Lesson Plan: New England Colonies

Class/Subject: 7th grade Social Studies Date: 2/26/13 Student Objectives/Student Outcomes: 1) Identify and assess why the Puritans wanted to leave Europe and found their own settlements. 2) Incorporate the new vocabulary into classroom discussion. 3) Recognize and understand the struggle for resources between the Native Americans and the colonists. 4) Compare and contrast the rationale behind the foundation of each of the New England colonies: Virginia, Massachusetts, Connecticut, and Rhode Island. Content Standards: 1) CC.7.R.L.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 2) CC.7.R.I.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). 3) CC.7.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Materials/Resources/Technology: 1) SmartBoard 2) Textbook 3) PowerPoint Presentation 4) 25 copies of worksheet with What Would You Do? activity and sample map activity. Teachers Goals: Conduct an insightful conversation with students about their opinions about the New England colonists and their reasons for leaving Europe.

Start of Class (10 minutes)

Pairs:

Begin the class by sharing a fictional story with the students that puts them in a modernday situation similar to what the Separatists faced while making their decision to leave England for North America. Display the story on the Smartboard, and read the story out loud to accommodate students with IEPs and other reading difficulties. After reading the story, students will discuss with their neighbors how they would approach this hypothetical situation, and present the reasoning behind their decisions. We will model what partner-work looks and sounds like before turning it over to the students. During this time, introduce and define vocabulary words contained in the paragraph.

Donte - Jamia Colleen Kalyn Calista Tanaisja - Taniya Riley Kenny - Jason Harley - Arreyl Azhznae - Victoria Aleana - Tierrea Cen Hope Jackie Chauntel TJ - Zakera Evonna Kyle

What Would You Do? Imagine that your parents have told you that they have a new set of rules for you. You have to wear winter jackets in the middle of summer, you must eat tofu during every meal, and you can only hang out with your friends on the second Wednesday of every month. They also criticize you for the way you dress, your favorite hobbies, and your love for green vegetables. If you do not follow these rules, your parents will make you clean your bathroom with a toothbrush while singing Call Me Maybe. You think this is crazy and refuse to be persecuted by your parents anymore. Luckily, you have found a new place to live. Yay! The only problem is, it is in Wyoming, which is rather far away from your home in the Rantoul area. But your parents are nuts, and you cannot take it anymore! So you decide to form a pact with your friends (everyones parents have adopted this strange behavior) and journey to Wyoming to start your new life.. When you get there, all of you decide that you should probably create yourselves some shelter. Unfortunately, none of you knows how to build a house. Nobody knows how to grow any food either, and you spent all of your money during your trip. How do you overcome these challenges? Do you want to struggle in this new life, with limited resources but the freedom to do as you please? Or, do you go back and tolerate your crazy parents? What do you do? Transition to Main Lesson After students have their individual discussions, we will bring the class back together, and ask what their partners thought about the subject. Did students agree or disagree with their partners? Why or why not? What was their overall opinion on the matter?

Introduction of Lesson: (2 minutes)

Provide students with a roadmap of the days lesson, and briefly introduce each of the objectives and material that will be covered during class time. 1) Identify and assess why the Puritans wanted to leave Europe and found their own settlements. 2) Incorporate the new vocabulary into classroom discussion. 3) Recognize and understand the struggle for resources between the Native Americans and the colonists. 4) Compare and contrast the rationale behind the foundation of each of the New England colonies: Virginia, Massachusetts, Connecticut, and Rhode Island.

Lesson Instruction (30 minutes)

Show PowerPoint on the SmartBoard and begin to discuss the PowerPoint with the students. There will be a combination of lecture, discussion, and group work done throughout this section. Where are the New England colonies located geographically? What are they? Discuss Henry VIII and Angelican Church, and why he caused Pilgrims to move to the colonies. Go in a little more depth about the Pilgrims Mayflower Compact - How did this document shape the daily lives of settlers? How do you think this compact impacted colonial government for years to come? Discuss origins of Massachusetts colony; John Winthrop, and strict Puritan religion Discuss origins of Connecticut, Rhode Island, and New Hampshire Resources - Why do you think the colonist made industries from these resources? Role of Native Americans - Why were the Native Americans not included into the Mayflower Compact? Conflicts over resources - Why did the Native Americans fight for these resources? Did they want they want to make money, or did they just want the land?

Assessments/Check for Understanding (20 minutes)

1) Assessment #1: A map of a New England Colony will be handed out to the students. Students will be asked to draw their idea of an ideal town in New England. On their map students should include major industries of New England such as shipping, and forestry. Students will then write a paragraph about why they designed the town that way, why they included some resources, and why they excluded other resources. Students who understand the use of resources and their purpose for the colonies will explain that in their answers. 2) Assessment #2: Have students write their own set of rules of government for the New England Colonies. Do they include the natives in their government, or are they outsiders? How will you divide resources? What behavior will be tolerated and what will be against the law?

Closure/Wrap-Up/Review (20 minutes)

Put students into small groups (about 5 people in a group) Group people together that did the same assessment In groups, have students discuss their assessment, using the following questions as guidelines: How did my outcome/assessment compare and contrast from my fellow classmates? Discuss potential strengths of each group members plan or government How can the group combine one anothers ideas to develop a stronger plan or government? Bring the class back together into a whole group discussion. What opinions did the group share? What was the best strategy? Creative or off-the-wall strategies?

Self-Assessment
Contemplate on what transpired in the classroom at a later date. Some points to focus on might include student engagement, level of enthusiasm, and our time efficiently.

Other Resources
1) http://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims