the big question inquiry unit plan by katie hall december ...gcorbett/pdfs/hall_ii_5.pdf · the big...

The Big Question Inquiry Unit Plan By Katie Hall

December 13, 2005 ELED 4366: Social Studies

Instructor: Gary Babiuk

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Unit Plan Descriptive Characteristics

Title: “How is your life different from the lives of the early colonists?” Grade Level: 5th Grade Estimated Time Required: 10 days, 30-40 minutes per lesson Rationale & Overview: This unit introduces students to the colonial way of life. Throughout the unit, students read from two different trade books that give them a very good idea of how life was for the early Americans. As students go through this unit, they will engage in activities that get them to think about how their lives are different from the early colonial people. Students will go back in time as they see how the colonists of the 1600s lived their lives. National Standards addressed in unit: MN Dept. of Education

• The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.

• Students will understand the significance of enslaved African Americans and their descendants in the economic and social life of colonists.

Overall Goals:

• The students will demonstrate knowledge of the colonies and the factors that shaped colonial North America.

• Students will compare and contrast the lives of the early colonists to their own lives today.

Objectives:

• The student will investigate why people were coming to America and what their voyage was like.

• The student will explore how early colonists lived their lives in the early 1600s. • The student will explain and understand how colonists’ lives are different from their

own lives by keeping a colonial journal. • Students will understand the significance of enslaved African Americans and their

descendants in the economic and social life of colonists. • The student will be able to put all they have learned into a brochure, which explains

why their friends and family should come to America.

Inquiry or Focus Questions: • Why were people traveling to America?

o What was their voyage to America like? • What was a typical day like for a child your age back in the colonial times? • How did slavery affect early America and the colonists’ way of life? • Why would you tell other settlers to come to America?

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Resources: Journals

• 1 journal per student (pre-made with different pages for a different entries) Books Hazen, Walter A. Everyday Life: Colonial Times. Glenview, IL: Good Year Books, 1997. 70. Masoff, Joy. Chronicle of America: Colonial Times. New York: Scholastic Inc., 2000. McGovern, Ann. If You Lived in Colonial Times. New York: Scholastic, Inc., 1964. Websites "Internet Field Trip." EduPlace. 1997. Houghton Mifflin Co. 24 Oct. 2005 <http://www.eduplace.com/science/dw/5/englog5.6.html>. "Introduction to Colonial African American Life." Colonial Williamsburg. 20 Nov. 2005 <http://www.history.org/Almanack/people/african/aaintro.cfm>. "Kid's Zone." Colonial Williamsburg. 20 Nov. 2005 <http://www.history.org/kids/>. Rubistar. 2005. Advanced Learning Technologies in Education Consortia. 22 Nov. 2005 <http://rubistar.4teachers.org>. “Theme Project Organizer: Come to America!” EduPlace. 1997. Houghton Mifflin Co. 14 Nov. 2005 <http://www.eduplace.com/ss/wtp/level5/unit3/org.html>. Wolfram, Laura. "Penmanship in Colonial Times." Educator's Reference Desk. 19 Oct. 2003.

20 Nov. 2005 <http://eduref.org/Virtual/Lessons/Social_Studies/US_History/USH0219.html>.

Materials • If You Lived in Colonial Times & Chronicle of America: Colonial Times (1 book per

student) • Construction paper and regular copier paper • Feathers (1 per student) • Blue or Black washable paint • 10-12 plastic cups • Markers or colored pencils • Old Newspaper • Internet Access for all students • Example brochures

Assessment • Checklist for daily colonial journal (see end of unit – page 19)

o Points awarded daily according to the rubric o Students will each have their own copy, so they understand what is

expected • Rubric for brochure (see end of unit – page 18) • Brochure Checklist for students (see page 20) • Participation (based on teacher observation)

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• Final Review (Quiz) (See pages 21-23)

Calendar of Activities for Inquiry Unit “How is my life different from the lives of the early colonists?”

WEEK 1:

11/28/05 DAY ONE Lesson 1

11/29/08 DAY TWO Lesson 2

11/30/05

DAY THREE Lesson 3

12/01/05 DAY FOUR Lesson 4

12/02/05 DAY FIVE Lesson 5

Lesson objective:

The student

will investigate why people

were coming to America &

what their voyage was

like.

Lesson objective:

The student will

explore how early colonists lived their

lives in the early 1600s.

The student will

explain & understand how

colonists’ lives are different from their

own lives, by keeping a colonial journal.

Lesson objective:

The student will

explore how early colonists lived

their lives in the early 1600s.

The student will

explain & understand how colonists’ lives

are different from their own lives, by keeping a

colonial journal.

Lesson objectives:

The student will

explore how early colonists lived their lives

in the early 1600s.

The student will

explain & understand how colonists’ lives are different

from their own lives, by

keeping a colonial journal.

Lesson

objective:

The student will explore how early

colonists lived their lives in the early

1600s.

The student will explain &

understand how colonists’ lives are different from their

own lives, by keeping a colonial

journal.

WEEK 2:

12/05/05 DAY SIX Lesson 6

12/06/05

DAY SEVEN Lesson 7

12/07/05

DAY EIGHT Lesson 8

12/08/05 DAY NINE Lesson 9

12/09/05 DAY TEN Lesson 10

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Lesson objective:

The student will understand the significance of

enslaved African Americans &

their descendants in the economic &

social life of colonists.

Lesson objective:



1600s. The student will



own lives, by keeping a colonial

journal.

Lesson objective:



1600s. The student will



own lives, by keeping a colonial journal.

Lesson objective:


colonists lived their lives in the

early 1600s. The student will be able to put all they have learned into a brochure which explains


Lesson objective:


colonists lived their lives in the

early 1600s. The student will be able to put all they have learned into a brochure which explains


Lesson 1 – The Great Adventure!

Grade Level: 5th Grade Time Needed: 30-40 minutes Unit Goal: The students will demonstrate knowledge of the colonies and the factors that shaped colonial North America. Lesson Objective: The student will investigate why people were coming to America and what their voyage was like. Resources:

• Chronicle of America – Colonial Times by Joy Masoff (one for each student) • Colonial journals (pre-made, one per student to be used throughout unit)

Introduction: Gather students on the class meeting rug in the classroom. Tell the students about

the new unit we are beginning today and tell them the big question we are going to work on answering for the next two weeks – “How is your life different from the lives of the early colonists?” Pass out the book we will be reading together. They’ll receive another book tomorrow as well, that they will be reading on their own or with a partner.

• Talk a little bit about what they have been studying in social studies – about Jamestown and why people are suddenly coming to America. (Allow the students to discuss what has been going on up to this point.)

Procedures:

• The teacher will read aloud from the book Colonial Times, by Joy Masoff. Students will follow along. To make sure students are following along, when the teacher stops at a word, the students must say it aloud. Once in awhile, have another student volunteer to read.

• Read pages 3-11 together. Stop and discuss throughout to make sure students are paying attention and they are understanding.

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• Have students answer this question: Why were people coming to America? (to find happiness, make something of their lives, gold, jewels, riches, to claim a piece of the new world)

• Show students the colonial journal they will be keeping as we go through this unit. Explain that each day they will have something to write about in their journal, as if they were a colonist. Throughout their journal, they will be answering the question – “How is my life different from the early colonists?”

• Today’s journal entry: Write a journal entry based on the following: Where are you coming from? Why were you coming to America? What was the date of your voyage? Tell about the voyage. What was it like? Who was in your family? Where did you land and settle? What skills do you have? How will you contribute to your community?

Assessment: Students are assessed based on their journal entry of the day. (See checklist at end.) Entries should be detailed, thoughtful, and based off of the reading.

Lesson 2 – Home Sweet Home

Grade Level: 5th Grade Time Needed: 30-40 minutes Unit Goal: Students will compare and contrast the lives of the early colonists to their own lives today. Lesson Objectives:


own lives by keeping a colonial journal. Resources:

• Chronicle of America – Colonial Times by Joy Masoff (one for each student) • If You Lived in Colonial Times by Ann McGovern • Colonial journals

Introduction: Review what we read on the previous day about the voyage to America. Have students remind you why the colonists were coming to America and where they were settling. Now that the colonists are arriving, let’s see how they lived their lives! Procedures:



• Have students answer this question: What were were the colonial homes like? How are they different from your own homes?

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• Pass out the book the students will be reading on their own or in small groups – If you Lived in Colonial Times by Ann McGovern.

• Students will go off in pairs to take turns reading pages 42-47, which talks about what colonial houses were like and how they lived in them. Once they are finished reading, they will work on today’s journal entry.

• Today’s journal entry: What would you colonial home have looked like? (students should go off of the reading to draw a picture of what their home could have looked like) There will be a space in their journal. One box is designated for how the outside looked and one box is designated for the blueprint/floor plan of what the inside would have looked like. At the bottom of the page, students will have a space to explain what their house looked like: how it was built, how many rooms it had, how many people it housed, etc. Students will also list 10 conveniences they have in their home, that would not have been found in a colonial home.


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Lesson 3 – The Necessities: Food & Clothing





Introduction: Review what we read on the previous day. Allow a few students show their colonial houses that they drew to the rest of the class. How much different are your homes from these colonial homes? Well, if their homes are so different, have you ever considered what they ate and wore each day? Let’s see! Procedures:



• Have students answer this question: How did the colonists get their food? How do you get your food?

• Students will begin reading on their own, If you Lived in Colonial Times by Ann McGovern, after a discussion of steps they should take next.

• Students will go off in pairs to take turns reading pages 8-17, which talks about what the colonists wore and what they ate. Once they are finished reading, they will work on today’s journal entry.

• Today’s journal entry: COMPARE AND CONTRAST. (see journal at end) Students will compare a daily menu of a colonist to a daily menu of their own of today. Also, students will compare their daily clothing to that of a colonist by drawing pictures of what they would have looked like in the 1605 and then what they wear in 2005. They will also answer the questions: How do you get your clothes today? How would you have gotten your clothes in colonial times?


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Lesson 4 – A Day in the Life




• Chronicle of America – Colonial Times by Joy Masoff (one for each student) • If You Lived in Colonial Times by Ann McGovern • Poor Richard’s Almanac • Colonial journals • Newspapers to cover desks • One feather for each student • Dark blue or black washable paint • 10-12 plastic cups • Several sheets of off-white or white construction paper per student

Introduction: Review what we read on the previous day. What do you think a day in the life of a person your age was like? Did they go to school? What did they do for fun? Let’s read about it! Procedures:


• Read pages 20-21 together. Also read If You Lived in Colonial Times, pages 18-26, about school. Stop and discuss throughout to make sure students are paying attention and they are understanding.

• Have students answer this question: How did children your age have fun? What was a typical day for them like? How was school different for them?

• Make quill pens. Have students return to their desks. Hand out supplies and have students try writing with their quill pens. Get out the Poor Richard’s Alamanac and write down a few good proverbs on the board. Allow students to choose their favorite one and write it on a nice piece of paper, with their quill pens. (for ink, use dark blue or black washable paint)

• Students will begin reading on their own after clean-up from the penmanship activity. Students should take out their books, If you Lived in Colonial Times by Ann McGovern, after a discussion of steps they should take next.

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• Students will go off in pairs to take turns reading pages 48-55, which talks about what boys and girls did on a regular basis. Once they are finished reading, they will work on today’s journal entry.

• Today’s journal entry: Pretend you are a child living in colonial times. Describe a typical day. What did you do? What kind of chores did you have to do? Did you go to school? What did you do for entertainment?


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Lesson 5 – I Feel Sick!





Introduction: Review what we read on the previous day. Today we will compare what the colonists did when they were sick, to what we do today when we are sick. Procedures:



• Have students answer this question: When do you think would have been a worse time to be sick…today or back in colonial times?

• Students will begin reading on their own, If you Lived in Colonial Times by Ann McGovern, after a discussion of steps they should take next.

• Students will go off in pairs to take turns reading pages 27-30, which talks about what the colonists wore and what they ate. Once they are finished reading, they will work on today’s journal entry.

• Today’s journal entry: Today, students will write about a time they were sick in their lifetime, and what was done to help them. They should also write of how that would have been different back in colonial times. They will also answer these questions based off of the reading:

o What did people in colonial times use as medicines? (herbs) o How did people in colonial times get their medicines? (They grew

their own herbs and made their own medicines.) o What would a colonial mother do for her baby when he/she was

getting their first teeth? (tie a string of berries around the baby’s neck)


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Lesson 6 – The Land of the Free?



own lives by keeping a colonial journal. • Students will understand the significance of enslaved African Americans and their

descendants in the economic and social life of colonists. Resources:

• Chronicle of America – Colonial Times by Joy Masoff (one for each student) • If You Lived in Colonial Times by Ann McGovern • Colonial journals • http://www.history.org/Almanack/people/african/aaintro.cfm - Article from the

Colonial Williamsburg website (Intro to Colonial African American Life)

Introduction: Review what we read on the previous day. Today we will read and talk about the slaves and what life was like for them. Procedures:



• Have students answer this question: What would it have been like to be a slave back in colonial times?

• Read the article “Colonial African American Way of Life” from website listed above. (Article on following page)

• Today’s journal entry: What would it feel like to be taken from your family and home, and be forced to work for no pay back in colonial times? Write your journal entry as if you are a slave during colonial times. What kind of work do you have to do? How are you treated?


Introduction to Colonial African American Life

Slavery existed in every colony

At the dawn of the American Revolution, 20 percent of the population in the thirteen colonies was of African descent. The legalized practice of enslaving blacks occurred in every colony, but the economic realities of the

southern colonies perpetuated the institution first legalized in Massachusetts in 1641. During the Revolutionary era, more than half of all African Americans lived in Virginia and Maryland. Most blacks lived

in the Chesapeake region, where they made up more than 50 to 60 percent of the overall population. The majority, but not all, of these African Americans were slaves. In fact, the first official United States Census taken in 1790 showed that eight percent of the black populace was free. [Edgar A. Toppin. "Blacks in the American Revolution" (published essay, Virginia State University, 1976), p. 1]. Whether free or enslaved,

blacks in the Chesapeake established familial relationships, networks for disseminating information, survival techniques, and various forms of resistance to their condition.

Slave labor required for farming and tobacco cultivating

The majority of blacks living in the Chesapeake worked on tobacco plantations and large farms. Since the

cultivation of tobacco was extremely labor-intensive, African slave labor was used, despite questions of whether slavery was morally right. Tobacco cultivation rivaled the sugar production of the British West

Indies. Tobacco was an eleven-month crop. Cultivation began in late January with the preparation of the fields for planting, mending tools, and laying out the seed beds. Once the soil was ready (usually in March),

tobacco seedlings were transplanted to the fields. By mid summer, tobacco was growing in the fields, but the delicate plant required constant care. At harvest time, tobacco was gathered and prepared for its shipment to

England.

Some advantages to rural slave life For slaves working on farms, the work was a little less tedious than tobacco cultivation, but no less demanding. The variety of food crops and livestock usually kept slaves busy throughout the year. Despite the difficult labor, there were some minor advantages to working on a plantation or farm compared to working in an urban setting or household. Generally, slaves on plantations lived in complete family units, their work dictated by the rising and setting of the sun, and they generally had Sundays off. The disadvantages, however, were stark. Plantation slaves were more likely to be sold or transferred than those in a domestic setting. They were also subject to brutal and severe punishments, because they were regarded as less valuable than household or urban slaves. Few men on domestic sites Urban and household slaves generally did not live in complete family units. Most domestic environments used female labor; therefore there were few men, if any, on domestic sites. Most male slaves in an urban setting were coachmen, waiting men, or gardeners. Others were tradesmen who worked in shops or were hired out. In general, urban slaves did not have the amount of privacy that field slaves had. They lived in loft areas over the kitchens, laundries, and stables. They often worked seven days a week, even though Sunday's chores were reduced. Their work days were not ruled by the sun; instead, they were set by tasks. But there were advantages to working in town. Urban and domestic slaves usually dressed better, ate better food, and had greater opportunity to move about in relative freedom. They also were go-betweens for field slaves and the owners. They were privy to a great deal of information discussed in the "big house." They knew everything from the master's mood to the latest political events. The marketplace became the communal center, the place for "networking." At the marketplace, slaves would exchange news and discuss the well-being of friends and loved ones. They often

In an interpretation of domestic slave life, a mother and daughter prepare a meal for the family.

Click image to enlarge

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aided runaways, and they kept a keen ear to those political events that might have had an impact on their lives. Regardless of a slave's occupation, there was considerable fear and angst caused by an environment of constant uncertainty and threats of violence and abuse. Slavery a part of 18th-century Virginia society Slavery was an integral part of 18th-century Virginia society. Attitudes and class structure legitimized a slave system based on color of skin; slavery touched virtually all aspects of life in 18th-century Virginia. Beginning with the arrival of the first Africans in Jamestown in 1619, an initially unplanned system of hereditary bondage for blacks gradually developed. Over the course of 150 years, slavery became entrenched in Virginia society, increasingly supported by a series of restrictive laws and reinforced by the teachings of the community and family. Slavery was the foundation of Virginia's agricultural system and essential to its economic viability. Initially, planters bought slaves primarily to raise tobacco for export. By the last quarter of the 18th century, wealthy Virginia farmers were using slave labor in a diversified agricultural regime. Enslaved African Americans also worked as skilled tradesmen in the countryside and in the capital city of Williamsburg. Many also served as domestics in the households of wealthier white Virginians. The constant interaction between black slaves and white masters (as well as blacks and whites in general) created an interdependence that led to the development of a distinctive Virginia culture. That interdependence was as destructive as it was unequal. The horrors endured by enslaved African Americans, whether physical or mental, were numerous. White Virginians were caught up in a system that measured social distinction based upon ownership of slaves. Economic reliance on slavery, fears about the consequences of emancipation, and unyielding racial prejudice and cultural bias all contributed to the continuation of slavery in an era of independence. Source: "Introduction to Colonial African American Life." Colonial Williamsburg. 20 Nov. 2005 <http://www.history.org/Almanack/people/african/aaintro.cfm>.

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Lesson 7 – Rich Man, Poor Man



own lives by keeping a colonial journal.

Resources: • Chronicle of America – Colonial Times by Joy Masoff (one for each student) • If You Lived in Colonial Times by Ann McGovern • Colonial journals • Internet: Colonial Williamsburg’s Kids Zone, http://www.history.org/kids/

Introduction: Review what we read on the previous day. Today we will do some more reading about a typical day in the life of a colonist. Students will see how hard the colonists had to work and the trials they went through on a daily basis. Students will also investigate the different jobs the colonists had in the community and see a slideshow of pictures of how the colonists lived. Procedures:


• Read pages 26-27 and 36-37 together. Stop and discuss throughout to make sure students are paying attention and that they are understanding.

• Have students answer this question: What types of jobs did the different colonists have? How did they all work to contribute to the community?

• Go to the computer lab. First show the students the slideshow of the different pictures of colonists, as portrayed from the Colonial Williamsburg website. Students can get a good idea of what it was like in colonial times by watching the slideshow.

• Have each student access http://www.history.org/kids/ and play some of the games that deal with different professions the colonists had.

• Today’s journal entry: Internet Field Trip. Each student will have a sheet in their journal that is a field trip of the website they visited. Students will fill out the field trip log accordingly. (see the journal, following the unit lesson)

Assessment: Students are assessed based on their journal entry of the day. (See rubric at end.) Entries should be detailed, thoughtful, and based off of the reading.

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Lesson 8 – American Pie



own lives by keeping a colonial journal.

Resources: • Chronicle of America – Colonial Times by Joy Masoff (one for each student) • If You Lived in Colonial Times by Ann McGovern • Colonial journals

Introduction: Review what we read on the previous day. Today we will read and discuss different things that we have gained from the colonists who came to America. We will also read about how the postal service, travel, and communication was different back then. Students will compare how they were back then, to how they are today. Procedures:


• Read pages 38-39 together. Stop and discuss throughout to make sure students are paying attention and that they are understanding.

• Have students answer this question: What different “things” have we gained from the countries who sent settlers to America?

• Students will begin reading on their own from If You Lived in Colonial Times, by Ann McGovern. They should read in pairs from pages 56-66. This covers information on how colonists traveled, sent mail, and communicated during colonial times.

• Today’s journal entry: Compare and contrast two different eras. On the chart in their journals, students will compare the way travel, communication, lodging, and communication are now, compared to how they were in colonial times. (see the journal, following the unit lesson)

• Introduce the brochure students will be working on over the next couple of days, so students can begin working on it.


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Lesson 9 – Come to America!


• The student will explore how early colonists lived their lives in the early 1600s. • The student will be able to put all they have learned into a brochure, which explains

why their friends and family should come to America. Resources:

• Plain white paper • Colored pencils or markers • Colonial Times and If You Lived in Colonial Times books (as a resource) • Example brochures to attract you to an event (as a resource)

Introduction: Today, the students will begin their cumulative activity. Students will begin creating a brochure that would attract settlers to the east coast of North America in the late 1600’s. Students should incorporate items they have learned over the course of the colonial unit into their brochure. Procedures:

• The teacher will explain the activity the students will begin working on. They will be doing this for two days.

• Show examples of brochures. Talk about the kinds of things you find in a brochure, to attract people to your place.

• Tell students that they can use their books and journals as a resource. • Talk about what types of things they can put in their brochure:

o Pictures o Maps of the region you are living o Foods you eat o Other people you have met – Native Americans, African Americans o How you travel and communicate o The types of businesses that are in need of workers o Interesting aspects of daily life

• Students should begin working on their brochure. They should be instructed to write down the things they want to incorporate into their brochure (make a mock copy) before beginning the real one. They should work on it at home that night, and will have a little bit of time before wrap-up tomorrow.

• The teacher should walk around, checking spelling and accuracy. Make sure students are understanding what they need to be doing.

Assessment: Students will be are assessed based on information they included in their brochure and if it follows what we have been learning about the colonial life. (see rubric on page 18)

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Lesson 10 – Come to America!


• The student will explore how early colonists lived their lives in the early 1600s. • The student will be able to put all they have learned into a brochure, which explains

why their friends and family should come to America. Resources:

• Plain white paper • Colored pencils or markers • Colonial Times and If You Lived in Colonial Times books (as a resource) • Example brochures to attract you to an event (as a resource)

Introduction: Today, the students will continue working on the cumulative activity – their brochures. Students should work on finishing their brochure, so they can present at the end of the class period. Students should incorporate items they have learned over the course of the colonial unit into their brochure. Procedures:

• Students will continue working on their brochures they started creating on the previous day.

• Keep the example brochures available for students to view. • Tell students that they can use their books and journals as a resource. • Talk about what types of things they can put in their brochure:

o Pictures o Maps of the region you are living o Foods you eat o Other people you have met – Native Americans, African Americans o How you travel and communicate o The types of businesses that are in need of workers o Interesting aspects of daily life

• By the end of the class period, when all students are done, have them present their brochures to the class.

• By this activity, students should show they have a strong grasp on how their life is different from the lives of the colonists.

Assessment: Students will be are assessed based on information they included in their brochure and if it follows what we have been learning about the colonial life. Journals will be given a final grade, based on the checklist at the end – add up total points from each individual entry.

Making A Brochure: Come to America!

Teacher Name: Mrs. Hall

Student Name: ________________________________________

CATEGORY 4 3 2 1 Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the brochure.

No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.

Several spelling errors in the brochure.

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Knowledge Gained

All students in the group can accurately answer all questions related to facts in the brochure.

All students in the group can accurately answer most questions related to facts in the brochure.

Most students in the group can accurately answer most questions related to facts in the brochure.

Several students in the group appear to have little knowledge about the facts.

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Journal Checklist

These are the things you should check for each time you turn in your journal. The things listed below are what your teacher will be looking for as she grades. Please take your time to do your very best! _______ / 1 point Journal entry sticks to the topic _______ / 1 point Each entry contains complete sentences _______ / 1 point Each entry contains correct spelling _______ / 1 point All sentences are punctuated correctly _______/ 1 point Correct capitalization is used throughout ______ / 5 points TOTAL per journal entry

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Checklist for Brochure

Look to make sure all of these things are included in your brochure. ______/2 Brochure is neat ______/2 Brochure is colorful and includes pictures ______/2 Brochure tells something about the colonial homes ______/2 Brochure tells something about the different jobs the

colonists have ______/2 Brochure tells about the people (Native Americans, etc.) ______/2 Brochure tells of daily life as a colonist ______/2 Each section has a title ______/2 Correct spelling is used throughout ______/2 Complete sentences are used throughout ______/2 The brochure would catch my eye and make me want to

come to America! ______/20 TOTAL POINTS Comments:

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Name: ___________________________________________ Date: ____________________

Life in Colonial Times Review

1. During which century were the colonists traveling to America?

A. 1200s C. 1900s B. 1600s D. 1800s

2. The long cruise to America was __________________________________.

A. crowded and dirty B. comfortable C. clean, with lots of room

3. What is the name of one of the places colonists settled in America?

A. Jamestown C. Paris B. Duluth D. Chicago

4. The first homes the colonists’ built usually had _________________________.

A. indoor bathrooms B. only one large room that everyone shared C. air conditioning D. electricity

5. What type of food did a typical lunch or dinner consist of?

A. Spaghetti C. Pottage B. Oysters D. Burgers

6. What special kind of schoolbook did children use in Dame School?

A. A hornbook B. An almanac C. Hooked on Phonics D. Storybooks

7. What type of hat would you have to wear if you got in trouble in school, as

a colonial student?

A. a baseball cap C. a dunce cap B. a graduation hat D. a chef’s hat

8. What type of plant did colonists grow to make their own medicines?

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A. Sunflowers C. Goldenrod B. Herbs D. Strawberries

9. What was it called in colonial times when a doctor cut open your vein and

drew blood when you were sick?

A. Bloodletting/Blood Bath C. Poisoning B. Vomiting D. Surgery

10. True or False. When a baby was getting their first teeth, the colonial

mother would tie a string of berries around the baby’s neck to make the baby feel better.

A. True B. False

11. True or False. Slaves were happy to come to America to work for the

colonists.

A. True B. False

12. What continent were most of the slaves brought over to America

from?

A. Europe C. Australia B. Canada D. Africa

13. In which state would you visit Colonial Williamsburg?

A. Minnesota C. Arizona B. Virginia D. California

14. How did the early colonists travel when there was snow on the

ground?

A. by a horse-drawn sleigh C. hay wagon B. automobile D. horse and buggy

15. How did colonists get their news?

A. the internet C. the town crier B. telephone D. nightly news program

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16. What would you use to write a letter during colonial times?

A. a ballpoint pen B. quill pen and ink C. a mechanical pencil D. colored pencils

17. True or False. Men who carried the mail on horseback were called

post riders.

A. True B. False

18. Freebie: What college does Mrs. Hall attend?

A. The University of MN Duluth (UMD) B. Lake Superior College (LSC) C. St. Scholastica (CSS) D. The University of Southern California (USC)

Short Answer: (2 points) How is a slave different from an indentured servant? ____________________________

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Unit Evaluation Checklist

Student name: ___________________________________________________________ Unit: “How is My Life Different from the Lives of the Early Colonists?” Inquiry Unit Lesson

One

Lesson Tw

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Lesson Three

Lesson Four

Lesson Five

Lesson Six

Lesson Seven

Lesson Eight

Brochure

Final Q

uiz

Participation

Journal 1 Journal 2 Journal 3 Journal 4 Journal 5 Journal 6 Journal 7 Journal 8 Brochure Final Quiz

TOTALS 5 5 5 5 5 5 5 5 20 20

Comments:

This Journal Belongs to:

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Journal Entry #1 Date: __________________ Imagine that you have decided to leave your home country and come to America as a colonist. Write a journal entry (of at least 5 sentences) based on the following:

• Where are you coming from? • Why are you coming to America? • What was the date of your voyage? • Tell about the voyage. • What was it like? • Who was in your family? • Where did you land and settle? • What skills do you have? • How will you contribute to your community?

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Journal Entry #2 Date: __________________

HOME SWEET HOME: What would your colonial home have looked like? Draw a picture of what the outside and inside of your colonial home would have looked like in the 1600s. Your drawing should be detailed and the items in your home labeled. The outside of my colonial home The floorplan of my colonial home

THEN & NOW Look around your house & make a list of 10 things that would not have been a part of colonial life. ___________________________________ ____________________________________

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COMPARE & CONTRAST What would your mealtimes consist of in colonial times compared to the meals you eat today? Create a menu from colonial times as well as a typical menu from your own daily life.

Menu from the 1600s Menu from 2005 BREAKFAST: BREAKFAST: LUNCH: LUNCH: DINNER: DINNER:

Which menu would you rather have your choice from? How is the way they got their food different from you today? ______________________________________________________________________________

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Journal #3 continued

Compare and Contrast Fashion Trends

Based on your reading, compare clothing from colonial times to your clothing of today! Draw a picture of yourself in 1605, compared to what you wear now, in 2005. Please be detailed and use color in your drawing.

Me in 1605 Me in 2005 Please answer the following question in complete sentences. How do you get your clothing today? How would you have gotten your clothes in colonial times? ______________________________________________________________________________

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A Day in the Life

Pretend you are a child living in colonial times. Describe a typical day. What was it like? What did you do? What kinds of chores did your parents make you do? Did you go to school? What did you do for fun? Write at least 5 sentences. ___________________________ ,

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Write about a time when you were sick. What was done to help you get better? How would this have been different during colonial times? Please write at least 5 sentences and use correct spelling. ______________________________________________________________________________

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Answer these questions based on your reading from pages 27-30 of If You Lived in Colonial Times. Use correct spelling. 1. What did people in colonial times use as medicines? ___________________________ 2. How did people in colonial times get their medicines? __________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. What would a colonial mother do for her baby when he/she was getting their first teeth? ______________________________________________________________________________

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The Land of the Free? Pretend you are a slave during colonial times. What would it feel like to be taken from your family and home and be forced to work for no pay? What kinds of jobs did you have to do? How were you treated? Write this journal entry as if you are a slave. Please write at least 5 sentences and use correct spelling. ___________________________ ,

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Internet Field Trip Trip Log: A Visit to Colonial Williamsburg! I visited this website: Site name: _____________________________________________________________

URL (web address):

_____________________________________________________ Where is Colonial Williamsburg? _______________________________________________ What I learned on my Internet Field Trip: I learned these new things about the colonial times: 1. ___________________________________________________________________________ ______________________________________________________________________________ 2. ___________________________________________________________________________ ______________________________________________________________________________ What I saw on my Internet Field Trip to Colonial Williamsburg: This drawing shows something important about _________________________________ ______________________________________________________________________________ It is a drawing of _____________________________________________________________ ______________________________________________________________________________

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Internet Field Trip continued KID’S ZONES GAMES: Play one of the Kid’s Zone games, (Coop-eration, Brickmaker Buildup, or Tool Trouble). List some information you learned about colonists’ daily jobs by playing one of these games. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ After I went on this internet field trip, I had these new questions about colonial life. 1. ___________________________________________________________________________ 2. ___________________________________________________________________________ How I rate this site: Excellent Good Okay Fair Yuck! Here’s what I liked about this website: _________________________________________ _____________________________________________________________________________ Here’s what I didn’t like about this site: ________________________________________ ______________________________________________________________________________

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“Internet Field Trip.” <http://www.eduplace.com/science/dw/5/englog5.6.html>


American Pie

“Take a bit of France and ad a big chunk of Spain. Stir in hearty helpings of Sweden & Germany with a hunk of Holland, too. Add England & Scotland & Africa to the mix. Don’t forget the Native Americans, who were here before everyone else. Now you’ve got the recipe for American Pie!” What does this quote mean in regards to the colonists coming to America? What does it mean about the country we now live in? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ COMPARE & CONTRAST You have learned that travel and communication in colonial America were primitive compared to the way they are in America today. On the chart, compare colonial times with today in regards to the three items listed in the left hand column. Colonial Times Today Travel Postal Service Communication 12

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Come to America!

Over the next two days, you will be creating a brochure. Your brochure should attract settlers to the new colonies in America. It should be attractive and should be something that would make people want to move to America. Your brochure will need to include information about the following:

• Environment • Opportunities for people when they come to America (jobs) • Homes of the region • The People • Daily life

Gather Information for your Brochure before you create the final product. These are some different ways in which people in this region make a living: _______________________________ ____________________________________ _______________________________ ____________________________________ _______________________________ ____________________________________ The homes of this region: What can you explain about the homes and living conditions in your colony? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The People: There are Native Americans in this region. What can you explain about them? What have they taught the colonists? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Gather information for your brochure (continued)

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Daily Life: Some interesting aspects of daily life include: ___________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What are the schools like? _____________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ For your final brochure: Write a one paragraph description for each of the above aspects of your colony. Why would people want to come to America? You need to make them WANT to come! The purpose of your brochure is to convince people to come to colonial America. As you describe each aspect, make sure you include how it is a benefit for settlers there. Give each section a title, such as “Daily Life.” Draw pictures. Create bold, strong images that’ll make settlers want to come to the colony. Create pictures for each description. When you are finished, you will share your brochures in small groups.

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Journal Checklist

These are the things you should check for each time you turn in your journal. The things listed below are what your teacher will be looking for as she grades. Please take your time to do your very best! _______ / 1 point Journal entry sticks to the topic _______ / 1 point Each entry contains complete sentences _______ / 1 point Each entry contains correct spelling _______ / 1 point All sentences are punctuated correctly _______/ 1 point Correct capitalization is used throughout ______ / 5 points TOTAL per journal entry

the big question inquiry unit plan by katie hall december ...gcorbett/pdfs/hall_ii_5.pdf · the big...

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