socialstudieste803

Breanne Mason & Carolyn Hart Early Settlements Unit—5th gradeLeslie Middle School

Part I: Unit Overview and Instructor Background Knowledge

a). Title: Coming to the New World!b.) Parent Letter

Dear Parent/Guardian(s) of the Star Team,

We have met many of you already, but for those of you who have not met us, we are the interns in Mrs. Reynolds’ and Mrs. Hiatt’s classrooms. We have been working with your students since the first day of school, and have had a wonderful time getting to know them.

We are excited to announce that we are going to be beginning our lead teaching on February 13. This lead teaching will include two original units, one Social Studies and one Science. We will also be teaching all subject areas as well. Our Social Studies unit will focus on early English settlements - namely Roanoke, Jamestown and Plymouth. In this unit, students will get to experience the life and trials of an English settler. They will learn about the importance of resources in sustaining a colony, and will begin to understand the often negative relationships the settlers had with the Native Americans who had already settled in these regions. They will also learn about the geographical features of each location, and how this would have played a role in the prosperity of the settlement.

A lot of these concepts go beyond what the textbook is telling them, so any support at home to ensure the child’s understanding would be greatly appreciate. In addition, if you are in possession of any artifacts, literature or articles that you think would help the students’ understanding of the settlements, please feel welcome to volunteer them as resources for our classroom.

Thanks so much, and we look forward to teaching your students full-time!

Breanne Mason ([email protected]) and Carolyn Hart ([email protected])

c.) Social Studies Content:

This social studies unit will be focusing on colonization and the early settlements of North America. More specifically, we will be learning about the settlements of Roanoke, Jamestown, and Plymouth. Within these settlements, we will discuss the reasons as to why colonists left England and settled there, why some settlements were more successful than others, what happened to these settlements, as well as the relationships between the colonists and Indians and why they were that way.Roanoke

The first attempted settlement in North America was Roanoke in 1585. The previous year, English navigators landed in Roanoke in hopes to acquire more land and brought back to Sir Walter Raleigh in England promising thoughts for a successful settlement. In 1585, colonists


landed in Roanoke under the command of John White. When colonists settled there, the Algonquian Indians met them and their relationships with these Native Americans were both good and bad. In 1587, Captain John White had to return to England for supplies and was not able to return until 1591. When John White returned, Roanoke was deserted and the only clue that remained as to where the settlers went was the word “CROATOAN” carved into a tree. There were a few theories as to what happened to the settlers but none were ever proved to be true. One theory was that the settlers moved to Croatoan Island, another was that they joined a Native American tribe. In 1998, scientists found that tree rings showed the colonists had faced one of the area’s worst droughts in history.

Jamestown

The first permanent settlement in North America was Jamestown on May 13, 1607. The Virginia Company of London sent the colonists to settle there in hopes of profit because of gold and silver discoveries that had been made there. When settlers arrived there, they found that they were neighbors to the Powhatan Indians. These relations began with trade. The Powhatan Indians wanted things that the colonists had such as beads, copper, and metal tools. The colonists needed things that the Indians had such as corn, deer meat, and different tools. Although the relationship started well, it soon disintegrated due to the lack of trust. this distrust derived from disputes over land rights; the Powhatan had allowed the English settlers permission to live on their land. However, English settlers began to think of this land as their land, and refused to view it as the temporary settlement that the Powhatan's believed it was.

During the winters of 1608 and 1609 the settlement almost became extinct because of threats from disease, starvation, and Indian attacks. The settlement of Jamestown was built on marshy land which was home to many mosquitos that carried disease and did not serve as a sustainable region to grow crops. Leaders such as John Smith helped to keep the settlement on its feet. Not only did the colonists have to fear Indian attacks, but they also feared attacks by the Spanish because of the war occurring between Spain and England. In 1610, Newport reached Jamestown with Sir Thomas Gates and Sir George Somers and the conditions of the settlement were life threatening to the colonists that still remained there.

In 1611, Lord De la Warr brought more colonists and supplies in hopes that the more people for labor and supplies that were brought, the more successful the settlement would become. After this, tobacco cultivation expanded and Jamestown became able to self-support themselves. In 1619, the Virginia Company of London held America’s first legislative assembly. This opened up government in North America.

Meanwhile, relations with the Powhatan Indians were reconciled for 8 years due to the marriage of Pocahontas and John Rolfe. Previous to this in 1613, Pocahontas had been taken captive by an Englishman who wanted the release of English prisoners taken captive by the Powhatan group. Pocahontas was taken to Jamestown, where she was treated well by the governor Sir Thomas Dale. In 1614, while being held captive in Jamestown, John Rolfe asked her for her hand in marriage. Despite it’s near 100 year history, Jamestown was never fully successful and ended up being abandoned for a new settlement in 1699.


Although Jamestown was eventually abandoned, the prosperous years may also be attributed to its decent climate for farming. Although Virginia did experience what is referred to by some as a “Little Ice Age” in 1607, this location overall had a climate that allowed crops, such as squash, corn, beans, etc., to grow from the summer into the fall.

Plymouth

The second permanent English settlement was Plymouth Colony and took place in 1620. Within this group of settlers were the Pilgrims, who came to America for not only profit and success, but also for religious freedom. The Pilgrims wanted total separation from the Church of England. They were searching for a place that they would be left to worship and live as they chose. They then sent out for Virginia. On September 16th, 1620 the Mayflower left England carrying 101 people for a 65 day journey to Virginia. Due to a powerful storm, the Mayflower was pushed north and landed in Massachusetts on December 26th, 1620. When the passengers arrived, they were malnourished due to the lack of food and water and were easily susceptible to disease. During the first winter that the passengers arrived, more than half of them died from disease. The passengers that survived during this time were taken care of greatly by Indian corn. From 1617 to 1619, English Fishermen and traders had brought over disease to Plymouth that the Native population became susceptible to. This greatly weakened the population and made it easier for the Pilgrims to build the colony. Plymouth Colony was built on Indian Cornfield and consisted of gardens, shelter, and a house of worship. By 1624, Plymouth Colony was self-sufficient in food production due to the successful farming and growing population. Settlers continued to migrate from England. In 1637 there was a total of 549 colonists and in 1691 the population reached 7,000. Due to the growing population and supplies brought, Plymouth’s economy prospered. Their economy consisted of small family farms and land was divided evenly amongst settlers. The fur trade also proved to be profitable and Plymouth Colony proved to be one of the most successful colonies out of the early settlements.

Within learning about Roanoke, Jamestown, and Plymouth, we will discuss what happened there, what natural resources each settlement offered, the pro’s and con’s of each geographical region, the reasons as to why colonists settled there, whether it be religious freedom or for land or profit, and why settlements were or were not successful and prosperous.

With Roanoke, we will discuss what happened at the settlement, why it may not have been successful, what supplies were needed and why John White left, and the student’s theories as to what happened. The lessons focusing on Roanoke will open the student’s eyes to what is needed for a settlement to be successful and what a settlement needs for it to be a good place to colonize. Also, students will see the conflicts that can occur when coming to a new settlement that is already populated. These ideas and discussions will open up the unit and really get the students thinking as we begin to talk about Jamestown and Plymouth, more successful settlements.

When discussing Jamestown, we will focus on why colonists settled there, what natural resources it provided, the geography of the region, what conflicts the settlers met, their


relationships with the Powhatan Indians and the significance of Pocahontas, what was successful about the colony, and what was found to be unsuccessful. Students will recognize the conflicts that occur when settling in a place with local natives, the resources that are needed to make a colony successful and the reasons for choosing an area to live, and the issue of disease that comes with a new place.

Plymouth brings in the idea that some settlers came to America for reasons other than profit. Students learn that settlers also wanted religious freedom. A successful economy is also brought into the picture as Plymouth Colony is discussed. Topics like these will bring in discussions regarding the different reasons as to why settlers came to America, what helped to make this colony more successful than the others, the different relations they had with the Indians, including trade amongst them, as well as conflict. As these three colonies are discussed, all three will be built into each other and students will compare/contrast between the ideas of the settlers, the relations amongst settlers and Indians, the natural resources provided by the land, and what aspects helped to make some more successful than others. Students will be able to recognize the challenges and successes that the settlers faced and how much work was put into creating what we now see as our home.

One of the biggest challenges in teaching this unit is providing the students with all of this information and getting the students to care enough about this information to make connections with it and retain all of it. These three settlements encased many reasons as to why they were settled, many thoughts that the settlers had to consider, many conflicts and events that occurred, and therefore there is a lot that the students need to learn because it all builds together. A challenge may be making the material relevant enough to the students’ lives, so that they can build meaningful connections and understand what took place at the settlements.

This unit explores the big ideas of push and pull factors, conflicts due to limited resources, the advantage of positive relationships, factors that lead to a successful (as well as unsuccessful) colony, such as a good economy and an established government, through the lens of America’s first European settlements – Roanoke, Jamestown and Plymouth.Although all the colonies differed greatly, there were many similarities that make them comparable. One of the things that make the colonies similar was that the colonists who established them were leaving Europe for very particular reasons and/or coming to the “New World” for a very particular reason. These reasons are called push factors or pull factors. Push factors are the reasons why people want to leave their current location (reasons why they are “pushed” to leave). A major push factor was religious unrest. For the colonists who eventually established Pilgrim, they were very unhappy in England. The Church of England demanded every person to follow the same religion. This lack of religious freedom led the Pilgrims to look for new land. At first, the Pilgrims settled in Holland, but became fearful that their children would not keep up their English language. Therefore, they decided to make the journey to the New World, where they would be able to exercise religious freedom. Pull factors also contributed to many colonists making the decision to journey to the New World. The colonists who eventually settled in Roanoke went to the New World in search for more land and gold. Likewise, Jamestown colonists traveled to the New World in search of gold.


All people have basic needs. Conflicts often arise when these basic needs are limited and in high demand. Thus, conflicts often happened between the colonists and the Native Americans. Roanoke struggled quite a bit with the Native Americans – there was distrust between them immediately. Jamestown also experienced some distrust with the Native Americans initially – however, relationships between the Jamestown colonists and the Native Americans (in particular, the Powhatan tribe) became more positive due to the famous Powhatan, Pocahontas. In fact, the Powhatan tribe eventually took pity on the colonists when their resources ran low and brought them food. The Plymouth colony had a very positive relationship with the Native Americans, and this factor definitely played a role in allowing Plymouth to be the most successful out of the three colonies. The Plymouth colonists and the Native Americans developed a peace treaty very soon after the Pilgrims’ arrival to the New World, which established that two groups would never attack one another, and support one another in the event of an attack from an outsider. In addition, the Pilgrims were able to benefit from the skills that the Native Americans possessed about the land, and were able to grow things such as corn, and become skilled in fishing and hunting.Having a stable economy is another piece that contributes to sustaining a successful community. This holds true today, as students observe a country that struggles to maintain its economy. The early colonies were no difference. The unsuccessful colony of Roanoke struggled to establish this stable economy. In fact, resources ran low before any economy could be established. John White, Roanoke’s appointed leader, went back to Europe in order to return with resources, in hope that these resources would find the colony more success. However, it took White much longer than he thought to return, due to several factors – including the battles between the English and the Spanish.

d.) Big Ideas1. Everyone has the same basic needs- food, water, and shelter.2. When a different group of people move in to a new land they often find conflict with the native people because of limited resources.3. Some settlements are more successful based on the available resources such as good farming land and water availability.4. Overcrowding, freedom, land, and jobs are reasons why people move to a new location.5. One way to get resources that others may have is to be part of a trade.6. External factors such as disease and climate play a role in the success or non-success of a settlement.7. The geography and what it provides plays a factor when deciding to move to a new land.8. The success of an economy is affected by the cooperation of those settled there and the available resources provided by the land.9. A government is made up of a set of rules that the people follow in order to be a successful member of the community.10. In order to have a successful community, people have to learn to work


together.11. When basic needs/resources are limited, a power struggle begins between the different communities that live within the land, so that they may get the majority of these resources.

e.) Key Concepts:

Natural Resources: Naturally occurring materials that are not man-made. Such as: Water, land, wood, minerals, etc.

Religious Freedom: The right to practice whatever religion the person or group wants to.

Profit: to gain an advantage or benefit.

Conflict: A fight, battle, and/or disagreement.

Trade: The act or process of buying, selling, or exchanging an item.

Economy: The management of the resources of a community. Usually meant for progress.

Environment: The external surroundings in which a plant, animal, or human lives.

Geography: The natural features of a region. Such as landforms like mountains, lakes, etc.

Location: A place of settlement.

Sustaining Life: incorporating the use of resources productively, as well as cooperating within a group leads to a successful livelihood

f.) RationaleBased on what the settlers sought for, what they had to consider, and what they went through, students will get a glimpse of what it is like to move and start a living in a brand new place. By providing this information and giving the students a role as a colonist at that time, students will strengthen their


understanding of the struggles that accompany the uprooting of their lives and starting somewhere completely new. They will begin to understand the factors of what it takes to move to a new place and what things they need to consider before doing so. Students will gain understanding and be able to apply the pros and cons of a location when deciding where they want to live. Another important understanding that students will recognize from this unit will be that different relationships, good or bad, may occur when settling in a place where others already live.

g.) Goals1. Students will appreciate the struggle of creating a settlement and finding resources to sustain the settlement.2. Students will understand the relationships that may occur with people who are native to a land where other people may be just settling.3. Students will understand that there are pros and cons to consider with any location that they decide to settle in.4. Students will apply knowledge of the settlements’ resources and location in order to make an informed prediction of how prosperous these settlements were, and why.5. Students will understand the push and pull factors that may play a role in a person’s decision to relocate.6. Students will appreciate the role that government plays in order to sustain a settlement.7. Students will understand the need for a prosperous economy in order to sustain a settlement.8. Students will understand the effect of geographical features in a location on the people who have chosen to settle there.

h.) Unit Objectives1. 1. Students will be able to develop questions regarding the settlements based on artifacts and pictures seen through a gallery walk.2. Students will be able to identify the wants of the settlers and reasons for settling in these three colonies.3. Students will be able to identify reasons behind the tensions between the Colonists and Native Americans.4. Students will be able to apply acquired knowledge on Roanoke to write a paragraph predicting why these settlers disappeared.5. Students will be able to explain the pro’s and con’s for settling in all three


settlements based on the geography of each region.6. Students will be able to identify when the Colonies were settled.7. Students will be able to identify what each colonies’ economy was built upon.8. Students will be able to apply their knowledge of the settlements to identify the different aspects that make for a successful settlement.9. Students will be able to identify the religious tensions in Massachusetts and why they led to the establishment of colonies in New England.10. Students will be able to identify significant developments in these settlements and use this knowledge to create a brochure for one specific settlement.

i.) Grade Level Content Expectations

1. Describe significant developments in the New England colonies, including:· patterns of settlement and control including the impact of geography (landforms and climate) on settlement· relations with American Indians (e.g., Pequot/King Phillip’s War)· growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies· the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government· religious tensions in Massachusetts that led to the establishment of other colonies in New England (Michigan Grade Level Content Expectations, 5-U2.1.2.)

2. Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious) (Michigan Grade Level Content Expectations, 5 – U1.2.2.)

3. Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. (National Geography Standard 12, p. 167, C, E) (Michigan Grade Level Content Expectations, 5 – U1.4.2.)


4. Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154) (Michigan Grade Level Content Expectations), 5 – U2.3.3.)

5. Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. (Michigan Grade Level Content Expectations, R.CM.05.01.)

6. Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast). (Michigan Grade Level Content Expectations, W.PR.05.02.)

7. Respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions. (Michigan Grade Level Content Expectations, L.RP.05.05.)

8. Retell through concise summarization grade-level narrative and informational text. (Michigan Grade Level Content Expectations, R.CM.05.02.)

Part II: Resources

a.) Resources, Preparation/Materials:

Materials for whole class:

Materials for groups: Materials for individual students: (be sure to indicate how you are going to provide resources needed for any students with special needs)

· National Geographic Jamestown & the Powhatan Indians Website· History Globe Jamestown Online Adventure Website

· PALS Instructions· Articles to be read during PALS· Artifacts from Jamestown · Photo of

· Each student will have a Colonist’s journal that will consist of graphic organizers, in-class activities, articles, pictures, and blank sheets of paper for note taking· Index Cards· Social Studies textbook


· Double Life of Pocahontas by Jean Fritz· Blood on the River by Elisa Carbone· Primary Source Quotes· Roanoke: The Lost Colony by Jane Yolen and Heidi Elisabet· Roanoke: The Mystery of the Lost Colony by Lee Miller· Jamestown: Cobblestone History Magazine· U.S. News and World Report: The First Americans

Pocahontas· Photo of John Smith· Cut-outs of resources for group review activity-Magazines for group review activity

· · ·

b.) Annotated Bibliography:

1. "Pocahontas." UXL Encyclopedia of World Biography. 2003. Retrieved January 15, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3437500617.html

This selection tells the life of Pocahontas during the time period in which the early settlements were created. The text provides its audience with information regarding English and Native American relationships. It explains the significance of Pocahontas’ marriage to John Rolfe and the symbol of peace it represented between Powhatan and the Jamestown settlers. The text doesn’t appear to be biased based on the fact that it provides both good and bad accounts regarding the Native Americans and the English settlers. This information serves as a resource in teaching students about the different relationships that occurred between the Europeans and Native Americans when the colonists settled in Jamestown.

2. Paul S. Boyer. "Jamestown." The Oxford Companion to United States History. 2001. Retrieved January 15, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1O119-Jamestown.html

This selection discusses the development of the first official colony Jamestown. This text shares information regarding developments that occurred at Jamestown and their positive and negative effects on the colony. The text pertains only to Jamestown and what occurred

http://www.encyclopedia.com/doc/1G2-3437500617.html

http://www.encyclopedia.com/doc/1O119-Jamestown.html

http://www.encyclopedia.com/doc/1O119-Jamestown.html


amongst the settlers in the colony. It does not discuss Indian relations. This information serves as a resource in teaching students about the different developments that occurred at the settlements, specifially Jamestown.

3. "Plymouth Colony." Dictionary of American History. 2003. Retrieved January 15, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3401803295.html

This selection provides information regarding the settlement of Plymouth. Within this text, it provides information regarding reasons for leaving England, the founding of the settlement Plymouth, and growth that happened within. It also provides information regarding Plymouth’s government and economy. Based on the information this article provides regarding Indian relations and the conflicts that occurred due to encroaching upon Indian land, it does not seem to be bias. This information serves as a resource in teaching the reason why settlers left England, the successful developments that occurred at Plymouth, and the relationships between the Indians that were present.

4. “Colonization in the New World.” Teaching American History in South Carolina. 2009. Retrieved January 15, 2012 from: http://www.teachingushistory.org/lessons/col_his_bg_notes.html

This text provides information on the settlements of Roanoke, Jamestown, and Plymouth. Within the text, it discusses reasons for settlers leaving England, what happened at the settlements, and what contributed to the settlements being either successful or not. The text does not provide much information regarding the Natives who already lived in America when the Europeans arrived. Therefore, the selection is somewhat bias in the lack of information provided regarding the Indian relations that occurred. This text will serve as a resource in teaching the students about what happened at each of these settlements.

5. "Roanoke Island." The Columbia Encyclopedia, 6th ed.. 2008. Retrieved January 15, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1E1-RoanokI.html

This selection provides information on the settlement of Roanoke. The text shares why settlers wanted to settle at this colony. It also provides information regarding what happened when the Europeans arrived and why it was not a successful colony. It provides some theories as to what happened to the settlement and why the settlers disappeared. It does not provide adequate information regarding relationships between the settlers and the Native Americans. This text will serve as a resource in teaching the students about what events occurred at Roanoke and their significance to the failure of this colony.

6. “America in 1607: Jamestown and The Powhatan.” National Geographic. Retrieved January 16, 2012 from National Geographic: http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone

This selection provides information on the settlement of Jamestown. Within the text, you can find information regarding the settlers at Jamestown, as well as the Powhatan Indians and their village. This is an interactive website where you can explore the settlement and the

http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone


http://www.encyclopedia.com/doc/1E1-RoanokI.html

http://www.teachingushistory.org/lessons/col_his_bg_notes.html

http://www.teachingushistory.org/lessons/col_his_bg_notes.html

http://www.encyclopedia.com/doc/1G2-3401803295.html


village, see what the colonists and Native Americans ate, and what they used as shelter. This website also provides information on the interactions between the colonists and the Native Americans and provides videos from both perspectives. This website does not appear to be bias because of the information it provides for both the colonists and the Native Americans. This will be used as a resource in teaching the students about the settlements and what the interactions were like between the Powhatan Indians and Jamestown colonists.

7. “The Jamestown Online Adventure.” History Globe. 2002. Retrieved January 16, 2012 from History Globe: http://www.historyglobe.com/jamestown/

This selection provides information on Jamestown and serves as an interactive online adventure. Within the text is information on the beginning of the settlement, the geographical features, and the importance of gold to their economy. It also explains what we know now today and how things may have been different if other actions had been taken by the settlers. The source is a little bias because it provides mostly information on Jamestown and the settlers and only briefly references battles between the settlers and the Native Americans. This will be used in class as an interactive tool for students to apply what they have learned about Jamestown in class and from this website to take on the role of the Captain of Jamestown.

8. Fritz, Jean (1983). The Double Life of Pocahontas. New York: Putnam

This selection provides information on the life of Pocahontas. Within the text, it shares how life was for Pocahontas when she first met the settlers and married John Rolfe. It then goes on to explain how life changed for Pocahontas and how the settler’s culture and her culture came into conflict. This book focuses on the Native American way of life and all of the changes that Pocahontas had to do because of her new life amongst the colonists. Due to it taking only the perspective of a Native American, it appears bias. This book will serve as a source in teaching and sharing with the students about the life of Pocahontas and the relationships between the colonists and Native Americans from a Native American perspective.

9. Carbone, Elisa (2006). Blood on the River. New York: Penguin Group.

This selection provides information on the settlement of Jamestown. Within the text, it takes the perspective of a young boy and shares information on the reasons for the colonists coming to the new world, the struggles that they faced when they got here, and the nature of the relations between the colonists and the Native Americans. The main character goes back and forth between the colonists and Native Americans providing the reader with information about both groups of people. Due to the double perspectives within the text and the information provided about each, there isn’t an issue with it being bias. This book will serve as a source for teaching the students about the settlement of Jamestown and the relationships that occurred between the Native Americans and Jamestown Colonists.

10. Yolen, Jane and Yolen Stemple, Heidi Elisabet (2003). Roanoke - The Lost Colony: An Unsolved Mystery From History. New York: Scholastic.

http://www.historyglobe.com/jamestown/


This book walks students through the settlement, and mysterious disappearance of the Roanoke settlement. It offers a lot of additional information that go beyond the main text, such as definitions or further explanations of certain terms that may confuse the reader. It also offers several theories considered by historians of why the settlement seemed to mysteriously disappeared, and gives some evidence that backs each theory. By presenting facts, and then more than one proposed theory, the book does a good job at avoiding bias. This book will be used as a teaching tool when introducing the Roanoke colony, since it is well-researched and will engage the students because of its representation of the Roanoke colony as a true unsolved mystery.

11. Harcourt-Brace Social Studies. MacGraw-Hill Company

This is the textbook that the students have been using in the social studies class. It provides some information about various moments in American history, as well as other parts of the world. The information presented in this textbook is incredibly vague, and does not explore in depth more higher thinking concepts such as the struggles of settlement, relationships with natives, push and pull factors of relocating, etc. While it provides a mildly proficient foundation for this concepts, it would be unwise to rely solely on this textbook for information.

Part III: Knowing Your Students and their Prior Knowledge

Students have been working with the idea of exploration for quite some time. Currently, students are discussing Vikings, and how they were the first Europeans to discover the “New World” and traveled to parts of Greenland, Iceland and North America. We have also discussed Marco Polo and how he traveled to Asia. Students are working with concepts such as trading goods in exchange for other goods in different parts of the world and are beginning to conceptualize the idea of finding ways to get resources that may not be readily available. This concept will also be discussed in our unit.

In literacy, students have been working with historical concepts such as the Renaissance - a time also discussed in social studies. In their small groups, they have been reading books that explore concepts from both past and present - i.e., influential paleontologists and musicians. They have also read the book “Encounter”, a story that explores the dynamic between foreign settlers who invade native land. While having a discussion about what occurred in the story some students related the story to the Native Americans and European settlers but voiced the misconception that Native Americans and European settlers had a purely positive relationship. This is a misconception that will be addressed during the unit.

Some students in our class exhibit severe behavior and the assignments will be adjusted according to their IEP. Some of these adjustments include adjusted assignments, preferential seating and frequent breaks, as well as the use of visual aids. There are no ESL students in


our class.

For shy students, plenty of partner and group work will be used. In this smaller setting, students will be able to share ideas with individual students rather than having to speak up in front of the whole class. By allowing these students to share in this setting first, we hope that these students will feel more confident to share these ideas later in a whole group level.

Lesson #1

a.) Lesson Title and Length Introductory Lesson & Overview One 30-minute Session

b.) Lesson Goals and Objectives Students will be able to develop questions regarding the settlements based on

artifacts, books, and pictures seen through a gallery walk. Students will be able to apply previous knowledge of the environment of a

gallery setting to model appropriate behavior during the gallery walk.

c.) MI Grade Level Content Expectations


Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. (Michigan Grade Level Content Expectations, R.CM.05.01.)

d.) Materials Needed Note Cards Pictures of Jamestown Pocahontas Photo John Smith Photo Map of the settlements locations Picture of the Mayflower Primary Source Quotes Double Life of Pocahontas by Jean Fritz Blood on the River by Elisa Carbone Roanoke: The Lost Colony by Jane Yolen and Heidi Elisabet Roanoke: The Mystery of the Lost Colony by Lee Miller Jamestown: Cobblestone History Magazine U.S. News and World Report: The First Americans Pencils

e.) Main Ideas to Develop This lesson serves as an introduction to what the students will be learning

about in the unit. Although no big ideas are taught, they will be addressed throughout the introductory lesson and be presented in a way to engage and hook the students before the unit begins to enfold. The big ideas for this unit include:

o 1. Everyone has the same basic needs- food, water, and shelter.o 2. When a different group of people move in to a new land they often

find conflict with the native people because of limited resources.o 3. Some settlements are more successful based on the available

resources such as good farming land and water availability.o 4. Overcrowding, freedom, land, and jobs are reasons why people

move to a new location.o 5. One way to get resources that others may have is to be part of a

trade.o 6. External factors such as disease and climate play a role in the

success or non-success of a settlement.o 7. The geography and what it provides plays a factor when deciding to

move to a new land.o 8. The success of an economy is affected by the cooperation of those

settled there and the available resources provided by the land.o 9. A government is made up of a set of rules that the people follow in

order to be a successful member of the community.


o 10. In order to have a successful community, people have to learn to work together.

o 11. When basic needs/resources are limited, a power struggle begins between the different communities that live within the land, so that they may get the majority of these resources.

f.) Lesson Content Gallery Walk

o Before entering the classroom, students will be met with a sign hanging out the door asking them to “Enter into the 17th Century.”

o When entering, students will be given a note card and asked to sit quietly at their desks for further instruction. They will then be informed that they have entered into the 17th Century, and come to the New World. They will be told that in order to learn more about the land and where they would like to live, they need to explore the areas. Students will be asked to glance around at their seats and see the different areas they can settle in around the room. Students will be informed that they are soon going to do a gallery walk and “explore” these areas to gather some ideas, thoughts, and questions regarding them. Students will be told that in order to do a gallery walk and really grasp what they are seeing and experiencing, they need to be walking around quietly, being respectful to the colonist’s around them, and taking care of the material because they made needs those resources later on.

o After students have been provided with behavioral expectations of the gallery walk, they will then be told that while they are exploring the three settlements of Roanoke, Jamestown, and Plymouth, that they need to think of a question they have about the settlement that they would like answered before deciding to settle there.

o Students will then be provided with some time to do the gallery walk and see the different artifacts, pictures, and maps that each station has. When students have completed the gallery walk, they will be asked to turn in their note cards and sit at their seat quietly for further instruction.

o Once all of the note cards have been handed in, students will be informed that their questions will be presented on a “Wonder Wall,” and that we will address these questions as our unit progresses and we learn more about the settlements and what happened there. It will be explained that it is our goal to answer as many of their questions as possible and if they would like to find out some of the answers at home, they are more than welcome to. As they learn more about the settlements and questions are answered from the “Wonder Wall,” the “Wonders” will be moved over to the “I Know” board.

Overview


o Students will then be given an overview of what the unit is going to encompass. The overview will bring all of the students thoughts together by providing them with information on what we will be discussing, learning, applying, and practicing in the unit. Students will learn that they are taking on the role of a colonist at that time period and will keep a journal full of notes regarding each settlement to help them determine the significant developments at each one, the kind of relationships the colonists had with native people of the land, different events that happened there, etc. The Colonist Journal will be showed to students and it will be explained that they each will have one and that they will be getting their own tomorrow when they move on to explore the first settlement. Students will then be told that once they have gathered enough information about each settlement, they will then have the opportunity to act as colonists and create brochures to persuade other colonists to come and live there and help the settlement grow.

g.) Instructional Activities Introduction

o Gallery Walk done individuallyo Wonder Wall: Students individually come up with questions after the

Gallery Walk and are then informed of our goal for the Wonder Wall Overview

o In a whole group setting students are told of what to expect from the unit:

Taking on the role of a colonist & keeping a Colonist’s Journal Learning about the early settlements What we will be searching for/information gathered from each

settlement End of unit celebration: Brochures & presentation

h.) Summary The gallery walk will serve as a fun, as well as beneficial, activity that will

grasp the student’s attention and gather their ideas and questions regarding the three early settlements. It will help aid the overview in showing students the different aspects of the settlements we will be focusing on (location, resources, relationships, important people, etc.) The Wonder Wall will provide students with the opportunity to receive answers to the specific questions they have regarding the settlements. The overview of the unit will explain to students the engaging activities we will be doing the next few weeks, as well as what they will be learning about, to get them excited about their early settlements unit!

i.) Assessment


Students will be asked to write a quick note on what they took from today’s lesson: what they learned and how they are feeling about the unit to come. This will serve as an assessment to see what student’s important ideas were from today’s lesson and will help me to see how they are feeling about the unit and what questions or concerns they may have.

j.) Home Assignment Students will be informed that they will be learning about the different reasons

why settlers came to the New World. As a home assignment students will be asked to list reasons as to why they or someone that they know have moved to a new location.

Lesson Differentiation

Breanne’s Adaptations:

Gunner: As a student with ASD, Gunner easily becomes distracted and goes off into his own little world while listening to instruction. By providing visuals, artifacts, and an exciting story line of the students being the colonists, it will help Gunner to focus on the introductory lesson and keep him engaged in what is happening in the classroom.

Ashley: As a students with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. She also becomes easily frustrated when she knows that she is having trouble doing something. One way to help aid her writing and frustration is to provide note-cards that are lined and wide ruled. This will give Ashley enough room to write her question, as well as give her an outline to follow while writing. For the quick note activity, Ashley will also be provided with her own paper that is wide ruled and will help her form her words and sentences legibly.

Kyle: Kyle has recently had surgery and has just moved from using a wheelchair to a walker. Enough walking room will be provided so that Kyle has the freedom to move around from one station (settlement) to the other in the gallery. Kyle also has ADHD, and has trouble focusing on the activities in the classroom. By including an engaging activity in the introductory lesson it will hopefully grasp Kyle’s attention and keep him focused on what we are doing in the classroom during this lesson.

Alex: Alex has an IEP for speech and is reading at a low reading level. He frequently needs words read to him because he has trouble verbally pronouncing the words. To help Alex gain the same experience of exploring the settlements like the other students, a variety of materials including visuals will be provided.

Steven: As a student who has a learning disability in written expression, he too will be provided with note cards that include lines and a wide amount of space. This will aid Steven in writing his words legibly, as he often struggles with then when the writing space is limited. Different writing paper with


larger lines and greater spacing will also be provided to him for the writing assessment at the end of the lesson.

Carolyn’s Adaptations:

Trevor - because he has an LD Written Expression, Trevor can jot down various phrases that interest him, instead of coming up with coherent sentences.

Caresse - because she has an LD in Written Exression, Caresse can jot down various phrases that interest her, instead of coming up with coherent sentences.

**All students with adaptations have an IEP for extended time. Therefore, they will be given extra time to finish writing assignments and home assignments.

Home Communication

Dear Parent and/or Guardian,Today we started our Early Settlements unit! Within this unit students will have

the opportunity to use their imagination and go back in time to the days when Europeans first came to the New World. They will learn all about the reasons why colonists wanted a new life in the New World, the types of economy and government that were present at the settlements, and other facts that led to the success or non-success of the colonies. Today students engaged in a gallery walk, like one at a museum, and were able to see a preview of the different topics they may learn about in the next two weeks. Make sure to ask them all about it! Tomorrow we will be learning about the reasons why Europeans left England to come to America. The students’ home assignment for tonight is to list reasons why they or someone they knew moved from a location. This list will help to add to our discussion tomorrow and build connections to the reasons why the settlers left on their journey to the New World. If you have any questions please don’t hesitate to contact me!

Sincerely,Breanne Mason & Carolyn Hart


Lesson #2

a.) Lesson Title and Length No Wonder They Wanted to Leave! One 30-minute Session

b.) Lesson Goals and Objectives Goals

o Students will understand the push and pull factors that may play a role in a person’s decision to relocate.

Objectiveso Students will be able to apply prior knowledge and experiences with

relocating to a new place to engage in a whole group discussion regarding the reasons for moving to a new location.

o Students will be able to apply knowledge gained about early explorers to express examples of push and pull factors as a whole class.

c.) MI Grade Level Content Expectations Describe the causes, consequences, routes, and movement of European

Settlement in North America during the seventeenth and eighteenth centuries (Michigan Grade Level Content Expectations, II.3.LE.2).

Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. (Michigan Grade Level Content Expectations, R.CM.05.01.)

d.) Materials Needed Lined paper Push & Pull Factors Outline Pencil Power Point Elmo

e.) Main Ideas to Develop Big Ideas:

o Overcrowding, freedom, land, and jobs are reasons why people move to a new location.

f.) Starting the Lesson The question: “Why do people and families move?” will be put on the board.

It will be explained that many of them may have experienced moving to a new place, or maybe they have a friend or relative that has moved to a new place. Students will be asked to think back to a prior experience they have had with moving and try and answer this question. Students will be allowed to pull out


their home assignment to help add to the list and add to the later discussion. Students will be told that they have 60 seconds to write down as much as they can think of as to why people and families move to new places.

While students are writing their answers, I will be writing mine as well to share and relate to the students.

Once the 60 seconds are up, students will be asked to share their reasons:o Better climateo More lando They may have been offered a job somewhere – there might not be

jobs where they areo They may not be able to afford where they liveo They don’t want to follow the rules that they are asked to follow

g.) Lesson Content

There are many reasons as to why people want to relocate. Four main reasons are because of population, land, employment, and freedom. When a place becomes too overcrowded, negative effects can occur. It may feel uncomfortable to you and you may have less land due to the lack of space. The lack of land makes it hard to farm and grow crops in order to gain profit, money, and support yourself. These reasons build together as to why you may want to leave a place. Also, if someone is telling you what you should or should not believe and you disagree, you may want to go somewhere where this is not occurring. These are all reasons that apply to push factors. Push factors are reasons that might push people out of a place. They are exactly how they sound. These reasons make someone not want to live there anymore and almost literally push them out of the location.

When relocating, there are many reasons why a place might draw you into living there. Some reasons may be that there are less population and therefore more space for you and your family, more opportunities for jobs because of less people, more land to own yourself and live and grow crops on. Also, if the place allows you to believe in whatever you would like, people may want to live here. When a place has reasons that draw you in or pull you in with what all it has to offer, these are referred to as pull factors. They are factors or reasons that are literally pulling you into living in that location.

Moving and experiencing new things is something that we can all relate to. When we move to a new place, we are doing it for a reason. Either we are forced to move, or pushed, or something is drawing us towards moving to a certain place. For example, I was drawn to move to East Lansing and go to Michigan State University. I wanted to become a teacher and knew that they had the best elementary education program in the nation. I had come from a small town and had experienced teachers that did not make school as fun as it should be and did not make what we were learning as engaging as I’d hoped it would be. Therefore, I wanted to go to the best school possible so that I could


strive to be the type of teacher that I wanted to have while I was in elementary, middle, and high school.

Like us, Europeans had reasons as to why they wanted to leave one place and move to another. These reasons also revolved a lot around population, land, employment and freedom. Imagine that you are living in a place where there are many deaths around you because of the amount of illnesses that are floating around. You wish that this was different and then you find out that much of the illness was caused by unsanitary living conditions. A change occurs and living conditions are made better for everyone. This has positive results and families are becoming larger and healthier due to the change. Then you realize that the population boom leads to less room, less land, less jobs, and overcrowding. You find that a new land that was just discovered does not have as large of a population and offers more space for you to live. What do you think you are going to decide to do? You are probably going to want to relocate to some place you feel more comfortable. These are examples of push and pull factors that the Europeans faced when considering the population of Europe and the New World during the 16th century.

Imagine that you are living in a place that has little land for you to live on and little natural resources. You here of a land across the ocean that offers more space for you that you can own. The land is also plentiful in natural resources like minerals and animals. What are you going to do? What can more land offer us? Why do we want it?

o More land offers more space to live and grow crops. More crops offer more profit and money to individuals. More natural resources such as animal meat and fur help us in surviving and making money to support ourselves.

o These are examples of push and pull factors that the Europeans faced when it came to land. The lack of land and natural resources “pushed” the Europeans to move somewhere else. The land that the New World had to offer “pulled” them in.

Imagine that you are living in a place that has had a population boom resulting in fewer jobs. A lot more people also want the jobs that you really want and you have less chances of getting it. You hear of a New World that has different jobs you can do such as working for a shipping company, what might you do? Why do we need jobs?

o Move to the New World. We need jobs so that we can make money and support our family and ourselves.

Imagine that you are living in a place that does not allow you to believe in what you want to believe in. The religion that you want to practice is not allowed and you have been told that you will be sent to jail for not following the rules. You hear of a New World that allows you to practice whatever you please, what are you going to do?

o Move to the New World. People should be able to practice whatever they believe in, as long as it is not harming anyone else.


h.) Instructional Activitieso Brainstorming Question: “Why do people and families move?”

Students will have 60 seconds to write down all their thought on a lined piece of paper

o Students will share answers for brainstorming activityo I will then share my own list of answers as to why I have relocated to a

new place I will give examples such as moving to East Lansing Going to Michigan State University Moving into an apartment with friends Moving back home to save money

o We will move on to discussing push and pull factors What are they? What are some examples of push factors that I have faced? What are some examples of push factors that you have faced? What are some examples of push factors that Europeans faced? Examples of pull factors I have faced? Examples of pull factors you have faced? What are some examples of pull factors that Europeans faced?

o Students will be asked to imagine themselves in the spot that the Europeans were in and to picture the push and pull factors for population, land, employment, and freedom.

Relate these to what the students have already discussed for explorers- Northwest passage, fur trade, trade amongst Native Americans

Students will write down notes regarding the push and pull factors for the Europeans for each thing

o A wrap up will be done at the end- moving on to colonization and the early settlements.

i.) Summary To wrap up push & pull factors students will be informed that it is important

to understand that everyone as reasons for relocating to a new place and that when relocating, there are both reasons that are pushing away from an old location and reasons pulling you into a new one. Students will be informed that we are going to continue to look at push and pull factors as we dive into our new unit and see how the Europeans continued to battle problems with overcrowding, jobs, land, and freedom before coming to the New World.

j.) Assessment As an assessment, students will be asked multiple choice questions and will be

expected to hold up their sheet of paper to tell me whether it is an example of a push factor or a pull factor. Students will be asked about 10 questions to assess their understanding of push and pull factors and what they cause.


k.) Home Assignment Student’s home assignment will be to ask someone at home where they would

relocate if they could. Then, it is their job to find one push and one pull factor for wanting to move to that new location. Students will be expected to bring these written down on a sheet of paper to class the next day.



Gunner: By including a lot of classroom discussions and little individual work, it will help to keep Gunner on task. When discussions occur, he is very involved and likes to share any information that he knows. Gunner will receive print outs of the slides so that he is able to pay better attention to the lesson rather than worrying about writing.

Ashley: Ashley will receive print outs of the slides to aid her in understanding the lesson because she will not be focused on writing the slides down.

Kyle: Kyle will receive print outs of the slides so that he can pay attention to the discussion and not be focused on writing down the words on the slides.

Steven: Steven will receive print outs of the slides so that he can pay attention to the discussion and not be focused on writing down the words on the slides.


Trevor: His disability in written expression makes it difficult for him to make meaning out of words, therefore the little individual work and reading that he has to do, and the more discussion that we have in class will help Trevor in comprehending the lesson. Trevor will also receive print out of the slides explaining what push and pull factors are so that he can pay better attention to the lesson rather than having to worry about writing.

Caresse: By including classroom discussions and little individual work, it will help to keep Caresse on task. As a student with ADHD, she has trouble paying attention to lessons and often misses out on the material that is being taught. Caresse will also receive print outs of the slides so that she does not have to focus on writing any of the information down.



Home Communication

Dear Parents and/or Guardians,

Today we learned about the many reasons why Europeans left England to come to the New World. Students engaged in discussion connecting prior experiences to moving or coming to a new environment, and their reasons for doing so. By building these types of connections, students were able to relate themselves to the colonists and enhance their understanding of the push and full factors that took place when colonists were moving to America. Student’s home assignment is to ask someone where they would like to move and what push and pull factors help influence their desire to move to this place. Students will have the opportunity to share these results with the class tomorrow. If you have any questions please don’t hesitate to contact me.

Sincerely,Breanne MasonCarolyn Hart


Lesson #3

a.) Lesson Title and Length Conflicts between the Native Americans and Europeans One 30-minute Session


o Students will understand the relationships that may occur with people who are native to a land where other people may be just settling.

Objectiveso Students will be able to make connections between conflicts with the

Native Americans and Europeans and engage in a whole group discussion.

o Students will be able to apply prior experiences and knowledge to individually complete a writing assignment.

(WRITE OBJECTIVES ON BOARD IN STUDENT FRIENDLY WAY.)o We will be able to…

Make connections to the relationships that Europeans and Native Americans had and relationships that we have had with new people

Use those connections to complete a writing assignment

c.) MI Grade Level Content Expectations Connect personal knowledge, experiences, and understanding of the world to

themes and perspectives in text through oral and written responses. (Michigan Grade Level Content Expectations, R.CM.05.01.)

Describe significant developments in the New England colonies, including: o relations with American Indians (e.g., Pequot/King Phillip’s War)

(Michigan Grade Level Content Expectations, 5-U2.1.2.)

d.) Materials Needed Notebook paper Pencil

e.) Main Ideas to Develop Big Ideas

o Everyone has the same basic needs- food, water, and shelter.o When a different group of people move in to a new land they often

find conflict with the native people because of limited resources.o These main ideas will be presented to the students after our objectives

have been discussed and students will be asked questions to connect them to the ideas:


What happens when things you need are no longer there? Why might they no longer be there?

What relationships might occur with a friend if they have started to take things that you need?

f.) Connection to Previous Lesson Yesterday, we discussed reasons as to why Europeans left England and what

was pulling them to the New World. Let’s share some of the answers for our home assignment and see why others might want to move to a new region. Europeans faced many of these reasons as well. For many of the Europeans the push and pull factors were so great that they decided to move to the New World. When they got there, they found that they had come to a land that was already home to other people.

g.) Lesson Content We all have the same basic needs- food, water, and shelter. When these needs

become limited to us, conflicts occur. These struggles occurred when Europeans came to Native American land. Students can relate to this by presenting a story about a new student. Imagine that someone new came to your classroom that did not look like you and you had no idea anything about him or her. You want to share with them what you have so you share your desk. You then find that over time, the new student is starting to take over the things you need for school, like your pencil, notebook, and more of your desk. Their things seem to overpower yours and before you know it, the new student’s belongings have overtaken your desk. What do you think will happen? What do you think this will cause? This same feeling of power occurred between the Europeans and Native Americans. The more Europeans that came to America, the more resources that were used. Europeans began to gradually take over Native American land. Europeans hunted the animals that Native Americans relied on for food and furs. Why is it that Europeans and Native Americans needed land? Both groups of people found that land offered shelter and area for them to plant their crops so that they had food to feed their people, as well as trade with others. A power struggle occurred between the Native Americans and Europeans because the lack of resources meant a struggle with survival.

h.) Instructional Activities Intro to Big Ideas:

o Project Big Ideas on Smartboard. Students will start to conceptualize the new information they will gain today. Brief discussion with questions.

Everyone has the same basic needs- food, water, and shelter. When a different group of people move in to a new land they

often find conflict with the native people because of limited resources.


These main ideas will be presented to the students after our objectives have been discussed and students will be asked questions to connect them to the ideas:

What happens when things you need are no longer there? Why might they no longer be there?

What relationships might occur with a friend if they have started to take things that you need?

Relationships Activity:o Talk through actions of Native Americans /Europeans and relate to

students (pretend you are a new student) Go to a table and ask to share the table (desk) with them Then begin to ask to borrow their things Then move all of your things on their desk and begin to take up

their space Move closer to the other person

o Then ask relatable question: “What do you think is going to happen and why?” Students will write this on a piece of paper and then sticks will be drawn to share their answers

o Relate answers to Native Americans and Europeans: What do you think occurred between the Native Americans

when Europeans came over? What basic needs do you think they were fighting over? Focus on limited land/space- why did they need them? Limited natural resources such as water, animals- why did they

need them? Do you think this occurred in all settlements, why?

o Students will be given information about the relationships that occurred as they share their answers to the questions in our whole group discussion.

o Have students get out a new piece of paper for a writing assignment as their assessment. Students will be asked: Who do you think was at fault? Why? What could they have done instead?

o Home assignment will be assigned

i.) Summary When our basic needs are compromised, we become part of a power struggle.

The more people who come to a place and begin using all of the natural resources, the more limitations that occur. When Europeans came to America, they began to use the same natural resources that Native Americans were using to survive. This caused natural resources to be limited. When survival came into compromise, Europeans and Native Americans began to attack each other in order to gain power and control of the society.


j.) Assessment Have students get out a new piece of paper for a writing assignment. Students

will be asked: Who do you think was at fault? Why? What could they have done instead?

Students will be asked to write two paragraphs answering these questions. Students will be expected to give examples to support their answers to the questions.

k.) Home Assignment Based on what you have learned about the conflicts that occurred between

Native Americans and Europeans, share with your parent and/or guardian. Then brainstorm reasons as to why Roanoke is known as “The Lost Colony.” –brainstorm two reasons


Breanne’s Adaptations

Gunner: As a student with ASD, Gunner easily becomes distracted and goes off into his own little world while listening to instruction. By engaging in a skit regarding the relationships between Native Americans and Europeans and incorporating whole group discussion, it will hopefully keep him on track and focused.

Ashley: As a student with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. She also becomes easily frustrated when she knows that she is having trouble doing something. One way to help aid her is by offering her the alpha-smart to use to write her two paragraphs.

Kyle: Kyle has ADHD, and has trouble focusing on the activities in the classroom. By engaging in a skit regarding the relationships between Native Americans and Europeans and incorporating whole group discussion, it will hopefully keep him on track and focused.

Steven: As a student who has a learning disability in written expression, he too will be provided with either an alpha smart or wide ruled paper. This will aid Steven in writing his words legibly, as he often struggles with then when the writing space is limited. Different writing paper with larger lines and greater spacing will also be provided to him for the writing assessment at the end of the lesson.



Trevor: Having a disability in written expression will cause Trevor to struggle with the writing assignment. He will be given the opportunity to use the alpha-smart instead of having to worry about writing.

Caresse: As a student with ADHD, Caresse easily becomes distracted during instruction. By engaging in a skit regarding the relationships between Native Americans and Europeans and incorporating whole group discussion, it will hopefully keep her on track and focused.


Home Communication

Dear Parents and/or Guardians,

Today we discussed why conflicts occurred between the colonists and Native Americans. To help put this into a more relatable perspective, students were asked to imagine a scenario in which a new student that they knew nothing about came to their classroom. This new student then began to take over their desk, borrow all of their things, and move all of their belongings into their space. This scenario was related to what happened to the Native Americans. Students engaged in a discussion regarding the conflicts that occur when resources that are needed become limited. Tomorrow, we are going to build on this understanding and dive into our first settlement—Roanoke. We are going to use what we have learned about Europeans reasons for leaving and the relationships that often occurred with Native Americans to help us in understanding why Roanoke was known as The Lost Colony. Students’ home assignment is to share with someone at home what they learned today and to brainstorm two reasons as to why Roanoke might be known as The Lost Colony. This will help get students thinking about what they will be learning about tomorrow. If there are any questions please don’t hesitate to contact me.

Sincerely, Breanne MasonCarolyn Hart


Lesson #4

a.) Lesson Title and Length Roanoke: The Lost Colony One 30-minute Session


o Students will appreciate the struggle of creating a settlement and finding resources to sustain the settlement.

o Students will understand the types of relationships that may occur with people who are native to a land where other people may be just settling.


Objectiveso Students will be able to identify conflicts between the Native

Americans and the English colonists, why they occurred, and their results, through a whole group discussion.

o Students will be able to apply knowledge of Roanoke obtained throughout the lesson by predicting what will happen next in the story using evidence.


See what types of relationships occurred between the Europeans and Native Americans at Roanoke and why

Predict what is going to happen next in the story based on what was previously read


1. Describe significant developments in the New England colonies, including: patterns of settlement and control including the impact of geography (landforms

and climate) on settlement

relations with American Indians (e.g., Pequot/King Phillip’s War) (Michigan Grade Level Content Expectations, 5-U2.1.2.)

2. Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154) (Michigan Grade Level Content Expectations), 5 – U2.3.3.)


3. 2. Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious) (Michigan Grade Level Content Expectations, 5 – U1.2.2.)

4.Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast). (Michigan Grade Level Content Expectations, W.PR.05.02.)

d.) Materials Needed Roanoke: The Lost Colony by Jane Yolen Graphic Organizer (30 copies) Lined paper Pencil



find conflict with the native people because of limited resources.o External factors such as disease and climate play a role in the success

or non-success of a settlement.o Overcrowding, freedom, land, and jobs are reasons why people move

to a new location.o Big Ideas will be presented on the board and discussed:

What happens when our needs are limited because of other people?

What happens when we get sick? What do you think would happen to a large group of people if they got sick?

When our rights are compromised at a place we are living and we are running out of space and jobs, what might we do?

f.) Starting the Lesson We will begin by addressing any questions that students had on the Wonder

Wall that will be covered today about Roanoke. Students will be told, “________’s question is going to be answered today so we need to pay close attention to everything that we learn about today so that we can find the answer!”

g.) Connection to the Previous Lesson We will begin the lesson by reviewing that we previously discussed the

different conflicts that occurred between Native Americans and Europeans when Europeans came to the new world because of resources becoming


limited. Students will be told that today they are particularly going to be looking at the colony of Roanoke and what aspects led to it being a mystery.

Students will be given time to share their home assignments with a partner and a few sticks will be drawn to share what reasons students think Roanoke may be known as The Lost Colony.

Students will be informed that they will be reading a story about the colony of Roanoke and that their job is to pay attention to particular areas to try and solve the mystery as to what happened to the colony and why.

The graphic organizer will then be passed out and students will be told that they need to pay attention to areas like the reasons why the settlers came to America, what resources Roanoke may or may not have had, relationships that the settlers had with the Native Americans, the type of economy they had and if they seemed to have one, the type of government they had if they had one, and external factors like disease or climate that may have played a role in the failure of the colony.

Students will be told that as the book is read to them they are going to be asked some questions to help them in filling out this graphic organizer but that it’s their job to try and fill out the graphic organizer as much as they can so that they can use the information later.

It will be explained that our goal is to use this organizer to make connections between the three settlements so that we can decide on our own which settlement was more successful and why and which one we would like to live at.

h.) Lesson Content Our first attempt on making something successful is not always the best

attempt. When we find that what we have been working on is just not turning out the way that we want it to, we try again. The colony of Roanoke can be seen as a first attempt at a colony that was not successful. There were many factors as to why it was not successful and experiences that occurred that the colonists had to learn from.

When the colonists first arrived in Roanoke, there were harsh conditions and they were very ill prepared. The Native Americans provided the colonists with food and tools and in returned, the English treated them unfairly. This resulted in the Native American tribes not trusting the English and even attacks between the two. The Europeans no longer had the help and aid of the Native Americans. When starting out in any new place, we need a good amount of supplies to help us survive. When we move to a new house for example, we try and take as many of the things right away that we will need to survive. The colonist’s did not think ahead and those who did not die went back to England to come back with more supplies.

Like the United States, the colonists elected a leader to over-see what was happening in the colony and to help form a community. This was John White. White brought over a group of people including a variety of tradesmen to help


form a community. There was no set up rules for the community though and they lacked a form of government.

In any place, the more people who come to an area. The more resources become limited. The limited amount of resources resulted in many different things. One thing was that limited resources resulted in a power struggle between the Europeans and Native Americans. This power struggle resulted in attacks. Limited resources also resulted in European deaths. The more that the resources and supplies became limited the more John White felt he had to return to England.

White finally decided to return to England and do to the war happening between England and Spain, was held up there longer than he thought he would be. When he returned to Roanoke, he found the colony to be deserted. The only clue left was the word “CROATOAN” carved on a tree. There are many theories as to what happened to the settlers but no one really knows.

i.) Instructional Activities Intro to Big Ideas:

o Everyone has the same basic needs- food, water, and shelter. When a different group of people move in to a new land they

often find conflict with the native people because of limited resources.

External factors such as disease and climate play a role in the success or non-success of a settlement.

Overcrowding, freedom, land, and jobs are reasons why people move to a new location.

Big Ideas will be presented on the board and discussed: What happens when our needs are limited because of

other people? What happens when we get sick? What do you think

would happen to a large group of people if they got sick?

When our rights are compromised at a place we are living and we are running out of space and jobs, what might we do?

Graphic Organizero Explain that we have previously looked at push and pull factors, or

reasons for leaving and wanting to come to the New World and also have learned about the reasons as to why Native Americans and Europeans experiences conflicts between each other

o Tell students that today they will be paying particular attention to the first attempt at a colony, known as Roanoke. Inform students that you will be reading a story to them about the colony of Roanoke and explain that it is their job to pay attention to particular details within the text in helping them to solve the mystery as to why Roanoke ended as a mystery


o Then pass out the graphic organizer to students and quickly go over it using the Elmo. Explain to students that they need to pay particular attention to:

The colonists reasons for leaving The different features of the land Natural resources that the land had or didn’t have What type of economy and government Roanoke had- if any Relationships that the colonists had with Native Americans and

the effects of these relationships And other factors that may have played a role into why

Roanoke is a mystery to uso Students will then be told that as the book is being read they will be

asked questions to help them in filling out the graphic organizer but to write down as much as they notice from the text

Roanoke: The Lost Colonyo I will then read the story to the students and ask comprehension

questions as I go to help them in filling in the graphic organizer and making sure that big ideas/goals are covered:

o Pg. 1: “Like this little girl in the book we are going to collect

information about the mystery of Roanoke to try and solve it.”o Pg. 2:

“What problems did they face coming to the New World?” They had to try and stay away from Spain because they were in war. The early colony experienced harsh conditions and lack of supplies so they had to return home.

“What kind of relationships did they start off having with the Native Americans?” The Europeans treated them badly and one chief was slaughtered even though the Native Americans were providing them with food. The colonists brought over diseases that killed off the Native American population. Both the Native Americans and Europeans have the same basic needs- food, water, and shelter, and they were finding these to be limited. “How might these types of relationship relate to ones we may have if a new student came to our classroom and was beginning to take the things that you need?” It might start fights and arguments between us. We wouldn’t get along.

“Why did they come to the New World?” Gold and farmland. “When we move to a new place, we often times are pulled there because it offers us more money and there is more space. For example, my cousins moved to a place that has 30 acres for hunting land so that they can provide themselves food and their kids also have a yard to play in.”

o Pg. 3:


“What had White set up so that the community would be successful? Who did he bring?” He brought farmers, craftsmen, and assistants.

“Do you think they had a good form of government? Even though he brought all of these tradesmen around, does it seem that a set of rules have been put in place?” No, the government seems poor because there isn’t a set of rules to keep the colony structured.

o Pg. 5: “What issues are they already facing on their second attempt at

coming to America?” They had bad reactions to the food and water which caused many of them to become ill. They were exhausted by trying to haul food back to the ship.

“What do you think this did to the colonists?” Weakened them and possibly left some dead.

“Why did they want to go to Chesapeake Bay? The land was more fertile and the harbor was safer. What does this tell us about Roanoke? The land was not as fertile and they feared attacks from people such as Native Americans and the Spanish.

o Pg. 7: What kind of relationship do the English have with the natives?

Do they seem nice to the friendly Croatoans? Why?” They do not seem friendly. The Croatoans what a token to resemble their friendship and it was not given by the Europeans. The Europeans scared the Croatoans by pointing their muskets and showing power over them.

o Pg. 8: “What can we see happens to the resources as time passed and

more people need to use them?” The resources begin to run out and colonists have to find other ways to adapt. One way they have been doing this is by attacking the Native Americans. They are now going to try and solve this by sending John White back to England to get more supplies.

“We all have the same basic needs- when resources become limited we have to find ways to adapt.”

Students will then be told that we are going to finish the story tomorrow. Students will be told that now they need to spend the next two minutes sharing what they have for their graphic organizer with the person sitting next to them and seeing if they can add anything more to their own.

We will then spend a few minutes discussing what they added to their graphic organizer and why. I will be filling out my own graphic organizer using the Elmo and putting in my own thoughts incase students missed anything.

Lastly, we will go over the questions that were answered from the Wonder Wall and students will be given the opportunity to share their answers as to what they found.


j.) Summary When resources are limited in a region due to the number of people a power

struggle occurs and conflicts arise. The Europeans struggled gaining a positive friendship with the Native Americans at Roanoke because of the lack of trust and lack of resources for both groups of people. Europeans also faced more struggles coming to a new land because of their susceptibility to disease and sickness. There were many factors that the colonists faced that affected the success of the colony of Roanoke.

k.) Assessment As an assessment, students will be asked to write a quick note on a piece of

paper explaining what they think the biggest struggle the colonists have had at Roanoke so far and why. Students will be asked to turn this into the tray before leaving the classroom.

l.) Home Assignment As a home assignment, students will be asked to make a prediction as to what

they think will happen to John White and Roanoke when he returns using the evidence from their graphic organizer. Students need to back up their prediction with at least three reasons using their graphic organizer.

Students will be told that these predictions will be shared before continuing to read the story tomorrow.

Breanne’s Adaptations: Gunner: As a student with ASD, Gunner easily becomes distracted. He loves

to be read to so by including literature in the lesson it will help to keep him focused on the activity and lesson. He also likes to engage in discussion, therefore the comprehension questions asked will help keep him on task as well.

Ashley: As a student with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. By providing a graphic organizer it will help to keep her ideas organized and will not require her to write down a lot of information.

Kyle: Kyle has ADHD, and has trouble focusing on the activities in the classroom. He also loves when stories are read to him therefore the text about Roanoke will help to keep him engaged and focused on the lesson.

Steven: As a student who has a learning disability in written expression, he too will benefit from the graphic organizer. This will help to keep him organized and not require him to write down a lot of information.

Alex: Alex has an IEP for speech and is reading at a low reading level. He frequently needs words read to him because he has trouble verbally pronouncing the words. Therefore, by reading a story to him, it will help Alex to obtain the information easier.



Trevor: Having a disability in written expression will cause Trevor to struggle with the writing large amount of words. The graphic organizer will help to organize his thoughts without requiring him to write down a lot of information.

Caresse: As a student with ADHD, Caresse easily becomes distracted during instruction. By including a picture book and a lot of discussion, it will hopefully help to keep her focused and on task.


Home Communication

Dear Parent and/or Guardian,

Today we began reading the story Roanoke: The Lost Colony. This picture book presents a narrative of what factors led to the non-success of the colony. A graphic organizer has been provided for students to take notes on the story and help them to organize the information that they are reading. This graphic organizer will later help students build connections between the settlements and determine different factors as to why one colony was more successful than the other. The story will be finished tomorrow, therefore students’ home assignment is to share what they have read so far with someone at home and make a prediction of what will happen next. Students are to back up their prediction with at least three reasons from their graphic organizer. By supporting their answer with facts, it will help students to understand what has happened so far in the story and what Roanoke’s eventual fate was. If you have any questions please do not hesitate to contact me.



Lesson #5

a.) Lesson Title and Length Roanoke: The Lost Colony One 30-minute Session



o Students will understand the types of relationships that may occur with people who are native to a land where other people may be just settling.

o Students will apply knowledge of the settlements’ resources and location in order to make an informed prediction of how prosperous these settlements were, and why.

Objectiveso Students will be able to identify a variety of struggles that colonists

faced while trying to settle in Roanoke through a whole group discussion.

o Students will be able to apply knowledge of Roanoke by solving the mystery through writing using support.


See the different struggles that colonists faced while trying to settle in Roanoke

Use what we have learned about Roanoke to try and solve the mystery of what happened to the colony


• Describe significant developments in the New England colonies, including: relations with American Indians (e.g., Pequot/King Phillip’s War) (Michigan Grade Level Content Expectations, 5-U2.1.2.)

• Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154) (Michigan Grade Level Content Expectations), 5 – U2.3.3.)

• Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and


colonization of the Americas (e.g., economic, political, cultural, and religious) (Michigan Grade Level Content Expectations, 5 – U1.2.2.)

• Apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast). (Michigan Grade Level Content Expectations, W.PR.05.02.)

• Retell through concise summarization grade-level narrative and informational text. (Michigan Grade Level Content Expectations, R.CM.05.02.)

d.) Materials Needed Roanoke: The Lost Colony by Jane Yolen Graphic Organizer (30 copies) Lined paper Pencil



find conflict with the native people because of limited resources.o Big Ideas will be presented on the board for students to see and

conceptualize


Wall that will be covered today about Roanoke. Students will be told “________’s question is going to be answered today so we need to pay close attention to everything that we learn about today so that we can find the answer!”

g.) Connection to Previous Lesson Yesterday, we began reading a story that told us about the mystery of

Roanoke. We learned about different struggles that the colonists faced and the relationships that the colonists faced with Native Americans living near Roanoke. Let’s share some of our predictions as to what will happen next in the story:

o Sticks will be drawn for students to share their home assignment. Students will then participate in a retell activity and share what they read the

day before about Roanoke The Lost Colonyo Questions will help prompt the students: Why did they come to the

New World? What type of relationships did they have with Native Americans? Etc.


h.) Lesson Content Our first attempt on making something successful is not always the best

attempt. When we find that what we have been working on is just not turning out the way that we want it to, we try again. The colony of Roanoke can be seen as a first attempt at a colony that was not successful. There were many factors as to why it was not successful and experiences that occurred that the colonists had to learn from.

When the colonists first arrived in Roanoke, there were harsh conditions and they were very ill prepared. The Native Americans provided the colonists with food and tools and in returned, the English treated them unfairly. This resulted in the Native American tribes not trusting the English and even attacks between the two. The Europeans no longer had the help and aid of the Native Americans. When starting out in any new place, we need a good amount of supplies to help us survive. When we move to a new house for example, we try and take as many of the things right away that we will need to survive. The colonist’s did not think ahead and those who did not die went back to England to come back with more supplies.

Like the United States, the colonists elected a leader to over-see what was happening in the colony and to help form a community. This was John White. White brought over a group of people including a variety of tradesmen to help form a community. There was no set up rules for the community though and they lacked a form of government.

In any place, the more people who come to an area. The more resources become limited. The limited amount of resources resulted in many different things. One thing was that limited resources resulted in a power struggle between the Europeans and Native Americans. This power struggle resulted in attacks. Limited resources also resulted in European deaths. The more that the resources and supplies became limited, the more John White felt he had to return to England.

White finally decided to return to England. Due to the war happening between England and Spain, he was held up there longer than he thought he would be. When he returned to Roanoke, he found the colony to be deserted. The only clue left was the word “CROATOAN” carved on a tree. There are many theories as to what happened to the settlers but no one really knows.

i.) Instructional Activities Intro to Big Ideas:


find conflict with the native people because of limited resources.o Big Ideas will be presented on the board for students to see and

conceptualize

Roanoke: The Lost Colony


o We will then begin by reviewing our graphic organizer and the importance of focusing on these areas when looking at the reasons for success or non-success of a colony. It will be explained that as colonists coming to a new place or as anyone moving to a new place, there are things we want to look at before deciding to pick up all of our things and move there. Students will be asked to explain why we are looking at each areas of the colonies:

The colonists reasons for leaving The different features of the land Natural resources that the land had or didn’t have What type of economy and government Roanoke had- if any Relationships that the colonists had with Native Americans and

the effects of these relationships And other factors that may have played a role into why

Roanoke is a mystery to uso We will talk about why each of these matter.

Reasons for leaving tells us what the colonists were searching for and what the colony was going to provide the colonists

The different features of the land tells us what the land offered and if it was easy to keep life stable there.

Knowing whether or not the land provided them with natural resources or not would determine how well the colonists would survive.

Economy and government helps to keep a community together and builds structure.

The relationships with the Native Americans determined the health of the colonists.

o Students will recognize that all of these factors are connected to the different colonies that were present during the 16th and 17th century and that all of these factors play a role in the success or non-success. Students will also be informed that these have to do with us today.

What’s one reason we have a government? So that we have structure and rules.

What’s one reason we have an economy? To support ourselves. So that we have money and can get the things that we want/need.

What does our relationships with people of native land matter? We do not want to suffer attacks or become part of a power struggle. We want to keep peace.

Why do we need natural resources? So that we can stay alive. We need things like water, food, and shelter.

o We will then finish the reading of Roanoke: The Lost Colonyo When the story is finished, students will be asked to share different

things that they wrote on their graphic organizer with the person sitting


next to them. They can then add anything that they see they do not have.

o Lastly, we will go over questions that were answered on the Wonder Wall. Students will be given this time to share their answers that were found during the lesson.

j.) Summary Students will understand the different struggles in which the colonists

faced at Roanoke and the reasons in which they had these struggles. As a summary it will be discussed why Roanoke was not successful and what the colonist’s probably learned from this experience. It will be emphasized to students that our first attempt at anything is usually not as successful and perfect as we want it to be and so we try again. We are still doing this now in the 21st century, whether it be with locations or other things such as material objects, we are always changing things to try and make it better.

k.) Assessment Once we have summarized what we have learned about Roanoke, I will

then tell them that it is their job to try and solve the mystery of Roanoke. They are then going to take one of the theories presented at the end of the text and either try and support that theory or come up with their own, backing it up with at least 4 pieces of evidence from their graphic organizer. Students will be given the remainder of Social Studies to finish this writing assignment.

l.) Home Assignment Students will be asked to go home and tell their parents some of the theories

that have been made and take a poll as to what they think the theory is for what happened to Roanoke. Students will be informed that these results will be tallied and we will see what theory is the most believed theory for what happened to Roanoke.


Gunner: As a student with ASD, Gunner easily becomes distracted. He loves to be read to so by including literature in the lesson it will help to keep him focused on the activity and lesson. He also likes to engage in discussion, therefore the comprehension questions asked will help keep him on task as well.

Ashley: As a student with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. By providing a graphic organizer it will help to keep her ideas organized and will not require her to write down a lot of information. Ashley will also be given the alpha-smart while completing the assessment to help aid her in her writing.






Trevor: Having a disability in written expression will cause Trevor to struggle with the writing large amount of words. The graphic organizer will help to organize his thoughts without requiring him to write down a lot of information. Trevor will also receive the alpha-smart to help aid her in her writing.



Home Communication

Dear Parent and/or Guardian,

Today we finished reading Roanoke: The Lost Colony! Students were able to act as detectives to try and solve the mystery of Roanoke based on the facts that they had learned. There were many factors that could have led to the non-success of the colony, which helped them in supporting their mystery. As our unit progresses, students will see that with the first attempt of anything it is not always successful and that success grows the more times we try. Our home assignment for tonight is for students to share the theories with their parents/guardians/friends/siblings and tally the number of votes for each theory. A poll will be taken tomorrow so that we can see which theory is believed by most. We are very interested in seeing which theory gets the most votes! If you have any questions please do not hesitate to contact me.


Lesson #6

a.) Lesson Title and Length• Intro to Jamestown• One 30 minute session

b.) Lesson Goals and Objectives• Goals

o Students will appreciate the struggle of creating a settlement and

finding resources to sustain the settlement.o Students will understand the relationships that may occur with people

who are native to a land where other may be just settling.o Students will understand the need for a prosperous economy in order

to sustain a settlement.• Objectives

Students will be able to identify reasons behind the tensions between the colonists and the Native Americans based on the information provided by the video.

Students will be able to identify what the colonies economy was built upon based on the information provided by the video.

c.) MI Grade Level Content Expectationso Describe significant developments in the New England colonies,

including:· relations with American Indians (e.g., Pequot/King Phillip’s War)· the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government- Respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions. (Michigan Grade Level Content Expectations, L.RP.05.05.)- Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious) (Michigan Grade Level Content Expectations, 5 – U1.2.2.)

o Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. (National Geography Standard 12, p. 167, C, E) (Michigan Grade Level Content Expectations, 5 – U1.4.2.


d.) Materials Needed• Graphic organizers (students have copies)• ELMO (to project graphic organizers/whole group)• Smartboard (to project video)

e.) Main Ideas to Develop• Big Ideas

o The relationships between new-coming settlers and those native to the land can often become very conflict-ridden.

o Some settlements are more successful based on the available resources.

o The more progress within an economy, the more successful and profitable a settlement is.



Students will then be given the opportunity to share their results for the home assignment. A tally will be taken and a chart will be later made to present a visual of the number of people who think each theory is plausible.

g.) Lesson ContentJamestown was a great example of a successful colony in the New World.

Several English citizens, including John Rolfe, came over in order to escape the inequalities and lack of freedom. The New World was the perfect place to do this. John Role and his followers came to the New World and were able to build an excellent economy based on the tobacco interest back in Europe, and thus were able to find the success that was promised to them in Jamestown.

The Powhatan tribe had a big influence on the Jamestown colonists. The famous Pocahontas was very directly affiliated with these people. At the beginning of the settlement, the colonists did not find success in farming in the unfamiliar territory. During these early years, the Powhatan took pity on the colonists and brought them food. Also, the Powhatan’s granted English the right to settle on parts of their land. The English saw it as ownership of these lands and permanently occupied their lands. The Native Americans did not like this mentality, which caused conflicts. In addition, Native Americans would often leave to hunt, fish, etc. and find the English had taken their land in their absence.

Jamestown colonists also used the forced help of African slaves. African slaves, in fact, had a driving force in the success of the tobacco economy. The Dutch brought a group of African people over to Jamestown against their will, as


slaves or indentured servants. Their culture was ignored and they were expected to learn European customs and be obedient to them. The African people were very developed and the Africans were very skilled at farming. They made it possible for the tobacco economy to flourish in Jamestown.

h.) Instructional Activities• Intro to Big Ideas


o The relationships between new-coming settlers and those native to the land can often become very conflict-ridden.

What type of relationship would occur when a new student comes and begins to take things that you need? A pencil? Notebook?

o Some settlements are more successful based on the available resources.

Would you say you are more successful in school when things such as pencil, paper, and books are available? Would it be harder to go through school without these things?

o The more progress within an economy, the more successful and profitable a settlement is.

How would our economy be if we relied just on trying to find things like gold? How might it grow if we have more people to help us grow crops?

• Connection to Previous Lessono Yesterday, we discussed Roanoke. Roanoke was an example of an

unsuccessful colony, but Jamestown is one of America’s great success stories. What are the differences between Roanoke and Jamestown? As we learn about Jamestown, think about the differences between it and Roanoke and consider why Jamestown was much more successful than Roanoke.

o (fill in graphic organizer as needed to discuss Roanoke/make

connections to Jamestown)

• Videoo Introduce the video:

Now, we are going to watch a video about Jamestown. This video discusses the push factors that made the colonists feel like they had to explore the New World. In addition, it discusses the economy that was built in Jamestown that allowed it to be successful, and


the climate that allowed this colony to be successful. Also, it discusses the relationships between Native Americans and the Jamestown colonists. Pay attention to the interactions between the colonists and the Native Americans – was every interaction a conflict, like it appeared in Roanoke? Look for a very specific example from a well-known Native American who may have changed this for the Jamestown colonists.

• Graphic Organizer• Have students use the evidence from the video to help them fill out

graphic organizer• Have them discuss the newly acquired information in a Think-Pair-Share

format in order for them to be able to bounce ideas off of one another and to become comfortable with their ideas.

• Have students share their ideas. Help them and guide them to shape their ideas in an articulate manner. Present their ideas on the ELMO in order to model to the rest of the class an appropriate answer.

• Guide them in making connections to Roanoke as they compare and contrast the success of Jamestown with the failure of Roanoke. What factors were at play? What could have Roanoke done differently?

i.) Summary/Overview• The colony of Jamestown was the first official colony. There were many

similarities to Roanoke and differences that occurred there. The failure of Roanoke helped to improve the progress of Jamestown and led to Jamestown’s eventual success. At the beginning of the colony, it started out rough like Roanoke did, but the colonists learned from their mistakes like we do when we are trying something that is new to us and improved the colony until it was successful.

j.) Connection to Future Lessons• Let students know that they will be able to take a virtual fieldtrip through the

colony of Jamestown on Monday. What things are you expecting to find? What factors of a successful colony are you most excited to interact with in Jamestown?

k.) Assessment• As an assessment, students will be asked to engage in a thumbs up/thumbs

down activity. Students will be asked true or false questions and they will provide a thumbs up for true or thumbs down for false.

1.) The colony of Roanoke was known as the first official colony. (False)


2.) Jamestown’s original economy was to be based off of the finding of gold. (True)

3.) Jamestown’s economy eventually revolved around the production of wheat. (False)

4.) Jamestown’s economy eventually revolved around the production of tobacco. (True)

5.) The settlers of Jamestown brought over the first African American’s to help with the production of tobacco. (True)

6.) The relationships that occurred between the Europeans and Native Americans at Jamestown were entirely positive. (False)

7.) John Rolfe marrying Pocahontas helped to gain friendship with the Native Americans (True)

8.) Jamestown was seen as a more successful colony than Roanoke. (True).

l.) Home Assignment As a home assignment, students will be asked to share what they’ve learned

about Jamestown so far and to think of more questions they would like answered with their friends or family about the relationships with Native Americans, trade that occurred or their government. Students will be expected to come to class with two questions that they have in mind.

m.)Home CommunicationDear Parents/Guardians,Today in social studies ,we explored the first successful colony in America. This colony was Jamestown. It is perhaps most famous today because of the colony’s (eventually) positive relationships with the Native Americans, led by the marriage of Jamestown leader John Rolfe and Native American Pocahontas. We explored the ideas of relationships of Native Americans, trade and the government was established, through discussion and a video from history.com. Students were asked to come home and share some of the things they learned, as well as brainstorm questions that they might have regarding these topics. You are encouraged to engage in this discussion with your child, and share what you might know about Jamestown, Pocahontas, or any other related ideas. Please feel free to contact me with questions or concerns.Thank you for the continued support,Carolyn Hart and Breanne Mason



Gunner: As a student with ASD, Gunner has trouble staying on track and focused. By providing a movie watch, one of his favorite things to do, it will help to keep him engaged. The graphic organizer also does not require him to write a lot and stay focused for a long period of time.

Ashley: As a student with a learning disability, Ashley struggles with her writing. The graphic organizer will provide her with support and not require her to write a lot of text.

Steven: As a student with a learning disability in written expression, Steven struggles with writing. The graphic organizer will support him because it does not require him to write a lot of information.

Kyle: As a student with ADHD, Kyle has trouble staying focused. By providing a movie for him to obtain information from it will help keep him engaged in the lesson.


Trevor: Having a disability in written expression causes Trevor to struggle with writing. By providing a graphic organizer it will help him with taking notes on the information without requiring him to write a lot.

Caresse: As a student with ADHD, Caresse struggles staying on task and focused. By providing a movie to obtain information from it will help to keep Caresse engaged in the lesson.


Lesson #7a.) Lesson Title and Length:

Exploring Jamestown One 30-minute session

b.) Lesson Goals and Objectives: Goals:

o Students will understand the relationship that may occur with people who are native to a land where other people may be just settling.

o Students will appreciate the need for trade in order to attain materials that are essential to living/establishing a new colony.

o Students will apply their own knowledge of the government and use it to understand why a government was necessary in Jamestown.

Objectives:o Students will be able to identify the need for trade in Jamestown and add

such need under the appropriate spot (relations with Native Americans) in graphic organizer.

o Students will be able to identify the type of government that was established in Jamestown and how it helped Jamestown to be successful, and add said information in the appropriate place in the graphic organizer.

o (WRITE OBJECTIVES ON BOARD IN STUDENT FRIENDLY WAY.)o We will be able to…

See how Jamestown colonists got some necessary materials. See how the government helped to organize Jamestown.

1. An assessment is needed on these objectives. Open/Closed Window assessment will be given.

c.) MI Grade Level Content Expectations Describe colonial life in America from the perspectives of at least three

different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154) (Michigan Grade Level Content Expectations), 5 – U2.3.3.)

Respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions. (Michigan Grade Level Content Expectations, L.RP.05.05.)

d.) Materials Needed Interactive Jamestown Website:

http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone SmartBoard (to project website) ELMO (to project graphic organizer) Pencils



e.) Main Ideas Colonists often needed materials that were not easy to get. So, sometimes,

they used trade with the Native Americans to get what they needed. In return, the Native Americans got items that were valuable to them, and things they could not easily get.

What cultures used trade to get valuable items that they could not easily get?

Colonists needed to set up an organized government in order to make rules and keep the colony running in a systematic way.

Why is government important? What is the point of our government?



Students will then be asked to share their questions for their home assignment with a partner. Students will then share a couple of these questions with the whole class. Students will be told to look for the answers to their questions as the lesson goes on and to see if they can answer them by the end of the lesson.

g.) Lesson ContentThe Powhatan tribe was the predominant Native American tribe around the Jamestown colony. Therefore, it was important for the Jamestown colonists to get along with this tribe and work with them in cooperative ways. The Powhatan held copper to extremely high value. This was very fortunate for the English settlers of Jamestown who had plenty of copper, and who greatly craved the corn that the Native Americans had. This was a major trade institution in Jamestown, and both groups benefitted from this.

A government was established in Jamestown, and a vote was set in place to determine the first “president” – Edward Wainfield got the vote. However, he was not able to do a lot of things that a true independent leader could do because Jamestown was still a colony, and a colony is a place that is run by another country. The first government was very concerned with Jamestowns’ colonists right to own land and right to vote.

h.) Instructional Activities Intro to Big Ideas


Colonists often needed materials that were not easy to get. So, sometimes, they used trade with the Native Americans to get


what they needed. In return, the Native Americans got items that were valuable to them, and things they could not easily get. What other cultures used trade to get valuable items that they could not easily get? When do you use trade to get what you need?

Colonists needed to set up an organized government in order to make rules and keep the colony running in a systematic way. Why is government important? What is the point of our government?

Connection to Previous Lessono On Thursday we watched a movie on Jamestown and discussed

reasons why the Europeans came, the different relationships between the colonists and Native Americans, and more. We also noticed some differences between Roanoke and Jamestown. Jamestown is considered the first official colony because Roanoke’s struggles led to their failure. Jamestown did not start off as being successful but we learned that actions the settlers took led to more success. What were some of these actions?

Brought over tobacco and began growing tobacco as the cash crop

Brought over the first African Americans which led to more tobacco being grown and the economy prospering

o (Finish filling in graphic organizer from Thursday, discussing what happened in the video)

Virtual Field Tripo Introduce the field trip

We’ve learned quite a bit about Jamestown from the video that we watched on Thursday. We still have more to experience that Jamestown has to offer. Today we are going to take a field trip and go back in time to the 17th century to explore the colony of Jamestown. I am going to be your tour guide to help pick out some of the areas that I want you to pay particular attention to. You are also going to get the opportunity to explore areas that you’re interested in as well. While we are on our field trip we need to be quietly listening to our tour guide so that we don’t miss some of the information that is provided. While we’re on the field trip, take notes and fill in your graphic organizer and we will share this later. Is everyone ready for our field trip?

o Virtual Field Trip Areas to cover:

Trade between Europeans and Native Americans. What was traded? Why was this good for both the Europeans


and Native Americans? This can be found in Powhatan tribe.

Type of government that Jamestown had. Jamestown established the first legislature that America had. Students will watch the video discussing the House of Burgesses.

Graphic Organizero Have students use the evidence from the website to help them fill out

the graphic organizer.o Have them discuss the newly acquired information in a Think-Pair-

Share format in order for them to be able to bounce ideas off of one another and to become comfortable with their ideas.

o Have students share their ideas. Help them and guide them to shape their ideas in an articulate manner. Present their ideas on the ELMO in order to model to the rest of the class an appropriate answer.

o Lastly, we will share any answers to the questions on the Wonder Wall that were found during the lesson. Students will also be given the opportunity to share answers for their home assignment. If there are any questions unanswered, students will have the opportunity to share them. Students will have the option to try and answer them with teacher’s guided support.

i.) Summary/Overview Students will use information that they have learned from the video and

virtual field trip to compare and contrast both Roanoke and Jamestown. Guide students in making connections to Roanoke as they compare and contrast the success of Jamestown with the failure of Roanoke. Why was Jamestown more successful than Roanoke? What could Roanoke have done differently? This can be done either in a whole group setting or as a partner activity.

j.) Connection to Future Lessons Let students know that they will be moving on to explore the colony of

Plymouth tomorrow and that we are going to learn the reasons why the pilgrims came to the New World. It will be explained that Plymouth was the most successful colony out of the three and we are going to find out what the Europeans learned from the colonies of Roanoke and Jamestown to help them in establishing Plymouth. Students will be asked: What differences do you expect to see? What reasons do you think the Pilgrims came to the New World?

k.) AssessmentOpen/closed window:1.) What are some things that you feel like you understand about trade and

government in Jamestown?


2.) What are some questions you still have about trade and government in Jamestown?

l.) Home Assignment Based on what we have learned about Jamestown, create a Venn diagram

comparing and contrasting the similarities and differences between Roanoke and Jamestown. Make connections between the two settlements so that you can see what different things Jamestown did that Roanoke did not that helped to make it more successful.

m.)Home CommunicationDear Parents/Guardians,Today in social studies, we went on a virtual field trip to Jamestown! We explored some of the concepts related to Jamestown such as relationships with the Native Americans – in particular, the Powhatan tribe – and the government that was established in Jamestown. Students were asked to create a Venn Diagram tonight highlighting the similarities and differences of the two colonies we have studied so far – Roanoke as well as Jamestown. You are encouraged to help guide your children through this task. Encourage your children to use their notes and other materials that may help them in this task. Please feel free to contact me with any questions and/or concerns.Thank you for the continued support!Carolyn Hart and Breanne Mason


Gunner: As a student with ASD, Gunner easily becomes distracted. By including a virtual field trip and visuals, it will help to keep him engaged in the lesson. The graphic organizer will also only require him to write down notes and little information so that he doesn’t have to stay focused on writing for long.


Kyle: Kyle has ADHD, and has trouble focusing on the activities in the classroom. The virtual field trip and visuals will help to keep Kyle engaged in the lesson.





Caresse: As a student with ADHD, Caresse easily becomes distracted during instruction. By including a virtual field trip and visuals, it will help to keep Caresse focused on the lesson and on task.



Lesson #8a.) Lesson Title and Length:

Intro to Plymouth One 30-minute session



o Students will apply their own knowledge of the government and use it to understand why a government was necessary in Plymouth.

Objectives:o Students will be able identify reasons Europeans left England to settle

in Plymouth and add such reasons under the appropriate spot (reasons for leaving) in graphic organizer.

o Students will be able to identify the type of government that was established in Plymouth and how it helped Plymouth to be successful, and add said information in the appropriate place in the graphic organizer.

o (WRITE OBJECTIVES ON BOARD IN STUDENT FRIENDLY WAY.)

We will be able to… See why settlers left Europeans left England and chose

to settle at Plymouth. See how the government helped to organize Plymouth.

An assessment is needed on these objectives. A formal assessment will be given (Open and Closed window)



Describe significant developments in the New England colonies, including:-growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies (Michigan Grade Level Content Expectations, 5-U2.1.2.)-the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government


d.) Materials Needed If You Sailed on the Mayflower in 1620 by Ann McGovern


SmartBoard ELMO (to project graphic organizer) Pencils

e.) Big Ideas Colonists faced factors that pushed them out of England and pulled them

towards the New World. These factors supported their decision in moving to a new place and starting a new life.

o How do different things push and pull you to move somewhere else?o How would you feel if someone was forcing you to do something that

you did not want to do or did not believe in? Colonists needed to set up an organized government in order to make rules

and keep the colony running in a systematic way.o How does our government operate? How does our government help us

in building a community? How is our classroom related to government?



Students will be given a couple of minutes to share the connections, either similarities or differences that they made between Roanoke and Jamestown with someone sitting next to them. They will then be told to think about the patterns they have seen with the colonies, do you think Plymouth will be similar to either of them? Why or why not? The Venn diagrams will be collected.

g.) Lesson ContentPlymouth was the second official colony in North America. Within the

group of settlers that came to Plymouth were the Pilgrims, who came to America for not only profit and success, but also for religious freedom. These settlers were tired of being told how they needed to worship God and wanted to be separated from the Church of England. This caused them to be banished from England and sent to the Netherlands. Life was not pleasing at the Netherlands and so the settlers decided to move to the New World. The New World offered them the chance to practice their own religion.

The settlers sailed to the New World on the Mayflower. Before even stepping on land, they set up a set of rules known as the Mayflower Compact. Settlers learned from experiences and information gathered about Roanoke and Jamestown that a set of rules and guidelines helps to keep order in the community. These rules gave the settlers roles in the community to help work in a systematic way. The Mayflower Compact also said that the majority should rule


and it gave the people the right to choose their own leader. They chose John Carver to be the leader of Plymouth.

The Mayflower also divided up land for the settlers evenly. Each settler and their family had a plot of farmland for them to grow crops to either feed their family and themselves, or often used for reasons of profit. Plymouth’s economy eventually prospered and was built on family farms and land.



Colonists faced factors that pushed them out of England and pulled them towards the New World. These factors supported their decision in moving to a new place and starting a new life. How do different things push and pull you to move somewhere else? How would you feel if someone was forcing you to do something that you did not want to do or did not believe in?

Colonists needed to set up an organized government in order to make rules and keep the colony running in a systematic way. How does our government operate? How does our government help us in building a community? How is our classroom related to government?

Connection to Previous Lessono Yesterday, we finished talking about the colony of Jamestown.

Jamestown was the first official colony and was built on tobacco and led the first legislative council. Like we’ve discussed previously, every time we try something out, we progressively make it better and better. We do this by learning from the mistakes and pushing further with the strengths that occur during the previous attempt. Plymouth colony is known as the most successful of the three early settlements. Today we will learn more about Plymouth settler’s reasons for coming to America and the government and community in which they built. We will make connections between all three settlements and see how government and maintaining a community led to the success of colonies.

If You Sailed on the Mayflower in 1620o Introduce the Story

In order to make connections between the three colonies and look at their similarities and differences, we need to learn more about the colony of Plymouth. The story “If You Sailed on the


Mayflower in 1620,” answers common questions about the Mayflower and Plymouth colony that many people wonder. It explains to us the impact of government and how the colonists helped each other out and built a community together. As I read the story to you out-loud, take some notes on the why the colonists came, their government, and any other factors you may notice as we learn more about Plymouth. We will talk about the information you wrote down on your graphic organizer soon.

o Story Areas to cover within story:

Reasons Europeans left. Why did Europeans leave? Who were the pilgrims and what did they want? What did America offer them? How does this relate to Jamestown and Roanoke? How is it different?

Type of government that Plymouth had. How was their government like ours? Why do you think this type of government led to their success? How is it the same/different than Jamestown and Roanoke?

• Graphic Organizero Have students use the evidence from the story to help them fill out the

graphic organizer.o Have them discuss the newly acquired information in a Think-Pair-



o Lastly, we will share any answers to the questions on the Wonder Wall that were found during the lesson.

i.) Summary/Overview• Students will use information that they have learned from story to make

connections between the three early settlements.. Guide students in making connections as they compare and contrast the success of Plymouth and Jamestown with the failure of Roanoke. Why was Plymouth so successful? Why do you think Plymouth is considered more successful than Jamestown? Why was it more successful than Roanoke? This can be done either in a whole group setting or as a partner activity.

j.) Connection to Future Lessons• Let students know that they will be continuing to explore the colony of

Plymouth tomorrow. Students will be informed that tomorrow they are going to learn more about the relationships between the Native Americans


and settlers at Plymouth. What similarities do you expect to see? What differences? What do you know about the first Thanksgiving?

k.) AssessmentOpen/closed window:1.) What are some things that you feel like you understand about the reasons for

coming to Plymouth and their government established?2.) What are some questions you still have about the settlers reasons for leaving

and their government at Plymouth?

l.) Home Assignment• Based on what you have learned so far about Plymouth, do you think that

this colony was more successful than Roanoke and Jamestown, why or why not? Use evidence about all three colonies to back up your answer. Share your answer with someone at home and see if they have any ideas to share.

• Bring this writing assignment tomorrow.

m.)Home ConnectionDear Parents/Guardians,Today in social studies, we focused on the third and last colony that we will be studying in this unit – Plymouth. Plymouth was also the most successful colony out of these three. Students were given information about Plymouth through the use of a read-aloud from the book “If You Sailed on the Mayflower in 1620” by Ann McGovern. This book asks common questions about Plymouth, and then answers these questions using evidence from history and student-friendly language. Students were asked to consider the information they gathered today in order to determine if Plymouth was a successful colony or not. It is encouraged that they compare Plymouth with the other colonies in order to think about how certain factors may be different, and how that might contribute to Plymouth’s success. You are encouraged to work with your children during this task. Please feel free to contact me if you have any questions or concerns!Thank you for your continued support!Carolyn Hart and Breanne Mason


Gunner: As a student with ASD, Gunner easily becomes distracted. He loves to be read to so by including literature in the lesson it will help to keep him focused on the activity and lesson. He also likes to engage in discussion therefore the comprehension questions asked will help keep him on task as well.

Ashley: As a student with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. By providing a graphic


organizer it will help to keep her ideas organized and will not require her to write down a lot of information.









Lesson #9

a.) Lesson Title and Length• The Story of Plymouth• One 30-minute session

b.) Lesson Goals and Objectives: • Goals:



• (WRITE OBJECTIVES ON BOARD IN STUDENT FRIENDLY WAY.)o We will be able to…

See the struggles that colonists faced when limited resources occurred and how they overcame those struggles.

See the types of relationships that took place between the Pilgrims and settlers and Plymouth and the Native Americans.

o An assessment is needed on these objectives. A formal assessment will be given (Open and Closed window)

c.) MI Grade Level Content Expectations• Describe significant developments in the New England colonies, including:

-relations with American Indians (e.g., Pequot/King Phillip’s War) (Michigan Grade Level Content Expectations, 5-U2.1.2.)

• Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154) (Michigan Grade Level Content Expectations), 5 – U2.3.3.)

• Respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions. (Michigan Grade Level Content Expectations, L.RP.05.05.)

d.) Materials Needed If You Sailed on the Mayflower in 1620 by Ann McGovern SmartBoard ELMO (to project graphic organizer) Pencils

e.) Big Ideas Colonists faced struggles when resources were limited and overcame them by

building positive relationships with the Native Americans. o When has building a friendship helped you with something?


o Why is having a positive relationship with someone better than having a negative one?

of.) Starting the Lesson

We will begin by addressing any questions that students had on the Wonder Wall that will be covered today about Roanoke. Students will be told, “________’s question is going to be answered today so we need to pay close attention to everything that we learn about today so that we can find the answer!”

Students will then be asked to share the results for their home assignment with a partner. Sticks will be drawn for students to share with the whole class. Students should justify their answers.

g.) Lesson ContentUnlike Roanoke and Jamestown, Plymouth settlers including the Pilgrims

started off by gaining the trust of the Native Americans. A positive relationship was built between the two groups and one Native American in particular, with the name of Squanto, helped the pilgrims to survive. He taught them things such as how to grow corn, where to fish, and where to hunt. Squanto shared his skills with the pilgrims who had little experience using these and had no knowledge of the New World. By teaching the settlers these things, it helped when they encountered limited resources. These skills provided them with the ability to grow things such as corn to eat and fish and hunt for animals in particular places. Not only did the Native Americans help the Pilgrims, but the Pilgrims also promised to never attack or steal from them and to help them when under attack with others. By starting off with a positive relationship, it instantly helped the pilgrims to survive and feel comfortable in living in the New World. This helped them to focus on being a community and keeping the colony successful. When we have positive relationships with others we always find a benefit from them rather than anything negative. In order to get help we have to let other people in and know that we trust them. This is what the pilgrims did.

This positive relationship between the Pilgrims and the Native Americans ultimately led to the first Thanksgiving. This event was held for three days amongst the Pilgrims, settlers, and Native Americans to be thankful for everything they had- including the friendships they had with one another. The idea of celebrating what we are thankful for is now a holiday celebrated amongst a lot of us.



Colonists faced struggles when resources were limited and overcame them by building positive relationships with the


Native Americans. When has building a friendship helped you with something? Why is having a positive relationship with someone better than having a negative one?

Connection to Previous Lessono On Tuesday, we began talking about the colony of Plymouth.

Plymouth was the second official colony. Remember that we have discussed that when we first attempt something, it is not always our best try. So we learn from it and try and try again. This is what happened with the colonists. Plymouth was one of many more attempts but we have learned so far that it was more successful than Roanoke and Jamestown because of experiences that the colonists learned from. On Tuesday we discussed why the settlers came, which many of them came for religious freedom and they were known as the Pilgrims. We also discussed the government that Plymouth had and how it relates to our government because a leader is voted in. The Mayflower Compact also helped to keep order and structure and make sure that laws were fair (every family has an equal amount of land). By having an equal share of land, each family had their own farm, and the economy was built on family farms. We could see that Plymouth was more organized than both Roanoke and Jamestown. Today, we are going to focus more on the relationships that occurred at Plymouth and how the positives relationships between the Pilgrims and the Native Americans helped Plymouth prosper.

If You Sailed on the Mayflower in 1620o Introduce the Story

In order to make connections between the three colonies and look at their similarities and differences, we need to learn more about the colony of Plymouth. The story “If You Sailed on the Mayflower in 1620,” answers common questions about the Mayflower and Plymouth colony that many people wonder. It explains to us the relationships that the settlers had with the Native Americans and what skills they gained that could be used when resources were limited. As I read the story to you out-loud, take some notes on the type of relationships they shared, the different natural resources that they had, and other factors that define Plymouth. We will talk about the information you wrote down on your graphic organizer soon.

o Story Areas to cover within story:

Relationships between Native Americans: How do we know it was a positive relationship? What were the benefits of this relationship? What did Squanto teach


them? What agreement did they have? How did this make Plymouth more successful?

Natural Resources: What natural resources were provided at Plymouth? What did they grow? How did they grow it?

Graphic Organizero Have students use the evidence from the story to help them fill out the

graphic organizer.o Have them discuss the newly acquired information in a Think-Pair-



o Lastly, we will share any answers to the questions on the Wonder Wall that were found during the lesson.

h.) Summary/Overview Students will use information that they have learned from the story to make

connections between the three early settlements.. Guide students in making connections as they compare and contrast the success of Plymouth and Jamestown with the failure of Roanoke. Why was Plymouth so successful? Why do you think Plymouth is considered more successful than Jamestown? Why was it more successful than Roanoke? This can be done either in a whole group setting or as a partner activity.

i.) Connection to Future Lessonso Let students know that tomorrow they are going to bring everything

together and connect the big ideas of the three colonies. Explain that we are going to discuss what made a colony more successful than another and how these colonies relate to our lives now. Students will also be told that they are going to choose which colony they would want to live in and create a brochure to help advertise the colony to other people to make the population grow.

j.) AssessmentOpen/closed window:1.) What are some things that you feel like you understand about the relationships

between the Native Americans and the Pilgrims? Why where they like this? What did the pilgrims do about limited resources?

2.) What are some questions you still have about their relationships and the natural resources provided?

k.) Home Assignment


Students will be given a Venn diagram and asked to take it home and use their graphic organizer to make connections between the three settlements. Students will be told to fill in the graphic organizer and find similarities and differences between the three settlements and share this with a friend or someone at home. Students will be told to think about what helps make a settlement more successful and for them to decide on their own which one they think was more successful.

Students need to bring this Venn diagram to school the next day to use in an activity.

l.) Home ConnectionDear Parents/Guardians,Today in social studies, we continued our discussion of Plymouth, the most successful colony we are studying. We continued learning about Plymouth through the use of If I Sailed on the Mayflower in 1620 by Ann McGovern, and focused in on relationships with Native Americans (in a particular, we focused on the importance of a Native American named Squanto to the Plymouth colony), and the natural resources at the colony. Students were asked to work on a Venn Diagram at home, in order to make connections to all three colonies. You are encouraged to help students with this activity. Help students to think about each factor of the colony individually, so they are not overwhelmed. For example, ask them about each colony’s relationship with Native Americans, then focus on their governments, then their natural resources, etc. Please feel free to contact me with any questions or concerns.Thank you for the continued support,Carolyn Hart and Breanne Mason


Gunner: As a student with ASD, Gunner easily becomes distracted. He loves to be read to so by including literature in the lesson it will help to keep him focused on the activity and lesson. He also likes to engage in discussion, therefore the comprehension questions asked will help keep him on task as well.




Lesson #10a.) Lesson Title and Length

Tying the Settlements Together One 30-minute lesson




o Students will understand that there are pros and cons to consider with any location that they decide to settle in.

o Students will apply knowledge of the settlements’ resources and location in order to make an informed prediction of how prosperous these settlements were, and why.


o Students will appreciate the role that government plays in order to sustain a settlement.

o Students will understand the need for a prosperous economy in order to sustain a settlement.

o Students will understand the effect of geographical features in a location on the people who have chosen to settle there.


See the similarities and differences between each colony and what factors led to the success or failure of each.

Use what we know about each colony to conclude which one was most successful and why.



Describe significant developments in the New England colonies, including:-patterns of settlement and control including the impact of geography (landforms and climate) on settlement-relations with American Indians (e.g., Pequot/King Phillip’s War)-growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies


-the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government


d.) Materials Needed Roanoke, Jamestown, & Plymouth Venn Diagram Big Ideas paper Graphic Organizer SmartBoard ELMO (to project graphic organizer) Pencils

e.) Big Ideas Conflicts may arise when resources are limited, because of the amount of

people. Push factors include overcrowding, not enough land and not enough jobs. People want to settle where there are many factors that allow them to live the

way they want, such as many jobs, freedom of religion, and easy transportation.

Having an established government can help establish rules and laws in a place, and will make the place run much more smoothly.

Trading is one way to get items that are not readily available. Developing a positive relationship with other people in the community usually

leads to more success in that community.

f.) Lesson ContentWhen looking back at the three early settlements, there are many

similarities and differences between them. Starting from Roanoke, to Jamestown, to Plymouth, they shared many factors but the differences began to expand as colonies became more successful each time. There is always a reason for success and it takes time for it to occur. If we expect success on the first try, we will ultimately fail. We learn from the mistakes that we make and make better choices later on. This is what occurred in the three settlements. The settler’s first attempt was left a mystery, Jamestown started off negatively and then grew to prosper, and Plymouth ended up being their true success story. It is important for us to pay attention to the reasons why some colonies were more successful than others so that we understand what factors impacted the colonies the most and relate these factors to what may impact us the most now.

Reasons for Leaving: All three settlements had settlers who wanted to move for land and farmland. Roanoke and Jamestown settlers had heard of gold being found in America and thought that they would prosper from this discovery but it was never found. The pilgrims’ biggest reason for leaving was


for freedom of religion. The pilgrims were not allowed to worship the way that they wanted to in Europe and wanted to go somewhere that promised this. Settlers also came to Plymouth for jobs because they were limited in Europe.

Geographical Features: All three settlements had good farmland. Jamestown was found on a marsh and therefore did not have the best land for farming and Roanoke’s lands were not as fertile. Plymouth was built on family farms and proved to have the best land for farming.

Natural Resources: All settlements offered land, plants, animals, and water. Natural resources became limited due to the population growing. When natural resources were limited, the settlers of Roanoke and Jamestown either had to journey back to England or ended up starving. Jamestown did engage in trade but there was a lack of trust between the settlers and Native Americans therefore this was not always promising. The pilgrims had a positive relationship with the Native Americans and were able to receive goods from their friends.

Economy: All three settlements had different types of economies. Roanoke did not have an economy and therefore had nothing that was providing them with food or money. This was one factor that led to its failure. Jamestown initially wanted its economy to revolve around gold but when this wasn’t found they had to find something else. John Rolfe brought over tobacco and Jamestown ultimately prospered because of it. Plymouth’s economy was built on small family farms. Each family had their own plot of land and their own farms to help their economy grow.

Government: The colony of Roanoke did not have a set of rules. Therefore, there was no structure and people there were not held for any type of responsibility. Jamestown held the first legislative council and voted in a leader. The leader did not have much freedom though because the colony was still ruled by the king. The colony that is most relatable to ours was Plymouth’s. This colony voted in their leader who had more freedom in guiding the settlers. They also wrote up an agreement called the Mayflower Compact that set up rules and structure for the colony.

Relationships with the Native Americans: Both Roanoke and Jamestown did not have good relationships with the Native Americans at first. Roanoke continued to attack the Native Americans even though tribe called the Croatoans was kind to them. The people of Jamestown and the Native Americans experienced lack of trust and encountered attacks between the Native Americans. It wasn’t until John Rolfe married Pocahontas that peace was found. The pilgrims of Plymouth on the other hand, started off their colony by immediately building a positive relationship with the Native Americans. They initiated a peace treaty that promised no wars and that they would stick up for each other if the time called for it.

g.) Instructional Activities Intro to Big Ideas


o Project Big Ideas on Smartboard and hand out the Big Ideas worksheet. Students will start to conceptualize the new information they will gain today. Brief discussion with questions.

Conflicts may arise when resources are limited, because of the amount of people.

Push factors include overcrowding, not enough land and not enough jobs.

People want to settle where there are many factors that allow them to live the way they want, such as many jobs, freedom of religion, and easy transportation.

Having an established government can help establish rules and laws in a place, and will make the place run much more smoothly.

Trading is one way to get items that are not readily available. Developing a positive relationship with other people in the

community usually leads to more success in that community.

Connection to Previous Lessono We’ve now learned about all three early settlements. We’ve discussed

things such as their type of government, their economy, the relationships that they shared with the natives, the available natural resources, and more. It is important for us now to make connections between the three settlements so that we have an understanding as to why some settlements were more successful than others. We will study what factors helped and hindered a colony and what changes the colonists made to help improve each one. By focusing on these factors, it will help us in relating these areas to our own lives and the society we live in today.

Graphic Organizero If the graphic organizer has not been fully finished, students will be

given the opportunity to fill in their graphic organizer with a partner. After a couple of minutes, we will then go over the areas involving Plymouth. Filling in the graphic organizer will be modeled through the ELMO.

Venn Diagram & Big Ideas Sheet

o Students will share the similarities and differences that they added to the Venn diagram for their home assignment with a partner.

o We will discuss the similarities and differences of all three colonies and copy this onto the Venn diagram as a whole group.

o We will focus on each area by itself: government, economy, etc.o Once a big idea has been discussed, students will be asked to hold up

the number of fingers that explain what big idea we were referring to in our discussion.


o An emphasis will be put on why these similarities and differences resulted in the success or failure of a colony.

h.) Summary/Overview Students will ultimately connect the three colonies to heighten their

understanding of why a colony is successful and why a colony is not. By looking through this information and connecting the factors together, we are able get a better understanding of the struggles in which the colonists faced and how they overcame them.

i.) Connection to Future Lessons Let students know that tomorrow they are going to continue to make connections

between the three settlements and that Monday a strong emphasis of connecting the colonies to their own lives will be made.

j.) Assessment Brochure: Students will be passed out a sheet to pick a settlement to create a

brochure for. There will be approximately 6 students per settlement. It will be their job to create a brochure to advertise the settlement and persuade more colonists to move there and boost the population. Students will be given time in class to make their brochure, write down information that shows persuasion, and cut out pictures of magazines.

k.) Home Assignment Students will be asked to complete the brochure at home and show it to a friend or

parent/guardian. Students will be told that they are welcome to make this a family/friend activity and have others help. If they do not have magazines or a printer to print of pictures they are allowed to draw them on the brochure also. Students will be told that the brochure needs to include at least 6 pieces of information about the settlement they are creating it for.

l.) Home ConnectionDear Parents/Guardians,Today in social studies, we worked on tying all three of our focus colonies together – Roanoke, Jamestown and Plymouth. Students were asked to make connections between these colonies through the use of the Venn Diagram and graphic organizer they have been working on throughout the unit. In addition, students were asked to create a brochure for an assigned colony. Students were instructed to finish this brochure at home. You are encouraged to help your child through this task. A great and easy way to help is to find old magazines for students to look through in order to find pictures and/or words to include in the


brochure. Another great and easy way to help is to guide them through pictures on the Internet that may contribute nicely to their brochure. Students are also encouraged to draw original items on their brochure. Please feel free to contact me with any questions or concerns.Thank you for the continued support!Carolyn Hart and Breanne Mason


Gunner: As a student with ASD, Gunner easily becomes distracted. By including discussion and the brochure activity, which includes visual, it will help to keep him focused. Gunner will be given the option to work on the Venn diagram and brochure with a partner to help keep him on task.

Ashley: As a student with a learning disability, Ashley struggles writing her thoughts down, as well as copying words legibly. By providing a Venn diagram as a graphic organizer, it will not require her to write down too much information. The discussion and modeling done on the ELMO will also help her in her writing.

Kyle: Kyle has ADHD, and has trouble focusing on the activities in the classroom. By including discussion and the brochure it will help to keep him focused. Kyle will also be given the option to work on the Venn diagram and brochure with a partner to help keep him on task.

Steven: As a student who has a learning disability in written expression, he too will benefit from the Venn diagram as a graphic organizer. This will not require him to write down too much information.


Trevor: Having a disability in written expression will cause Trevor to struggle with the writing large amount of words. The Venn diagram as a graphic organizer will help make connections between the material without requiring him to write a lot.

Caresse: As a student with ADHD, Caresse easily becomes distracted during instruction. By including a lot of discussion and a brochure with visuals, it will help to keep Caresse focused. She will also be given the option to work with a partner on the Venn diagram and the brochure.



Reflection

What new knowledge, skills, and values did students learn as a result of this unit? Did students meet the goals and objectives? Draw upon evidence (e.g., student work or quotations from students). This should be two pages.

This unit was largely done using a big idea approach. Before each lesson, the

students were presented with the big ideas of each lesson, and as a study guide, the

students were provided with a list of big ideas. In addition, for each lesson, a discussion

was conducted regarding the big ideas. I firmly believe that this approach gave students

more tool to be successful. The big ideas were cultural universals, and we discussed how

these ideas still hold true today. Students volunteered their own experiences that tied in

with the big ideas. Because they found value in these ideas, since they could see

evidence of their truths in their own lives, the other material – such as the names of the

colonies’ leaders, names of significant documents, etc. – immediately held more value as

well, as it provided evidence that these ideas held true hundreds of years ago as well.

Part 2: What did you expect to happen in this unit? What went as predicted, and what surprised you? What were the strengths and weakness of this unit and your teaching? What were highs and lows? What comments did your mentor teacher offer? What might you do differently? What did you learn about the topic and about your students, curriculum, and teaching? Give specific examples to illustrate your points. This should be two pages.

Overall, I really enjoyed teaching this unit. In the past, my social studies lesson

were largely centered around providing students with names, dates, etc. While these

particular items may be important for scoring on a MEAP test, they do not hold much

value for my fifth graders, and the material is more than likely forgotten as soon as the

test booklet closes. What I just described is not what I, or I am sure any of my


colleagues, would call meaningful teaching. This unit plan allowed me to look at a

different approach to teaching social studies, and in turn, gave me a deeper appreciation

of social studies. I really understand now that social studies is truly the study of humans,

the ways we interact, and the factors that influence us. Teaching social studies from this

standpoint allows me to focus on the big ideas and cultural universals that are present in a

subject that seems as irrelevant to my fifth graders’ lives as can be – the early settlements

of Roanoke, Jamestown and Plymouth.

One of the strengths of my teaching was the focus on big ideas. I presented the

information quite explicitly regarding big ideas, so the students would be able to

comment and interact with it. We also based our beginning discussion around these big

ideas to get the students’ thinking around these ideas, and ideally apply them to the social

studies material about the colonies that I later presented. I believe that this approach was

effective. However, one of my weaknesses, especially in the beginning lessons, was not

guiding the students enough to connect these ideas to their lives. For example, for push

and pull factors lesson, students were asked to think of factors that would push a person

out of one place, and factors that would pull this person to another place. Students did a

fantastic job thinking of these factors and sharing them with the class. However, to make

this lesson go the extra mile, I could have asked them to directly apply these ideas to their

own life, thereby immediately increasing the value of the lesson for my fifth graders.

Instead of merely asking them to generate these factors, I could have asked them “Has

your family ever moved? Why did they move out of that place? What about Leslie

pulled them into it?”. In addition, this would have been a fantastic home assignment – to

have students speak with family members about what drew them to Leslie in the first


place. Suddenly, push and pull factors would seem so relevant to their lives – not just

something that European colonists considered hundreds of years ago.

My favorite times – or the “highs” of my unit plan – was definitely when I

witnessed a wide variety of my students’ participating. Generally in social studies, only a

few of the “history buffs” in my class are willing to contribute to discussion. However,

when I took the time to relate the ideas directly to their lives, suddenly participation was

much more prominent throughout a variety of learners in my class. It was incredibly

rewarding to see!

The lows of my unit plan were when students were disengaged and unwilling to

participate. One of these times happened when my field instructor was observing my

class. She noticed that one student in particular continued to raise his hand, while the

other students just sat back apathetically and let him do all the work. My field instructor

had a conversation about this, and I voiced my concerns. She suggested that when this

happens to employ the Think-Pair-Share strategy and set the expectation that afterwards,

every student should be able to contribute. The next day, I tried this method with

awesome results. The participation went up immediately.

My mentor teacher approved of this unit plan and liked the overall structure of

writing the objectives, discussing big ideas and working to fit in an assessment after each

lesson. She talked about how important the assessment was in order for me to see where

my strengths were in each lesson, and where I needed to consider re-teaching. A few

suggestions that she had came during the literature lessons, where the books were read to

the class and helped to present the main ideas about the colonies. She noticed that while

some students enjoyed this approach, that several others began to disengage. She


suggested that all students had something to do while the book was being read, so the

expectation was not just “listen to the story”, but “work through this information and

highlight the main points”. This would have made the lesson much more high-thinking

and would have increased engagement.

socialstudieste803

Documents

concise summarization

breanne mason

word croatoan

pequotking

trouble verbally

describe significant

cobblestone

john white