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50 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 4, Settling the Colonies
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Jamestown Fort: Writing Historical Fiction

http://www.vcdh.virginia.edu/teaching/jamestown/fort.html

Description: Students use artifacts found at the site of the Jamestown Fort and historic accounts of life at the fort to write a piece of historical fiction. The story should in some way describe life in the fort and should meet the following criteria. 1. It should be original. 2. The content should be plausible. 3. The story should include an appropriate context description of historical characters, artifacts, and events. Standards 5.4.1 and 5.4.2

Author: Virtual Jamestown

Lesson ID: 594

Jamestown's Economy

http://www.vcdh.virginia.edu/teaching/jamestown/economy.html

Description: Students analyze the economic needs of the Native Americans and colonists by identifying goods made and sold by and between them. They identify strengths and needs of the early colonists and evaluate the steps they took to meet those needs.Then they synthesize the information related to the goods produced and needed by the early colonists and Native Americans and make predictions as to what goods and services are essential for any civilization. Standards 5.4.1 and 5.4.5

Author: Virtual Jamestown, University of Virginia Curry School of Education

Lesson ID: 596

Jobs in Jamestown

http://www.vcdh.virginia.edu/teaching/jamestown/jobs.html

Description: Research the occupations of Jamestown settlers using census data, and evaluate the data to show the needs and activities of the colony. Have students make a bar graph which shows how many men performed each job, using different colors to show different categories. Standard 5.4.5

Author: Virtual Jamestown, University of Virginia Curry School of Education

Lesson ID: 604

Leadership in Jamestown

http://www.vcdh.virginia.edu/teaching/jamestown/leadership.html

Description: Picture yourself in Tower of London, in the court of James I. You are a member of the Privy Council, an adviser to the king. The English crown government wants to help the men in the Virginia Company establish a colony in the Chesapeake region of the New World, in a place they had named Virginia. The colony will be impossible to control from London alone. In order for the colony to be successful, Jamestown needs its own leader, a strong authority. If the colony is to survive, there must be able leadership. Your group's mission is to select the first leader of Jamestown settlement. Standard 5.4.5 and 5.4.7

Author: Virtual Jamestown, University of Virginia Curry School of Education

Lesson ID: 638

Let's Make a Deal: Colonial Real Estate

http://oncampus.richmond.edu/academics/education/projects/webquests/america/tindex.html

Description: Students develop an understanding of the American Colonies, specifically in New England, the Mid-Atlantic and the South as they study the lifestyle, government, resources, religion, education, and daily practices of these settlements. Working in groups, students create a real estate presentation and a brochure that illustrates the most attractive aspect of each region. The oral presentations are given to a special dignitary who will take on the role of a European settler looking to immigrate to America. Standards 5.4.1, 5.4.2, and 5.4.3

Author: Andrea Donovan, Richard Gouldin & Stephanie Spear, University of Richmond

Lesson ID: 1480

Life in Presidial California

http://www.oah.org/pubs/magazine/spanishfrontier/lothrop.html

Description: The presidio, one of three frontier institutions upon which Spanish colonization relied, was a fortified place--a garrison. Its function was to provide military protection to a district. Soldiers were assigned to scout, eject intruders, and provide escoltas (escorts) for missionaries. The presidio also served as the heart of government and judicial activities and a communication and supply center. Enlisted men were assigned construction duties at the presidio, or to agricultural and ranching tasks on the rancho del rey (presidial farm). During off-duty hours the soldiers worked as skilled artisans or laborers as time allowed (1). After learning when and where the presidios in California were built, learn about the differing views of Father Serra and the Spanish Governor Pedro Fages on how the presidios should be run. Standards 4.2.5, 4.2.6 and 5.4.5

Author: Gloria Ricci Lothrop and Michelle Herczog, Organization of American Historians

Lesson ID: 663

Myth and Conceptions About Colonial America

http://www.pbs.org/wnet/colonialhouse/teachers/plan1a.html

Description: Students examine the myths and misconceptions surrounding early European colonists in the New World. After brainstorming and discussing their ideas about the colonists, students take an online quiz to assess their colonial knowledge. Following the quiz, students examine a variety of web sites and assess their historical accuracy. Finally, students will assess whether or not they would be prepared for the life of a colonist and complete a creative writing exercise, synthesizing knowledge from the lesson plan activities. Standards 5.4.2, 5.4.5 and 5.4.7

Author: Colonial House, Public Broadcasting System

Lesson ID: 1337

Painted Pilgrims

http://www.pilgrimhall.org/EdnPaintedPilgims.htm

Description: In this interdisciplinary art and history lesson, students explore portraits for insights into the Pilgrim era sitter's character and life. After an introduction to the nuances of portraiture, called What Is a Portrait?, students examine four 17th century portraits from the collections of Pilgrim Hall Museum. They then compare and contrast these 17th century portraits with portraits from other eras. Finally, students use the insights they have gained as inspiration for the creation of a self-portrait. Standard 5.4.2

Author: Pilgrim Hall Museum

Lesson ID: 1357

Pecos Pueblo: Where Cultures Meet

http://www.oah.org/pubs/magazine/spanishfrontier/levine.html

Description: Examine the interactions between the people of Pecos Pueblo, a culture that was centuries old when its people were contacted, and their Spanish conquerors in the sixteenth century. Locate New Mexico, and the Spanish Southwest borderlands on a map of the United States. Describe the major cultural changes that were introduced to the region and to Pueblo Indian culture by Spanish conquest. Discuss the ways that Pueblo Indian people responded to Spanish contact and conquest and apply this understanding to a discussion of how Hispanic people responded to American conquest in the mid nineteenth century. Standard 5.4.5 and 8.5.3

Author: Frances Levine, Gini Griego, Wendy Leighton, and Dino Roybal, Organization of American Historians

Lesson ID: 807

Pilgrimage into History

http://www.geocities.com/janp_us/Pilgrimage.html

Description: You and your group have been asked to research early colonial life for a new magazine aimed toward children entitled, "A Pilgrimage Into History". The focus of the article you are to write will be that of comparing and contrasting the early settlements of Jamestown and Plymouth, the first two English colonies in America. Standards 5.4.1, 5.4.2, and 5.4.3

Author: Jan Purnell, Maple Avenue Middle School

Lesson ID: 821

50 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 4, Settling the Colonies
<-- Previous | Next -->

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