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Unit2.3 Life in Colonial AmericaAshley Penninga

SST 309/03Winter 2013

Life in Colonial America Unit SST 309 Penninga, Section 03

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Table of ContentsPage 3 .………..........Overview/Rationale/IntroductionPage 4-8 …………..KUDs and I Can StatementsPage 9-11………….Assessment IdeasPage 12-14……..…Vocabulary InstructionPage 14-27……..…Lessons Sequence of Instruction

Resource Attachments:8-32…….…..Resource A: A Script for Vocabulary instructionPage 33…………..….Resource B: Pictures for Vocabulary instruction: Labor Force in Present TimePage 34………….…..Resource C: Pictures for Vocabulary instruction: Labor Force in Colonial TimesPage 35 …………….Resource D: Pictures for Vocabulary instruction: Illustrate PlantationsPage 36-39……..….Resource E: Review Activity: Materials Needed in a BagPage 40…………..….Resource F: Balderdash Game Terms Page 41…….………..Resource G: Colonial America Blank MapPage 42……………...Resource H: Colonial America Blank Map no colorsPage 43……………...Resource I: KWL ChartPage 44-45……..….Resource J: Scavenger HuntPage 46-47………...Citation page


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Overview/Rational/Introduction

Overview: This unit will introduce 5th grade students to life in colonial America. Students will understand where the New England, Middle, and Southern Colonies are located in relation to each other and will explore what it was like to live in the New England, Middle, and Southern Colonies. They will consider what life was like from the perspective of at least three different groups of people living in the colonial time period. Furthermore, students will understand that the growth of cash crops and property caused the labor force to develop and increased the amount of slaves and they will realize that there are agricultural, economic, and social differences in the regions of colonial America and will explore why these differences exist.

Rationale: It is important that students learn about colonial life in America because it is the foundation of our country, the United States of America. Through learning about the colonial culture, students will begin to think about where our country has come from and how it has developed since its beginnings. Furthermore, it allows them to see life from a different perspective and imagine what it was like living in that time and place in the US. It also teaches them how to compare and contrast differing regions and people which allows them to see that where you live affects your culture.

Introduction: This unit about colonial America and what daily life was like in the New England, Middle, and Southern Colonies will allow students to participate in whole and small group discussion, read trade books in which the colonial life is described in detail, view videos, and create maps showing where the New England, Middle, and Southern colonies were located. Also, this unit will allow students to view pictures (primary sources) depicting the labor force during the colonial time and allow them to discuss as a class about the growth of the labor force due to important cash crops. Through Marzano’s six steps for vocabulary instruction, students will learn important vocabulary for colonial America including: Export, Cash Crop, Slavery, Indentured Servants, Tobacco, Cotton, Labor Force, Plantations, and Property. The teacher will also read primary books and show videos about the different individuals living in colonial America which will depict the different perspectives of various people groups such as: slaves, indentured servants, wealthy plantation owners, merchants, etc.


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GLCE and Verb 5-U2.3.1 Locate the New England, Middle, and Southern Colonies on a map.Knowledge (K) Understand (U) DOL:

Demonstration of Learning (DO)

Vocabulary I Can

Students will know where the New England, Middle, and Southern colonies are on a map.New England consists of the Massachusetts bay colony (includes Maine), New Hampshire, Rhode Island, Connecticut, and Vermont (which is a part of New England and Middle);Middle consists of New York, Pennsylvania, Delaware;Southern contains Maryland, Virginia, North Carolina, South Carolina, and Georgia.

Students will understand where the New England, Middle, and Southern Colonies are located in relation to each other and that, depending on the location, each of the three colonies had different resources available.

When given a map of the 13 original colonies, students will be able to label each state as being a part of New England, Middle, or Southern Colonies.

ColonyLocateNew England ColoniesMiddle ColoniesSouthern ColoniesResources

I can show where the New England, Middle, and Southern colonies are on a map.

GLCE and Verb 5-U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern Colonies.

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Students will know about the culture of the people living in the New England, Middle, and Southern Colonies including: religion, education, livelihood, foods they ate, recreational activities, etc. The Angelican/Church of England was the predominate religion supported by the state and most colonists followed these beliefs.For livelihood, sheep were raised and sheered for their warm wool and the people grew their own crops for food. Agriculture was a major part of their livelihood for the southern colonies where as cities and trading was a major part of the New

Students will understand that, depending on the different resources available in each of the colonial regions, the people had different occupations and, as a result, the lifestyles were different.

Students will create a tob-tab Foldable where each tab is a different colonial region (New England, Middle, or Southern Colonies) and under each tab, the students will write a paragraph and draw a picture that represents life in that

CultureColoniesReligionEducationLivelihoodNew England ColoniesMiddle ColoniesSouthern ColoniesAgriculture

I can talk about life in the New England, Middle, and Southern Colonies.


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England Colonies. Even the clothing the people wore back then were very different. Slavery was rampant at this time. And the American people were under English suppression.Education: Students were required simple math, reading, writing, poetry, and prayers for upper class children.

region.

GLCE and Verb 5-U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of people (e.g. wealthy land owners, farmers, merchants, indentured servants, laborers, and the poor, women, enslaved people, free Africans, and American Indians). (National Geography standard 6, p. 154)

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

The wealthy landowner made a living by having many slaves and owned huge plantations where crops such as indigo, rice, and tobacco were grown. Other than working to direct their slaves, the life of a wealthy landowner was one of ease with parties and upholding Federalist beliefs. They lived in large houses. Many farmers were immigrants who owned small farms and who worked hard to support their families. They may have owned a couple of slaves but could not afford a lot of other things. They grew primary cash crops and other foods that their families could eat and lived in smaller wooden homes. The slave’s life was one of great hardship. They were considered property by their owners and could be bought or sold at any time. Many were physically abused by their owners and were required to work sun up to sun down in the hot weather. They were allowed very few privileges, such as not allowed to get married, no ability to leave the plantation, no choice in their job, and sometimes barely enough food. Merchants lived a fairly easy life in which they traded freely with

Students will understand that life was drastically different for the different people groups living in colonial America which depended both upon which region one lived in and what social class one was from.

Students will create a pyramid foldable with each side describing aspects of life and perspectives for a different people group that lived in the colonial America.

Wealthy land ownersFarmersMerchantsIndentured servantsLaborersSlavesFree AfricansAmerican IndiansFederalistPrimary Cash CropTobaccoCottonTaxesCommunity

I can describe what life was like for people living in the colonial time period.


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other nations. However, there were heavy taxes and governmental influence from New England which at times made trade difficult and expensive. The poor at this time had very difficult lives since not many people had extra money or extra food to spare. However, the poor were better off than in England since there was work available and people were very communal. Indentured servants had a rough life, but it was better than the life that many had escaped from in Europe. Also, they had hope to one day own their own house, small farm, and continue to work for their future. American Indians’ lives were focused on hunting, small farming, trade, and trapping. The way that they lived depended on the resources available in the land in which they lived. Many Native Americans were exploited by the white people and were overcome by the diseases they brought such as smallpox. Their lives were difficult at times, but were very focused on their community. They had their own religious views that were very different from the Anglican/Protestant/Quaker beliefs of the colonists. There were very few free Africans at this time. Most lived in the cities in the North and either were granted or had to buy their freedom. Even though they were free and therefore had more opportunities than the slaves, their lives were still very difficult as it was hard for them to climb society’s ladder. Plus, their families were probably not free so they were on their own, separated from their people.

GLCE and Verb 5-U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E)

Knowledge (K) Understand (U) DOL:Demonstration of

Vocabulary I Can


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Learning (DO)Cash Crop farming was when primary crops were sold and exported to other countries. These crops included tobacco which was the number one crop and some others were indigo, wheat, barley, rice, and rye were grown. There were indentured servants and farmers who harvested these crops, but by the late 1600s most of the labor force was replaced by slaves. The indentured servants were those who worked off their traveling debts by working for wealthier farmers and plantation owners while slaves were physically owned by the plantation owners (farmers could afford only a few slaves). As farms grew larger and larger and began to turn into sprawling plantations, the need for a larger labor force was necessary. Which increased the amount of slaves who worked in the labor forces since the owners needed more people to work their crops.

Students will understand that the growth of cash crops and property caused the labor force to develop and increased the amount of slaves.

Students will write a paragraph describing how the emerging labor force developed in the colonies.

ExportCash CropSlaveryIndentured ServantsTobaccoCottonLabor ForcePlantationsProperty

I can describe how the labor force developed in the colonies.

GLCE and Verb 5-U2.3.4 Make generalizations about the reasons for regional differences in colonial America.Knowledge (K) Understand (U) DOL:

Demonstration of Learning (DO)

Vocabulary I Can

There are agricultural, economic, and social differences between the Northern (New England), Middle, and Southern Colonies. The Southern colonies mostly grew tobacco, rice, and indigo because of the climate there and were very pro-slavery because they needed a larger labor force for their many giant fields. They also had more of a one-crop-economy which depended on supply-and-demand since they needed to

Students will understand that there are agricultural, economic, and social differences in the regions of colonial America and that these differences exist

When given a list of the differences in the regions of colonial America, students will first categorize the regional differences into each colonial region (New England, Middle, or Southern colonies) and will then write down general reasons for why these differences exist.

RegionsColonial AmericaCropsClimateSupplyDemandEconomyTrade

I can make general reasons for the differences in the regions of colonial America.


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trade for food and other things using their cash crops. The middle colonies were known as “the bread colonies” because their climate allowed them to grow crops such as wheat, barley, rye, and buckwheat. They relied less heavily on trade simply because they could eat what they grew and had a more stable economy that was not based on supply and demand. The Northern colonies could not grow nearly as many crops due to their climate and therefore they turned more to trade which caused cities to begin developing there. Also, the north was more organized with a central government, education and developing cities. The south struggled with their social structure since it was hard to set up schools (plantations were so far away from each other) and cities.

because of soil, climate, and land forms.


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Vocabulary Lesson Assessment ideas: How will you know they’ve learned it?

Students will categorize various pictures and items and will find the flash card with the correct term. They will match the flashcard with the proper item. Then, on the back of the flashcard they will explain why they choose that item to go with that flashcard. They will also write any other tidbit they learned about that term.

How will you grade it?

I will grade it by reading the students’ flashcards to check that they understand the terms. I will also be walking around listening to the discussions that they are having about what flashcard goes with what item. Students will be considered to have mastered the material if they have correctly matched 80-100% of the flashcards/terms to the item. Some items may have more than one possibility, so part of the grading is based upon their response on the back of the flashcard. If they correctly argue why they choose that item to define the term, than their response would be considered correct.

Lesson One Assessment ideas: How will you know they’ve learned it?

Students will fill out a map of the New England, Middle, and Southern colonies as table small groups first. Then, they will take a quiz that requires them to color in their own map and create a key for it.


I will grade it by making sure that each individual colony is correctly colored in to the corresponding colonies heading: New England, Middle, or Southern colonies. Each colony that is colored correctly is worth 2 point. ½ point will be given if the student incorrectly colors that colony but has a map key and 0 points will be given if the colony is given no color at all or if there is no key.

Lesson Two Assessment ideas: How will you know they’ve learned it?

Students will discuss the reading about the lives of colonial Americans which the teacher can use as a non-graded assessment of what they are grasping. Students will also create a pamphlet showing the different things that were important in the lives of colonial Americans (as a result of the discussion).


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I will grade it by making sure that each student has created a pamphlet about life in colonial America. I will grade it by checking that they have their paper signed by a parent/guardian stating that they presented their pamphlet and described key aspects of colonial life to them. Lesson Three Assessment ideas: How will you know they’ve learned it?

Students will discuss the reading about the lives of colonial Americans in small groups (Jigsaw activity) and the teacher will walk around listening to these group discussions and helping/answering questions/hinting/making points/asking questions as the students talk about the reading.


Students will create a KWL chart. They will turn this KWL chart in to the teacher who will grade it based upon completion, at least three ideas/bullet points/sentences for each section, and serious answers or thoughts in their KWL. This will allow the teacher to assess what the students have learned thus far. Lesson Four Assessment ideas: How will you know they’ve learned it?

Before leaving, students will complete an exit card detailing something they have learned that day, a question they have, or any other thought they want to leave with about the topic: daily life in the New England, Middle, and Southern Colonies. They will not be graded, but the teacher can use them to see where the students are at in their learning, what still needs to be discussed, and what has been learned.

How will you grade it?Students will receive their full participation points for the hour by completing the exit card.

Lesson Five Assessment ideas: How will you know they’ve learned it?


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Students will create posters for their specific colonial America topic (ie education) which will display the key ideas and information that their classmates should know about that aspect of colonial life. At the end of the lesson, students will also fill out a 3-2-1 sheet showing 3 things they learned, 2 things that surprised them and 1 question they still have. The teacher can use these in order to mark student progress and


The teacher will grade the poster by checking that students have completed the poster (participation points) and will check that they have completed the 3-2-1 sheet. These will be used as formative assessments to see how students’ concepts of colonial American life are progressing and what lessons still need to be taught.

Lesson Six Assessment ideas: How will you know they’ve learned it?

Students will write in their writer’s notebook about the book that was read as a class. Students will also fill out a scavenger hunt about the Dagget’s life and what it was like living in colonial America.


I will grade the scavenger hunt for correction. Each question is worth 5 points if the students have the answer correct. I will also read over the students’ entries about what they learned through the reading to see how well students have learned the material.


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Vocabulary Lesson Sequence of Instruction (including Vocabulary): What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

5-U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants).

Pre-test/Anticipatory set: Teacher shows Animoto Video about Colonial America in the terms to grab the students’ attention.

Lessons: How will you take them where they need to go?Direct Instruction:

1. Teacher will begin the lessons by introducing the ten vocabulary words according to the script and the pictures, using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will bring in relia and pictures to help connect the learning to real life.

2. Teacher will show videos and read from books to illustrate what an export is, what a cash Crop is including tobacco and cotton as examples, how plantations developed and how the laborer force was


Students will participate in small group discussions as the vocabulary words and concepts are introduced by the teacher. Sometimes, the class will share as a large group when necessary. Students will also show their work and reflect in their Writer’s Notebook. They will create part of a top-tab book about indentured servants and slaves which they will complete in later lessons. Students will listen to slave narratives and will discuss in groups what they learned. They will play games such as the bag matching game and the balderdash game. Through these games, the teacher will see if students can define the terms and understand what they are.

Resources needed: What materials and resources will they need ?

Vocabulary script (Resource A) Word Wall Writer’s Notebook Animoto video (on my account) Pictures of the Current Labor Force

(Resource B) Pictures of the Colonial Labor Force

(Resource C) Pictures of Plantations (Resource D) Molly Bannaky written by Alice McGill

Houghton Mifflin co. 1993 http://www.moadsf.org/salon/exhibits/

slave_narratives/flash.php) Objects that were exported to America


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important to their growth, who were Slaves and Indentured Servants, what the Labor Force is, and why slaves were considered Property.

Guided Practice:3A. Lesson 1-Teacher will provide ample opportunity for students to talk with one another about the labor force, slaves and what property means, and indentured servants. Students will discuss in groups after watching the slave narratives video. Students will work on a top-tab booklet to think further about Slaves and Indentured Servants.3B. Lesson 2-Teacher will lead the students in a bag/matching activity. Students will sort through pictures and items from the bag and will match them with the appropriate term. Teacher will take these notecards home to see how well students are processing and understanding the vocab terms. Since there are so many terms, more practice will be needed.

A. Students will discuss in groups. They will also create a top-tab booklet which includes “slaves” and “indentured servants”. They will finish the top-tab booklet in another lesson so that they can continue to make connections with the terms.B. Students will work in groups to match the terms/items. They will write why they choose that term for the item/picture and will write any additional tidbit that they have learned on the back of the flashcard.

Top-Tab Booklet Sample 5 different pastel sheets/student for Top-

Tab booklet Bag of Items/Pictures Vocab Review

Activity Blank Paper, pens, pencils, markers, etc. Matching Bag Activity (Resource E; be sure

to include the materials listed in Resource E as well)

Independent Practice:4. Students will play a game of Balderdash to help them think about and remember what the terms were. Teacher facilitates the game as needed, answering any questions, but mostly the students should be

Students will be a team with their table group. One group will pick one of the vocab terms that we learned out of a hat/jar and will read the word to the class and write it on the board. Then, they will be the judges for that round. Each other group will discuss the term

Balderdash Game Terms to put in hat (Resource F)

Slips of Paper to write definitions on Pencils or pens


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able to play and lead the game. and will write down the best possible definition for that word on the partial sheet of paper. Next, one member from each group will turn in their answer slip. The grading group will read off the answers and then will place the slip of paper under the elmo projector so that the students can read them. After reading them all, the grading group will select the best definition and will hold that slip of paper up. That group will then receive a point. Whichever team has the most points wins.

5. Teacher will review and revise further lessons as needed for students to understand the learned terms about the emerging labor force in the colonies. This may include differentiated instruction for those needing further help and those who have mastered their ideas

Students will revise their understanding and participate in further instruction as needed. Eventually, they will complete the top-tab they created in another lesson with a related GLCE (from the Colonial America segment).

The teacher may need to provide additional pictures and explain further or perhaps show a diagram of how the terms connect to one another so that there is a transfer of knowledge and understanding between the terms.

Lesson One Sequence of Instruction: What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)




5-U2.3.1 Locate the New England, Middle, and Southern Colonies on a map.


Students will participate in small


Map with descriptions of New England, Middle and Southern Colonies


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Pre-test/Anticipatory set: Teacher shows a map of the current United States and asks students if they could see where the original colonies are on the map.

Lessons: How will you take them where they need to go?Direct Instruction:

1. Teacher will begin the lesson by showing the colonial America map that tells which region is New England, Middle, or Southern Colonies. Each area also includes a description (if laptops are available, students can do the activity themselves).

group discussions as they read about and look at each colonies region. Sometimes, the class will share as a large group when necessary. Students will also complete a map of the colonies as the class learns which colony belongs to which colonies group.

Mrmussbaum.com (2012). 13 Colonial Regions [map] Retrieved from http://mrnussbaum.com/13colonies/13regions/# s2

Guided Practice:2. As the students finish looking at the online activity, students will turn to their maps and will write down which region is which colonies heading: New England, Middle, or Southern Colonies.

A. Students will work individually at first, and if they have any difficulties filling out their map, then they can finish as a table. Then, they will vote on the map that they think looks the best in their group and that person will come up from the table and present their map to the class, explaining why they filled out each colonies area the way that they did.

Blank map of New England, Middle, and Southern Colonies (Resource G)

Independent Practice:3. Students will complete a map that names all of the individual colonies and using colored markers, they will

Students will have a map quiz. They will color in the map showing which individual colonies are a part of either the New England, Middle, or Southern

Blank map of the New England, Middle, and Southern Colonies (Resource H)

Pencils or pens


http://mrnussbaum.com/13colonies/13regions/



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fill in each individual colony with the matching color of the Colonies heading of: New England, Middle, or Southern colonies. The students will create their own key to show which colored areas go with which colonies.

Colonies. They will create their own key. The teacher will use the to assess whether or not the students understand which colony goes to which category.

4. Teacher will review and revise further lessons as needed for students to understand where the New England, Middle, and Southern colonies are located on a map.

Students will revise their understanding and participate in further instruction as needed if they do not understand how the New England, Middle, and Southern colonies are split up.

The teacher may need to provide additional maps and have the class fill out the map as a class while thinking about the specific current-day states that are a part of each colony-New England, Middle, or Southern.

Lesson Two Sequence of Instruction: What will you do? What will they do?

Lessons: How will you take them where they need to go? (Step-by-Step plan)




5-U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern Colonies.

Pre-test/Anticipatory set: Teacher begins by asking students to respond to this question:“As a student living in the present day United States of America, what are some of the things that you do? How would you describe your daily life?”

Lessons: How will you take them where they need to go?


Students will answer the question about their current daily lives. They will “Mix Pair Share” to compare their own daily lives with a partner. Then the whole class will discuss how they answered the question and the teacher will write key aspects of current American life on the white board. Then, students will listen to the book about living in colonial times and will respond to questions that the teacher asks as they read. At certain parts,


If You Lived In Colonial Times by Ann Mcgovern

Whiteboard with Markers Reading area Christian Book.com (2013). American

Dream: The New World, Colonial Times, and Hints of Revolution [Image file] Retrieved from http :// www.christianbook.com/american- world-colonial-times-hints-revolution/colleen-reece


http://www.christianbook.com/american-world-colonial-times-hints-revolution/colleen-reece





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Direct Instruction:3. Teacher will begin the lesson

by reading the If you Lived in Colonial Times with the class.

4. During reading time, teacher will begin reading from: American Dream: The New World, Colonial Times, and Hints of Revolution which is about the life of a young girl living in colonial times. This will take a few weeks, at the end of which the students will do a concluding project (see lesson 6).

children will repeat the activity that the colonial Americans did to the teacher. This whole activity can be done by the reading corner on the reading rug. Teacher will begin reading American Dream: The New World, Colonial Times, and Hints of Revolution during class reading time. Students will do a project at the end (see next lesson).

Guided Practice:4. Teacher explains that students will create a pamphlet showing some of the things that they heard from the book about what people did in the colonial times.

Students will create a pamphlet showing some of the things from the book that the people did in the colonial times. If needed, the class will look as a group at some of the pages from the book again. Teacher will write on the board the information and students will draw and label it in their pamphlet. Teacher will also show how to fold the paper into thirds to create the pamphlet.

If You Lived In Colonial Times by Ann Mcgovern

Colored Paper (for pamphlet) Crayons, markers, pens

Independent Practice:4. For homework, students will show the pamphlet to a parent, guardian, or sibling and will explain what they have put in their pamphlet and how it

Students will share their pamphlet with a family member and will discuss what they learned about the daily lives of the colonial Americans.

Pamphlet that students created in class


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describes the daily life of the colonial Americans living at that time.5. Teacher will continue this content in further lessons (included in this unit) in order to deepen students’ understanding of colonial life.

Students will continue to revise their understanding as they participate in further instruction about the daily life of colonial Americans.

The teacher will provide additional books, web resources, primary sources, trade books, and other resources

Lesson Three Sequence of Instruction: What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)





Pre-test/Anticipatory set: Teacher begins by asking students to discuss how their pamphlet presentation to a parent or guardian went.


Direct Instruction:5. Teacher will begin the lesson

by having students do a KWL chart on the daily lives of people living in the New England, Middle, and Southern Colonies. The “L” section will be filled out at the end of the lesson.


Students will share about their presentation of their pamphlet about the daily lives of people living in the colonies. Then, students will fill out a KWL chart about what they already know (including anything they already learned from the previous lesson), what they want to know, and for what they have learned (which they will fill out at the end of the lesson).


KWL Chart on daily life in Colonial America Daily Life in the Pilgrim Colony 1636 by

Paul Erickson Christian Book.com (2013). American








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6. During reading time, teacher will continue reading from: American Dream: The New World, Colonial Times, and Hints of Revolution which is about the life of a young girl living in colonial times. This will take a few weeks, at the end of which the students will do a concluding project (see lesson 6).

Guided Practice:7. Students will split up into

groups of 5 or 6. Each person in that group will be assigned a different section of the Daily Life in the Pilgrim Colony 1636 . Once they know what section they must cover, then they meet with all of the other group members who have the same topic as them. Then, they read their section and record any important information as they discuss. After several minutes of group discussion with these members, the teacher will then have the students get back into their original groups. In these groups, each group member

Students will participate in a Jigsaw activity based upon Daily Life in the Pilgrim Colony 1936. Each student will get a chance to “be the expert” and teach their section to their original group members. They will also record notes in their own “history notebooks” in order to remember what their groups discussed in both of the groups.

Daily Life in the Pilgrim Colony 1636 by Paul Erickson

History Notebook for discussion notes Pencils, pens


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will take a turn sharing what their section was about and what their group discussed.

Independent Practice:4. To end the lesson, students will complete the “What I have learned” portion of the KWL chart. They will turn this KWL chart in to the teacher who will grade it based upon completion, at least three ideas/bullet points/sentences for each section, and serious considerations. This will allow the teacher to assess what the students have learned thus far.

Students will complete the KWL chart and will write any further thoughts in their history notebook.

KWL Chart (Resource I) History Notebook

5. Teacher will continue this content in further lessons (included in this unit) in order to deepen students’ understanding of colonial life.



Lesson Four Sequence of Instruction: What will you do? What will they do?

Lessons: How will you take them where they need to go? (Step-by-Step plan)





Pre-test/Anticipatory set: Teacher


Students will review their KWL charts from the previous lesson and will


Christian Book.com (2013). American Dream: The New World, Colonial Times, and Hints of Revolution [Image file] Retrieved


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begins by giving back the KWL charts from the previous lesson and leading the class in discussion about what they have learned about so far and what things they still would like to learn about.


Direct Instruction:8. During reading time, teacher

will continue reading from: American Dream: The New World, Colonial Times, and Hints of Revolution which is about the life of a young girl living in colonial times. This will take a few weeks, at the end of which the students will do a concluding project (see lesson 6).

9. Students will watch “The 13 Colonies: Life in Early America” video to get a better understanding of life in colonial America. After watching the video, students will Mix, Freeze, Pair to discuss the video.

discuss as a whole class what they have learned so far and would like to learn still. Teacher will begin reading American Dream: The New World, Colonial Times, and Hints of Revolution during class reading time. Students will do a project at the end (see lesson 6). Students will also watch “The 13 Colonies: Life in Early America” and afterwards will Mix, Freeze, Pair to discuss what they saw in the video.

from http :// www.christianbook.com/american- world-colonial-times-hints-revolution/colleen-reece

Education-portal.com (2013). The 13 Colonies: Life in Early America [Video file] Retrieved from http :// education- portal.com/academy/lesson/13-colonies-colonial-life-economics-politics.html

Guided Practice:Students will do a 10x10 activity

Students will participate in a 10x10 activity to discuss and make

Tower.com (2013). The American colonies in the seventeenth century [Image file]


http://education-portal.com/academy/lesson/13-colonies-colonial-life-economics-politics.html










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while looking at a couple of pictures from the colonial times. This activity has them first as an individual write down 10 things they noticed about the picture and then they form small groups and come up with 10 questions they have about the picture. After that, the teacher answers some of the questions and leads the class in discussion. The artwork of discussion: John Singleton’s “Copley: Governor and Mrs. Thomas Mifflin”and John Heaton’s “Overmantle from the Marten Van Bergen House”.

observations about the colonial pictures. Students will first work on their own, then in small groups, and finally discuss as a whole class.

Retrieved from http://http :// www.tower.com/american- colonies-in-seventeenth-century-vol-3-herbert-l-osgood-paperback/wapi

Christian Book.com (2013). American Dream: The New World, Colonial Times, and Hints of Revolution [Image file] Retrieved from http :// www.christianbook.com/american- world-colonial-times-hints-revolution/colleen-reece

Paper, pencils, pens

Independent Practice:4. Before leaving, students will complete an exit card detailing something they have learned that day, a question they have, or any other thought they want to leave with about the topic: daily life in the New England, Middle, and Southern Colonies. They will not be graded, but the teacher can use them for assessment and for discussion at the start of the next lesson.

Students will complete an exit card before they leave as their token to leave the class. They will leave with a final thought or question about the topic that will be discussed later.

Exit cards (notecards) Pencils, pens










http://http/www.tower.com/american-colonies-in-seventeenth-century-vol-3-herbert-l-osgood-paperback/wapi





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Lesson Five Sequence of Instruction: What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)





Pre-test/Anticipatory set: Teacher begins by giving back the exit cards to the students. Any questions that were asked on the cards may be answered at this time and students will discuss and share what they wrote on their cards.


Direct Instruction:10. During reading time, teacher

will continue reading from: American Dream: The New World, Colonial Times, and Hints of Revolution which is about the life of a young girl living in colonial times. This will take a few weeks, at the end of which the students will do a concluding project (see next lesson).

11. Students will learn about


Students will review their exit cards from the previous lesson and will discuss as a whole class what they have learned so far and the teacher will answer any questions posed in the exit cards. The teacher will continue to read the American Dream book to the students during reading time. Students will use the text rendering strategy in order to paraphrase, question, ponder, and reflect on the primary source, A journal of the transactions and occurrences in the settlement of Massachusetts and the other New England colonies, from the year 1630 to 1644. The teacher will provide the book and sticky notes for the students to write things down as they are reading the text. If needed, the class will together place the sticky notes in the book and discuss what they are thinking since this is a difficult text to read through, albeit a very good one.


A journal of the transactions and occurrences in the settlement of Massachusetts and the other New England colonies, from the year 1630 to 1644 By: John Winthrop

Stickey notes for text rendering Christian Book.com (2013). American








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primary sources and will explore excerpts from John Winthrop’s, A journal of the transactions and occurrences in the settlement of Massachusetts and the other New England colonies, from the year 1630 to 1644. Students will analyze excerpts from this piece using text rendering so that they can make meaning of what the journal says.

Guided Practice:Students will explore a website that describes daily life in colonial America and other important information (including the New England, Middle, and Southern colonies). In order to think about this information, students will gather in groups and each group will be assigned a specific category (ie education) to research using this website. They can also search other parts of the website (other than the information under their topic’s heading) in order to present information. Then, their group will create a poster to display the information that they found. The poster will be divided into four categories: Topic/Title, Fun Facts, Key Ideas, and Illustration(s).

Students will form small groups to explore colonial American life. In these groups, they will create a poster to display the information of their specific topic. The four categories required on their posters are: Topic/Title, Fun Facts, Key Ideas, and Illustrations.

Colonial America website: http://www.kidactivities.net/post/Colonial-Theme-Page-2.aspx

Poster Paper Markers, Pencils, Pens


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Independent Practice:4. Before leaving, students will complete a 3-2-1 sheet sharing 3 things they have learned, 2 things that surprised them, and 1 question they still have about daily life in colonial times.

Students will do a 3-2-1 activity in order to think about what they have learned and wonder about daily life in colonial America. Teacher will use these to mark student progress.

3-2-1 Blank Paper Pencils, pens




Lesson Six Sequence of Instruction: What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)





Pre-test/Anticipatory set: Teacher begins by giving back the exit cards to the students. Any questions that were asked on the cards may be answered at this time and students will discuss and share what they wrote on their cards.

Lessons: How will you take them where they need to go?Direct Instruction:12. During reading time, teacher will


Students will review their 3-2-1 sheets that they turned in during the previous lesson and will discuss and share what they wrote. Today, part of the lesson includes going on a field trip to Greenfield Village in order to experience what it was like living in Colonial America.


Christian Book.com (2013). American Dream: The New World, Colonial Times, and Hints of Revolution [Image file] Retrieved from http :// www.christianbook.com/american- world-colonial-times-hints-revolution/colleen-reece

Writer’s Notebook Pens, pencils Field trip permission slips/money







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finish reading from: American Dream: The New World, Colonial Times, and Hints of Revolution which is about the life of a young girl living in colonial times. The students will reflect on what they read in the book by writing an entry about what they learned about colonial life in the book in their writer’s notebook. Then, the teacher will explain that students will be going on a field trip to Greenfield Village in order to see some of the things that they read about.

Guided Practice:Students will be going on a field trip to Greenfield Village in order to learn about what life was like living in colonial America.

Students will go to Greenfield Village and will be split into groups of 5-6 students with one chaperone (adult). Each group will have a camera and will take pictures of all of the tools that they see that the colonial Americans used to do their various chores such as make food, farm, tend livestock, blacksmith, merchants, etc.

Field Trip Permission Forms Bus driver (transportation) Chaperones Camera Field Trip money or grants

Independent Practice:4. After visiting Greenfield village, students will go to the musuem website and will research colonial American life by completing the online scavenger hunt. Through this, students will apply what they learned at the village and think about a specific historical family: the Daggets.

Students will come back from the Greenfield village field trip and will complete a Scavenger Hunt on the henry ford museum website. This scavenger hunt will have them fill out information about the Dagget family and learn about what life was like for them in the colonial times.

Scavenger Hunt (Resource J) Website:

http://www.thehenryford.org/exhibits/smartfun/colonial/intro/map.html


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5. Teacher will continue this content in further lessons if needed, but students understanding at this point should be pretty solid. Students will take a test at the end of this unit.

Students will continue to revise their understanding as they participate in further instruction about colonial America and if needed, more time will be spent in the daily life of colonial Americans.

The teacher will provide additional books, web resources, primary sources, trade books, and other resources if needed and will give students suggestions for further research if they wish to.


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Resource A: A Script for Vocabulary Development

Lesson 1: Labor Force, Slaves, Property, Indentured ServantsLabor Force:Teacher-talk (Step One): How many of you know the jobs of one of your parents/guardians and can share with our class? (Students Answer). What are some other jobs that people might have? People who work are a part of something called the labor force. Not only are the people who are working a part of the labor force, but also people who are not working but who are able to work. So, the labor force is all of the people who are a part of a certain group that are able to work. Let’s look at some pictures to think about what who is a part of the labor force today (Teacher shares pictures of the current labor force Resource A). So, we have thought about what the labor force is today. But what who was the labor force in the colonial times? We are going to learn about two major groups of people who were in the labor force at that time. See if you can figure out who these groups were after I show you some more pictures. If you know, keep it to yourself and you can raise your hand to tell the class at the end. (Teacher shares pictures of the labor force in colonial times Resource B). The two major groups who were a part of the labor force were slaves and indentured servants.

Slaves: Teacher-talk (Step One): Now that we have thought about the labor force, we realized that there were two major groups of people in the labor force. They were slaves and Indentured servants. But what is a slave? Can anyone tell me? (Student Answer). Now, we need to remember that a slave nowadays is perhaps a bit different than it was in colonial times. Sadly, there still are slaves today. But when we talk about Slavery during colonial times, we are mostly talking about black slaves from Africa. These people were stolen from their homelands, thrown into ships, and then sold as property to the wealthy. Does anyone know what I mean when I say they were considered “property”?

Property: Teacher-talk (Step One): If you can’t define property, than can anyone give me an example of property? Please raise your hands. (Student Answer). Property is a thing or things that belong to someone. When I say that the slaves were thought of as property, I mean that they belonged to or were owned by their master. Just like your parents might own the property that your house is on, so were slaves owned by their bosses. Most of us believe this is wrong, and it is wrong. But we must put those feelings aside to think about the way slaves were a part of the labor force during colonial times and what life was like for those slaves. Let’s put the word “property” on our word wall to remember that word in the future.

Now that we have thought about what “property” means, we can better understand that slaves were thought of as “property” to their owners. To help us understand more about slaves, we are going to hear some slave narratives from records of slaves and what life was like for them. Don’t take notes or anything, just listen to their stories which are true about what slavery was like and what it


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means to be a slave. (Find this website which gives information about the slaves who are sharing their stories including a map showing where they lived and also with audio of the slave narratives http://www.moadsf.org/salon/exhibits/slave_narratives/flash.php)

Teacher-Talk (Step Two): We have heard what it was like to be a slave from true accounts of people who were slaves. What I would like us to do is share in your groups (already organized by tables) a few things that you noticed about slaves while listening to them. What really stood out to you? What is something you learned or that you reviewed? (Gives students 5-7 minutes to discuss.)

Teacher-Talk (Step Five) Activity: Now, we are going to write some of these things we learned about slaves in the “slaves” tab of a Top-Tab Booklet (See sample for what the Top-Tab Booklet will end up looking like. The Booklet will be finished in another lesson for standard 5.U2.3.3)

Teacher Prep: Each student needs 5 different pastel colors of paper. Follow these Top-Tab Instructions:1. Tell students to take 1 of each colored piece of paper. (and have 5 for yourself for demonstration purposes)2. Show the students the sample. Then, take the first sheet of paper and show them how to fold it into 16ths (Teacher Talks

and Demonstrates: Take the first sheet and fold it in half hamburger style. Next, fold it in half again hamburger style. Once again, fold it in half hamburger style. One last time, fold it in half hamburger style. Now, you have an outline for how to cut your top-tab booklet!)

3. Line up the folded outline with your second sheet of paper. Cut the top right box out of both papers. Set the sheet aside.4. Next, line up the third piece of paper and cut out the top right box according to the outline sheet (this means you will cut

out “two boxes” worth on the piece of paper that has not been cut yet).5. Now, line up the fourth piece of paper and cut out all the way to the top right box. 6. For the last sheet (5th), cut off the last box according to the outline (This page should have NO tab, just a straight line)7. Label each tab. Tab names: “Wealthy Landowner”, “Slaves”, “Indentured Servants”, “American Indians”

Teacher-Talk: We will finish this Top-Tab book at another time, and will add some information today about Indentured Servants. Set the top-tab book aside and let’s learn about indentured servants.

Indentured Servants:Teacher-talk (Step One): A minute ago, we talked about slaves and why they were important in the labor force. Can anyone give me a guess as to who they think an “indentured servant” is? (Student Answer). Well, an indentured servant is similar to a slave because their boss paid for their work. Basically, an indentured servant is someone who sold their labor in order to gain passage on ships and live in America. After a certain number of years, the indentured servant is “free” again because they have paid off their debt to their boss. So, they are different from a slave because their boss doesn’t own them as a person, just the boss owns their work for a certain number of years. To help us understand who an indentured servant is, we are going to read about the life of one indentured


http://www.moadsf.org/salon/exhibits/slave_narratives/flash.php

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servant named Molly Bannaky. We are not going to be able to read the whole book today, but if you want to know more than you can check out this book from the library. After we are done reading, we will do an activity together. (Read some excerpts from the book: Molly Bannaky written by Alice McGill Houghton Mifflin co. 1993.)

Teacher-talk (Step Two): Now that we have read about Molly’s life as an indentured servant, let’s think about what it was like for her. For a minute, I want you all to close your eyes. Now, imagine what it would be like if you were in Molly’s shoes. What if you woke up this morning, and you were an indentured servant. When I say go, you can open your eyes and write down a few things about how you imagined your life as an indentured servant in your Writer’s Notebook (each student should have a Writer’s Notebook in or on their desk that they keep with them all semester). Okay, go! (give students 4-6 minutes to write) Now, we are going to take a couple of minutes to write down some of the information and definition of an Indentured Servant in our top-tab book. (Give students time to write for a few minutes, if necessary discuss what should be written as a class and the teacher writes it on the white board). For today, we are done with our top-tab book so put it in your “Work for Later” folders so we can finish it another day.

Teacher-talk (Step Three): Now that we have learned what the labor force was in colonial times, draw a picture showing who was in the labor force. You can label if necessary. Then, write a brief definition for labor force that describes your picture. At the end, you will be handing them in to me.

Lesson 2: Cash Crop, Export, Tobacco, Cotton, PlantationCash Crop (See tobacco and Cotton Definitions for examples): Teacher-talk (Step One): Yesterday, we learned about the labor force and who was in the labor force. Today, we are going to think about why the labor force was needed. One big part of colonial life was farming and agriculture. At that time, farms grew and grew in size until they became very large farms which were called plantations. We will talk more about what plantations are later. But the important thing is that what these large farms grew was called cash crops. Cash Crop farming was when primary crops were sold and exported to other countries. These crops included tobacco which was the number one crop and some others were indigo, wheat, barley, rice, and rye. So, cash crops are crops that are sold and exported for money rather than to be used by the family or person who grew them.

Export:Teacher-talk (Step One): Does anyone know what the word export means? (Student Answer) When I say go, I want you all to find a partner and one person from each group to come up and take an object from the bag. It doesn’t matter what the object is. (Each group gets a T-shirt). As a group, try to find out where your object was made and when you are done, each group will write where their object is from on the board. (Students search and write). Okay, so where were a lot of the objects from? What does this mean? (Students Answer). These objects were all exported to us from other countries. This means that the


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objects were made in other countries and then were sent to us in the United States. So, export means to send what was made in one country and sell it in a different country. When we say that the cash crops were exported, we are saying that the cash crops were sold in other countries.

Now that we understand what export means and how cash crops were exported, what were some of the cash crops? Can anyone remember what some of the cash crops were? (Students may Answer). There were several cash crops that were sold, but we are going to think about a couple of the major ones today.

Tobacco:Teacher-talk (Step One): Show students a tobacco leaf (realia). Does anyone know what this is? (Student answer; tobacco leaf). What do people use tobacco for? Have you ever seen someone buy a pack of cigarettes or cigars? Tobacco was one of the most important cash crops in the colonial times. Can anyone remind the class what a “cash crop” is? (see cash crop for definition) Tobacco was one of the cash crops that colonists exported for money and was one of the most common cash crops. Does anyone remember what “export” means? (see export for definition) So the colonists exported tobacco because it was a cash crop that they could sell for money.

Cotton:Teacher-talk (Step One): Show students cotton balls, a cotton T-shirt, a cotton bed sheet, and a cotton towel (realia). Can anyone tell me what all of these objects have in common? (Students answer; cotton). That’s right; these items are all made out of cotton. Does anyone know where cotton comes from? (Students may answer). Cotton is a fibrous seed that grows on a plant and is used to make household items like the ones we looked at. Also, it is an example of a cash crop. Can anyone remind the class what a “cash crop” is? (See cash crop for definition) Cotton is one of the cash crops during the colonial times and also provided the people with clothing and other items.

Plantations:Teacher-Talk (Step One): We have looked at what the labor force was and what the cash crops were. Now, let’s think about why the labor force was so important. During the colonial times, the farmlands continued to grow and grow until they became huge farms known as plantations. Plantations were large farms with many slaves who worked as laborers in the fields. (Show pictures of the plantations and explain the pictures)

Teacher-Talk (Step Four and Five): Now that we have learned all of these terms that explain the emerging work force in colonial America, let’s review. (Terms learned: Export, Cash Crop, Slavery, Indentured Servants, Tobacco, Cotton, Labor Force, Plantations, Property) I am going to hand each group (groups are their tables again) a bag with different materials and pictures in it. I am also


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going to give each group a set of flash cards with the term on the front. Your group will decide which thing in the bag goes with which flashcard. There are two copies of every term because some terms might be used more than once. On the back of the flashcard, as a group you will write a about what that term means and how it fits with the picture or object from the bag. Some will be simpler and won’t require as much thinking, but others you might have to think about a bit more. Make sure to discuss in your groups which term goes with what item. I will be walking around and helping as needed. (Hand out the Bag of Materials. See Resource D for materials needed. Collect the notecards from each group at the end to assess whether or not they understand the terms. Remember, they will be learning more in depth about many of these terms in further lessons.)

Teacher-Talk (Step Six): We are going to play a Balderdash Game. Listen carefully while I explain the game. You will be a team with your table group. One group will pick one of the vocab terms that we learned out of a hat/jar and will read the word to the class and write it on the board. Then, they will be the judges for that round. Each other group will discuss the term and will write down the best possible definition for that word on the partial sheet of paper. Next, one member from each group will turn in their answer slip. The grading group will read off the answers and then will place the slip of paper under the elmo projector so that the students can read them. After reading them all, the grading group will select the best definition and will hold that slip of paper up. That group will then receive a point. Whichever team has the most points wins. I will help explain if you have questions as we play the game. (Teacher facilitates the game as needed, answering any questions, but mostly the students should be able to play and lead the game. See Resource E)


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Resource BPictures Used to Illustrate the Labor Force in Present Time


http://artsfuse.org/wp-content/uploads/2011/04/The-Office-The-Banker-Review-22-1-10-kc.jpg

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Resource CPictures Used to Illustrate the Labor Force for Cash Crops in Colonial Times


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Resource DPictures to Illustrate Plantations


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Resource EReview Activity: Materials Needed in Bag

Flashcards: Make a couple of flashcards for all of the terms learned: Export, Cash Crop, Slavery, Indentured Servants, Tobacco, Cotton, Labor Force, Plantations, and Property.

Materials in Bag:1. A shirt, scarf, or dress made out of cotton. (cotton flashcard)2. A pipe (tobacco flashcard)3. An object made in a different country (and labeled somewhere as such, ie. “Made in China”). (Export flashcard)4. Chains or Handcuffs (Slaves flashcard, could be Indentured Servants flashcard)5. Monopoly property card (Property flashcard)6. Pictures:

(Slaves flashcard, plantation flashcard, labor force flashcard)


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+ (Cash Crop Flashcard)

(Indentured Servant flashcard)


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(Labor Force flashcard)

(Labor Force flashcard)


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(Plantation flashcard)


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Resource FBalderdash Game Terms to put in hat

Export

Cash Crop

Slavery

Indentured Servants

Tobacco

Cotton

Labor Force

Plantations

Property


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Resource G: Blank Map of Colonies

Key:


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Resource H: Blank Map no colors QuizColor in the map below to show: New England, Middle, and Southern Colonies. Then, make a key to show which colors go with which area of colonies on the map. You may include other labels such as: current day Michigan, Atlantic Ocean, the Great Lakes, etc., but these are not labels you will be graded on.


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Resource I: KWL Chart

Topic: Daily Life in the New England, Middle, and Southern Colonies

What I already Know What I want to Know What I learned


KWL Chart

K LW

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Resource J: Scavenger HuntWebsite Scavenger Hunt Questions

Go to this website in order to answer these questions: http://www.thehenryford.org/exhibits/smartfun/colonial/intro/map.html

1. Where was the Dagget Farm located?

2. Where did the Dagget family practice their religion?

3. What work did Samuel Dagget do to earn a living?

4. What was home life like for Anna Dagget, and the Dagget children, Asenath, Tabitha, and Isaiah?


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5. Who lived in the Dagget family’s community?

6. When did the people in the community get together and what did they do?

7. How did the Dagget family get the goods they needed for their work and home?

8. How did the Dagget family find out news from the world?

9. How did the Daggets and their neighbors travel?

10.


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Citation Page

Works Cited-Beck, I., M., and Kucan, L. (2002) Bringing Words to Life. New York, NY: The Guliford Press

-Marzano, R. and Pickering, D. (2005) Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

-McGill, Allison. (1993) Molly Bannaky. Boston, MA: Houghton Mifflin

-Museum of the African Diaspora. (2003) MoAD: San Francisco, CA. Retrieved from http://www.moadsf.org/salon/exhibits/slave_narratives/flash.php)

-Zike, Dinah. (2002) Big Book of Social Studies. San Antonio, TX: Dinah-Might Adventures

-Mrmussbaum.com (2012). 13 Colonial Regions [map] Retrieved from http://mrnussbaum.com/13colonies/13regions/# s2 - Google.com (2013). A journal of the transactions and occurrences in the settlement of Massachusetts and the other New England colonies, from the year 1630 to 1644 [Image file] Retrieved from http://www.google.com/imgres

-Thehenryford.com (2013). Family and Community Life During the Industrial Revolution Retrieved from http://www.thehenryford.org/education/erb/Family&CommunityLifeDuringIndustrialRevolution.pdf

-Tower.com (2013). The American colonies in the seventeenth century [Image file] Retrieved from http://http://www.tower.com/american-colonies-in-seventeenth-century-vol-3-herbert-l-osgood-paperback/wapi

-Christian Book.com (2013). American Dream: The New World, Colonial Times, and Hints of Revolution [Image file] Retrieved from http://www.christianbook.com/american-world-colonial-times-hints-revolution/colleen-reece

-Amazon.com (2013). If You Lived In Colonial Times [Image file] Retrieved from http://www.amazon.com/If-You-Lived-Colonial-Times/dp/059045160X/ref=cm_lmf_tit_7




http://www.moadsf.org/salon/exhibits/slave_narratives/flash.php

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-Amazon.com (2013). Daily Life in the Pilgrim Colony 1636 [Image file] Retrieved from http://www.amazon.com/Daily-Life-Pilgrim-Colony-1636/dp/0395988411/ref=cm_lmf_tit_13

-Annebradstreet.com (2002, 26, Feb). To My Dear and Loving Husband Retrieved from http://www.annebradstreet.com/anne_bradstreet_poems.htm- Kidactivites.net (2012). Retrieved from http://www.kidactivities.net/post/cononial-theme-ideas-for-kids.aspx

Reviews.blether.com (2000). A Revolutionary Field Trip: Poems of Colonial America Retrieved from http://reviews.blether.com/blether.php?id=8610

Paperbackswap.com (2013). A Revolutionary Field Trip: Poems of Colonial America [Image file] Retrieved from http://www.paperbackswap.com/Revolutionary-Field-Trip-Susan-Katz/book/0689840047/

Education-portal.com (2013). The 13 Colonies: Life in Early America [Video file] Retrieved from http://education-portal.com/academy/lesson/13-colonies-colonial-life-economics-politics.html

Mrmussbaum.com (2012). 13 Colonial Regions [map] Retrieved from http://mrnussbaum.com/13colonies/13regions/#s2

Nationalhumanitiescenter.org (2009). The Van Bergen overmantel [Image file] Retrieved from http://nationalhumanitiescenter.org/pds/becomingamer/peoples/text6/text6read.htm

-Tfaoi.come (2010). Portrait of Mr. and Mrs. Thomas Mifflin [Image file] Retrieved from http://www.tfaoi.com/newsm1/n1m28.htm

- Youtbe.com (2013). Colonial Williamsburg - Music - Part 1 [Video file] Retrieved from https://www.youtube.com/watch?v=G0b9gqDmlEs

-Thinkquest.org (2013). Colonial Kids: A Celebration of Life in the 1700’s [video file] Retrieved from http :// library.thinkquest.org/J002611F/

-Kidinfo.com (2013). Colonial Life: In Colonial America. Retrieved from http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html


http://library.thinkquest.org/J002611F/



https://www.youtube.com/watch?v=G0b9gqDmlEs

https://www.youtube.com/watch?v=G0b9gqDmlEs

http://www.tfaoi.com/newsm1/n1m28.htm

ashleypenninga.weebly.com · web view2019. 8. 22. · this unit will introduce 5th grade students...

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