5th+Grade+Unit+3-+Colonization

 Key Vocabulary Essential Question(s) Enduring Understandings Unit Objectives Suggested Activities Suggested Assessments ||
 * Suggested Materials


 * __Key Vocabulary:__**

**colony, colonize, conquer, emigrate, immigrate, settle, savage, slave, trade, barter, mercantilism, religion, freedom**

__Essential Questions:__ · How and why do beginnings matter? __ Enduring Understandings: __ __ Unit Objectives: __ · Students will be able to demonstrate an understanding of Dutch, English, French and Spanish patterns of colonization. · Students will be able to explain the reasons why colonists came to the New World and the expectations they set for themselves while living here. · Students will be able to analyze how environmental and human factors accounted for differences in the cultures and economies of the various colonies. · Students will be able to trace the arrival of Africans in the English colonies in the 17th century and the increase in the slave trade during the colonial period. · Students will be able to compare how English settlers interacted with Native Americans and Africans in the New World and explain how these interactions continue to affect these groups today. · Students will be able to analyze how family, church, work, community life and governments evolved in the colonies.
 * Religion, culture, economics, topography and climate led to the diverse development of the New England, the Middle and Southern Colonies.

__**Suggested Activities:**__

SmartBoard Notebook file on 13 Colonies

**Ø** **Open Discussion (class discusses topic together by adhering to a few guidelines without raising hands) on 'how beginnings matter'.** **Ø** **Present information on Spanish, French, and Dutch colonization (students are mining presentation for info related to Essential Question) - Use sections of A History of US and the American Nation Text or other resources.** **Ø** **Case Study – Cortez: For Gold, for King & for God. In small groups students will unpack and defend in a debate either the position of Cortez as presented in letters to King Charles) or the Aztecs (as translated from a messenger to Emperor Montezuma) surrounding their encounter.** **Ø** **Whole group roundtable brainstorm on the geographic and economic advantages and disadvantages of New France (modeling a compare and contrast strategy).** **Ø** **Jigsaw – Small groups read various hand-outs on New Amderstam/New Netherland and present key information to class.** **Ø** **Teacher shares background information on 13 Original English Colonies in narrative form (students are mining presentation for info related to Essential Question).** **Ø** **Small groups discuss Puritanical influences on New England Colonies – self government, sense of community, religion and work ethic.** **Ø** **Whole class discussion of impact of diversity on the Middle Colonies – Quakers, religious toleration, craftsmanship, government.** **Ø** **Small groups research and present information to class on the plantation economy of the Southern Colonies.** **Ø** **'Open discussion’ on Virginia’s slave code.** **Ø** **Read, listen to, reflect on, and discuss online audio recordings of former slave interviews.** **Ø** **Students write a journal entry or post a comment on teacher's blog on 'how beginnings matter'.**

__**Suggested Assessments:**__

Observe student performance on activites above such as: The Cortez vs. Aztec debate The Jigsaw on the Netherlands Small group discussions on the Puritians Whole class discussion on diversity in the Middle Colonies Open discussion on the Slave Code The Journal/blog entry on the Essential Question
 * // Formative Assessments- //

//Additional Performance Assessments-// Students create a travel brochure for a particular colonial region (see attached file)

Students create a map of the colonies including founders/leaders, dates and major industries**

Instead of (or in addition to) some kind of 'unit test' the following performance task is suggested-
 * // Summative Assessment- //

Imagine you are a European settler in the New World. You have just completed your first full year in North America. Write a letter to your family members who remained back home. Remind them why you left and from where you came. Tell them the story of the hardships (including weather, relationships, treatment and supplies) you faced on your voyage over as well as thee challenges and opportunities (including local tribes, other settlers, geographic features, local government, religion, natural resources, job opportunities) greeting you in the New World. Your family members are also very interested in learning about the Native Americans and African slaves you have encountered, too. Include a sketch or image to help them visualize the area, the local people or the time period. Finally, conclude your letter to your family by reflecting on how you think future generations will remember America’s humble beginnings (as described in your letter).**