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JAMESTOWN - COMPARING THE CULTURES LESSON PLAN - THE AMERICAN ...

By Jean Simpson,2014-07-04 08:54
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JAMESTOWN - COMPARING THE CULTURES LESSON PLAN - THE AMERICAN ...

    Teaching American History Grant

    American Tapestry

    Lesson Plan Template

    th Thurgood Marshall ElementaryTeachers: Sharon Hepburn Grade: 5

    thNorth Side Elementary Wendy Holmes 4

    Unit Topic: Jamestown Comparing the Cultures

    History Essential Questions:

; How are these three cultures similar?

    ; How are these three cultures different?

    ; Which one would you rather live in?

    Standards of Learning:

    History SOL: The student will:

    ; LA.3.1.7.7: compare and contrast elements, settings, characters, and

    problems in two texts,

    ; SS.B.2.2.2: understands how the physical environment supports and

    constrains human activities.

    ; SS.B.2.2.3: understands how human activity affects he physical environment.

    ; SS.A.2.2.3: understands various aspects of family life, structures, and roles in

    different cultures and in many eras (e.g. pastoral and agrarian families of

    early civilizations, families of ancient times, and medieval families).

    ; SS.A.1.2.2: know the difference between primary and secondary sources

    Reading SOL: The student will:

    ; LA.3.1.7.1: identify a text features (e.g. title, subheadings, captions,

    illustrations). Use them to make predictions, and establish a purpose for

    reading.

    ; LA.3.1.7.3: determine explicit ideas and information in grade-level text,

    including but not limited to main idea, supporting details, and implied

    messages

    ; LA.3.1.6.1: use new vocabulary that is introduced and taught directly.

    ; LA.3.1.7.8: use strategies to repair comprehension. Self monitoring, rereading,

    checking context clues, predicting, summarizing, questioning and clarifying.

    ; LA.B.2.2.2: understands how the physical environment supports and

    constrains human activities.

    ; LA.B.2.2.3: understands how the physical environment supports and

    constrains human activities.

Lesson Objectives:

    Content: The student will:

    View and analyze primary and secondary source documents. Have a better understanding about these three cultures (Europeans, Native Americans, Africans) and their impact on the Jamestown settlement.

Process: The student will:

    View and discuss primary source documents of the three cultures. Complete their graphic organizers. Use the information that they learned and choose what cultures they want to be in.

Materials:

    Tradebook: “You Wouldn’t want to be as American Colonist!” by Jacqueline Morley

    “African-Americans in the Thirteen Colonies” by Deborah Kent

    “Colonial Life” by Brendan January

Books: classroom Social Studies textbook

    Technology: Flipchart “Jamestown Early Settlements”

    Handout: guiding questions, study guide questions and assessment Primary Source Document: Jamestown images

Assessment/Evaluation: The student will:

    Complete the study guide discussion questions.

    Complete the summary with at least 3 or more details as proficient, at least 2 details as adequate, and less than 2 details as needing improvement.

Lesson Procedure

    Background Knowledge and Purpose Setting: The teacher will:

    Teachers may refer to social studies textbooks that refer to the topic of Jamestown. Teachers will read aloud tradebook(s) that addressed colony life. Introduce or review primary and secondary resources.

Before Reading: The teacher will:

    Discuss what is culture? The semantic web can be used to address all areas of culture. Introduce primary sources and graphic organizers.

During Reading: The student will:

    Use guiding questions to complete graphic organizers.

After Reading: The student will:

    Discuss and complete discussion questions as a group.

Closure: The student will:

    Report out findings during classroom discussion. Individually complete summary statements.

Extension/Differentiation: The student could:

    Pick one culture they prefer and:

    Write journal entries from that perspective.

    Create an original art piece that reflects their perspective. Write an original song to reflect their journey to or experience in Jamestown. Create and build a shelter they would have used.

    Comprehension/Discussion/Research Questions

    Study Guide Questions

    Directions: Use these questions to lead your group’s discussion when analyzing your graphic organizer. Apply these answers to the assessment below (a minimum of three details).

    1. How is the Native American culture similar to the European culture?

    2. How is the Native American culture similar to the African culture?

    3. How is the Native American culture different from the European culture?

    4. How is the Native American culture different from the African culture?

    5. How is the European culture similar to the African culture?

    6. How is the European culture similar to the Native American culture?

    7. How is the European culture different to the African culture?

    8. How is the European culture different to the Native American culture?

    9. How is the African culture similar from the Native American culture?

    10. How is the African culture similar from the European culture?

    11. How is the African culture different from the Native American culture?

    12. How is the African culture different from the European culture?

    Assessment

    Directions:

    Write a summary:

    Which culture would you rather live in? Explain your decisions with at least

    three details drawn from the primary resources and/or study guide

    questions.

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