Lesson   Plan Title

Colonial   Times                                                                         

Big   Idea

Conflict

NCSS   Standard #3

People, Places, and Environments

•   The study of people, places, and human-environment interactions   leads learners to create their spatial views and geographic perspectives of   the world. Today’s social, cultural, economic, and civic demands on   individuals require that learners understand the world in spatial terms and   possess knowledge of places and regions, physical systems, and the   interactions of environment and society.

Objective

How   can we use our knowledge of the colonial times to explore text?

Materials

Text:   The New Americas: Colonial Times by Besty Maestro.        

Journals

Pencil

pictures

Goals   Statement

1.   Basic Skills Development

1.   Procedural Knowledge

1.   Information Knowledge

•   Students will improve their comprehension. Students will build up   the skill to evaluate texts using the comprehension strategies.

•   Students will go through a picture walk of the text: The New   Americas: Colonial Times by Besty Maestro   Students will learn to identify the key ideas in the text and use   sustaining information.
•   Students will apply the comprehension strategies in their   reading.

•   Students will analyze and write down key information to assist   them in understand the text.

Instructional   Sequence

1.   Motivation / attention – getter

1.   Review

1.   Content Presentation

1.   Active Learning

1.   Debriefing

•   Students will look at the pictures and make a prediction about   the text.

  
• Students will read everything they need        to in this text about America in the colonial times in this text.

•   Students will read the entire story collectively as a whole   class.
•   Students will classify the key ideas and significant facts in the   text.

•   Students will answer the following questions in their Journals.

1. Who was Christopher Columbus?

2. Who ruled the seas?

3. What was the explorers looking for?

4. What was some of the product that was   traded?

5. Who were the original people of the   Americas?

6. What did the people eat?

7. Who conquered most of the Americas?

Practice:   (Homework)

Homework:   students will answer the questions given to them about colonial times. How is   the Americas different from back then and what caused the change? Was the   change good for everyone? Who was mainly affected by the change?

Assessment

Students   will be assessed by their answer to the questions and homework assignment.

Lesson Plan Title

Colonial Times

Big Idea

Conflict

NCSS Standard # 2

Time, Continuity,   and change: A

•   Demonstrate an understanding that different people may   describe the same events or situation in diverse ways, citing reasons for the   differences in views;

Aim

Students will look   at different maps from colonial times and the present times and students will   create maps with colonial times and our present time.

Materials

Crayons

Glue

Pencils or pen

Pictures

Maps

Goals Statement

1. Basic Skills Development
2. Procedural Knowledge
3. Information Knowledge

•   Students will improve their intellectual skills and create and   color maps built on their knowledge on colonial times.
•   Students will be given maps and pictures of the Americas in   the colonial time and a map and picture of the Americas in the present time.
•   Students will pay attention the pictures of both maps of the   past and the present.
•   Then the students will go into groups of 3 or 4 and to   converse about each object.
•   After talking about the objects in group’s students will   complete an activity independently.
•   Then the students will use their information from the earlier   lesson and the group discussions in today’s class to create their own maps of   how the past Americas looked and how the present Americas look.

Instructional   Sequence

1. Motivation/ attention – getter
2. Review
3. Content Presentation
4. Active Learning
5. Debriefing

•   Students will currently see diverse maps. Then student will   then go on the internet to look up the old and new maps of the Americas which   will help them with their activity.
•   The Colonial America consists of several different thing, the   houses were different the way people dress was different. The way everything   was built during the "Colonial" period (early 18th Century) in   America's history when England, Spain, and France had colonies scattered across   what is now the United States. English colonies closely mirrored housing   fashions of England although they were 50 years behind. Early on (pre 1700)   the First Period English style houses were based on the building practices of   late medieval Britain
•   Now students will pick a city or state in the Americas past   and present that they are interested in.
•   Students will make their own map or clothes or house of the   city they choose. Though making these objects they need to act like they   lived in the colonial times and plan their house or dress and map based on   any period in the colonial times.
•   Then the students will talk about what they learned about the   houses clothes and maps and also share their creations with the entire class   and then I will hang up the ones that I think is the best creations.

Practice: (In –class   or Homework)

Homework: students   will write two paragraphs reflecting on their drawings, maps and clothes.   They will also write about what they like most about the present Americas and   the past Americas.

Assessment:

I will evaluate the   students on their activity; this activity will decide if they comprehend the   change between the houses, clothes and maps in the colonial times and present   times.

Lesson Plan Title

Colonial Times

Big Idea

Conflict

NCSS Standard # 1

Culture: A

•   Explore and describe similarities and differences in the way   groups, societies, and cultures address similar human needs and concerns;

Aim

Students will watch   a video discussing the timeline of the colonial times.

Materials

Pictures

Video clips:   Colonial time in America

Journals

Pencils or pen

Goals Statement

1. Basic Skills Development
2. Procedural Knowledge
3. Information Knowledge

•   Students will view video about colonial times, videos and   photos.
•   After the video students will summarize the video in their   Journals.
•   Students will then view the video: Colonial times in   America, then discuss the video as a whole class. They will also take   notes while watching the video.
•   Students would gain knowledge of colonial times in America.

Instructional   Sequence

1. Motivation/ attention – getter
2. Review
3. Content Presentation
4. Active Learning
5. Debriefing

•   Student will take 20 minutes to complete this assignment.
•   Students will share any previous knowledge they have about New   York in the colonial times.
•   Settlements were set up near the sea because the sea was a   means of communication. The first settlements on Long Island were   Southampton, Southold, and East Hampton which are located by the water. There   was limited traveling and communication between the colonies. There was a   ferry between Brooklyn and New York and there were also small ships that   traveled between Long Island and New England. Horses and wagons were also used   after the development of dirt roads.
•   Students will observe people, picture, events and revolution   war in the colonial times.
•   Students will discuss their perspectives of the video. They   can review their notes to help them.
•   Students will also answer a few questions in the journals   about the video.

1. When were the   colonial times?

2. How did the   people in the colonial times travel?

3. What was the   outcome of the colonial times?

•   Students will get into groups of four and answer the following   questions together

When did the Revolutionary War began? and end? What was the war about?

Practice: (In –   Class or H.W)

Homework: now that   students have knowledge on colonial times, students will write an essay about   what they learned in the video and discuss the difference between what they   seen in the video and what goes on in the world today.( compare and contrast)

Assessment

Students will be   assessed by their group assignment and homework assignment.

Lesson Plan Title

The Americas: Colonial   Times

Big Idea

Conflict

NCSS Standard # 2

Time, Continuity,   and change: A

•   Demonstrate an understanding that different people may   describe the same events or situation in diverse ways, citing reasons for the   differences in views;

Aim

How can students   compare Brooklyn in the Colonial times to Brooklyn in the 21st century

Materials

Museum artifacts   & collections

Notebook

Pencils or pen

Pictures

Painting

Goals Statement

1. Basic Skills Development
2. Procedural Knowledge
3. Information Knowledge

•   Students will enhance their observation and writing skills.
•   Students will visit the Brooklyn Museum of Art; observe the   different artifacts and paintings in the Colonial times, a living Memorial in   the Colonial Times as a field trip.
•   While at the museum they will observe the selected photo and   discuss their observations.
•   Students will attend and participate in the selected museum   event.
•   Students will choose an artifact from the museum that catches   their interest. After choosing an artifact that catches their interest   students will explain what they learned about the artifact and how is it   different from the 21 century.st
•   Students will analyze their interests and values of the   various people and materials involved when discussing the Americas in the   Colonial Times

Instructional   Sequence

1. Motivation/ attention – getter
2. Review
3. Content Presentation
4. Active Learning
5. Debriefing

Students will observe a painting by   Francis Guy

•   Students will also participate in the museum even. This event   allows students to have more knowledge of the Americas in the Colonial Times.
•   Colonial times were a long time ago. Colonial times began   about seventy years after Columbus discovered America. They began when some   settlers came from Spain to live in a colony in America that was in the year   1565. At the museum students would explore the different painting related to

The Americas in the   colonial times.

•   Now, children will choose an artifact from the museum which   they develop a personal connection to.
•   Then explain in their journals what they learned about the   paintings in greater detail.

Practice: (In –class   or Homework)

Homework: Students will each receive a   copy of the painting, A history of the city of Brooklyn, 1760–1820, Winter   Scene in Brooklyn, by Francis Guy. They will compare and contrast this   painting with Brooklyn in the 21st century.

Assessment:

I will assess   students by their responds in their journals and their homework assignments

Lesson Plan Title

Colonial Times

Big Idea

Conflict

NCSS # 2

Time, Continuity,   & Change:

•   Demonstrate an understanding that different people may be   describe the same event or situation in diverse ways; citing reasons for the   differences in views

Aim

How can you make a   change the environment and or community that you reside in? What are some   thing would you like to change about your community?

Materials

Paper

Pen / pencil

Journals

Recycle bin

Video

Construction paper

Markers

Goals Statement

1. Basic Skills Development
2. Procedural Knowledge
3. Information Knowledge

•   Students are going to improve their writing skills and learn   how to have a better environment by recycling and standing up for change and   making a difference in their community.
•   Students will write letters about what they don’t like in   their neighborhood and what they will like to see change in their environment   and they will also write letters to the New York City Chancellor telling him   to encourage recycling in the Public city school in order for us to live in a   pollution free environment like they did in the colonial times.
•   Students also will visit the local park in the nearby   neighborhood to help recycle and also help clean up the park and students   will also what they want to be put in the park.
•   Students will also watch a video of how the environment was in   the colonial times and
•   Students will predict how the environment in the colonial   times was different from the environment in the present.

Instructional   Sequence

1. Motivation / attention – getter
2. Review
3. Content Presentation
4. Active Learning
5. Debriefing

•   Students will examine several environmental clips on the   internet which pertains to the colonial times Americas.
•   Trying to make a change in your environment and trying to   avoid conflict but getting the change that you want in your environment   without creating a problem is not easy to accomplish. We want to clean up our   neighborhoods and create a well-rounded community for all we have to start   with ourselves and one way to clean up our community is by recycling.   Recycling is the process of taking a product at the end of its useful life   and using all or part of it to make another product. Recycling is a simple   way that we, as consumers, can help out the environment, create a profitable   market for recycled goods and help preserve natural resources from being   depleted. By writing letters to the school chancellor to start recycling in   school, students will be saving the planet and helping our environment.
•   Students will also encourage the people of their community to   help make the change. Student will also encourage their parents. Students   will also encourage other students in their community to recycle by giving   out flyers about recycling and also speaking to them the importance of   recycling.
•   Students will select a school of their choosing. That they   will like to visit and talk to about helping our environment and community.
•   Students will use construction paper to make posters and   fliers to be place in their schools bulletin board so other students will be   aware of environmental issues and the change that they are trying to   accomplish.
•   Students will write an essay talking about how they felt   trying to make a difference in their community and what they think will   happen after they do what they are suppose to do.
•   Students will get into groups of three or four and talk about   other ways they can help the environment and also discuss their views on the   living conditions of the people in the colonial. They will also answer this   question in their journals.

Why do you think the   environment in the colonial times was less pollution than the environment we   live in today?

Practice: (In –   class or Homework)

Homework: what did   you like about colonial times? What do you think was the biggest change in   colonial times and do you think that the change was for good or bad?. Come up   with different ways that we can save our environment and have a cleaner   environment like the people in the colonial times.

Assessment

I would assess   student’s base on their homework assignments and journal question.