Task 1 SS
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Western Governors University *
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Course
D165
Subject
Geography
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by 23abartholomew
Social Studies Learning Segment
A. Outline
Central Focus Elementary Grade Level (K–6)
The global impact of European settlement, such as
goals and consequences, connecting cultures
through geography caused by migration to the New
World. 5
th
Grade
Week
State or Local Social Studies Standard
(full description)
Social Studies
Theme (one week must
include culture)
Lesson Idea and Alignment
to Central Focus, Standard
and Theme
Week One
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
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
the growth of economies in the Middle colonies, the Dutch settlement in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies.
immigration patterns leading to ethnic diversity in the Middle colonies.
5 - U2.1.5 Explain the economic, political, cultural, and religious causes of migration to colonial North America
Global
connections
In Week 1, students will be introduced to the American colony and how they connect
people, events, and impacts. Students will use a KWL chart to predict what they know and wonder(K and W sections) about the goals and impacts of colonization. After writing their predictions, students will watch videos on how Hudson
established Manhattan and the complexity of the colonization. Students will learn the cultural connection between America, England, and the colonies. Teacher will provoke with questions in videos to connect and guide understanding. Students will complete the L section after the lesson. This aligns with the central focus and standards as the students will learn the about how the English connected with Native Americans by trade and geographic regions.
Week Two
5 - U1.4.1
Describe the convergence of Europeans, Indigenous Peoples, and Africans
in the Americas after 1492 from the perspective of these three groups.
Indiviuduals, groups, and institutions
Students will analyze the motivation(push and pull factors) that increased European exploration and PAGE 1
5 - U1.4.2 Use primary and secondary sources to compare Europeans, Indigenous Peoples, and Africans in the Americas after 1492 from the perspective of these three groups.
5 - U1.4.4 Describe the Columbian Exchange
and its impact on Europeans, Indigenous Peoples, and Africans.
colonization the North America. Students will explain the the Columbian Exchange and the sea exploration that had a major global impact(consequences)
on Europeans, Africans, and Indigenous people. Students will create projects that show
what the “New World” represented for the groups(wealth, freedom or loss of, homeland).
Week Three
5 - U2.1.1
Describe significant developments
in the Southern colonies, including:
patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.
the establishment of Jamestown.
the development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
the development of colonial representative assemblies (House of Burgesses).
the 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.
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-
agricultural (shipping, manufacturing) economies.
the development of government, including the establishment of town meetings, development of colonial People, places, and enviornment
Students will analyze primary and secondary sources to collect evidence(goals, decisions, set
backs) in the establishment of the European settlement.
Students will case study conflicts in early European settlements(Jamestown and Plymouth) and use evidence to support their claims about cooperation or conflict in early European migration.
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legislatures, and growth of royal government.
religious tensions in Massachusetts that led to the establishment of other colonies in New England.
5 - U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.
Week Four
5 - U2.1.1
Describe significant developments
in the Southern colonies, including:
patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.
the establishment of Jamestown.
the development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
the development of colonial representative assemblies (House of Burgesses).
the 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.
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-
agricultural (shipping, manufacturing) economies.
the development of government, including the establishment of town meetings, development of colonial legislatures, and growth of royal Power, governance, and authority
Students will compare the characteristics(geographic, economic, cultural) from New England, Middle, and Southern colonies. They will identify geography and different regions:purpose, cultures political organizations, and economy. Students will describe the relationships globally between the rise in slavery, trade, and cash crops.
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government.
religious tensions in Massachusetts that led to the establishment of other colonies in New England.
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
interactions with Indigenous Peoples,
including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
the growth of economies in the Middle colonies, the Dutch settlement in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies.
immigration patterns leading to ethnic diversity in the Middle colonies.
5 - U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and the Middle colonies.
5 - U2.2.1
Describe Triangular Trade, including:
the trade routes
the people and goods that were traded.
the Middle Passage.
the impact on life in Africa.
5 - U2.2.2
Describe the lives of enslaved Africans and free Africans, including fugitive and escaped slaves in the American colonies.
5 - U2.2.3 Describe how enslaved and free Africans struggled to retain elements of their diverse African histories and cultures to develop distinct African identities.
5 - U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
5 - U2.3.2
Describe the daily lives of people PAGE 4
living in the New England, Middle, and Southern colonies.
5 - U2.3.4
Describe the development of the emerging labor for in the colonies.
5 - U2.3.5
Make generalizations about the reasons for regional differences in colonial America.
Week Five
5 - U2.3.2
Describe the daily lives of people living in the New England, Middle, and Southern colonies.
5 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
Culture
Students will go on a field trip to a colonial plantation. Students will draw connections between role status based on raced, gender, and economic status(past v present). They will reflect on historical sources and generate challenges and opportunities based on these. Students will discover how families lived and worked with hands on activities. Students will complete a short narrative in the point of view as a real person living in the colonial era.
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B. Social Studies Field Trip
Field Trip Element
Description
Field Trip Colonial Pennsylvania Plantation
Social Studies Standard (including full standard description) and how the Field Trip Aligns to Standard
5 - U2.3.2
Describe the daily lives of people living in the New England, Middle, and Southern colonies.
The field trip aligns because the students get to see the day to day lives someone living in the colonies would lives. They get to help with farm chores, make candles, play games, and so mic more involving their way of life.
Field Trip Alignment with the Central Focus This field trip aligns with the central focus because it shows how they lived and made things to trade such as candles of livestock.This allows students to see how they live and not have to just picture it. Stufents will
interact with people who are portrayed to be in the past so they will hear
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stories of what it was like to live back then.
Learning Experience and Student Engagement related to the Field Trip
(must include each
of the following:
researching
analyzing
evaluating)
A learning experience for this field trip would be to have the students write a list of what they think on day on the planation would be like from dawn until dusk. Then as they go through their field trip day students will make a list of what they do and talk with their guides to see what they did before they arrived. They will analyze what they did compared to what they imagined their day to look like.
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C. Inquiry-Based, Integrative Lesson Lesson Element
Description
State or Local Social Studies Standard
(full
description)
5 - U2.3.2
Describe the daily lives of people living in the New England, Middle, and Southern colonies.
Additional Non-Social Studies K–6 Standard W.5.4.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Learning Objective (aligned with both standards and includes: condition, behavior and
criterion)
Students will write a short narrative based on the life of someone living in
the colonies. That will include their status, daily life, and contribution to their colony. When scoring students much show proficiency with a 3 out of 4. Inquiry based Integrative Lesson
Description
Student will have a chance to put themselves sin the shoes of someone living in the colonies. They will put it in the point of view of a real person
who once lived their. The fictional story must include the daily life of what they did: their job, social status, economic status, what they wore, what they ate, and so on. A detailed description is necessary.
Skills/concepts of non-Social Studies standard Student will practiced their writing skills using the five step writing process to brainstorm, draft, revise, edit and publish their document.
Student Group
Differentiated Instruction including how the differentiation meets the need
of the student
Gifted and Talented Student Students will be encourage to writing a longer essay getting more detailed with their whole lives instead of just daily. When finished they can make groups to help others.
Student with a Specific Special Education Exceptionality Students with visual impairments can sit closer to the board to see modeling and work with text to speech. English Learner (EL) Student
Students will be given instructions in native language as well to review steps. Vocab word wall will also contain definitions in English as well as native language.
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(The rows in the tables will expand as you type.)
D. Assessment and Student Outcomes
Student Learning Assessment
(select either a formative
or
summative conducted
during the learning segment)
Student Outcomes and Informed Instructional
Decisions based on formative or summative
assessment from D1.
During week five, students will prewrite and research
while teacher monitors the room. Student will start drafting and teacher will monitor the room and gauge
students need for one on one for small group.
Based on informal formative assessment, teacher will
give help to students who need more one on one time to strengthen writing. By doing this the teacher can assess students needs and help build it up before the writing becomes too overwhelming for thr student to finish. Based on help given teacher can decide to increase time to complere.
(The rows in the tables will expand as you type.)
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