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European Colonies in North America. Jamie Wood Texas Women’s University. Social Studies Unit:. The length of this until is 5 days. It is developed using the Cognitive Academic Language Learning Approach. 5 th Grade Social Studies TEKS: §113.7.
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European Colonies in North America Jamie Wood Texas Women’s University
Social Studies Unit: • The length of this until is 5 days. • It is developed using the Cognitive Academic Language Learning Approach.
5th Grade Social Studies TEKS: §113.7 • (1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to: -(A) explain when, where, and why groups of people colonized and settled in the United States. • (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: -(A) identify and describe the types of settlement and patterns of land use in the United States; • (25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: -(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.
5th GradeLanguage Arts and Reading TEKS: • (b) Knowledge and skills. -(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: -(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); -(B) eliminate barriers to effective listening (4-8); -(6) Reading/word identification. The student uses a variety of word identification strategies. (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8). -(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. • (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); • (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);
Social Studies Content Objectives: • Learn about purposes, characteristics, and way of life of Spanish, English, French, and Dutch colonist in North America. • Learn about interaction between colonists and Native Americans.
Social Studies Process Skills: • Use map skills to locate areas of North America colonized by Europeans. • Make a timeline of major events in North America during the colonial period.
Language Objectives: • Discuss prior knowledge about European colonies in North America. • Develop vocabulary related to the establishment and government of the colonies. • Read and listen to information about events and way of life in colonial America.
Language ObjectivesContinued: • Answer questions and write summaries of information read or listened to. • Describe photographs of recreation of colonial life in Plymouth orally and in writing. • Write and present a report on colonies in other areas of the world.
Learning Strategies: • Elaboration of prior knowledge • Selective attention • Note-taking • Summarization • Cooperation
Materials • Photographs of scenes from Plymouth Plantation. • Glossary of major vocabulary. • Reference books, library books about colonial life, encyclopedia, atlas. • Overhead projector. • Map of United States, Canada, and Mexico. • Students outline maps of U.S., Canada, and Mexico showing borders, state names, major rivers.
Preparation 1:What do you know about colonies in North America? • Students work in groups with outline maps of U.S., Canada, and Mexico to brainstorm and share their prior knowledge. -Students make color key for map to indicate areas settled by Spanish, English, French, and Dutch.
Preparation 1: Continued • Learning strategy: -Teacher names, models, and explains usefulness of previewing a text by looking at the title and section heading to get an idea of the topic.
Presentation 1:Spanish Colonies • Learning strategy reminder: Thinking about your prior knowledge helps you get ready to learn new information. -Students work in groups to read text about Spanish colonies using Reciprocal Teaching.
Practice 1:Understanding What You Read • In groups: students read comprehension statements about Spanish colonies, indicating which are true and correcting false statements. (Learning strategy reminder – scanning.) • Students scan the text to identify 4 states where the Spanish established, then color on map.
Preparation 2:England in the New World • Learning strategy reminder – cooperation with classmates = everyone learns more. • Students work in groups to share prior knowledge by working on a vocabulary crossword puzzle together. • Words and concepts in the puzzle not known by anyone in the group are looked up in a glossary or dictionary.
Presentation 2:The First English Colonies • Students read text about English colonies: Jamestown and Plymouth. - Using Reciprocal Teaching.
Practice 2:Understand what you read • Learning strategy: scanning -Students scan the text and take notes on a graphic organizer. • Students work in groups to compare and contrast Jamestown and Plymouth colonies and present oral summary to the rest of class.
Practice 2:Continued • Students identify states where Jamestown and Plymouth colonies were located, and color them on outline map. • Students study and describe photos of a modern re-creation to life in Plymouth colony, then work in groups to write description and orally report to class.
Preparation 3:What do you know about Native Americans? • Teacher leads brainstorming discussion to seek students’ prior knowledge about Native Americans. -including their way of life and interactions with European explorers and colonists. • Information is recorder on a graphic organizer.
Presentation 3:Massasoit • Learning strategy reminder: use selective attention to listen for important ideas. -Teacher demonstrates note-taking on over-head projector.
Practice 3:Listening and Taking Notes • As students listen, they complete a T-List about Massasoit. • After, students work in groups to compare and complete their notes, then use the completed T-List as a guide to write summaries of the information.
Evaluation: • Students complete a Learning Log identifying what they have learned in the unit, including concepts, vocabulary, language and learning strategies • Teacher leads class discussion of Learning Logs and what students have learned in this unit.
Expansion: • Students are challenged with higher-level questions about colonization. - How were Spanish and English colonists similar? Different? -Why were there conflicts between European and Native Americans? -What would North America be like today if Europeans had not established colonies here? -Many more high-level question…
Expansion:Finding out more about colonies around the world. • Students research colonization in their native countries, using resources such a parents, library, internet. • Develop a class timeline • Write a brief report about colonization in their native countries.
Assessment: • Student Learning Logs • Graphic Organizers comparing/contrasting Jamestown and Plymouth colonies. • Student summaries of presentation of Massasoit. • Student Assessment Form
