5th Grade 13 Colonies Unit

Created by Lindsey Mann

Table of Contents
Content

Outline............................. Pg 3
Unit Overview
Relevant Background Knowledge
Unit Vocabulary
Unit Rationale....... Pg 4
13 Colonies
Unit Objectives.. Pg 5 th
Lesson 1: Introduction/Massachusetts Colony.. Pg 6-75 Grade
Lesson 2: Colony Simulation.... Pg 8
Lesson 3: Group Colony Exploration... Pg Lindsey
Lesson 4: Colony Presentations ... Pg 10-12
9 Mann
Lesson 5: Persuasive Pamphlets .. Pg 13-14
Unit Closure & Assessment.. Pg 15
Bibliography. Pg 16

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 Content Outline
Unit Overview:

This unit is meant to introduce fifth graders to the thirteen colonies. Students will learn the
names of the colonies, when they were founded, as well as who founded each colony. Students
will have the ability to work in groups while learning about a colony. As a group students will be
able to present their colony, in order to teach their peers about their colony. Students will also
have the ability to create a colony as a group and see what it takes for a colony to thrive.

Essential Question:

What is our history?

Guiding Questions:

How did the encounter between native and non-native peoples shape early colonization?

Why did Europeans want to settle in the Americas?

Why was life different from one colony to another?

Relevant Background Knowledge:

The teacher must be familiar with the thirteen colonies, why each colony was founded, when
each colony was founded, and who founded each of the thirteen colonies. The teacher should
review the natural resources, climate, and geography of each colonial region, as well as know
that the colonies are divided into three regions.

This unit also integrates some technological tools that the teacher should be familiar with before
teaching the unit.

Prize
Chrome books
PowerPoint

Unit Vocabulary:

Colony, Exploration, Europe, North America, Mayflower Compact, Pilgrim, Puritan, Joint Stock
Company, Charter, Indentured Servant, Headright, Militia

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 Unit Rationale
This lesson allows students to learn our history and how America came to be. They will
gain an understanding of how native and non-native people shaped early colonization. Students
will understand why colonists came to America in the first place. They will learn about the first
settlements in America and what life was like in each settlement, they will be able to compare the
differences between the colonies and life in the different regions. While learning about early
American history, students will also work on persuasive writing and presenting to peers.

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 Unit Objectives
Social Studies Standard 1
Students will understand how the exploration and colonization of North America transformed
human history.
Objective 1
Describe and explain the growth and development of the early American colonies.
c. Identify explorers who came to the Americas and the nations they represented.
d. Determine reasons for the exploration of North America (e.g., religious, economic,
political).
e. Compare the geographic and cultural differences between the New England, Middle,
Southern colonies (e.g., religious, economic, political).
Reading: Informational Text Standard 3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Reading: Informational Text Standard 7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
Writing: Standard 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Writing Standard 4
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
Speaking and Listening: Standard 1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing
their own clearly.
Speaking and Listening: Standard 4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
Language Standard: 1
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking.
Language Standard 2
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
Language Standard 3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Lesson 1

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Length of Lesson: 45 minutes

Learning Objectives (Content & Language):

SWBAT list the geography, climate, and natural resources of the New England Colonies.
SWBAT explain what a colony is.
SWBAT take written notes from a written and oral presentation.
SWBAT participate in a class discussion about the colonies while taking notes.
SWBAT read informational text about the 13 colonies.
SWBAT list reasons for the exploration of North America.
SWBAT identify explorers who came to the Americas and the nations they represented.

Materials:

13 Colonies PowerPoint
13 Colonies handout

Lesson Procedure:
Introduction (2-5 min)
Students will be informed that they will be learning about the thirteen colonies that were
the first English settlements in America. They will be asked to take notes as we go through the
slides of the PowerPoint. The teacher will explain how the note taking process will go. Students
do not need to write down every word from the PowerPoint.
Activity (30-35 min)
The teacher will go through slides 1-10 of the PowerPoint.
Slide 2: Answers a question on their notes page. Students can volunteer to read bullet points,
and the class will discuss them.
Slide 3: Before switching to slide 3 ask the class for ideas on why colonists may have moved to
the American colonies. Write student answers on the board. Then click for slide 3 and discuss
students ideas with the reasons for colonization. Students must take notes on the reasons
colonists came.
Slide 4: Students also need to write in their notes the 3 regions.
Slide 5: Students must record the 4 New England Colonies.
Slide 6: Students will read slide six, then as a class decide what should be written as notes, the
teacher will write the class consensus on the board so that students are able to see what to write.
Slide 7: Teacher will ask the class for the Natural Resources of the area. Students will raise their
hands to participate by naming them. (They can read them off the slide). The teacher will ask
how each resource is important and the class will discuss them. Students must write 4 of the
natural resources in their notes.
Slides 8-10: Students will take turns reading about the Massachusetts colony. It is important
that students not write down their notes word for word from the slide, but instead write only key
points. As students read the slides, the class will discuss what has happened, how and why the
colony came to be, and when it was founded and by whom.
Closure (2-5 min)

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After the three slides have been read the teacher will review the colony and note expectations
with the class.
Example Questions to ask:

When was Massachusetts founded?

Who founded the Massachusetts colony?
Why did they come to America?
Why were they known as Pilgrims and Puritans?
Who was the first governor of the colony?
How did they get across the Ocean?
What was the Mayflower Compact?

Assessment (formal, informal, formative)

Students will hand in their note packets, so that the teacher can review how well students were
paying attention and how well they did taking notes.

Lesson 2
Length of Lesson: 45-60 minutes

Learning Objectives (Content & Language):

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SWBAT work as a group making choices that will create a successful colony.
SWBAT read a narrative text.
SWBAT list reasons for the exploration of North America.

Materials:

Access to the Prezi: https://prezi.com/norlmkklvzx-/colonial-survival-simulation/

Copies of Readings (1 per group)
Paper to record their groups choices per step
Copies of the steps (1 per group)

Lesson Procedure:
Introduction (5-10 min)
The teacher will review the idea of a colony and explain to the class that they will now be
given the chance to create and establish their own colony as a group. The class will be split into
groups of 4-5, and given the chance to get into their groups; each group will be given a paper to
record their steps on.
Activity (30-45 min)
The teacher will now start the Prezi, which begins with an explanation of their task, as
well as some key vocabulary needed. The teacher will walk the students through the process;
with each step the teacher will share an example for her/his colony. This will model the group
expectations. Once the positive/negative balance slide is reached, groups will determine whether
or not they are able to set sail. If a group has a Surplus, the teacher will hand them a copy of the
narrative. If the group had a deficit, the teacher will hand them a copy of the steps so that the
group can make changes until they gain a surplus. Once a surplus is reached the groups will be
given a narrative. Students will then work through the narrative until they all have a failed or
successful colony.
Closure (5-10 min)
Each group will be able to discuss the choices for their colony and summarize what they
experienced based on those choices.
Assessment (formal, informal, formative)
The teacher will collect their papers at the end of the lesson, observe how groups are
doing during the lesson, and observe their oral explanations.

Lesson 3
Length of Lesson: 45 minutes

Learning Objectives (Content & Language):

SWBAT explain how, when, and why a certain colony was established.

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SWBAT take written notes from a written text.
SWBAT use multiple sources to locate an answer.
SWBAT explain the relationship between natural resources, geography, and climate with the
success of the colony.
SWBAT work together as partners/groups to decide what key points or ideas about a colony to
share with the class.

Materials:

13 Colonies PowerPoint
13 Colonies handout
Chrome Books
Copy of questions to answer

Lesson Procedure:
Introduction (5-10 min)
Explain that the class will now be divided into groups of 2-3 and given one of the
remaining 12 colonies to learn about. They will be expected to answer specific questions about
their colony. Then they will share what theyve learned with the class.
Activity (30-35 min)
Students will have to answer questions about their colony on their 13 colonies handout.
The group will also have to decide how they want to present it (poster, write their notes on the
board and run through them, just read them to the class). Students will be given their
Chromebooks, and a way to access the PowerPoint, it will be posted on our class website when it
is time for this lesson (Madsen, 2016). Students will also be given an additional website to
explore for their colony (Nussbaum, 2015).
Closure (5 min)
We will decide the order in which the groups will share their colony in the next lesson, so
that students are prepared for their turn. Students will also hand in their packets for the teacher
to review.
Assessment (formal, informal, formative)
The teacher will walk through the room checking on groups while they work and review
the notes taken by students on their colony when they hand in their packets.

Lesson 4
Length of Lesson: 4-45 minute sessions (Each day will go over 3 colonies)

Learning Objectives (Content & Language):

SWBAT take written notes from a written and oral presentation.
SWBAT participate in a class discussion about the colonies while taking notes.
SWBAT Report on their colony.

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SWBAT explain how, when, and why a certain colony was established.
SWBAT list the geography, climate, and natural resources of the New England Colonies.
SWBAT participate in a class discussion about the colonies while taking notes.

Materials:

13 Colonies PowerPoint
13 Colonies handout

Lesson Procedure:
Day 1
Introduction (5-10 min)
The teacher will begin by reviewing the climate, geography, and natural resources for the
New England Colony Region, as well as introduce the colonies that we will be the focus today
(Rhode Island, Connecticut, and New Hampshire).

Activity (30 min)

Groups will be given 10 minutes to explain their colony to the class. Each group will
start by reading the PowerPoint slides for their colony, then share with the class the notes they
took. The class will have to take notes on each colony as their peers present.

Closure (5-10 min)

Groups will ask the class the questions they had to write about their colony in lesson 3.
This will be a way to review the three colonies focused on each day.

Assessment (formal, informal, formative)

The teacher will assess how students do with their presentations and how well the
audience is able to answer the questions at the end. The students will also hand in their notes
either at the end of each day for the teacher to review.

Day 2
Introduction (5-10 min)
The teacher will introduce the climate, geography, and natural resources for the Middle Colony
Region, as well as introduce the colonies that we will be learning about today (New York, New
Jersey, Pennsylvania).

Activity (30 min)

Groups will be given 10 minutes to explain their colony to the class. Each group will start by
reading the PowerPoint slides for their colony, then share with the class the notes they took. The
class will have to take notes on each colony as their peers present.

Closure (5-10 min)

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Groups will ask the class the questions they had to write about their colony in lesson 3. This will
be a way to review the three colonies focused on each day.

Assessment (formal, informal, formative)

The teacher will assess how students do with their presentations and how well the audience is
able to answer the questions at the end. The students will also hand in their notes either at the
end of each for the teacher to review.

Day 3
Introduction (5-10 min)
The teacher will begin by reviewing the climate, geography, and natural resources for the Middle
Colony Region, as well as introduce the climate, geography, and natural resources for the
Southern Colony Region and introduce the colonies that we will be the focus today (Delaware,
Maryland, Virginia).

Activity (30 min)

Groups will be given 10 minutes to explain their colony to the class. Each group will start by
reading the PowerPoint slides for their colony, then share with the class the notes they took. The
class will have to take notes on each colony as their peers present.

Closure (5-10 min)

Groups will ask the class the questions they had to write about their colony in lesson 3. This will
be a way to review the three colonies focused on each day.

Assessment (formal, informal, formative)

The teacher will assess how students do with their presentations and how well the audience is
able to answer the questions at the end. The students will also hand in their notes either at the
end of each day or at the end of day four for the teacher to grade.
Day 4
Introduction (5-10 min)
The teacher will begin by reviewing the climate, geography, and natural resources for the
Southern Colony Region and introduce the colonies that we will be the focus today (North
Carolina, South Carolina, Georgia).

Activity (30 min)

Groups will be given 10 minutes to explain their colony to the class. Each group will start by
reading the PowerPoint slides for their colony, then share with the class the notes they took. The
class will have to take notes on each colony as their peers present.

Closure (5-10 min)

Groups will ask the class the questions they had to write about their colony in lesson 3. This will
be a way to review the three colonies focused on each day.

Assessment (formal, informal, formative)

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The teacher will assess how students do with their presentations and how well the audience is
able to answer the questions at the end. The students will now hand in their notes for the teacher
to grade.

Lesson 5
Length of Lesson: 2- 30-45 minute sessions

Learning Objectives (Content & Language):

SWBAT convey information about a colony region through writing.
SWBAT produce clear and comprehensible writing keeping their audience in mind.
SWBAT describe through writing the colony regions.
SWBAT engage in collaborative discussions as small groups.
SWBAT present an opinion using logical and appropriate facts about a colony region.

Materials:

Paper
Crayons
Colored pencils
Pencil/Pen

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Lesson Procedure:
Day 1:
Introduction (5-10 min)
The teacher will explain to students that they will work with peers from the same colony
region in lesson 3 (groups will be of 4-6 students). Together they must come up with
information about their region that they can use to persuade colonists from other regions to move
to their region. Teacher will model an example as if the West were a colony region.

Activity (30 min)

Students will work with their group to determine the best way to present their region.
Each student will then create a pamphlet using the information decided on by the group. While
the written words in each pamphlet would be the same, students can decorate their pamphlet
however they choose. So each student will have an individual pamphlet.

Day 2:
Introduction (5-10 min)
The teacher will explain to the class that they will now be grouped up with people from
different regions to share their pamphlets. Each group will have at least one member from each
region.

Activity (20-30 minutes)

Each student will present their pamphlet to the class. They will try to persuade their
classmates from other regions to move to their region. Each student will be given 5 minutes to
plead for their colony region.

Closure (10-20 min)

The class will discuss the activity. We will find out if anyone decided to move regions
and what was said to make them want to change. We will discuss how persuasive everyone was
when talking about their colony region.

Assessment (formal, informal, formative)

Students will hand in their pamphlets for grading.
The teacher will also walk around the room listening as students present their region to peers.

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 Unit Closure & Assessment
Student pamphlets will be displayed in the hall for others to see. As a class we will
discuss what they have learned. All notes and pamphlets will be assessed. As a final wrap up
assessment, the teacher will set up a game. Students can be asked if they would rather play
jeopardy or Plickers. The questions students asked their peers during their presentations will be
used in the assessment, as well as some questions decided by the teacher from lesson one and
two.

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 Bibliography
Madsen (2016), Class website. http://mrsmadsen5thgrade.weebly.com/
Nussbaum (2015). Mr. Nussbaum! learning + fun. 13 colonies. Retrieved from
http://mrnussbaum.com/13-colonies/
Parker, Matt (2015). Colonial survivor simulation. Retrieved from
https://prezi.com/norlmkklvzx-/colonial-survival-simulation/

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