The Big Question Inquiry Unit Plan By Katie Hall December 13, 2005 ELED 4366: Social Studies Instructor: Gary Babiuk2Unit 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?3Resources: 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)4• 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 105Lesson objective: The student will understand the significance of enslaved African Americans & their descendants in the economic & social life of colonists. 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 objective: 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