of members in the family 3. Nuclear families made up the basic social and economic unit C. Social conditions and geographical location effected life within colonial communities 1. Discuss the impact of physical environments on a. Travel b. Communication c. Settlements d. Resource use 2. Social conditions led to a. Different forms of government b. Varying roles of religion c. Inequalities of economic conditions d. Unequal treatment of blacks 3. The similarities and differences between life in the French and Spanish colonies and life in other colonies 4. Landholding systems were affected by geography and be social conditions |
Goals: | Goal #1: To understand the political, economic, and social roots of colonial settlements in the Americas Standards: Meets standard 1 (History of the US) 4 (Economics) and 5 (Civics, citizenship, and government) Standard 1:students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the US and New York. Standard 4:students will use a variety of intellectual skills to demonstrate their understanding of how the US and other societies develop economic ststems and associated institutions to allocate scarce resources, how major decision making units function in the US and other national economies, and how the economy solves the scarcity problem through market and nonmarket mechanisms. standard 5:students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments;the government system of the US;the role rights, and responsibilities of citizenship, including avenues of participation National Standard: Theme Sex:Power, Authority, and Governance Goal #2: To explore the role geography played in European exploration and settlement. Standards: Meets standard 3 Standard 3:students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environemnts over the earths surface. National Standard: Theme Three: People, Places, and Environment Goal # 3: To explore life within colonial communities Standards: Meets standard 1 Standard 1:students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the US and New York. National Standard: Theme Three: People, Places, and Environment Goal #4: To explore the changes brought about by European settlement in the Americas Standards: Meets standard 1 Standard 1:students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the US and New York. National Standard: Theme Three: People, Places, and Environment |
Objectives: | Objectives for goal #1: 1.given lecture notes and readings students will: compare and contrast industrial North and agricultural South in a well-written essay, which will be based on content. A rubric will be used to judge content. 2.given primary sources students will:interpret the difference in laws between various colnial settlements by listing 5 similarities and 5 differences between the laws of the colonies. Objectives for goal #2: 1.given background information on european exploration and visuals of the original 13 states students will: make a map of the 13 original colonies and identify and label the 13 original colonies. Students will be evaluated based on labeling, grammer, and neatness of the project. 2.Given background information and visuals of the geography of each type of colony the students will:use the geography to explain differences in the types of settlements in each region. The students will be given geography maps of the colonies and will answer 10 questions relating to the effects geography played in settlement decisions. objectives for goal #3: 1.given lectures, and readings students will exaluate the role gender, religion and race played in the 13 original colonies. Proficiency will be analyzed by a short 5 question multiple choice quiz. 2.Using websites the students will compare their daily life with the daily life of a colonial child and find one thing they like more and one thing they like less about the life of a colonial child. The evaluation will be based on the studen handing in one piece of paper listing their activities for one day, and one piece of paper listing a colonail child's activities for one day Objectives for goal #4: 1.using websites the students will list 5 effects of European settlement on the American Indian population |
Materials: | classroom computers, overhead projector, maps, united states history books, a list of websites, pencil, paper, handout of original documents, |
Introduction: | Introduce the lesson by giving the students a scenario in which a group of them have been temporarily relocated to a new country. The students will work in small groups and brainstorm the challenges their group might face in preparing for the move and actually making the move. Tell the students that they should include in their group discussion 3 questions: Why would the group make the move? Who is going on the journey(consider age, are they fit, etc)What do you think you will encounter when you get there? We will then have a class discussion and I will tie in their experience with the what the settlers went through when they settled in America. |
Development: | During the lesson the teacher will use the following teaching strategies: 1. Direct Instruction to explain the background information on colonial settlement and life in the colonial communities 2.Cooperative learning where the students will break into groups of 3 according to their individual strengths where the strengths will be mixed within the groups. The students will then complete the scenario given to them at the beginning of class explained in the introduction section of this lesson plan. 3.Indirect Instruction |
Practice: | Practice Activity #1 -Pass out world maps. Students are to label the 7 continents and 5 oceans. Ask them what events or occurrences drove exploration to the Americas. Have students share responses with the class. Practice Activity #2 -Have students work in groups of 2 and using their history books come up with a list of the roles of women and church in colonial America. They must have a list of 5 roles of women in colonial America and 5 roles of church in colonial America. The group will then have one student present their list on the board and the other explain the reasons why they included the roles in their list Practice Activity # 3 -The students will be given direct instruction on how the Native American perspectives differ from those of Europeans which will be covered using notes titled "Native American and European Perspectives" (located in the overhead folder). Students will then be asked to compare and contrast the role of women in American society and the role of women in Iroquois society by wiriting a one page essay in class. |
Accommodations: | Accommodations will be given to students with disabilities by given cleary specifying to them what is expected, with examples, and a reasonable time frame. Steps needed to complete the tasks will be clearly delineated. When group participation is required, I will carefully and closely monitor the interaction. For students with IEP's a contract will be written up that specifies the nature of the work that the student must complete to achieve a particular grade. During a quiz the directions will be read out loud and the questions will be read out loud. Students will be directed to be silent. Students with a disability will be made to appear normal when completing a quiz or test so as not to embarrass them. Assignment directions will be read out loud nice and slow, and students will be shown examples of how to answer questions, and I will check the students understanding of the directions before they begin an assignment. |
Checking For Understanding: | Checking for understanding will be done using quizzes, papers that will test the students ability to use higher level thinking skills. I will also use oral questioning, teacher observations, and alternative assessment such as developing a brochure. Rubrics will be used to make assessments on papers and alternative assessments. Brief constructed response items will be used as well. Teacher observations will be used as well. |
Closure: | I will wrap up the lesson by telling the students that the purpose of the lesson was to introduce them to the early settlers of our country. I will tell them that what I wanted them to get out of the lesson was the following: 1.to understand the development and evolution of the colonies of the Americas 2.to understand the importance of geography in settlement decisions 3.to understand the major causes and effects of european exploration 4.to learn about the political, social, and ceonomic roots of colonial steelement 5. to understand the types of political systems created within the communities 6.to understand what worked and what did not work in early development of the country I will then have the students do a self report inventory where they are asked to complete a form that reveals their attitudes and beliefs about what they learned from the lesson. |
Evaluation: | 1.The following assessment instrument is used to assess the students understanding of the life within a colonial community.The students must create a travel brochure on each of the colonies which includes geography, leisure activities, history of the colony (how it was founded), and types of jobs. 20 points will be given for presentation of the brochure, 20 given for geography, 20 given for types of leisure activities, 20 for the history of the colony, 20 for discussing the types of jobs within the colony 2.The following is used to assess the students understanding of the role geography played in the settlement patterns of the original 13 colonies.The students must label the 13 colonies as well as the major river systems and other geographic features on maps given out in class. Using at least 2 books, 2 internet sources, and information covered in class students will then write a 2 page paper covering the significant effects of physical geography in the late 1700's when the colonists were settling the area. The paper must include the effects of water on the settlements, the effects of geographical boundaries on the settlement patterns, and the effects of climate and geography on the types of crops planted in the colonies. The paper will be based on a scoring system of 100 points of which 20 points will be given for full paper length, 20 points will be given for the completion of the labeling of the maps, and 20 points will be given for each of the 3 important points covered in the paper. |
Teacher Reflections: | I think that the lesson was effective. I think that I could have given the students more higher level thinking assignments that would get them to think at higher levels. I guess I would make the lesson a little more conforming to bloom's taxonomy. I would have found other ways to challenge the gifted students during the lesson. I think in the future I will modify my assignments using bloom and I will also try to take some workshops that will allow me to make my lesson more interdiciplinary. I think that I need to focus more on student centered learning and reduce lecture. I need more alternative assessment strategies. |
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