standards covered lesson: life in the colonies

Lesson: Lesson: Life in the ColoniesTitle: Title: Complete Lesson Guide

Standards CoveredStandards Covered

Common Core ELA Standards

ReadingReading WritingWriting Speaking andSpeaking andListeningListening

LanguageLanguage

Key Ideas and DetailsKey Ideas and Details

CC.K-12.R.R.1 Readclosely to determinewhat the text saysexplicitly and to makelogical inferencesfrom it; cite specifictextual evidencewhen writing orspeaking to supportconclusions drawnfrom the text.CC.K-12.R.R.2Determine centralideas or themes of atext and analyze theirdevelopment;summarize the keysupporting detailsand ideas.CC.K-12.R.R.3Analyze how and whyindividuals, events,and ideas developand interact over thecourse of a text.

Craft and StructureCraft and Structure

CC.K-12.R.R.4Interpret words andphrases as they areused in a text,includingdeterminingtechnical,connotative, andfigurative meanings,and analyze howspecific word choicesshape meaning ortone.

Text Types andText Types and

PurposesPurposes

CC.K-12.W.R.2 Writeinformative/explanatorytexts to examine andconvey complex ideasand informationclearly and accuratelythrough the effectiveselection,organization, andanalysis of content.

Production andProduction and

Distribution of WritingDistribution of Writing

CC.K-12.W.R.4Produce clear andcoherent writing inwhich thedevelopment,organization, andstyle are appropriateto task, purpose, andaudience.CC.K-12.W.R.5Develop andstrengthen writing asneeded by planning,revising, editing,rewriting, or trying anew approach.CC.K-12.W.R.6 Usetechnology, includingthe Internet, toproduce and publishwriting and tointeract andcollaborate withothers.

Research to Build andResearch to Build and

Comprehension andComprehension and

CollaborationCollaboration

CC.K-12.SL.R.1Prepare for andparticipate effectivelyin a range ofconversations andcollaborations withdiverse partners,building on others’ideas and expressingtheir own clearly andpersuasively.CC.K-12.SL.R.2Integrate andevaluate informationpresented in diversemedia and formats,including visually,quantitatively, andorally.CC.K-12.SL.R.3Evaluate a speaker’spoint of view,reasoning, and use ofevidence andrhetoric.

Knowledge of LanguageKnowledge of Language

CC.K-12.L.R.3 Applyknowledge oflanguage tounderstand howlanguage functions indifferent contexts, tomake effectivechoices for meaningor style, and tocomprehend morefully when reading orlistening.

Vocabulary AcquisitionVocabulary Acquisition

and Useand Use

CC.K-12.L.R.4Determine or clarifythe meaning ofunknown andmultiple-meaningwords and phrases byusing context clues,analyzing meaningfulword parts, andconsulting generaland specializedreference materials,as appropriate.CC.K-12.L.R.6Acquire and useaccurately a range ofgeneral academic anddomain-specificwords and phrasessufficient for reading,writing, speaking, andlistening at thecollege and careerreadiness level;demonstrateindependence in

Integration ofIntegration of

Knowledge and IdeasKnowledge and Ideas

CC.K-12.R.R.7Integrate andevaluate contentpresented in diverseformats and media,including visually andquantitatively, as wellas in words.

Range of Reading andRange of Reading and

Level of TextLevel of Text

ComplexityComplexity

CC.K-12.R.R.10 Readand comprehendcomplex literary andinformational textsindependently andproficiently.

Present KnowledgePresent Knowledge

CC.K-12.W.R.7Conduct short as wellas more sustainedresearch projectsbased on focusedquestions,demonstratingunderstanding of thesubject underinvestigation.CC.K-12.W.R.8Gather relevantinformation frommultiple print anddigital sources, assessthe credibility andaccuracy of eachsource, and integratethe information whileavoiding plagiarism.CC.K-12.W.R.9 Drawevidence fromliterary orinformational texts tosupport analysis,reflection, andresearch.

Range of WritingRange of Writing

CC.K-12.W.R.10Write routinely overextended time frames(time for research,reflection, andrevision) and shortertime frames (a singlesitting or a day ortwo) for a range oftasks, purposes, andaudiences.

gathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Investigation PlanningInvestigation Planning

PreviewPreview

Estimated Time:Estimated Time: 40 mins

Overview:Overview: Consider the accuracy of several fictitious headlines from an English newspaper during the mid-

1700s.

Teacher Prep:Teacher Prep: N/A

Materials:Materials: None

ActivityActivity


Overview:Overview: Become investigative journalists in the mid-1700s. Travel through the colonies to scrutinize the

claims made by the London Chronicle.



VocabularyVocabulary


Overview:Overview: Review vocabulary terms from this lesson.



ProcessingProcessing


Overview:Overview: Write a newspaper article entitled “What Life Is Really Like in the Colonies” to be published in a

reputable British newspaper.



Reading FurtherReading Further

Estimated Time:Estimated Time: N/A

Overview:Overview: Analyze speeches from the Great Awakening and write a diary entry from the perspective of

someone who lived through the Great Awakening.



Complete Materials ListComplete Materials List

For more detailed information on materials needed for this lesson log in to your subscription ( )

LessonLesson

Interactive Student NotebookNotebook Answer KeyPlacards A-HSpanish: Interactive Student Notebook

PreviewPreview

None

ActivityActivity

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VocabularyVocabulary

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ACTIVITYACTIVITYSLIDE 1SLIDE 1Life in the Colonies

What was life really like in the colonies?

Notes:Notes:Use this Lesson Guide to plan and teach the lesson!

The OverviewOverview slide summarizes the parts of the lesson and gives estimatedtimes. In the Teacher Note, you’ll find Social Studies and Language Arts objectives.The MaterialsMaterials and PreparationPreparation slides tell you what to gather and prep before class.When you’re ready to teach the lesson, start with the PreviewPreview slides.The ActivityActivity slides walk students through every step of the interactive lesson. Students are instructed when to read eachsection in the Student Text and when to complete their print or online Interactive Student Notebooks.Use the VocabularyVocabulary slide to review key Social Studies terms.Finally, students complete the ProcessingProcessing assignment in their notebooks. Use it to assess what students have learned.

SLIDE 2SLIDE 2

Notes:Notes:

Watch this quick video to find out the highlights of the lesson.

SLIDE 3Essential QuestionEssential Question


PreviewPreview

Students consider the accuracy of several fictitious headlines from an Englishnewspaper during the mid-1700s. [10–15 min + 30 min vocabulary]

ActivityActivity

In a Social Studies Skill Builder,Social Studies Skill Builder, students step into the role of investigative journalists in the mid-1700s and travelthrough the colonies to scrutinize the claims made by the London Chronicle. They “investigate” eight aspects ofcolonial life, record notes, and draw their own conclusions about life in the colonies. [100 min]


Students write a newspaper article entitled “What Life Is Really Like in the Colonies” to be published in areputable British newspaper. [30 min]


Students analyze speeches from the Great Awakening and write a diary entry from the perspective of someonewho lived through the Great Awakening. [optional]

Notes:Notes:ObjectivesObjectivesIn the course of reading this lesson and participating in the classroom activity, students will

Social Studies• analyze primary and secondary sources to learn about various aspects of colonial life, including the rights of colonists,religion, education, and life for enslaved African Americans.• identify the moral and political ideas of the Great Awakening that led to revolutionary fervor in the American colonies.• summarize how Magna Carta and the English Bill of Rights affected colonists’ views of their own rights.

Language Arts• write a newspaper article giving conclusions supported with paraphrased information from primary and secondarysources.

SLIDE 4SLIDE 4Materials to PrintMaterials to Print

Interactive Student Notebook(1 per student)

Placards A–H: Colonial Primary and Secondary Sources (2 sets per class)

Teacher Supplied MaterialsTeacher Supplied Materials

None

Notes:Notes:N/A

SLIDE 5SLIDE 5Before class:

1. Consider how you will teach the activity over the course of a few days.The suggested time for the Social Studies Skill Builder is 100 minutes.

2. Prepare the classroom for the activity. Post two sets of Placards A–Hon the walls, spacing the placards a few feet apart. (Note: Createadditional placards as needed.)

Notes:Notes:N/A

SLIDE 6SLIDE 6Life in the Colonies


Notes:Notes:N/A

PREVIEWPREVIEWSLIDE 7SLIDE 7Preview

Suppose you are living in England in the 1700s. You have just finished reading“The Untold Story of Life in the American Colonies,” a special edition of theLondon Chronicle.

Notes:Notes:N/A

SLIDE 8SLIDE 8Go to the Preview assignment in your print or online Interactive StudentNotebook.

Read the headlines. Then use a scale from 1 to 3 to rate how accurate youthink each headline is.

1. mostly accurate

2. partly accurate

3. mostly inaccurate

Be prepared to share your answer with the class when your teacher asks for volunteers.

Notes:Notes:

If you are using the Interactive Student Notebook, you can access it three ways:

Online:Online: Go to the “Student View,” and navigate to the Notebook.Online:Online: Go to the “Materials” tab, and print out the PDF notebook pages.Print:Print: Use the print Interactive Student Notebooks in your classroom.

In the Student Subscription, you can find the Preview assignment in the Introduction section.

SLIDE 9SLIDE 9As a result of many of the fictional headlines in the London Chronicle, Britishcitizens in the mother country often had inaccurate ideas about the Americancolonies.

In this lesson, you will take on the role of investigative journalists in the mid-1700s and travel to eight places in the colonies to uncover the truth of whatlife is really like there.

Notes:Notes:

Addressing Misconceptions:Addressing Misconceptions: Caution students that the dictionary definition of the word colony only refers to people wholive in a territory that still has ties with another country. A mother country is not automatically “bad” or “wrong,” and acolony is not automatically “good” or “right.” The mother country/colony relationship is an example of an idea that hasgained a negative connotation as history has progressed.

SLIDE 10SLIDE 10Vocabulary Development

Locate the Social Studies Vocabulary for this lesson in your notebook.

rightright

Magna CartaMagna Carta

ParliamentParliament

English Bill of RightsEnglish Bill of Rights

Great AwakeningGreat Awakening

These are important terms that will help you understand the main ideas of this lesson.

Notes:Notes:N/A

SLIDE 11SLIDE 11Read the Introduction in the Student Text.

As a class, discuss possible answers to the Essential Question:

What was life really like in the colonies?What was life really like in the colonies?

Notes:Notes:N/A

SLIDE 12SLIDE 12Social Studies Skill Builder

Social Studies Skill Builder

You will now step into the role of investigative journalists in the mid-1700sand travel throughout the colonies to scrutinize the claims made by theLondon Chronicle.

To uncover the truth, an investigative journalist inspects actual documents and makes thorough observations,sometimes even while undercover.

During your investigation, you will examine eight aspects of colonial life and draw your own conclusions about lifein the colonies.

We will conduct the first investigation together as a class.

Notes:Notes:N/A

SLIDE 13Social Studies Skill Builder

You are standing on a country road observing this scene.

What are two or three interesting details you see in the image?

What do they tell you about life on colonial farms?

Notes:Notes:N/A


Now examine this document.

What are two or three interesting pieces of information in the book's tableof contents?

What does it tell you about life on colonial farms?

Notes:Notes:N/A


Key Question:Key Question: Based on this information, how accurate do you think theheadline “Study Shows Farmers Spend Several Hours Playing Cards EachDay” is?

Write your answer in Section 1 of your Reading Notes.

Notes:Notes:N/A


You will conduct the rest of the investigations in this activity with a partner.

Get into pairs as assigned by your teacher.

Help your teacher set up the activity by posting placards on the wall, spacingthem a few feet apart.

Notes:Notes:N/A


Follow these steps as you and your partner investigate life in the colonies:

Step 1:Step 1: Go to one of the available placards, and examine the primary andsecondary sources there. Discuss the questions on the placard with yourpartner.

Step 2:Step 2: Find the related section of Reading Notes in your notebook. Record your answer to the Key Question.Make sure you give specific evidence from the placard.

Step 3:Step 3: Ask your teacher to check your answer to the Key Question. Then read the corresponding section in the

Student Text and complete the Reading Notes for that section.

Step 4:Step 4: Repeat Steps 1 to 3 with a new placard.

Notes:Notes:N/A


For the following slides, if your teacher calls on you and your partner, come tothe front of the room and present your answers to the placard questions.

If you are not presenting, be prepared to comment on the presenters’ ideasand share your answers to the placard questions.

Also, write the answers to any Key Questions you and your partner were not able to complete during the activity.

Notes:Notes:N/A


Life in CitiesLife in Cities

What are two or three interesting pieces of information in the excerpts?What do they tell you about life in colonial cities?

What are two or three interesting details you see in the image? What do theytell you about life in colonial cities?

Key Question:Key Question: Based on this information, how accurate do you think the headline "Unemployment Rises in Cities—Colonists Return to Mother Country" is?

Notes:Notes:N/A


Rights of ColonistsRights of Colonists

What are two or three interesting pieces of information in the excerpts?What do they tell you about the rights of colonists?

What are two or three interesting details you see in the image? What do theytell you about the rights of colonists?

Key Question:Key Question: Based on this information, how accurate do you think the headline "Colonists Ignore Principles ofSelf-Government" is?

Notes:Notes:N/A


Life for African AmericansLife for African Americans

What are two or three interesting pieces of information in this newspaperexcerpt? What do they tell you about colonial life for African Americans?

Key Question:Key Question: Based on this information, how accurate do you think the

headline "African Merchants Make Fortunes Trading Cloth for Rum" is?

Notes:Notes:N/A


ReligionReligion

What are two or three interesting pieces of information in the excerpt? Whatdo they tell you about religion in the colonies?

What are two or three interesting details you see in the image? What do theytell you about religion in the colonies?

Key Question:Key Question: Based on this information, how accurate do you think the headline "Preachers Stir Colonists into aFrenzy" is?

Notes:Notes:N/A


EducationEducation

What are two or three interesting details you see in the image? What do theytell you about education in the colonies?

What are two or three interesting pieces of information in the excerpt fromthe New England Primer? What do they tell you about education in the colonies?

Key Question:Key Question: Based on this information, how accurate do you think the headline "Shocking Investigation: NewEngland Schools Lack Spelling, Reading, and Arithmetic" is?

Notes:Notes:N/A


Colonial FamiliesColonial Families

What are two or three interesting pieces of information in the excerpts?What do they tell you about colonial families?

What are two or three interesting details you see in the image? What do theytell you about colonial families?

Key Question:Key Question: Based on this information, how accurate do you think the headline "New Survey: American WivesSay They Work Harder Than Servants" is?

Notes:Notes:N/A

SLIDE 25Social Studies Skill Builder

LeisureLeisure

What are two or three interesting pieces of information in the excerpt? Whatdo they tell you about leisure in the colonies?

What are two or three interesting details you see in the image? What do theytell you about leisure in the colonies?

Key Question:Key Question: Based on this information, how accurate do you think the headline "Colonists Use Honeybees toGet Work Done" is?

Notes:Notes:N/A


Discuss these questions as a class:

How many of the original headlines turned out to be mostly inaccurate?Did any of the answers surprise you?

Do you think you would have liked to live in the American colonies at thistime? Why or why not?

How did your ideas about life in the colonies change over the course of your investigation? What did youdiscover about what life was really like in the colonies?

Notes:Notes:N/A

VOCABULARYVOCABULARYSLIDE 27SLIDE 27

Drag each term to its correct definition.

English Bill of Rights

Great Awakening

Magna Carta

Parliament

right

1. an agreement in 1215 listing the rights granted by King John to all free men of the kingdom

2. the lawmaking body of England, consisting of representatives from throughout the kingdom

3. a power or privilege that belongs to people as citizens and that cannot or should not be taken away by thegovernment

4. an act passed by Parliament in 1689 that limited the monarch’s power by giving certain powers toParliament and listing specific rights of the citizens

5. a revival of religious feeling and belief in the American colonies that began in the 1730s

Notes:Notes:N/A

PROCESSINGPROCESSINGSLIDE 28SLIDE 28Processing

Let's assess what you have learned.

Go to the Processing assignment in your notebook.

Write a newspaper article titled “What Life Is Really Like in the Colonies.”

Who would like to share their article?

Notes:Notes:In the Student Subscription, you can find the Processing assignment in the Summary section.

READING FURTHERREADING FURTHERSLIDE 29SLIDE 29Reading Further

Consider the phrase "A Great Awakening." What do you think this means?

It can mean "waking up to a new day," as in having a new outlook on life.

Now read the Reading Further, A Great Awakening, in the Student Text.

What do you know about the importance of religion in the New England colonies?

Religion was important to the New England colonies. Many of them were founded by people seeking religiousfreedom.

How do you think the Puritans would have responded to George Whitefield?

They probably would have been excited for Whitefield's arrival.

A New Light preacher said, "The common people claim as good a right to judge and act for themselves as civilrulers or the learned clergy." What did the preacher mean by this?

Individuals can make make their own choices about their religious faith.

Notes:Notes:N/A

SLIDE 30SLIDE 30Go to the Reading Further assignment in your notebook.

Read the speeches, and then answer the questions.

Write a diary entry about the Great Awakening.

Who wants to share their entries?

Notes:Notes:N/A

standards covered lesson: life in the colonies

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