module 07 - coming to america social studies fourth grade course: social studies grade level: 4 title: module 07 coming to america

Module 07 - Coming to America
Social Studies Fourth Grade
Course: Social Studies Grade level: 4
Title: Module 07 Coming to America
Big Idea: Settlement
Content Standards and Objectives
Learning Targets
SS.4.13
Demonstrate an understanding of the various factors that influenced
the founding of the original colonies (e.g., economic, political,
cultural, etc.).
*
Analyze the southern, middle and northern colonies (e.g., origins,
early government, resources, religious and cultural diversity,
etc.).
*
Compare and contrast community life, family roles and social
classes in colonial America (e.g., indentured servants, slaves,
colonists, etc.).
Compare and contrast backgrounds, motivations and occupational skills
among English, French and Spanish settlers (e.g., economics, culture,
trade, new agricultural products, etc.).
Compare and contrast the motivation of settlement within the New World
of French, Spanish, and English
Compare and contrast background, motivation, and occupational skills
of the English, French,and Spanish
Focus (or Guiding) Questions:
What motivated the French, Spanish, and the English to come to the New
World?
Once in the New World, in what occupations did the colonists and
settlers engage?
Know:
Reasons why French, English, and Spanish came to the New World
Similarities of motivations and backgrounds of settlement of the
French, English, and Spanish
Differences of motivations and background of settlement of the French,
English, and Spanish
Do:
Research French, English and Spanish settlement
Create a product reflecting motivations and background of settlement
of the French, English, and Spanish
Create a product reflecting occupational skills of settlers/colonists
Introduction: Provide guidance to the teacher as to how this
information might be introduced to students.
http://www.pbs.org/wnet/colonialhouse/history/voyage.html
PBS: Interactive History
“Fantastic Voyage”
Make arrangements for students to use computers with access to the
Internet where they will participate in an online adventure called
“Fantastic Voyage.” This interactive website allows students to make
choices along the “voyage” sailing from Europe to the New World. This
is best done as an individual activity, but it could be done in pairs
or, if necessary, as a whole group. The introductory slide’s scenario
is as follows:
“It’s 1629, and you have recently been appointed Governor of a New
World colony on the wind-swept coast of the province of Mayne. Your
Company’s investors have charged you with the tasks of selecting
colonists and a ship, and safely guiding them across the sea.
At the end of your journey to the New World, your Company’s investors
will evaluate your performance as Governor. You will be judged on the
health and morale of your colonists, the quantity of supplies you
bring to the New World, the state of your ship and crew, and the
likelihood that your colony will succeed in the future.”
Download the Media Viewing Worksheet from:
http://www.pbs.org/wnet/colonialhouse/print/p-teach_lesson3_worksheet2.html
PBS “Colonial House—Fantastic Voyage”
Decide which works best for the class: break down the sheet into
sections for different groups or have each group complete all
sections. It is important that following the “voyage” to provide time
for reflection and discussion on the activity so common learning is
established.
Academic Vocabulary: (May include key events and people)
Research has shown that the least effective strategy for teaching
vocabulary is having students look up words and write the definitions.
For quality, research-based strategies for teaching content vocabulary
see the website:
http://learningtasks.weebly.com/vocabulary-strategies.html 15
Vocabulary Strategies in 15 Minutes)
motivation
occupation
Iberian
tradesman
New Spain
New France
Thirteen Colonies
Manage the Process:
Notes to the Teacher:
Adobe Reader and Flash Player are needed to view some of the documents
and video. If it is not installed on the computers, both programs are
free download.
Computers must be connected to a printer in order for students to
print their mini-books during Stage 2. Contact your school technology
contact about installing a printer and the programs needed.
Stage 1
Complete the introduction activity as described above. Refer back to
the experience throughout the unit to remind students of their
experiences.
Allow time for students to complete a second journey and compare
differences in strategies. Worksheet provides space for this.
Stage 2
During this stage students will create an eight page mini-book using
this site:
http://www.readwritethink.org/files/resources/interactives/stapleless/
Read, Write,Think “Stapleless Book”
Have students utilize the websites listed on Resources for Mini-Books
to gather information to include in the mini-book focusing on the
following theme: Characteristics of European Settlements in the New
World.
Each book should include the following pages:
Title Page/Author Page
Introduction Page
English Settlements(2 pages)
French Settlements(2 pages)
Spanish Settlements(2 pages)
This is a good pair project, but it will be necessary to offer needed
guidance to each group. Some of the websites involve reading that may
be advanced for some fourth grade students. Scaffold instruction to
meet students’ needs either by modifying product expectations or
provide one-to-one assistance utilizing peers or adults.
Stage 3
NOTE: It was difficult to locate information about Spanish occupations
due to the nature of the Spanish in the New World. It is imperative to
assist students with reading and comprehending the two websites
mentioned.
Using the websites listed on Resources for Careers in Colonial America,
have students research occupations of the French, English, and Spanish
colonies. Before they begin their research, tell students to make a
table of occupations; include what the job involved and if the job was
unique to the French, English, and/or Spanish, the job title, and.
Land of the Brave
“Tradesmen in Colonial America”
https://www.landofthebrave.info/colonial-trades.htm
Occupations of English colonists
http://www.u-s-history.com/pages/h1172.html
US History “New France”
Focuses on French occupations
http://history-world.org/latiniberia.htm
History World “The Impact of Iberian Culture in the New World”
This is a complex article and the teacher must direct students to the
section entitled “Iberian Economies in America”. Have students
concentrate on agriculture, herding, and mining silver.
http://www.shmoop.com/spanish-colonization/economy.html
Shmoop “Spanish Colonization”
This article is complex and the teacher must guide students.
Concentrate in this article on mining and trade of the Spanish
Create a “paper doll character” that illustrates one of the jobs of
the colonial period. Include tools and work area. This could even be a
diorama if time and materials permit. Include a “first-person” account
of where the character lives, the job they do, his/her daily ritual,
and why that particular job is important. Present to the class. An
alternate activity could be to role play a particular job complete
with replicas/models of tools speaking from a “first person” point of
view.
Electronic Resources
Acquisition of Background Knowledge
Enter each resource separately
Suggestion for Utilization of Resource Cited
Add additional rows by clicking the Tab Key while the curser is in the
last box.
Mini-Book Document
Found at the end of the Electronic Resource Package
Colonial Careers Document
Found at the end of the Electronic Resource Package
Expansion of Knowledge
Enter each resource separately
Suggestion for Utilization of Resource Cited
Add additional rows by clicking the Tab Key while the curser is in the
last box.
http://www.readwritethink.org/files/resources/interactives/stapleless/
Read, Write,Think “Stapleless Book”
The electronic tool students will use to create their mini-book
http://www.worcesterart.org/Collection/Early_American/
Worchester Art Museum
“Early American Paintings
Paintings that depict life and people of colonial times—nice for
bringing visuals of the times to students
http://www.loc.gov/exhibits/religion/religion.html
Library of Congress
“Religion and the Founding of the American Republic”
This site would be helpful to enhance understanding of the role
religion played in the founding of America
http://www.u-s-history.com/pages/h1148.html
US History
“Map of Spanish America”
A simple map to supplement student understanding of Spanish areas of
North America
http://www.earlyamerica.com/earlyamerica/maps/settlements/
Early America
“First Settlements on the Eastern Coast of North America”
A simple map portraying settlement of the Eastern Coast of North
America
Products, Investigations, and/or Assessments
Journey Log from Introductory Activity
Mini-book from Stage 2
Chart of Careers in Colonial America
“Colonial paper doll” with abstract from Stage 3
*Not Provided
Student Reflection:
Select one of the colonies you studied and explain why you would have
liked to have lived there OR explain why you would not have wanted to
live in that colony.
Of all the careers you learned about, which one would you have liked
to have had?
Teacher Reflection:
Students should have an understanding of the similarities and
differences in the settlement of colonies by the people from different
countries. In what ways was this module successful in achieving that
goal and how might it be improved?
Resources for Mini-Book
Social Studies for Kids
“The Thirteen American Colonies: Part 2: Characteristics of the
Colonies”
http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm
A concise kid-friendly article that explains motivation for settling
in the Thirteen Colonies
National Park Service “European Exploration of the Southeast and
Caribbean”
http://www.nps.gov/seac/outline/07-exploration/index.htm
The site offers a comparison and contrast of French, English, Spanish,
and Dutch settlements. It also contains links to historical National
Park areas related to settlements with a focus on the Southeast.
University of Massachusetts, History 383
Comparing Settlement Patterns: New Spain, New France, New England
http://people.umass.edu/hist383/class%20notes/Comparing%20Settlement%20Patterns.htm
The site contains a comparison of settlements of Spain, England,
France.
Comparison of English, French and Spanish Colonies
http://www.granburyisd.org/cms/lib/TX01000552/Centricity/Domain/287/Fact_Sheet_U1_Comparison_of_Eng_Fr_Sp_Col.pdf
Emmigration Information
“French Immigration to America”
http://www.emmigration.info/french-immigration-to-america.htm
Social Studies for Kids
“Part 1: Colonies in America”
http://www.socialstudiesforkids.com/articles/ushistory/frenchandindianwar1.htm
A concise comparison and contrast of French and English settlements
written in kid language
Resources for Careers in Colonial America
Land of the Brave
“Tradesmen in Colonial America”
https://www.landofthebrave.info/colonial-trades.htm
Occupations of English colonists
US History
“New France”
http://www.u-s-history.com/pages/h1172.html
Occupations of the French colonists
History World
“The Impact of Iberian Culture in the New World”
http://history-world.org/latiniberia.htm
This is a complex article about the Spanish economy. The teacher must
direct students to the section entitled “Iberian Economies in America”
Have students concentrate on agriculture, herding, and mining silver.
Shmoop
“Spanish Colonization”
http://www.shmoop.com/spanish-colonization/economy.html
This article is complex and the teacher must guide students.
Concentrate in this article on mining and trade of the Spanish

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