The Colonization of American

The landing of the Pilgrims at Plymouth,

Mass. Dec. 22nd 1620, Library of Congress,

Prints & Photographs Division, Reproduction

Number: LC-USZ62-3461 (b&w film copy neg.)

We live in an age where we are entertained, where there is an abundance of food, and where housing is affordable. We have the right to go to school and the right to feel safe in our own homes. Times were not always like this in America. How do children understand that these freedoms did not come without a lot of hard work and pain? This unit introduces students to the abundance of primary sources from the Library of Congress and aides in familiarizing the students to the struggles and work involved in the beginning and the forming of the colonies in America.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar
Objectives / Students will:
·  Summarize examples/stories of those who helped to make early America.
·  Place a series of formative events in their proper location on a timeline of United States history. (US)
·  Identify the contributions of significant figures in United States history. (US)
·  Explain why significant events in United States history are important today.
·  Identify the turning points in United States history.
The teacher will explain the project as well as help students understand how to use primary sources for this project. This lesson will be completed in the classroom where materials and resources will be provided. Each student will be given 2 people or events to read and summarize. After they have completed their graphic organizers, written their summaries and placed their pictures on the timeline, the students will be asked to talk about their events or people. A transparency of the pictures will be shown on the board for everyone to see who the person is that the student is speaking about.
Recommended time frame / Two weeks
Grade level / 4th Grade Cross Categorical Special Education
(1-2 gr. Reading level)
**suggestions for using this lesson in regular education classes are included
Curriculum fit / Social Studies: US History
Materials / ·  Timeline (teacher needs to make a timeline from 1480 to 1780 in twenty year segments on a strip of paper 15” wide by 12’ long.)
·  12” X 18” sheet of white paper, pictures, scissors and glue for graphic organizer
·  world map
·  markers; colored pencils
·  pictures of the people being studied
·  transparencies of the people being studied
·  biography sheets
·  access to library books, online encyclopedias and websites to research the people and events
·  lined paper
·  Pre-test/Post-test
Illinois State Learning Standards Back to Navigation Bar
Social Studies:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
·  16.A. Apply the skills of historical analysis and interpretation.
·  16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
·  16.A.6 (US) Describe aspects of life in a specific period in a specific region or place using a combination of historical sources.
·  16.D. Understand Illinois, United States and world social history
·  16.D.2. Identify the turning points in local, Illinois and United States social history,
Language Arts:
GOAL 3: Write to communicate for a variety of purposes.
·  3 C. Communicate ideas in writing to accomplish a variety of purposes.
GOAL 5: Use the language arts to acquire, assess and communicate information.
·  5 A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
·  5 B. Analyze and evaluate information from various sources.
Procedures Back to Navigation Bar
Pre-Planning
1.  Make a timeline from 1480 to 1780 in twenty year segments on a strip of paper 15” wide by 12’ long.
2.  Print and laminate the primary sources and their stories to be used in the classroom.
3.  Print a 2” x 3” copy of each of the primary resources to be placed on the timeline.
4.  Develop and copy a graphic organizer on a 12” x 18” sheet of paper for the students to write and draw important information about each person and event in preparation of writing a summary of the history.
People
______/ Setting
______/ Date / Challenge
______
Event
Problem
______/ Feelings
______/ Personal Sacrifice / How US was changed
______
This lesson will incorporate ten lessons to be taught in one half hour time periods each day for 10 days.
Day 1: Introduction to the Colonial Time Period.
·  In this lesson, students will gain an overall understanding of the Colonial Period and the time leading up to the signing of the Declaration of Independence.
·  Using a World map, the timeline and the pictures, briefly tell stories of each person or event.
Day 2:
·  A timeline from 1480 to 1780 in twenty year increments will be introduced.
·  Students (with assistance) will read their first story about an explorer or person who has helped to form America.
·  Students will research their first person or event using books, online encyclopedias and/or websites
·  They will place the small picture on the timeline.
Day 3:
·  Students will complete the graphic organizer for the first person or event in preparation for writing their summaries and place a marker on the world map to show the travels and place of destination.
Day 4:
·  Students will read the events and information regarding the second person and begin the graphic organizer and place a marker on the world map to show the travels and place of destination.
·  Students will research their second person or event using books, online encyclopedias and/or websites
Day 5:
·  Students will begin to write a summary of the first person or event using their graphic organizer.
Day 6:
·  Students will complete the second graphic organizer.
Day 7:
·  Students will write a summary of the second event or person.
Day 8, 9, 10:
·  Students will summarize their 2 stories, identifying the event, the person, the challenge, and the obstacles they faced.
·  They will also talk about the sacrifices they have made and how their part has helped to change the course of America.
·  Students will be asked to identify the risks they took to accomplish this as well as compare and contrast their lives from the lives of these people.
Evaluation Back to Navigation Bar
·  Students will be given a pre-test to assess how much information they already know and this will be followed by a post test assessing what they learned.
·  Students will be graded using the attached Rubric. Students should show an understanding of the overall time in history, be able to assimilate the information and use past experiences and history to understand the sacrifices and how these sacrifices have shaped America. They should also be able to identify how their lives are different from the lives of the people who have lived before us.
Extension Back to Navigation Bar
Using resources from the library, research one of the historical events:
·  To find out more information about the event.
·  To be able to compare and contrast this event with another event in history.
·  To tell how the event affects us today
·  To tell what past experiences would have been changed if the event did not happen.


Primary Resources from the Library of Congress

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Resource / Description / Citation / URL
/ Christopher Columbus landing in New World, greeted by Indians with gifts - Spanish raising cross in background / Library of Congress Prints and Photographs Division, LC-USZ62-43536 (b&w film copy neg.) http://hdl.loc.gov/loc.pnp/cph.3a43782 / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a43782))+@field(COLLID+cph))
/ Pocahontas, 1596-1617 / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection, REPRODUCTION NUMBER
LC-D416-151 DLC (b&w glass neg.) / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a26004))
/ Pocahontas saving Captain John Smith from execution / Library of Congress Prints and Photographs Division Washington,
LC-DIG-pga-02687 (digital file from original print) / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a19860))+@field(COLLID+pga))
/ The Pilgrims landing on Plymouth Rock, December 1620 / Credit: Sarony & Major. "The landing of the Pilgrims, on Plymouth Rock, Dec. 11th 1620." c1846. Prints and Photographs Division, Library of Congress. / http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial
/ Pilgrims praying by Henry Mosler. / Library of Congress, Prints & Photographs Division, Theodor Horydczak Collection; Reproduction number: LC-H824-T01-P01-057 DLC (b&w film dup. neg.) / http://memory.loc.gov/cgi-bin/query/r?ammem/horyd:@field(NUMBER+@band(thc+5a48135))
/ The landing of Roger Williams [at Rhode Island; greeted by Indians, 1636] / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; Illus. in: Sears, Hist. of U.S., illus, p. 133; 11/21/2008; <http://hdl.loc.gov/loc.pnp/cph.3a00801> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a00801))+@field(COLLID+cph))
/ First Thanksgiving / Photograph of a photo of a painting signed "J.L.G. Ferris."
Detroit Publishing Co. no. 090423.
Gift; State Historical Society of Colorado; 1949. Detroit Publishing Co., publisher / http://lcweb2.loc.gov/cgi-bin/query/i?ammem/detr:@field(NUMBER+@band(det+4a26654))
http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a26654))
/ Landing Negroes at Jamestown from Dutch man-of-war, 1619; 20 slaves sold to colonists / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Reproduction of painting (?). Illus. in Harper's Monthly Mag., v. 102, 1901 Jan., p. 172. Reference photographic copy available in 4422-A-1; 11/21/2008; <http://hdl.loc.gov/loc.pnp/cph.3b01316> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b01316))+@field(COLLID+cph))
/ William Penn's treaty with the Indians, when he founded the province of Pennsylvania in North America 1681 / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; London : Published by John Boydell, 1775 June 12th ; 11/21/2008;
<http://hdl.loc.gov/loc.pnp/pga.01451> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a06255))+@field(COLLID+pga))
/ King (Metacomet) Philip, Sachem of the Wampanoags, d. 1676, full length, standing at treaty table with white men / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; Reprod. of ptg., copyrighted by S.N. Wood; c1911 / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a49566))+@field(COLLID+cph))
/ Benjamin Franklin - born in Boston, Jan. 17th 1706 -- died in Philadelphia, April 17th 1790 / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
painted by T.H. Matteson, Esqr. ; engraved by Heny. S. Sadd; Printed by J. Neale, 1847, c1846; 11/21/2008; <http://hdl.loc.gov/loc.pnp/pga.03233> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a20694))+@field(COLLID+pga))
/ Patrick Henry giving speech in Congress; “Give me Liberty or give me death” / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; Halftone repr. of painting by W. Snyder in Ellis, History of the U.S. ; 11/21/2008 <http://hdl.loc.gov/loc.pnp/cph.3a51678> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a51678))+@field(COLLID+cph))
/ Washington and Gist visit Queen Aliquippa [1754] / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; Engraving by J. Rogers after J. McNevin; c1856
11/21/2008<http://hdl.loc.gov/loc.pnp/cph.3a43171 / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a43171))+@field(COLLID+cph))
/ Charleston slave market; Drawing shows shackled slaves at a slave auction on the docks in Charleston, South Carolina. / Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA; Published in: The vanishing American frontier : Bernarda Bryson Shahn and her historical lithographs created for the Resettlement Administration of FDR. New York : Wien American, 1995, #4; Gift; Bernarda Bryson Shahn; 1996
11/21/2008<http://hdl.loc.gov/loc.pnp/ppmsca.06792> / http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppmsca+06792))+@field(COLLID+cph))
/ Declaration of Independence / Listed in Detroit, Thistle Publications (1912) under title: Declaration of Independence in Congress; Photograph of a painting at Yale School of Fine Arts; Detroit Publishing Co. no. M 700; Gift; State Historical Society of Colorado; 1949.; 11/21/2008; <http://hdl.loc.gov/loc.pnp/det.4a26291> / http://memory.loc.gov/cgi-bin/query/r?pp/detr:@field(NUMBER+@band(det+4a26291))


Rubric

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The following rubric will be used to determine each students score on their graphic organizer, summary report and oral presentation. This rubric measures student success based upon the Learning Standards as established by the State of Illinois.

Topic / 4 / 3 / 2 / 1
History / Work includes accurate and vivid details. Demonstrates a clear understanding of Early American History. Assimilates the information. / Accurate details. Demonstrates an understanding of
Early American History. Mostly assimilates the information. / Limited or inaccurate details. Demonstrates a basic understanding of Early American History. One part may be missing. Somewhat assimilates information. / Few or no accurate details. Demonstrates a limited understanding of Early American History. More than one part is missing. Does not assimilate information.
Graphic Organizer / Neatly created. Pictures are colorful. Information is detailed and accurate. / Contains appropriate labels and pictures. The information is detailed and accurate. / May be missing one or more elements. May be untidy in appearance. Information is incomplete or inaccurate. / Is missing elements, and pictures, or is untidy. Information is incomplete and inaccurate.
Speaking / Is well organized, knowledgeable and clear. / Is fairly well organized, knowledgeable and clear. / Lacks organization and knowledge and is unclear / Is disorganized, lacks knowledge and is totally unclear.
Writing / Well focused, clearly organized, and correctly constructed including spelling and grammar. / Focused and organized. Fairly clear; mostly correctly constructed; Spelling and grammar are mostly correct. / Lacks focus and organization. Lacks clarity. Some spelling and grammatical errors. / Lacks focus and organization; totally unclear. Numerous spelling and grammatical errors.
Neatness / Shows effort, writes clearly and neatly. / Mostly shows effort, and writes clearly and neatly. / Somewhat shows effort, is somewhat neat and clear. / Lacks effort, neatness, and is unclear.
Participation / Takes part in all elements of the activity. / Takes part in most elements of the activity. / Takes a small part in the elements of the activity / Chooses to not participate in the activity.


Handouts

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K
What do you already know about the historical time period between 1492 and 1776? / W
What do you want to know about the historical time period between 1492 and 1776? / L
What have you learned about the historical time period between 1492 and 1776?

STORY OUTLINES

Who?
What?
When?
Where?
Why? / Christopher Columbus
Discovered America
1492
First landed in South America
Columbus sailed from Spain with three ships, the Niña, the Pinta and the Santa Maria. Columbus was the captain.
To find gold for Spain /
Who?
What?
When?
Where?
Why? / Pocahontas
A native American who married an Englishman, John Rolfe.
1614
England
Fell in love with the Englishmen /
Who?
What?
When?
Where?
Why? / Pocahontas and Captain John Smith
Saved Captain John Smith’s life.
Born in 1595, died in 1617; saved Captain John Smith in 1608
Outside of Jamestown
Was a spirited girl who did not want to see people hurt. /
Who?
What?
When?
Where?
Why? / The pilgrims
landed in America
December 1620
Plymouth Rock
Looking for religious freedom /
Who?
What?
When?
Where?
Why? / Pilgrims
Praying
1620+
Massachusetts
They were religious and wanted to freely worship God. /
Who?
What?
When?
Where?
Why? / Roger Williams, puritan minister
Helped begin Rhode Island
1644
Rhode Island
Wanted a separation of church and state /
Who?
What?
When?
Where?
Why? / Pilgrims and Indians
First Thanksgiving
1621
Plymouth, Massachusetts
To thank the Indians for their help /
Who?
What?
When?
Where?
Why? / Slaves from Africa
Where brought to America and sold to people
1619
Unloaded first in Jamestown
They had to pay a debt and the Dutch brought them to American. /
Who?
What?
When?
Where?
Why? / William Penn
Began Pennsylvania
1681
North east colony
Moved to America for religious freedom /
Who?
What?
When?
Where?
Why? / King Philip called Metacomet
King Philip’s War (Metacomet’s War)
1675-1676
In the New England colonies area
The colonists learned of King Philip’s plot to kill them. King Philip was getting help from the Native Americans. /
Who?
What?
When?
Where?
Why? / Benjamin Franklin
Founding father of America; invented lighting rod, bifocals, stove, odometer, and a musical instrument
Discovered electricity, began a fire department, started library and spoke out for unity among the people.
1706-1790
Philadelphia, Pennsylvania
Wanted people to work hard and live in peace. He wanted people to be free from fears and happy. /
Who?
What?
When?
Where?
Why? / Patrick Henry
Was good at convincing people to follow his ideas. He was against the rule of Great Britain in American. Elected to House of Burgesses. Later became governor of Virginia.
1736-1799
Virginia
He was against governments having too much control. Helped begin the American Revolution a war against England. /
Who?
What?
When?
Where?
Why? / George Washington
Created a government, a tax system, and a national bank
Lived form 1732-1799;
1754-1753 Led & fought in-French and Indian War
Led and fought in Revolutionary War 1775-1783
First President of the United States 1789-1797
Virginia
Wanted to create a nation free from war and hatred
Helped write the US Constitution /
Who?
What?
When?
Where?
Why? / Stono’s Rebellion
20 black slaves met to run for freedom
September 9, 1739
Stono River in South Carolina
They were treated poorly. Afterwards, they lost all freedom they had /
Who?
What?
When?
Where?
Why? / Declaration of Independence
The colonies declared independence from Great Britain; Thomas Jefferson was the person who mostly wrote the Declaration of Independence.
July 4, 1776
The colonists did not want to be controlled by Great Britain, the people wanted freedom to say what they did not like, they wanted to be able to protest. /


Name ______Date ______