PBL: Colonial Life. Create a Brochure Attracting People to Come to your Region

Transcription

1 PBL: Colonial Life Create a Brochure Attracting People to Come to your Region Project Idea: Brochure Working in partners, students will create a brochure attracting people to one of the three regions: New England, Southern, and Middle. The brochures will display information on economic activities, geography and climate, the makeup of the culture, pull factors, government, and a map of the region. Students will have their brochures out during Parent Teacher Conferences so parents can vote on which region they would choose to live in based on the information in the brochures. Driving Question: How will you attract colonists to move and settle into your region? Content Standards: Social Studies GLCEs 5 U2.1.1 Describe significant developments in the Southern colonies, including patterns of settlement and control including the impact of geography (landforms andclimate) on settlement (National Geography Standard 12, p. 167) establishment of Jamestown (National Geography Standard 4, p. 150) development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 11, p. 164) relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162) development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152) development of slavery 5 U2.1.2 Describe significant developments in the New England colonies, including patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12,

2 p. 167) relations with American Indians (e.g., Pequot/King Phillip s War) (National Geography Standard 10, p. 162) growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies (National Geography Standard 15, p. 173) the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government (National Geography Standard 13, p. 169) religious tensions in Massachusetts that led to the establishment of other colonies in New England (National Geography Standard 13, p. 169 C, E) 5 U2.1.3 Describe significant developments in the Middle Colonies, including patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167) the growth of Middle Colonies economies (e.g., breadbasket) (National Geography Standard 7, p. 156) The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies immigration patterns leading to ethnic diversity 5 U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies. (National Geography Standard 12, p. 167) 5 U2.3.1 Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148) 5 U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171 and 173) 5 U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E) 5 U2.3.5 Make generalizations about the reasons for regional differences in colonial America. (National Geography Standard 6, p. 154) ELA Common Core Standards RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

3 W.5.2a W.5.2b W.5.2c W.5.2d W.5.7 W.5.8 SL.5.1 L.5.2e Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Engage effectively in a range of collaborative discussions (one-on-one in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Spell grade-appropriate words correctly, consulting references as needed. 21 st Century Skills: Collaboration: creating brochures with partner Communication: sharing brochures with classmates Critical thinking: find information, analyze and apply, and use multimedia to present Entry Event: students will watch Pure Michigan ads to see how places attract others. Also, students will look at brochures to get ideas. Assessment: students will be graded on their brochure with the criteria given to them. Resources Needed: Laptops Brochures Pure Michigan Ads: o E1D0C737 Websites for Research: o ForeignCoins.html o

4 o o o o ml o o o esses.htm o Website for brochure template: o Books on the thirteen colonies from Oakwood s library o The Maryland Colony by Tamara Britton o The Virginia Colony by Tamara Britton o The South Carolina Colony by Tamara Britton o The North Carolina Colony by Tamara Britton o The Georgia Colony by Tamara Britton o The Delaware Colony by Tamara Britton o The New York Colony by Bob Italia o The Pennsylvania Colony by Bob Italia o The New Jersey Colony by Bob Italia o The Massachusetts Colony by Bob Italia o The New Hampshire Colony by Bob Italia o The Rhode Island Colony by Bob Italia o The Connecticut Colony by Bob Italia o Colonial Times by Joy Masoff o If You Live in Colonial Times by Ann McGovern o Learning About America s Colonial Period with Graphic Organizers by Linda Wirkner o The Adventurous Life of Myles Standish and the Amazing-But- True Survival Story of Plymouth Colony by Cheryl Harness o The American Colonies by Jeanne DuPrau o Don t Know Much About the Pilgrims by Kenneth C. Davis o Three Young Pilgrims by Cheryl Harness o Welcome to Felicity s World 1774: Life in Colonial America Reference sheets on the regions: o All Regions (2)

5 o Southern Colonies (2) o New England Colonies (2) o Middle Colonies (2) Research Forms: o Thirteen Colonies Graphic Organizer o Thirteen Colonies Introduction and Requirements o Thirteen Colonies Reflection o Thirteen Colonies Rubric o Team Contract o Work Planning Sheet Day 1: Introduce Project Watch Pure Michigan Ads and discuss what the reason is for the ads. Introduce brochures as another way to advertise. In groups, look through brochures and discuss features. Introduce the Driving Question and brochure project with requirements. Assign partners and they will choose the region they want to research. Review group expectations and partners will complete the Team Contract. Partners will also assign roles with Work Planning Sheet for the research. Day 2: Begin Researching Region Introduce the links on Moodle. Introduce graphic organizer. Review tips for note taking and paraphrasing by watching BrainPop Video. Students will begin researching. Day 3: Continue Researching Review researching expectations. Introduce the Big Idea of Who is your audience? Students research for the rest of the time. Day 4: Brochures Introduce brochure template. Pull the brochures out again, so students can look at them for samples. Complete work planning sheet for brochure.

6 Students will either continue researching or begin creating their brochure. Day 5: Brochures Review how to add pictures and discuss the reason for pictures. Ask the question, How can a picture help persuade your audience? Students continue to create brochures and research when necessary. Day 6: Brochures Finish brochures. Both partners need to revise and edit the brochure. Day 7: Share and Reflect Students will walk around the room to look at their classmates brochures. Students will reflect individually on the process of making their brochures and their understanding.