ALEX Lesson Plan

     

Learning About Colonial Life

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  This lesson provided by:  
Author:Denise Woods
System: Muscle Shoals City
School: Muscle Shoals High School
  General Lesson Information  
Lesson Plan ID: 4484

Title:

Learning About Colonial Life

Overview/Annotation:

This is a group activity that allows students to use predictions to learn about the lifestyle of American colonists.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
2 ) Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

•  Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
•  Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
•  Describing the impact of the Great Awakening on colonial society
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Compare and contrast the early American colonies based on regional differences.
  • Analyze the effects of essential documents and events on the development of early American colonies.
Teacher Vocabulary:
  • regional
  • Magna Carta
  • English Bill of Rights
  • Mayflower Compact
  • House of Burgesses
  • Great Awakening
  • New England colonies
  • Middle colonies
  • Southern colonies
Knowledge:
Students know:
  • Regional differences among early New England, Middle, and Southern colonies a regarding economics, geography, culture, government, and American Indian relations.
  • Impact and details of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
  • The role of the House of Burgesses and New England town meetings in the development of early American colonies.
  • The impact of the Great Awakening on early American colonial society.
Skills:
Students are able to:
  • Compare and contrast regional differences among early New England, Middle, and Southern colonies
  • Locate the appropriate colonies in each region on a map.
  • Analyze the effect of geography and weather on the development of regional colonies.
  • Analyze primary documents.
  • Describe the impact of the Great Awakening on colonial society.
Understanding:
Students understand that:
  • There were regional differences in the early American colonies and the roles of essential documents and events in the development of these colonies.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.2- Identify and locate the regions of early New England, Middle colonies, and Southern colonies; recognize economic, cultural, and governmental characteristics for each region; understand that certain ideas found in the Magna Carta, the English Bill of Rights, and the Mayflower Compact influenced the development of self-government.


Local/National Standards:

 

Primary Learning Objective(s):

1. Students will make predictions about the purpose of items from colonial America.
2. Students will draw conclusions about the culture of colonial America based on items used in daily life.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Handout for each group with pictures of common colonial items (see attached - also available in most encyclopedias), transparency of colonial items handout, overhead projector, actual colonial items (if available)

Technology Resources Needed:

 

Background/Preparation:

Students should have a general understanding of the origins of the English colonies in America.

  Procedures/Activities: 
1.)Display a common classroom item, such as a stapler, and have students make predictions about what people 200 years from now will assume it is. Ask students to share ideas about what household items and tools can tell us about a culture.

2.)Explain to students that they will be working in groups with their classmates to make predictions about tools and household items of colonial America. Tell students that the class will use these predictions to draw some conclusions about the nature of colonial society.

3.)Divide students into heterogenous ability groups. Give each group a handout (see attachment) with 10 pictures of common colonial household items and tools. Give the groups 20 minutes to come to group consensus about what they think the item is and how it would have been used in colonial America.

4.)Have each group share their ideas about the items. Do not give the correct answers until all groups have shared. After all groups have shared ideas, use the overhead transparency to explain the actual use of the item (see the key provided as an attachment to this lesson). Students will be very interested to hear what the item actually is and was used for. The teacher may want to give a small reward to the group that guesses the most items correctly.

5.)If available, share some real colonial items and allow the students to touch them and make predictions about their uses as well. This is a very effective follow-up to the activity with the pictures.

6.)Have the class to brainstorm conclusions that can be made about the nature of colonial society based on the household items discussed. Direct students to focus on things such as how people made a living, what they did for recreation, things that they valued in their lives, etc.

7.)Conclude by having students write a paragraph explaining the nature of colonial society.


Attachments:
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  Assessment  

Assessment Strategies

Assessment is a writing activity that has students integrating the knowledge gained from the activity to draw conclusions about colonial society (see step 7). Objective questions may also be used to determine student knowledge of the use of the items.

Acceleration:

 

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.