Ledyard Public Schools

Unit 3: Colonization / Settlement

(Suggested amount of time to spend on unit: January - March)

FOCUS QUESTIONS

FQ1: How did the government and culture develop in the original thirteen colonies? (EQ2,3,4,5,7)

Examine why colonists came
Discuss the influence of the colonists on the Native American population and vice-versa
Examine how the colonists' diverse values and beliefs systems resulted in the creation of the thirteen colonies

S1; PS3 Describe sources of historical information.

S2; PS1 Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g. East Asia, Europe, the Americas, Africa, South Asia, West Asia).

S2; PS3 Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries.

S3; PS4 Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.

S4; PS2 Seek historical background when confronted with problems and issues of the past, as well as of today's world and their own lives.

S 5; PS1 Explain the purposes of laws and the ideas and principles that make just laws.

S 5; PS2 Explain that individuals have rights and responsibilities to follow the law.

S5; PS5 Apply the process of how leaders are selected and how people monitor and influence decisions of their government.

S6; PS3 Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people.

S7; PS1 Define the power and authority and how they evolve into government.

S7; PS 5 Identify what governments can and cannot do.

S11; PS 5 Explain locations and characteristics of human settlements and how they have changed over time.

S13; PS1 Define scarcity and abundance.

S14; PS1 Identify the three basic questions all economic systems must answer: What will be produced? How will it be produced? For whom will it be produced?

S14; PS4 Define a consumer and a producer and their roles in a market system.

FQ2: What events caused change in the thirteen colonies? (EQ1,2,3,7)

Examine the French and Indian War (Seven Years War)

Discuss the dominant English government (monarchy and parliament)

S2; PS2 Locate the events, peoples, and places they have studies in time and place (e.g. on a time line and map) relative to their own location.

S3; PS3 Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people.

S4; PS2 Seek historical background when confronted with problems and issues of the past, as well as of today's world and their own lives.

S8; PS1 Explain how communities and nations interact with one another.

S8; PS2 Describe ways in which communities and nations influence each other.

NOTES TO TEACHER:

Slavery will be a continual theme throughout many units of the 4th and 5th grade curriculum.

RESOURCES:

Provided resources:

If You Lived in Colonial Times (Unit 3, FQ1,2)
Colonial America (Kids Discover) (Unit 3, FQ1,2)
The Colonies, Researching American History (Unit 3)

Additional resources:

Samuel Eaton's Day
Sarah Morton's Day

RECOMMENDED ACTIVITIES:

Have a colonial living day - students take on a colonial role.
Create a picture that compares the following 3 locations: a middle colony farm, a New England village, plantation. Have students choose the one they would like to live in and support why.
King for a Day (student) simulation (pay a tax, etc.)
Send a letter home describing the progress of the new settlement.
Create a mock meeting of the Sons of Liberty, have someone take minutes, etc.
Write a colonial charter.
Create a regional map of the thirteen colonies.

ASSESSMENTS:

Essential questions
Focus questions
Performance tasks
Tests/quizzes
Teacher observations