Attempting Fairness and
Freedom in Colonial America
2nd Grade: Unit 1
Why Colonies Were Established
Colonial Laws and Rules
Diversity within the Colonies and Colonial Ways of Life
Slavery in the Colonies
Colonial Leaders
The Geography of the Colonies
Unit topic and Strategy Background:
Part B:
This unit on attempting fairness and freedom in Colonial America relates to the lives of
students in their communities in many ways. The first part of this unit focuses on why colonies
were established. In this activity, the students are learning about the colonists and why and how
people would leave behind a life in one place to start a new life in a new place. Throughout the
activity, the students have to think about how life would be from the perspective of the colonists.
By having the students think about life from a different perspective, it allows the students to
make connections to their own lives. They begin to realize certain things that they would not
have realized without looking at the topic through a different perspective.
The next part of our unit focuses on colonial laws and rules. The students will compare
laws from colonial laws to laws from the present times. Then they will create a set of classroom
rules and laws, which will help the students understand the importance of rules. Teaching
students the importance of laws and rules is an essential part of their education in order for them
to operate in today’s democratic society.
The lessons on diversity in the colonies and the colonial ways of life focus on how the
colonists lived and the students compare that information to how we live today. By examining
the colonists’ ways of life, the students will be able to see how their daily routines differed
greatly, even among the colonies that were located near each other. Students can compare the
differences in colonies to the differences in the communities around them.
In the lesson discussing slavery, the students will be discussing many aspects of freedom.
Students will have a better understanding of what freedom means because they will have
multiple opportunities to explore the concept of freedom. The students will see that having
freedom is something that many people take for granted. After this activity, students will realize
how important freedom is in order to live the same lives they do now.
The last two parts of the unit discuss colonial leaders and the geography of the colonies.
When discussing colonial leaders it is important for the students to see the importance of
leadership. The students will be researching colonial leaders and presenting the qualities and
accomplishments of the leader that they choose. They will take the characteristics of that leader
and will discuss the value of having leaders in their community. When the students are exploring
the physical layout of the colonies, they will see how the land has changed over time. This
activity will make the students think about the geographical location that they live in. Overall,
throughout these activities, the students will be connecting the unit topics to their own personal
lives and communities.
After interviewing current teachers about teaching this topic on Colonial America, we
found that many teachers did not feel extremely confident teaching this concept. The teachers
explained that teaching history in general makes them uneasy because it can be a difficult idea
for students to grasp. The teachers we worked with to plan this unit did not know much
information related to it, and therefore, they said they tend to shy away from teaching many
social studies related topics. Overall, we found this to be the case with many of the teacher we
talked to.
Part C:
After reading a variety of academic materials, we gained background information, as well
as multiple perspectives related to Colonial America. Chapter 2 of Takaki gave us a different
perspective on how hard it is to move from one place to another. Everything the colonists
encountered was unexpected and brand new. After reading the experiences of the Native
Americans, as well as the immigrants, we were able to see how different groups of people felt
about moving to somewhere new or having someone move into their own land. We saw from the
Native American perspective the hardships that they encountered and the truly devastating
affects that colonization had on their tribes. Going along with gaining a true understanding from
a first hand account, many times teachers do not have both sides of the story therefore they
provide inaccurate information. For example, there are multiple perspectives when discussing
Columbus, whether he was a hero or a savage. After reading multiple perspectives, we as novice
teachers realized the importance of having multiple perspectives before we teach a certain topic
so we do not go into the classroom with a biased opinion. Instead, we want to encourage the
students to have their own opinions.
Chapters 3 and 4 as well as other chapters in Takaki were related to the issue of slavery
and freedom. From this book, we realized how hard it was for people to lose their freedom. We
saw examples of this when Takaki discussed Native Americans and Africans in America. After
our readings, we were able to see the true realities of Native American removal and relocation, as
well as the hardships of African slavery. The hardships suffered by Native Americans and
Africans gave us a true feeling of what it is like when a group of people lose their rights and
freedom. In chapter 3, on page 54, we were surprised to find out that many colonists were
indentured servants when they came to America. This is just one small fact from the many that
we encountered during our readings which provided us with background information related to
our unit. In our unit, we discuss with the students what it means to be free. Our readings have
helped us to feel more comfortable addressing the issue of slavery and freedom. The issues were
more real because we were able to see them from multiple perspectives.
Throughout many chapters in Takaki, the topic of diversity was often discussed. When
most people think about the population of Colonial America, they tend to believe that the
colonies were only made up of white, European people. Takaki provided us with the realization
of the multiple ethnic groups that were living in America during this time period. This
information is relevant for students to understand because today’s society is extremely diverse
and it is necessary that the students have the accurate information. Overall, after reading
multiple perspectives on topics related to our unit we gained a deeper understanding and
alternate perspectives of these topics.
Part D:
Ten most engaging instructional strategies:
1. Interviews and surveys: Students will create questions for interviews and surveys relating
to their topic. We heard about this strategy in our education classes, as well as in the
Boring book.
2. KWL charts (activating prior knowledge): This is a chart to organize information that
students know, want to know, and what they learned. We did an example of the KWL
chart in class.
3. Conversation counters: This activity encourages all students to participate in whole class
discussions. We did an example of this activity in class for Inquiry 4.
4. Read trade books: Students can learn about a variety a topics using children’s literature.
We have seen many examples of this throughout our education classes.
5. Graphic organizers: A way for students and teachers to organize information and ideas.
We have seen these in many textbooks, as well as in our education classes.
6. Grand conversation: This is where students actively participate in a whole class
discussion. We have experienced this is all of our classes.
7. Role playing and simulations: Students are given the opportunity to create different
scenarios related to certain topics. We did an example of this in class related to a chapter
in Takaki.
8. Grouping (random, needs based, multi-ability): Students are grouped based on lesson
requirements and this will help develop students’ skills in working cooperatively with
others. We have read about this in our Literature class, as well as seen this strategy used
in our placements.
9. Self-reflection: Students are able to assess and reflect on activities and participation. We
have read about this in our Literature class, and we have been given multiple
opportunities to self-reflect.
10. Journal: Students can use these for multiple purposes such as recording observations and
daily reflections. We have read a about using journals in many of education classes and
how valuable they can be for assessment.
Detailed Description of Two Instructional Strategies:
Grand conversations:
Grand conversations are discussions that are about literature where students deepen their
comprehension, make connections, and reflect on their reading experience. This happens during
the responding stage of the reading process. The students sit in a circle so that they are able to
see each other. The discussions usually take around thirty minutes. What makes grand
conversation different from other discussions is that the teacher does not fully direct grand
conversations. The discussions are made up of dialogue primarily among the students. Grand
conversations model a meaningful discussion of literature. Students have the opportunity to share
their thoughts and ideas with the rest of their group. Grand conversations are so meaningful
because through having discussions, students are encouraged to respond to the text, expand on
their ideas, and explore what they are reading. Also, when students hear what others have to say
and begin to reflect, they develop of greater understanding of the text. The teacher is there to
encourage higher level thinking. In addition, students build a sense of community as they share
and discuss what they have read.
Reference for grand conversation information:
Tompkins, Gail. Literacy for the 21st Century: A Balanced Approach. 4th Ed. New Jersey:
Person Education Inc., 2006 (394, 477).
Graphic Organizers
Throughout education, a graphic organizer has been defined as “…a visual and graphic
display that depicts the relationships between facts, terms, and or ideas within a learning task.” 1
Graphic organizers provide students an opportunity to organize information that is presented to
them within different types of teaching methods and content areas. The information displayed in
a graphic organizer is more accessible to students and gives them a chance to think about the
information presented on a more critical level. The purpose of a graphic organizer is to illustrate
the relationship between the main ideas and important details, which in turn will enhance the
students’ knowledge. Besides providing students with a basic understanding, graphic organizers
can be used as an outlet to think on a more complex level by connecting past knowledge to new
ideas. This notion is commonly referred to as the schema theory, which is how knowledge of
concepts is organized, stored, and eventually retrieved from memory. 2
Graphic organizers are used to assist students in organizing their knowledge and
understanding different topics visually. Graphic organizers may ask students to compare,
classify, or sequence information gained throughout a unit or preexisting knowledge before a
unit begins. There are several different types of graphic organizers that can be used to represent
student thinking. Most graphic organizers fall into one of the following categories: diagrams,
semantic maps, or webs. And within these organizers, there are six different patterns that can be
portrayed: conceptual, hierarchical, sequential, evaluative, cyclical, and relational. 3 Some
examples of graphic organizers include, but are not limited to flow charts, webbing, Venn
diagrams, HyperCard stack, right angle charts, and KWL charts. 4
The implementation of graphic organizers is a beneficial teaching technique in the
classroom. They can be adjusted and modified to assist in the learning process of most students,
whether by using the computers, drawings, visually, or comprehensively. Within the classroom,
graphic organizers can aid the teacher in linking different ideas from several content areas and at
any grade level; the usage of graphic organizers in the classroom is limitless. In addition, an in
depth understanding of graphic organizers can be helpful throughout a person’s life in several
areas: higher education, scheduling, employment, etc. Therefore, graphic organizers play a
practical and important role in all classrooms.
References for graphic organizer information (foot notes):
“Graphic Organizers” http://www.cast.org/publications/ncac/ncac_go.html
“A Qualitative Investigation of the Use of Graphic Organizers” by: Culbert, E., et al.
3
“Engaging Minds, Enhancing Comprehension and Constructing Knowledge through Visual
Representations” by: Gil-Garcia and Villegas
4
“Alaska Department of Education & Early Development: A Collection of Assessment
Strategies”http://www.educ.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm
2
Unit Overview:
Overview/Rationale:
This unit for second graders focuses on attempting fairness and freedom in Colonial
America. It is important for second graders to learn about this topic because it is a part of the
history of their country. Learning about Colonial America helps students learn about how some
of the different ethnic groups arrived in America. They learn what groups of people were
already in North America, who chose to move to North America and who was forced to come to
America. It helps them learn about how America became a diverse country. Through this unit
students also learn about the past. They learn how people used to live during this time period
and how it is the same and different as their own lives. The students learn about all aspects of
colonial ways of life and how some people were unhappy with how they were governed. The
students research colonial leaders and their role in attempting to make themselves free from the
rule of England. The students learn about the importance to rules and how to create a
community that looks out for the best of one another.
This unit on Colonial America covers various aspects of social studies. Students learn
about the history of the America. They learn about why different groups of people came to
America as well as how the colonies were run. The unit focuses on how and why America went
from being a group of English colonies to its own country. Besides learning about history,
students learn about community. The students learn about how the people lived together and
communicated with one another. They also learn about the importance of having rules and laws
in society by comparing it to their own classroom. Students learn how to relate what they are
learning to things in their own life. They learn how history can play a role in their lives today.
The lessons throughout the unit apply a variety of instructional strategies. The students
study history through reading, researching, writing, and acting. The students use inquiry to learn
about how colonial people lived and why we need rules. The unit focuses on what the students
want to know and ways they can discover on their own. The activities are engaging and allow
the students to be creative. The unit also connects history to their own lives. This helps them
see why it is important to study history.
Unit Plan Outline:
Unit Topic: Attempting Fairness and Freedom in the Colonial America
Grade Level: Second
Essential Questions:
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Why and how people leave behind a life in one place to start a new life in a new place?
Who am I? Who are you? Who are we together?
What makes a leader?
What is diversity?
What does it mean to be free?
What is a law?
Why are laws important?
What did Colonial America look like?
Enduring Understanding:
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What is a colony and who were the colonists?
What qualities do leaders have?
What do I have in common with leaders?
What were the different groups that made up each colony?
What justifies the need for rules in out lives?
How do rules help or hinder a society?
Why do we respect the rules we have?
What are the similarities and differences of colonial rules and laws and the rules and laws
we have today?
Students will see that although the land is the same, the way it was divided was not.
Unit Lessons:
1.
2.
3.
4.
5.
6.
7.
Who Were the Colonists?
Colonial Way of Life
Geography
Colonial Leaders
Diversity in the 13 Colonies
Slavery
Colonial Laws and Rules
Illinois Learning Standards:
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3.B.2a Generate and organize ideas using variety of planning strategies (e.g. mapping,
outlining, drafting).
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4.A.1b Ask questions and respond to questions from the teacher and from group
members to improve comprehension.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).
5.A.1a Identify questions and gather information.
5.B.1a Select and organize information from various sources for a specific purpose.
5.C.1b Use print, nonprint, human and technological resources to acquire and use
information.
15.A.1a Identify advantages and disadvantages of different ways to distribute goods and
services.
16.A.1a Explain the differences between past, present, and future time; place themselves
in time.
16.A.1b Ask historical questions and seek out answers from historical sources (e.g.
myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.A.1c Describe how people in different times and places viewed the world in different
ways.
16.B.1 (W) Explain the contributions of individuals and groups who are featured in
biographies, legends, folklore and traditions.
16.D.1(US) Describe key figures and organizations (e.g., fraternal/civic organizations,
public service groups, community leaders) in the social history of the local community.
16.D.2a (US) Describe the various individual contributions of individuals and groups
who are featured in biographies, legends, folklore and traditions.
17.C.1a Identify ways people depend on and interact with the physical environment (e.g.,
farming, fishing, hydroelectric power).
Description of Culminating Unit Summative Assessment:
The summative assessment for this unit is a portfolio. There are a lot projects and papers
that the students will be doing throughout the unit. At the end of the unit, the students with help
from the teacher will compile their work and put it all together in a portfolio. The portfolio will
be graded based on the rubric in the unit.
Lesson #1: Who Were the Colonists?
Unit Topic: Attempting Fairness and Freedom in Colonial America
Grade Level: Second
Essential Questions and Enduring Understandings:
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What is a colony and who were the colonists?
Why and how people leave behind a life in one place to start a new life in a new place?
Lesson Overview:
This lesson is the first lesson of the unit, and the students will be introduced to Colonial
America. In this lesson the students will be learning who the first people to live in America were
(Indians), who the colonists were, and why and how people left England to come to America.
The students will use a map to see the paths people took on their journey to America.
Throughout this lesson the students will be making connections from the past to the present, and
the lesson will relate to their personal lives and community.
Suggested time Frame:
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60 minutes- 75 minutes
Targeted Integrating Socially Stage of Inquiry:
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Tuning In
Instructional Strategy (ies) used:
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Grand discussions
Visual representations of current knowledge
Listing and organizing information
Maps
Worksheets for assessment
Targeted Skills:
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Communication in grand discussions
Organizing Information
Providing accurate explanations
Illinois Learning Standards Addressed:
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State Goal 16: Understand events, trends, individuals and movements shaping the history
of Illinois, the United States and other nations.
Resources/Materials Needed:
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Board and chalk
Stickers/pins to mark locations on map
Chart/butcher paper
Markers
Class world map
Worksheets: map and two page review worksheets.
Procedures:
1) The students will first discuss the terms colony, England, Jamestown, colonists, and
Indians. The terms will be written on the board and the students will provide something
significant related to each term.
2) Next, there will be a discussion that focuses on the terms above, which will provide
students with some information about the colonies and colonists. Ask the following
questions:
 Who were the first people to live in America? (Indians)
 Who did the Indians help settle in America? (Pilgrims/Colonists)
 Explain that when the first people came to America, they settled in areas that later
became states. What was the name given to these areas? (colonies)
 A colony is a region ruled by a distant government. Therefore, the people who
lived in a colony were called colonists. Ask the students who ruled the American
colonies? (England)
 Explain that the first established American colony was in Jamestown, Virginia.
 Now, refer to the words written on the board. Add and change the
suggestions that were provided by the students.
 At a later time, the teacher should record these words and significance
onto a chart and display it in the classroom for future reference throughout
the unit.
3) Using a class world map, have the studentS locate England. Place a marker on the map.
Now, have them locate Jamestown, Virginia and place a marker there.
 Give each child a copy of the attached map (Here is the link for the map
http://www.eduplace.com/ss/maps/pdf/world_cont.pdf ).
 Have them color England green, color Virginia yellow, and draw a dot on
Jamestown. Now, draw a dotted line from England to Jamestown, Virginia.
Explain that this is the journey that the colonists took from England to America.
4) When the map is completed, the next step will be to discuss why the colonists left
England, but before this discussion ask the students the following questions:
 How they would feel if they had to make the same journey?
 What would you bring with you?
 What do you think life would be like if you were in a completely new area?
5) After the students discussions ask the students why they think the colonists left England.
Write their suggestions on the board.
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Explain that some of the reasons included: acquiring new land, seeking new
natural resources, religious freedom, and economic opportunity, etc. Review each
reason and ask the students why these reasons were important.
 After this discussion session, record the information onto a chart entitled Reasons
the Colonists Left England. Display this chart in the classroom for future
reference throughout the unit.
6) Tell the students that they are going to review the information presented in this lesson.
Review with the students what cause and effect means. Explain that when something
happens there is a cause of that action and an effect that follows. Give several examples,
such as: because it is cloudy outside, it will rain; because my stomach is growling, I will
eat a snack. Ask students for more examples.
 Now, show the students the attached work page. Do one of the cause and effect
statements together and review the directions on the rest of the work page. Have
the students complete the work page independently. Collect this work to assess
student understanding and progress. (Here is the link for the worksheet colonists
http://www.glc.k12.ga.us/BuilderB03/Attachments/colonists%20%20intro%20review.doc )
Assessment Plan:
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There will be formative assessment occurring throughout the lesson to check students
understanding of the topic at hand. This will be done through the questions and answers
provided by the students throughout the lesson.
There will also be an assessment that is summative which will occur at the end of the
lesson. Understandings will be assessed using the two page worksheet at the end of the
lesson.
Lesson #2: Colonial Ways of Life
Unit Topic:
Standing Up for Fairness and Freedom
Attempting Fairness and Freedom in Colonial America
Grade: 2
Lesson Essential Questions and Enduring Understandings:
 Who am I? Who are you? Who are we together?
 Students will learn about what it was like to be a child during colonial days as well as what life was
like for colonial people.
 Students will compare the lives of people in the colonial times to their own lives in the present
times.
Lesson Overview: In this lesson, the students will be taking a closer look at the lives of the
people in Colonial America. They will do some research in groups and find out information on
the different aspects of colonial life such as food, clothes, education, etc. The students will then
have a colonial fair where students can go around and learn things about colonial life from the
different dioramas or posters. Also, after the colonial fair, the students will do a comparing and
contrasting activity with a Venn diagram which compares the lives of the people in colonial
times to the lives of the students’ own lives.
Suggested Time Frame: 3 days - Day 1 (40 minutes)
- Day 2 (40 minutes)
- Day 3 (40minutes)
Targeted Integrating Socially Stage of Inquiry:
 Preparing to find out
Instructional Strategies used:
 Discussing known information
 Compile resources of many types and perspectives
 Inquiry based learning
 Reading a trade book
 Creating a diorama or poster
 Graphic organizer – Venn diagram
Targeted Skills:
 Cooperative learning
 Compare and contrast using a Venn diagram
 Ability to research and find information
Illinois Learning Standards addressed:
 16.A.1a Explain the difference between past, present and future time; place themselves
in time.
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16.A.1b Ask historical questions and seek out answers from historical sources (e.g.,
myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.A.1c Describe how people in different times and places viewed the world in different
ways.
Materials:
 Books on Colonial Life
-Sarah Morton's Day: A Day in the Life of a Pilgrim Girl by Kate Waters
-Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy by Kate Waters
 Handout- Guiding questions
 Handout – Venn diagram or comparison chart
Procedure:
Day 1
 Have students brainstorm about what the colonial people did. Ask them questions like:
Did they work? What kind of work did they do? Where did they get their food from?
How did they build their homes? Did children go to school? How did they make their
clothes?
 Do a read aloud to the entire class about the daily life of a child living in Colonial
America.
Some examples:
-Sarah Morton's Day: A Day in the Life of a Pilgrim Girl by Kate Waters
-Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy by Kate Waters
Ask some discussion questions after reading the book to make them think about
their own lives. For example: What did Sarah and Samuel do each morning? What
do you do every morning? Would you like to have the chores that Sarah and
Samuel have to do?
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Break the students up into groups of 2 or 3 students. Tell the students that each group is
going to be researching a certain aspect of colonial life.
Explain to the students that after researching their particular topic, the students will make
dioramas or posters and have a colonial fair so that they can learn from each other about
all the different aspects.
Explain how each group will set up a station where the other students will go around and
look at.
Assign each group a topic:
-Food
-Housing
-Clothes
-School
-Jobs
-Free time
-Chores
-Religion
-Health
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-Family
-Government
Pass out a handout which gives the students some simple guiding questions for the
project.
Tell the students to begin researching for information on their topic and get started on
their diorama or poster today.
Some resources where students can find information:
http://library.thinkquest.org/J002611F/
This is a thinkquest for children to take a closer look at a life of a colonial child.
Carlson, Laurie. Colon
ial Kids: An Activity Guide to Life in the New World.
Chicago, Illinois: Chicago Review Press, 1997.
This is book that is filled with activities for children to do that will make them see how
children in the past lived.
Isaacs, Sally Senzell. Life in a Colonial Town. Chicago, Illinois: Heinmann
Library, 2001.
This is a book that looks at all the different aspects of life in a colonial town.
January, Brendan. Colonial Life. New York: Children’s Press, 2000.
This is also a book that looks at different things about life during colonial life.
Day 2:
 The students will work on and complete their dioramas or posters.
Day 3:
 After the students have finished their dioramas, the students will have a colonial fair
where students set up their station and then move around to look at the other stations.
 For the closing of this lesson, the students will make a Venn diagram of comparing their
lives to the lives of the people and children who lived in Colonial America.
 Have a quick discussion of why it is important to know how people back then lived
compared to how things are in the present times.
Assessment:
 The students will be assessed mainly through teacher observation of how students
participate in discussion and how they work in groups. (formative assessment)
 The teacher will assess the students with a rubric for the diorama. (summative
assessment)
Teacher Guide
Guiding Questions
Food
Where did the colonists get their food from?
What kind of food did they eat?
-Colonists usually grew and made their own food.
-Making butter: Each student will need a small baby food or similar jar with a tight-fitting lid.
Fill each jar half-full with room temperature whipping cream. Replace lid tightly. Students
should shake the jar until the curd separates from the whey
Housing
What were houses made of?
-Many colonists built wooden houses. There were no sinks or toilets in the houses
-The students can make a diorama out of popsicle sticks.
Clothes
What kind of clothes did boys and girls wear?
-The girls always wore long dresses that covered their ankles and elbows. Boys wore breeches.
-The students can make boys’ clothes by creating a vest out of a brown grocery sack. -They can
cut an opening around one full side and then cutting holes for arms. Girls can make aprons out
of string and cloth.
School
Did everyone go to school?
What was school like for the students?
What did the classroom look like?
The students were all in one tiny classroom. There were no pencils
-Make a quill pen by attaching a long feather to a pen.
Jobs
What were some of the different jobs people had in colonial times?
Free time
What did children do during their free time?
What kind of games did children play?
-Games: hoop roll (large plastic hoop and a wooden spoon), hopscotch, leapfrog, shooting
marbles)
Chores
What were some of the chores that children had to do?
-They woke early to milk the cows, feed the chickens. Boys learned how to build, hunt, and fish.
Girls learned how to cook, sew, and spin thread
-Students can make soap out of little bits of bar soap and water.
Religion
How important was religion to people during this time?
What were some of the different religions that were present during the colonial time?
Health
Did the colonists have medicine?
How did they get medicine?
-The students can make homemade cough syrup by stirring these two ingredients.
2 tablespoons of honey
¼ teaspoons lemon juice
Family
How was family life during colonial times?
Government
What was the government like?
Who made laws?
Guiding Questions
________________________________________________________________________
Food
Where did the colonists get their food from?
What kind of food did they eat?
Optional: Making butter - Get a small baby food or similar jar with a tight-fitting lid. Fill each jar
half-full with room temperature whipping cream. Replace lid tightly. Shake the jar until the curd
separates from the whey and creates butter.
________________________________________________________________________
Housing
What were houses made of?
Optional: Make a house out of popsicle sticks.
________________________________________________________________________
Clothes
What kind of clothes did boys and girls wear?
Optional: For boys, create a vest out of a brown grocery sack. Cut an opening around one full
side and then cutting holes for arms. Girls can make aprons out of string and cloth.
________________________________________________________________________
School
Did everyone go to school?
What was school like for the students?
What did the classroom look like?
Optional: Make a quill pen by attaching a long feather to a pen.
________________________________________________________________________
Jobs
What were some of the different jobs people had in colonial times?
Free time
What did children do during their free time?
What kind of games did children play?
-Games: hoop roll (large plastic hoop and a wooden spoon), hopscotch, leapfrog, shooting
marbles)
________________________________________________________________________
Chores
What were some of the chores that children had to do?
Optional: Make soap by mixing little bits of bar soap and water.
________________________________________________________________________
Religion
How important was religion to people during this time?
What were some of the different religions that were present during the colonial time?
________________________________________________________________________
Health
Did the colonists have medicine?
How did they get medicine?
Optional: Make homemade cough syrup by stirring these two ingredients.
2 tablespoons of honey
¼ teaspoons lemon juice
________________________________________________________________________
Family
How was family life during colonial times? What did families do together?
________________________________________________________________________
Government
What was the government like in colonial times?
Who made laws?
Rubric for Diorama/Poster
Required
Elements
Knowledge
Gained
Attractiveness
Use of Class
Time
Research
4
The diorama
includes all
required
elements as
well as
additional
information.
Students can
accurately
answer all
questions
related to facts
in the diorama
and processes
used to create
the diorama.
3
All required
elements are
included in the
diorama.
Students can
accurately
answer most
questions
related to facts
in the diorama
and processes
used to create
the diorama.
2
Not very many
required
elements were
included in the
diorama.
Students can
accurately
answer about
75% of
questions
related to facts
in the diorama
and processes
used to create
the diorama.
The diorama is The diorama is The diorama is
exceptionally
attractive in
acceptably
attractive in
terms of design, attractive
terms of design, layout and
though it may
layout, and
neatness.
be a bit messy.
neatness.
Used time well Used time well Used some of
during each
during each
the time well
class period.
class period.
during each
Focused on
Usually focused class period.
getting the
on getting the
There was
project done.
project done.
some focus on
Never
getting the
distracted
project done
others.
but
occasionally
distracted
others.
Students used
Students did
Students did
internet sites
some research
very little
and picture
to find
research.
books to
information.
research.
1
Several
required
elements were
missing.
Students appear
to have
insufficient
knowledge
about the facts
or processes
used in the
diorama.
The diorama is
distractingly
messy or very
poorly
designed.
Did not use
class time to
focus on the
project and
often distracted
others.
Students did no
research for
information.
Lives of People Living in
Colonial America vs. Our
Lives
(See additional file for diagram)
Lesson #3: The Geography of Colonial America
Unit Topic: Attempting Fairness and Freedom in Colonial America
Grade Level: Second
Essential Questions and Enduring Understandings:


What did Colonial America look like?
Students will see that although the land is the same, the way it was divided was not.
Lesson Overview:
Students will compare the map of Colonial America with the present day map. They will
work on colony scrambles and from there will research a specific colony. Students will be
finding out information about their colony and will give a presentation about the colony they
have researched. The students will put all the “puzzle pieces” together and create the map of
Colonial America.
Suggested Time Frame:



Day 1, 30-45 Minutes
Day 2,3, & 4 Independent work time (or homework)
Day 5: minutes per group 13 groups then time to put the puzzle together: 60-90
minutes
Targeted Integrating Socially Stage of Inquiry:

Finding Out
Instructional Strategies used:





grand discussions
map comparisons
colony scramble
researching colony
presentations of colonies
Targeted Skills:
 Labeling
 Locating
 Displaying
 Comparing
 Creating
 Resolving
Illinois Learning Standards Addressed:





15.A.1a - Identify advantages and disadvantages of different ways to distribute goods and
services.
16A1c-Describe how people in different times and places viewed the world in different
ways.
16B1 (W)-Explain the contributions of individuals and groups who are featured in
biographies, legends, folklore and traditions.
16D1(US)- Describe key figures and organizations (e.g., fraternal/civic organizations,
public service groups, community leaders) in the social history of the local community.
17C1a-Identify ways people depend on and interact with the physical environment (e.g.,
farming, fishing, hydroelectric power).
Resources/Materials utilized:





EDUPRESS Colonial America Activity Book p. 51 and 52 plus an overhead of page 52.
Butcher Paper, scissors, markers, pencils,
Books on each colony
website socialstudiesforkids.com
map of the 13 colonies at enchantedlearning.com
Detailed Lesson Procedures:
Day 1:
1. Introduce a map of colonial America - Transparency on the overhead - they each have a
worksheet.
2. First compare the map of Colonial America with that region today and have them say the
names of the states.
3. Tell them that in Colonial America some of those names stayed the same and some are
different.
4. Then go over the map of Colonial Times.
5. Then have the students partner up - you can choose or they can choose - night be the
same partner you give them for the task to come or could be different - completely up to
you. They do the colony scramble (attached) together. This is just to familiarize them
with the names and dates of the 13 Colonies.
6. After 15 or so minutes pull them back together.
7. Tell them that over the course of the next week they are going to be researching one of
the colonies either with a partner or on their own.
8. Take the overhead of the thirteen colonies, choose one and trace it on white butcher paper
with a pencil. Then go over the pencil drawing with a large black marker, telling them
this is their BORDER.
9. Over the course of the next week (either during reading group time or computer time or
Social Studies time) they will be finding out information on their colony. A great web site
is socialstudiesforkids.com.
10. Some lower students may be lucky to get the name of the colony and the date it was
established on it with it cut out and other students may fill the front and the back with the
information they find out.
11. Easy to find information includes major settlers, cities, landforms, and industries. Since
their are 13 colonies, students should be in groups of 2, with a couple of colonies being
done independently by higher level students, if this isn't possible pair up with another
Second Grade Class and put three or four in a group.
Day 2, 3, &4:
1. Students work in their groups completing their colonies.
Day 5:
1. The students present their colony to the class.
2. Then find a big floor space where you can "put the puzzle together. This would also
make for an excellent display on a bulletin board labeled the Thirteen Colonies"
Assessment Plan:

Each student could create 2-3 questions about what they presented. The teacher could
compile for a quiz. Students will also rewrite the colonies in order of which they were
founded in a pretty box (put around classroom).
HISTORICAL AID:
Between 1607 and 1733 the English established 13 permanent colonies on the Atlantic
Coast of North America. The colonies divided into 3 main regions-New England, Middle and
Southern. The colonial period lasted less then 170 years. It began with the settlement of
Jamestown and ended with the start of the Revolutionary war in 1875. The 13 colonies and the
date they were founded are listed below.
Rewrite the names of the colonies in the order in which they were founded Pennsylvania
- 1643 Georgia-1733 Rhode Island-1636 New York-1624 North Carolina-1653 Maryland1634 New Jersey-1660 Connecticut-1633 Virginia-1607 New Hampshire-1623 Delaware1638 South Carolina-1670 Massachussetts-1620
1. _______________________________________
2.________________________________________
3.________________________________________
4.________________________________________
5.________________________________________
6.________________________________________
7.________________________________________
8.________________________________________
9.________________________________________
10._______________________________________
11._______________________________________
12._______________________________________
13._______________________________________
Lesson #4: Colonial Leaders
Unit Topic: Attempting Fairness and Freedom in Colonial America
Grade Level: Second
Essential Questions and Enduring Understandings:



What makes a leader?
What qualities do they have?
What do I have in common with leaders?
Lesson Overview:
In pairs, students will research a colonial leader. They will search to learn more about
that leader and address certain aspects of that leader’s life (the required information they need to
address will be given to them on paper at the beginning of the project). The students will put the
information they learned into a presentation to show the class what they have learned.
Suggested Time Frame:

3 days (1 hour per day)
Targeted Integrated Socially Stage of Inquiry:

Sorting Out
Instructional Strategies used:




Graphic Organizer
Activating Prior Knowledge
Researching
Presenting
Targeted Skills:

Research and presentation
Illinois Learning Standards Addressed:
 16.A.1b Ask historical questions and seek out answers from historical sources
 16.B.1 (W) Explain the contributions of individuals and groups who are featured in
biographies, legends, folklore and traditions.
 16.D.2a (US) Describe the various individual contributions of individuals and groups
who are featured in biographies, legends, folklore and traditions.
 4.B.1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).



5.A.1a Identify questions and gather information.
5.B.1a Select and organize information from various sources for a specific purpose.
5.C.1b Use print, nonprint, human and technological resources to acquire and use
information.
Resources/Materials utilized/needed:



Books about colonial leaders from the classroom or libraries
 Examples are:
 Adler, D. A. (1991). A Picture Book of Benjamin Franklin. Holiday House, Inc.
 Fradin, D. B. (2002). Who Was Benjamin Franklin? Penguin Young Readers
Group.
 Fritz, J. (1996). What’s the Big Idea, Ben Franklin? Penguin Young Readers
Group.
 Satterfield, K. H. (2005). Benjamin Franklin (Time for Kids Series). HaperCollins
Children’s Books.
 Venezia, M. (2004). John Adams. Scholastic Library Publishing.
 Gillis, J. B. (2004). John Adams. Heinemann.
 Hort, L. (2004). George Washington. DK Publishing, Inc.
 Stevenson, A. (1984). George Washington: Our First Leader(Childhood of
Famous Americans). Simon & Schuster Children’s.
 Adler, D. A. (1995). A Picture Book of George Washington. Holiday House, Inc.
 Longfellow, H. W. (1996). Paul Revere’s Ride. Penguin Young Readers Group.
 Adler, D. A. (2002). A Picture Book of Paul Revere. Holiday House, Inc.
 Ingram, S. (2003). Paul Revere. Blackbirch Press.
 Wallner, A. (2005). Abigail Adams. Holiday House, Inc.
 Ferris, J. (2000). Remember the Ladies: A Story about Abigail Adams. Library
Binding.
computer for the students to use in their research
Materials that students can use for making their presentations such as paper, markers,
crayons, scissors, glue, etc...
Detailed Lesson Procedures:
1. As a class discuss qualities of a leader, by generating a list on the board.
2. Ask students if they know who some of the leaders were during the colonial period
3. Tell the class that with a partner they are going to be researching a Colonial leader and
that they will have to give a presentation on that leader.
4. Before starting anything give the students a rubric of what they need to be researching
and what needs to be included in their presentation. The criteria on the rubric should
include questions like:
a. A description of the leader. Where did they live? What was there job? Who was
their family? etc...
b. Why was this person a leader? What did they do and why did they do it? What
leadership qualities did they have?
c. Did everyone like what this leader did? Who liked it and why? Who did not like
it and why?
d. What are some things that you have in common with this leader? Why?
e. The rubric might also include expectations for the presentation such a speaking
loudly and clearly so the class can hear
5. Go over the rubric with the students and tell that they are expected to find this
information and that it needs to be in their presentations. Also tell them that they can
present the information to the class in any way they want as long as they cover all of the
questions. Give examples of ways they can present such as writing a paper to read to the
class, writing a poem, doing a skit, dressing up like their leader and talking about their
leader, making a poster, etc...
6. Pair the students up. (When pairing them, consider their strengths and weaknesses. Try
to pair students together who can help each other with their weaknesses so that all pairs
will be successful in learning and completing the project)
7. Let the students select the leader they want to research. Some examples of colonial
leaders are: Captain John Smith, Benjamin Franklin, John Adams, George Washington,
Paul Revere, Abigail Adams, etc...
8. Then give students time to research. Make sure you have plenty of resources that are
your own, from the school library, or public library. Also, allow students to use the
internet, if possible. Either research sites in advanced that they can use or allow them to
use kid friendly search engines such as Yahooligans.
9. Encourage them to bring in any materials that they might what to use as part of their
presentation the next day so that they can start working on that part. The teacher will
circulate around the room, helping the students when needed and monitoring their
progress.
10. The next day have the students finish up researching and begin working on their
presentations. Students can also begin practicing their presentations. Have materials for
the students to use for making their presentation. The teacher will circulate around the
room, helping the students when needed and monitoring their progress.
11. On the third, have students practice their presentations. Then have the students give their
presentations. Then review what they have learned such as who some of the colonial
leaders were and what they did and qualities leaders possess.
Assessment Plan:

The students will be assessed based on their final presentation. The rubric that they had
been given will be used to determine whether the students met all of the expectations of
the assignment. Through monitoring throughout the week, the teacher will also be able to
tell how well the partners worked together.
Grading Rubric
0 points
1 point
A description of
Leader
No description
of leader
Some description
of leader
Why was this
person a leader?
No description
of why this
person was a
leader.
Some description
of why this
person was a
leader.
Did everyone like
what this leader
did?
No description
of whether or
not everyone
liked what the
leader did.
Some description
of whether or not
everyone liked
what the leader
did.
No description
of things in
common with
leader.
The speakers
were hard to
hear and
unclear of what
they were
trying to say.
Some description
of things in
common with
leader.
The speakers
were hard to hear
some of the time
and/or a little
unclear at certain
points.
What are some
things you have in
common with this
leader?
Quality of
Presentation
2 points
Complete description
of leader (included
where they live, job,
and family, etc)
Complete description
of why this person was
a leader. (included why
they were a leader,
what they did and why
they did it and
leadership qualities)
Complete description
of whether or not
everyone liked what
the leader did.
(including who liked it
and why, and who
didn’t like it and why)
Complete description
of things in common
with leader. (including
what and why)
The speakers were
easily heard and very
clear in what they were
presenting.
Lesson #5: Diversity in the 13 Colonies
Unit Topic: Attempting Fairness and Freedom in Colonial America
Grade Level: Second
Essential Questions and Enduring Understandings:


What is diversity?
Who were the different groups that made up each colony?
Lesson Overview:
The teacher will go through the website
(http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm) and select the
information that they would like the students to read. Then the teacher will take the selected
materials and create a newsletter about the 13 colonies for the students. The teacher will lead the
class in a shared reading of the first page of the newsletter. After reading the newsletter, the
class will be divided into three groups. Each group will be responsible for either the New
England colonies, Middle colonies or the Southern colonies. The students will then use the
information in the newsletter to create a brochure or poster of that region. The class will share
their work.
Suggested Time Frame:

1 day (45 min-1 hour)
Targeted Integrated Socially Stage of Inquiry:

Going Further
Instructional Strategies used:


Read Aloud
Reading to find specific information (Research)
Targeted Skills:

Research, creating a visual and presentation
Illinois Learning Standards Addressed:


16.A.1b Ask historical questions and seek out answers from historical sources
16.A.1c Describe how people in different times and places viewed the world in different
ways.




4.B.1a Present brief oral reports, using language and vocabulary appropriate to the
message and audience (e.g., show and tell).
5.A.1a Identify questions and gather information.
5.B.1a Select and organize information from various sources for a specific purpose.
5.C.1b Use print, nonprint, human and technological resources to acquire and use
information.
Resources/Materials utilized/needed:


Newsletter made for each group printed from the website:
http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm
Materials that students can use for making their brochures such as paper, markers,
crayons, pencils, etc...
Detailed Lesson Procedures:
1. The teacher will have pre-made newsletter ready for the students. Give one copy to each
student.
2. The teacher will read the first page of the newsletter with the class.
3. The class will then be divided into three groups and assigned to a different colonial
region (New England, Middle, Southern).
4. Each group will use the newsletter to find information about their region
5. The groups should find information related to:
6. What colonies were in each region?
7. What were the characteristics of each colony? (economy, motivation, religion, education)
8. The students will take their information and create brochure or a poster that summarizes
their findings.
9. Then they will present the information to the class.
Assessment Plan:

The students will be assessed based on their brochure. They will need to use the
newsletter given to them to help them answer the given questions. The brochure needs to
include all the required information. The teacher will be observing the students and their
participation throughout the whole process.
Lesson #6: Making Connections to Slavery
Unit Topic: Unit 1: Attempting Fairness and Freedom in Colonial America
Grade Level: Second
Essential Questions and Enduring Understandings:




What was the existence of slavery in the colonies?
Students will be able to draw conclusions about the various facts they learned about
slaves by comparing the slaves’ lives to their own daily lives.
Students will be able to reflect upon what they have learned by writing a Quickwrite
on their feelings and opinions.
Students will be able to discuss the learning process itself by participating in a grand
discussion.
Lesson Overview:
The students will be asked what they think of when the teacher asks them about freedom
and what it means to be free. This will spark some emotional responses and the students will be
asked to explain how it feels when they don’t feel free. The teacher will then read a book to the
children about varied status of African people initially as well as the emergence of the slaveryrace connection. The students will then recap what they learned or should have gotten out of the
reading. The teacher will then instruct the students to write a “quickwrite” on a related topic:
“My Freedom.” The students will then share their ideas in a grand discussion.
Suggested Time Frame:

1 hour 30 minutes
Targeted Integrating Socially Stage of Inquiry:

Making Connections
Instructional Strategies used:




Grand discussions
Reading a book aloud “text talk”
Quickwrite
Reflecting on learning process
Targeted Skills:



Communication in grand discussions
Writing: concentrating on content rather than mechanics
Reflecting: on paper in quickwrite as well as participating
Illinois Learning Standards Addressed:






3.B.2a Generate and organize ideas using a variety of planning strategies (e.g.,
mapping, outlining, drafting).
16.A.1c Describe how people in different times and places viewed the
world in different ways.
4.A.1b Ask questions and respond to questions from the teacher and
from group members to improve comprehension.
16.B.1 (W) Explain the contributions of individuals and groups who
are featured in biographies, legends, folklore and traditions.
16.D.2a (US) Describe the various individual motives for settling in
colonial America.
4.B.1b Participate in discussions around a common topic.
Resources/Materials utilized/needed:


Book: Haskins, James & Benson, Kathleen. (2001). Building a new land:
African Americans in Colonial American. Harper Collins.
26 pieces of paper with the topic/heading at the top of the page
Detailed Lesson Procedures:
1. Set the expectations for the children. Explain to them that we are going to be
discussing serious topics about our own nation’s history. The children need to
understand that they need to be respectful when they are talking and writing today.
2. Introduce the lesson by first asking the children,
a. “what does it mean to be free?”
b. “are you free right now?”
c. “what are your rights as a free person?”
d. “do you ever feel like you are not free?”
e. “what are some of the things you couldn’t do if you weren’t free?”
f. “how do you feel then?”
g. “is everyone free today?”
h. “who isn’t free?”
i. “who wasn’t free a long time ago?”
All these questions will introduce a lot of topics. Teacher should scaffold all the
responses and continue asking questions to make sure that all children are thinking
and participating. Some children may not grasp the concept of “freedom,” so make
sure that you ask them what it means to be able to do what they want.
3. Explain that we are now going to read a book about people’s lives a long time ago.
Give some sort of timeline so they know the time era. Maybe relate to timeline
created earlier in the unit.
4. Read the book aloud to the children. Discuss some of the things that went on in the
book. Discuss what the African Americans were feeling. Ask the children, “were
they feeling the same way you felt when you don’t feel free?” Maybe connect the
African American lives to the children by talking about chores. Talk about what
happened to the slaves when they didn’t do chores. What happens to you when you
don’t do chores? Start sparking some ideas for the children to write about.
5. Review what they learned about in the book by asking: “what is a slave? Were they
free? Who were the slaves?” Scaffold responses so they all know the basic concepts
of slaves and slavery.
6. Have the children prepare to write a “quickwrite” or reflection on the book and how
they feel being free. The topic of the quickwrite should be “My freedom.” Have
them write down everything they can about what their freedom means and how it is
different from the African Americans in the time of slavery. Explain how the teacher
does not care about grammar or spelling or punctuation. Encourage CONTENT. We
want to see ideas and feelings on paper.
7. Allow children to write for 25 minutes or until they are finished. Encourage them to
continue writing until the teacher tells them to stop. This will get the most ideas
down on paper.
8. Have a grand discussion about what they just learned. Ask the children to close their
eyes and try to think about everything they just wrote down. Ask them to raise their
hand as soon as they can think of something they would like to share with the class.
9. Have a grand discussion about the children’s ideas of freedom and what it means to
them. Scaffold responses.
10. Ask the children if writing their ideas helped them really think about their freedom.
Discuss their learning process.
Assessment Plan: (formative)



Students will be able to draw conclusions about the various facts they learned about
slaves by connecting the slaves’ lives to their own daily lives by actively participating in
a grand discussion as well as a Quickwrite.
Students will be able to reflect upon what they have learned by writing a Quickwrite on
their feelings and opinions with adequate content and ideas judged by teacher.
Students will be able to discuss the learning process itself by participating in a grand
discussion.
Lesson #7: Colonial Laws and Rules
Unit Topic: Attempting Fairness and Freedom in Colonial America
Grade: 2
Lesson Essential Questions and Enduring Understandings:






What is a law?
What justifies the need for rules in our lives?
How do rules help or hinder a society?
Why are laws important?
Why do we respect the rules we have?
What are the similarities and differences of colonial rules and laws and the rules and
laws we have today?
Lesson Overview:
At some point in everyone’s life you will probably hear an adult say, there ought to be a
law against that! A law is a rule made by the government that must be obeyed. Starting with the
U.S. Constitution and the Bill of Rights, Americans have passed thousands of laws. Most laws
are created to protect the people. The teacher begins the lesson by reading an informational book
to the students about colonial rules and laws. The students will then think of rules they have at
their houses. They will then compare those with other student’s rules from home. The students
will get a chance to discuss the question, “why do we need rules?” in a small group. As a group
they will then come up with approximately ten rules that would be great for their classroom. As
a class the students and teacher will discuss the rules they have formulated and collaboratively
create about four rules essential for their classroom. The second part of the lesson will involve
discussing these rules, signing a classroom bill of rights and making a Venn diagram comparing
their new classroom rules with the colonial rules and laws. This is a two-day lesson.
Suggested Time Frame:
 First day (45 minutes)
 Second day (30 minutes)
Targeted Integrating Socially Stage of Inquiry:
 Taking action
Instructional Strategy (ies) used:




Collaborative project
Inquiry based learning
Graphic organizer
Assessment
Targeted Skills:





Personal and group reflections
Cooperative learning
Formulate rules for the classroom
Compare and contrast using a Venn diagram
Ability to compromise and agree by signing a bill of rights
Standards:
 16. A. Apply the skills of historical analysis and interpretation.
 16.B. Understand the development of significant political events.
Materials:





…If You Were There When They Signed the Constitution by Elizabeth Levy
Poster board
Markers
List of rules from various public places
Declaration worksheet to be signed by everyone
Procedure:
FIRST DAY (40 minutes)
1. Begin by reading excerpts from the boo, If You Were There When They Signed the
Constitution by Elizabeth Levy
a. Page 7: What is the Constitution?
i. What is a law?
ii. Why was the constitution written?
b. Page 10: What was the Declaration of Independence?
i. What happens when the colonies are not all united?
ii. What might be a solution for that?
c. Page 12: What rules did the thirteen states have before the Constitution?
i. What is the Articles of Confederation?
ii. Why do you think it was written?
d. Page 45: What is a compromise?
i. How do we use compromises?
2. Transition from the book to the activity by asking what we, as a class should do to unite
as one and create a safe and comfortable environment?
3. Have each student take about five to ten minutes to reflect and write down some rules
they have at home
4. Split the class into groups of about four
a. Each group needs a poster board and markers
b. Groups are preassigned, students do not choose
c. Each group assigns their own speaker and recorder
5. Give the groups about ten minutes to compare and contrast their rules at home as a group
6. On the board write: “Why do we need rules?”
7. Give the groups fifteen minutes or so to discuss this question
a. Recorder writes their responses on poster board
8. Within their group have the students come up with 10-12 classroom rules that they have
had in the past or think are necessary for a classroom
a. Make sure the students take this seriously because it will effect their lives for the
rest of the school year
b. Stress the importance of making the rules positive (e.g. “walk” instead of “don’t
run”)
c. Recorder records
d. Speaker prepares
9. Each speaker will present their poster board to the class
10. As a class you discuss which rules will help the class and write these on the board
11. All rules should be able to combine into one general rule: students will respect other
students and their property
a. End up with 4 to 6 general rules
12. Students all write down these 4 to 6 rules
13. Take home this list and think about what these rules mean and how they can make the
class run smoothly
WRAP UP MORNING OF SECOND DAY (20 minutes)
14. Before class the next day the teacher should type up these rules in a bill of rights
worksheet with a statement saying that students will abide by the rules they have set for
themselves with a place for the students to sign (copy for each student)
15. When the students arrive discuss what they thought about the rules and have each student
sign the sheet stating they’ll follow these rules
16. Have a class meeting to discuss why these rules are important
17. Make a Venn diagram comparing colonial rules/present classroom rules
a. Have the students fill in similarities and differences between the two
b. Discuss briefly why the rules might be differently now
18. End of lesson!
Assessment:
 Teacher can observe students reasoning skills through their discussions of the
questions why do we need rules
 Teacher can observe students comparing and contrasting skills when students compare
and contrast their rules to the other students’ rules
 Teacher will observe social skills of students when working with group
 Informal assessment:
 Have the students reflect on the lesson in their journals answering the
following questions:
 What is law?
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Why are rules needed?
What are some of the best ways to make rules to make a united group
of people?
Our Classroom Bill of Rights
Classroom Rules
We have the Right to….
Our Responsibilities include….
I will abide by the rules we have set for ourselves
Signed By:
___________________________________
Portfolio
Checklist
Lesson One (Tuning In)
Who were the Colonists?
completed student worksheets
Lesson Two (Preparing to find out)
Colonial Way of Life
student created diorama (if too big to place in portfolio,
picture will do)
teacher graded rubric of diorama
completed Venn-diagram comparing the student’s lives
with the lives of colonial people- this Venn-diagram
must contain at least five similarities and differences
Lesson Three (Finding Out)
Geography
completed colony scramble
2-3 questions about what the students presented for
teacher to compile into a quiz
Lesson Four (Sorting Out)
Colonial Leaders
teacher graded rubric of student presentation
student generated list of books they used for their research
with title and author
Lesson Five (Going Further)
Diversity
Completed brochure in a group including: (1.) what
colonies were in each group? (2.) what were
characteristics of each colony?
Lesson Six (Making Connections)
Slavery
completed “quickwrite”
participation in grand discussions (about slaves/
connecting slaves lives to their own as well as the learning
process as a whole)
Lesson Seven (Taking Action)
Laws and Rules
completed classroom set of rules
each student signs “Bill of Rights”
each student has a copy of class venn-diagram
SECOND GRADE UNIT
STANDING UP FOR FAIRNESS AND FREEDOM
RESOURCES
1. General Resource Review:
 Children’s Literature:

Longfellow, H.W. Paul Revere’s Ride. Penguin Young Readers Group (1996)
 This poem creates a suspenseful story as American colonist Paul Revere
decides with his friend Robert Newman and others to avert a British attack
on Concord, Massachusetts. Students can use this book for research when
selecting a leader to study.
 Non-fiction resources:
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Adler, D.A. A Picture Book of Benjamin Franklin. Holiday House, INC. (1991)
 This book surveys the life of Benjamin Franklin, highlighting his work as
an inventor and statesman. It is a book that should be included in the
classroom library for students to use during research for the colonial
leaders lesson
Adler, D.A. A Picture Book of George Washington. Holiday House, INC (1995)
 This book provides a brief account of the life of the "Father of Our
Country." It is a good book to have in the classroom for students to use in
research for the colonial leaders lesson
Adler, D.A. A Picture Book of Paul Revere. Holiday House, INC (2002)
 As in other entries in the series, Adler briefly traces his Paul Revere’s life,
covering the major points and important dates. Another book that should
be included in the classroom library for students to use in research for the
colonial leader lesson
Broida, Marian. Projects About Colonial Life. Benchmark Books. New York:
2004
 This hands-on History series is appropriate both for teachers wanting to
liven up American history units and for creative kids entranced by
yesteryear. There are wonderful activity ideas for teachers about colonial
days
Carlson, Laurie. Colonial Kids: An Activity Guide to Life in the New World.
Chicago Review Press 1997.
 This guide gives instructions for preparing foods, making clothes, and
creating other items used by European settlers in America, thereby
providing a description of the daily life of these colonists. Gives
instructions for preparing foods, making clothes, and creating other items
used by European settlers in America, thereby providing a description of
the daily life of these colonists. An excellent resource for teachers when
planning lessons related to colonial times.
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Ferris, Jeri. Remember the Ladies: A Story about Abigail Adams. Library
Binding (2000)
 This book chronicles the life and achievements of the nation's second First
Lady and advocate for women's rights. Yet another book to be included in
the classroom library to be used for research during the colonial leader
lesson
Fradin, Dennis B. Who was Benjamin Franklin? Penguin Young Readers Group
(2002)
 A biography of the eighteenth-century printer, publisher, inventor,
scientist, and statesman who played an influential role in the early history
of the United States. Another book to add to the classroom library for
students to use in research during the colonial leader lesson
Fritz, Jean. What’s the Big Idea, Ben Franklin? Penguin Young Readers Group
(1996)
 A brief biography of the eighteenth-century printer, inventor, and
statesman who played an influential role in the early history of the United
States. Another book to add to the class library to be included in research
for the colonial leaders lesson
Ingram, Scott. Paul Revere. Blackbirch Press (2003)
 This story profiles American patriot Paul Revere, who was known not only
for his midnight ride, but also for his skill as a silversmith and, later, for
producing copper sheeting used on warships and building domes. This
book should be included in the classroom library to be used for research for
the colonial leader lesson
January, Brendan. The Thirteen Colonies. Children’s Press. New York: 2000
 This book examines the creation of the original thirteen colonies in the
United States, from the failed colony of Roanoke in 1587 to the formation
of the Georgia colony in 1733. This would be a good reference book to
have in the classroom library for students to look at when the unit is first
introduced
Haskins, James & Kathleen Benson. Building a New Land: African Americans in
Colonial America. Harper Collins. New York: 2001
 This book discusses the changing roles, rights, and contributions of AfroAmericans in the United States during the colonial period from 1607 to
1763. Also includes a chronology of significant events. This book was
used as read aloud in the slavery lesson for this unit. The students will
discuss things that went on in book. In addition the children will make
connection to how the African Americans were feeling and children’s
everyday lives.
Levy, Elizabeth. …If You Were There When They Signed the Constitution.
Scholastic INC. New York: 1992
 In a lively question and answer format, readers are taken behind the locked
doors of the Philadelphia State House during the dramatic Constitutional
Convention. This book can be included in the classroom library during this
unit for students to read on their free time.
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Maestro, Betsy. The New Americans. The American Story Series. New York:
1998
 This book is an excellent, unbiased account of European immigration to
North America during Colonial times. In clear language, the Maestros
explain this often-confusing part of American history. They take readers
from the French explorers of the early 1600s, to the arrival of the Pilgrims
in 1620, to 1689, when the European population here numbered over
200,000. This book can be used as a read aloud with the students are used
for the student’s independent read when learning about the geography and
diversity of the colonies and the voyage over to the new land.
Mcgovern, Ann. If You Lived In Colonial Times. Scholastic Paperbacks 1992
 Ann McGovern's lively and informative book gives young readers a vivid
picture of life in colonial New England from 1659 to 1730. The drawings
help children imagine what it was really like to be a boy or girl in colonial
days. This is an excellent book to be included in the classroom library
during the lesson on colonial ways of life so students can connect
personally to the lives of colonial children.
Satterfield, K.H. Benjamin Franklin (Time for Kids Series). Haper Collins
Children’s Books (2005)
 A biography of the young Philadelphia printer who grew up to become a
world-renowned author, diplomat, scientist, and inventor, and one of the
founding fathers of the United States. Should be included in the classroom
library as a book that can be used for student research during their lesson
on colonial leaders.
Stevenson, A. George Washington: Our First Leader (Childhood of Famous
Americans). Simon & Schuster Children’s (1984)
 This informational book presents the boyhood of the Revolutionary leader
and first President of the United States. This is another book that should be
included in the classroom library for students to use for research during the
colonial leader lesson
Wagoner, Jean. Abigail Adams: Girl of Colonial Days (Childhood of Famous
Americans Series). Simon & Schuster Children’s 1992
 A biography focusing on the early years of the parson's daughter who
became the wife of our second president. This book should be included in
the classroom library for student research on colonial leaders
Wallner, Alexandra. Abigail Adams. Holiday House, INC. (2005)
 A biography of Abigail Adams, wife of second United States President
John Adams, and a dedicated wife and mother who spoke up against
slavery and for women's rights. Another book to include in the classroom
library for use in the student research on colonial leaders.
Waters, Kate. Sarah Morton's Day: A Day in the Life of a Pilgrim Girl Scholastic
INC.1993
 Text and photographs of Plimouth Plantation follow a Pilgrim girl through
a typical day as she milks the goats, cooks and serves meals, learns her
letters, and adjusts to her new stepfather.
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Waters, Kate. Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy Scholastic
INC. 1996
 Text and photographs follow a six-year-old Pilgrim boy through a busy day
during the spring harvest in 1627: doing chores, getting to know his
Wampanoag Indian neighbors, and spending time with his family.
 Venezia, Mike. John Adams. Scholastic Library Publishing (2004)
 An introduction to the life of John Adams, an influential patriot during the
American Revolution who became the nation's first vice president and
second president. This book is an addition to the classroom library for
student research on colonial leaders.
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 Web resources:
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http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdispla (why colonies
were established lesson)
www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm (Diversity
lesson)
2. Unit Resource Review:
 This book was used for the Colonial Laws and Rules lesson:
 Levy, Elizabeth. …If You Were There When They Signed the Constitution.
Scholastic INC. New York: 1992
 In a lively question and answer format, readers are taken behind the locked
doors of the Philadelphia State House during the dramatic Constitutional
Convention. This book was used during the colonial laws and rules lesson
for the unit. It was chosen because it was an easy read and simple enough
for second graders to understand. Towards the end of the lesson, the
students are asked to draw a Venn diagram comparing rules and laws of
today with colonial rules and laws. This book provides background on the
restrictions and laws back in colonial time. The students can easily relate
to the rules and can construct a Venn diagram based off of the information
in the book.
 This book was used for the Slavery Lesson:
 Haskins, James & Kathleen Benson. Building a New Land: African Americans in
Colonial America. Harper Collins. New York: 2001
 This book discusses the changing roles, rights, and contributions of AfroAmericans in the United States during the colonial period from 1607 to
1763. Also includes a chronology of significant events. This book was
used as read aloud in the slavery lesson for this unit. The students will
discuss things that went on in book. In addition the children will make
connection to how the African Americans were feeling and children’s
everyday lives.
 These books were used for the Colonial Ways of Life Lesson:
 Waters, Kate. Sarah Morton's Day: A Day in the Life of a Pilgrim Girl Scholastic
INC.1993
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Text and photographs of Plimouth Plantation follow a Pilgrim girl through
a typical day as she milks the goats, cooks and serves meals, learns her
letters, and adjusts to her new stepfather.
 Waters, Kate. Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy Scholastic
INC. 1996
 Text and photographs follow a six-year-old Pilgrim boy through a busy day
during the spring harvest in 1627: doing chores, getting to know his
Wampanoag Indian neighbors, and spending time with his family.
 http://library.thinkquest.org/J002611F/
 This is a think quest for children to take a closer look at a life of a colonial
child.
 Carlson, Laurie. Colonial Kids: An Activity Guide to Life in the New World.
Chicago, Illinois: Chicago Review Press, 1997.
 This is book that is filled with activities for children to do that will make
them see how children in the past lived.
 Isaacs, Sally Senzell. Life in a Colonial Town. Chicago, Illinois: Heinmann
Library, 2001.
 This is a book that looks at all the different aspects of life in a colonial
town.
 January, Brendan. Colonial Life. New York: Children’s Press, 2000.
 This is also a book that looks at different things about life during colonial
life.
 This website is used directly in the diversity lesson:
 www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm
 These books were suggested for use in the colonial leader lesson:
 All the books relating to the colonial leaders and referenced as being included in
the classroom library for student research refer to these particular books for this
lesson
 This website is used directly in the why colonies were established lesson:
 http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdispla (why colonies
were established lesson)
 This lesson covered the topic of why colonies were established quite well
with only some modifications needed. The lesson provided ideas/topics
that should be covered in this activity, which helped ensure nothing was
left out.