Colonial+America+Lesson+Plan


 * The Thirteen Colonies **

**A:** **Grade Level:** 5th

**Sunshine State Standards:**


 * SS.5.A.4.2:** Compare characteristics of New England, Middle, and Southern colonies.
 * SS.5.A.4.3:** Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies.
 * SS.5.A.4.4**: Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

**NETS-S Standards:**
 * Demonstrate creativity and innovation
 * Communicate and collaborate
 * Conduct research and use information
 * Use technology effectively and productively

**S:**  **Learning Objectives:** (and levels of blooms taxonomy)

**Knowledge:** Students will locate and label the Southern, Middle and New England Colonies on a blank map with 100% accuracy. **Analysis:** Students will compare and contrast economic and social characteristics of the Southern, Middle and New England Colonies by creating a 3-way Venn-diagram using Microsoft Word with 90% accuracy. **Comprehension**: Using Wikispaces, students will describe the rolls of several assigned important figures during the Colonial period by creating short bios with 95% accuracy and no plagiarism. **Synthesis**: In small groups, students will plan and record a short sketch in character that highlights important figures during the colonial period with 95% accuracy. **Synthesis:** Using Microsoft PowerPoint, students will compose a slideshow of what life would have been like if they were a settler in either the Southern, Middle or New England Colonies with 95% accuracy. **Evaluation:** After research at the library and online, students will critique economic and political aspects of the Southern, Middle and New England colonies and then conclude which region had the most benefits with plenty of supporting research in a two page double spaced paper with 95% accuracy and zero plagiarism. **S:** **Materials:**
 * Blank maps of 13 Colonies
 * Colored pencils/Crayons/Markers/Pencils
 * Computers with internet access
 * Video camera
 * TV/Projector

** U: ﻿﻿** **Use of Materials**

For the map assignment the blank maps of the 13 colonies will be given to the students and each student will use a coloring method to label the New England, Middle and Southern colonies.

Computers with internet access will be utilized for several different assignments. They are needed for research in the Venn-Diagram assignment as well as constructing the Venn-Diagrams on Microsoft Word. The computers are also needed for students to create their Wikispace biographies and PowerPoint slideshows. Finally the computers are needed for research for the students’ evaluation papers as well as them being typed on Microsoft Word. The video camera is to be provided by the instructor and used to record the student role-playing skits. A TV or projector will be utilized to view all of the skits together as a class. **R:** **Require Learner Participation **

The major technology students will rely on in this lesson plan is the computer. It is necessary to complete several of the assignments (Venn-Diagram, Wikispace, PowerPoint) as well as for conducting research for their evaluation paper. The two computer applications being used by the students are Microsoft PowerPoint and Word. Also, students will take turns in groups as the teacher will use a video camera to tape them performing their role-playing skits. By recording the students instead of just having them perform them in front of the class, they will become more comfortable on camera and will have the opportunity to view themselves later on TV or a projector.

**E:**
 * **Student Activity** || **Total Points Worth** || **Low Credit** || **Partial Credit** || **Full Credit** ||
 * **Map** || 10 || To receive 1-5 points students must at least attempt the assignment. If they are able to label one region correctly they will receive at least 3 points. Depending on neatness and readability they may earn four or five points. To receive 1 or 2 points students did not label any of the regions correctly or the entire map is not readable. || To receive 6-9 points students must at least label 2 of the 3 regions of colonies correctly. Other reasons for loss of credit may be a lack of neatness or readability. || To receive full credit for this assignment, students must label and color the Southern, Middle and New England Colonies accurately with no mistakes. The map must appear neat and easily distinguishable. ||
 * **Venn-Diagram** || 25 || Low credit (1-14 points) will be given to students who have provided far less than twenty facts. Also students who have less than 70% accuracy will be scored in the low credit range. If the assignment is unreadable the student will receive low credit as well. || To receive between 15 and 24 points students must have close to twenty pieces of information and will lose points accordingly depending on how many facts they do not have. Another reason for a loss of points is that accuracy is below 90% and students will also lose points accordingly under this standard. Loss of points may also be as a result of a lack of neatness. || To receive full credit students must have conducted enough research to construct a 3-Venn-diagram with at least twenty pieces of information and placed them in the correct spots with at least 90% accuracy. The assignment must also be neat and easily readable. ||
 * **Wikispace** || 25 || 1 to 15 points will be given to students who have far less than 100 words per biography, have far less than 95% accuracy in their facts or have committed plagiarism. || 15 to 24 points will be given to students who are penalized for writing less than 100 words about each historical figure, having less than 95% accuracy in their facts or flaws in their grammar and spelling. Not having at least one photo of each person will also result in a loss of points. Points will be taken off accordingly based on the number of mistakes. || Full credit will be given to students who complete three short bios (of persons assigned; 100 words each) with 95% accuracy of their facts. There must be zero plagiarism and at least one photo of each person. The Wikispace created must be neat and organized. Grammar and spelling must also be accurate. ||
 * **Character Sketch** || 50 || For this assignment to receive less than 30 points students must show a complete lack of teamwork or effort. The skit is far below time limit and not nearly everyone in the group is equally involved. The group may have also presented facts that did not represent the important figure at all. || To receive between 30 and 49 points students did not fulfill one or more of the requirements to receive full credit. The group may have gone under the time limit or over the time limit. Not every member of the group may have been involved in the process of writing and performing the sketch. Or the group was not accurate in at least 95% of the facts they presented. || To receive full credit each group must create a two to three minute sketch about an important figure during the colonial era. The sketch could be an interview or reenactment of a major event involving the figure etc. The sketch must be over two minutes in length and under three minutes. Each member must be involved in the sketch in some way. Creativity counts in this assignment. The use of props or costumes will result in the group being awarded bonus points. Facts presented in the sketch must have at least 95% accuracy. ||
 * **PowerPoint** || 50 || For this assignment to receive less than 30 points students did no attempt to research daily life in the colonies and present it in their own creative way. Presentations in this point range do not have a title slide, bibliography or graphics. Another reason for such a great loss in points could be that the high majority of the facts were plagiarized or incorrect. || To receive between 30 and 50 points students either did not meet the 10 slide minimum or were below the 95% accuracy mark in their facts. Another reason for a loss of points may be because they did not create a title slide or bibliography. Not having at least five pictures or graphics would also result in a loss of points. || To receive full credit for this assignment, students must construct at least a ten slide PowerPoint (including title slide and bibliography) about what life would be like if they were a settler during the Colonial Period in either the Southern, Middle or New England Colonies with at least 95% accuracy. The PowerPoint must at least five pictures or graphics relating to their presentation. The student can be creative but should be detailed about different aspects of their life. Using transitions of effects is not required but can gain the student bonus points. ||
 * **Research Paper** || 100 || Students that receive fewer than 70 points for this assignment had a variety of issues in their paper. The evaluation may not have met the two page minimum but it also had flawed grammar and spelling or was not close to being accurate in 95% of its facts. Students did not make an attempt to support their opinion with facts or the student plagiarized. || To receive between 70 and 99 points students may not have met the two page double spaced minimum. Also, the student may have flawed grammar and spelling. If organization is not strong it could also result in a loss of points. The student in this point range did state their opinion but did not support it with a sufficient number of facts. || To receive the full 100 points for this assignment, students must meet the 2 page double spaced requirement, have a planning page, and be at least 95% correct in the facts they choose to present. Grammar and spelling count. This is an opinion paper but they must use facts to back up their opinion in detail. A perfect paper is organized and flows well. ||