Integrated Unit
Colonial America: A Fifth Grade Study of Colonization
By Maggie (Johnston) Gove
Curriculum: Social studies; the colonization of North America by Europeans and early European
settlements
Grade Level Span: Grades 4-5
Content Objectives:

North America was largely wilderness and Native American communities before Europeans came to settle.

After explorers discovered the existence of North America, groups of people from different European countries
came to settle here.

The weather and land in North America was different than in Europe so many settlers had to learn new ways to
survive.

Settlers had to grow plants, hunt, and trade to survive and to send home for profit.

Each European group settled in a different area and for distinct reasons. Also, each group made choices that
allowed them to survive.
Reading/Language Arts Objectives:

Build background knowledge before reading new text

Use reading strategies to access information in non-fiction texts as follows:
- Use graphic organizers to compare new information
- Use questioning to isolate main ideas and draw conclusions in a non-fiction text

Participate in general curriculum instruction using a modified or supplemental instructional program.
Unit Outline:
LEARNING/TEACHING
ACTIVITIES
NCTE/IRA Standards
Student Performance
Indicators
1. Drawing upon background
knowledge and prior learning unit;
Introducing the start of North
America’s colonization.
2. Students read a wide
range of literature from
many periods in many
genres to build an
understanding of the
many dimensions (e.g.,
philosophical, ethical,
aesthetic) of human
experience… Their
exploration of literary
worlds also offers
perspectives which may
contrast and conflict with
their own experiences
and invite them to reflect
critically on alternative
ways of knowing and
being.
Cyberlesson: Encounter by Jane
Yolen.
IRA Teacher
Competencies
(Program Portfolio
subcategory
addressed)
Standard 2: Instructional
Strategies and
Curriculum Materials
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
Subcategory 2.3: Use a
Frameworks
Standards
Social Studies
Frameworks
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
3. Students apply a wide
range of strategies to
comprehend, interpret,
evaluate, and appreciate
texts. They draw on their
prior experience, their
interactions with other
readers and writers, their
knowledge of word
meaning and of other
texts, their word
identification strategies,
and their understanding
of textual features (e.g.,
sound-letter
correspondence,
sentence structure,
context, graphics).
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
Standard 3: Assessment,
Diagnosis, and
Evaluation
Subcategory 3.3: Use
assessment information
to plan, evaluate, and
revise effective
instruction that meets
the needs of all
students, including those
at different
developmental stages
and those from differing
cultural and linguistic
backgrounds.
Standard 4: Creating a
competing narratives
and interpretation; and
constructing narratives
and interpretation.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
Literate Environment
Subcategory 4.1: Use
students’ interests,
reading abilities, and
backgrounds as
foundations for the
reading and writing
program.
2. Introduce classroom text:
We the People, Chapter 5.
7. Students conduct
research on issues and
interests by generating
Preview text using informal class
ideas and questions, and
brainstorming session on “What do
by posing
you think we will learn about in this
problems. They gather,
unit?” and “What do you think
evaluate, and synthesize
happened in North America after these
data from a variety of
explorers arrived?”
sources (e.g., print and
nonprint
Identify focus questions for unit of
texts, artifacts, people) to
study:
communicate their
Which European countries established
discoveries in ways that
colonies in North America? (Who)
suit their purpose and
Where did each group settle?
audience.
(Where)
Why did each group settle in North
12. Students use
America? (Why)
spoken, written, and
How did each group survive? (How)
visual language to
accomplish their own
Introduce summary graphic organizerpurposes (e.g., for
Standard 2: Instructional
Strategies and
Curriculum Materials
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
4) Applying History
Students will recognize
the continuing
importance of historical
thinking and historical
knowledge in their own
lives and in the world in
which they live.
a vertical concept ladder for each of
the four nations with four segments to
address each of the four questions. A
large copy will be posted for the
teacher to complete throughout the
unit as the students complete their
own. A map of the United States,
Southern Canada, and Northern
Central America will also be displayed
and distributed.
3. Atlas Scavenger Hunt
Students will be paired (if needed)
and assigned a scavenger hunt using
classroom atlases. (Students have
prior experience navigating this
resource.)
On their own copy of a world map,
students will have to locate the
countries of origin and settlement
areas. They will have to mark each
location with a colored, flag labeled
with the appropriate nationality. (The
nationality match for each location is
provided on the map key.) Upon
marking each location, students will
tie a string to each country of origin
flag that connects to the matching
settlement location.
Teacher and students will then work
learning,
enjoyment, persuasion,
and the exchange of
information).
3. Students apply a wide
range of strategies to
comprehend, interpret,
evaluate, and appreciate
texts. They draw on their
prior experience, their
interactions with other
readers and writers, their
knowledge of word
meaning and of other
texts, their word
identification strategies,
and their understanding
of textual features (e.g.,
sound-letter
correspondence,
sentence structure,
context, graphics).
7. Students conduct
research on issues and
interests by generating
Standard 2: Instructional
Strategies and
Curriculum Materials
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
to label the class map. They will also
complete the “Where” row of each
concept ladder on their original
graphic organizers.
Students will then read pages 19-23 in
their atlases and complete the
accompanying fact finder worksheets.
The probing questions on the
worksheets identify sequence of the
settlements and share specific facts
about location and important events.
ideas and questions, and
by posing
problems. They gather,
evaluate, and synthesize
data from a variety of
sources (e.g., print and
nonprint
texts, artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
4. New England Settlements:
The Thanksgiving Story by Alice
Dalgliesh
Guided reading of the text. Students
will answer comprehension questions
during reading about the nationality of
this group of travelers, their origin,
their destination, and their reason for
traveling.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
2. Students read a wide
range of literature from
many periods in many
genres to build an
understanding of the
many dimensions (e.g.,
philosophical, ethical,
aesthetic) of human
experience… Their
and interpretation.
4) Applying History
Students will recognize
the continuing
importance of historical
thinking and historical
knowledge in their own
lives and in the world in
which they live.
11) Human Systems:
Students will interpret
spatial patterns of
human migration,
economic activities and
political units in
Connecticut, the nation
and the world.
Standard 4: Creating a
Literate Environment
Subcategory 4.1: Use
students’ interests,
reading abilities, and
backgrounds as
foundations for the
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
Listening Focus: The interaction with
the Native Americans. How did the
Pilgrims and the Native Americans
treat each other? Why was it helpful
that the Pilgrims became friends with
the Native Americans? Did the
Pilgrims like being in North America?
Project: Illustrate a picture of the first
Thanksgiving dinner. Who was there?
What type of food did they eat? Must
include ten captions that express the
feelings that the two groups had for
one another.
5. New England Settlements: 1621: A
New Look At Thanksgiving by
Catherine O’Neill Grace and Margaret
M. Bruchac with Plimoth Plantation
exploration of literary
worlds also offers
perspectives which may
contrast and conflict with
their own experiences
and invite them to reflect
critically on alternative
ways of knowing and
being.
reading and writing
program.
12) Human and
Environmental
Interaction: Students
will use geographic
tools and technology to
explain the interactions
of humans and the
larger environment, and
the evolving
consequences of those
interactions.
12. Students use
spoken, written, and
visual language to
accomplish their own
purposes (e.g., for
learning,
enjoyment, persuasion,
and the exchange of
information).
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
by posing problems. They
Students are provided with interviewer
gather, evaluate, and
questions on a worksheet. This
synthesize data from a
worksheet will be used to gather
variety of sources (e.g.,
factual information about the first
print and nonprint texts,
Thanksgiving for a newspaper article
artifacts, people) to
about the event.
communicate their
issues and trends in
United States history,
world history, and
Connecticut and local
history.
Standard 1:
Foundational Knowledge
Subcategory 1.4:
Demonstrate knowledge
of the major
components of reading
(phonemic awareness,
word identification and
phonics, vocabulary and
background knowledge,
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
Teacher read aloud of pages 17-20
and pages 30-33. Students will take
notes that answer each question.
These questions include who was
there?, what happened?, when did the
event happen?, where was the event?,
why did the pilgrims make friends with
the natives?, and how did the
friendship turn out?.
discoveries in ways that
suit their purpose and
audience.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
A newspaper layout will be provided to gather and synthesize
students. They will be given time to
information and to create
construct a direct, factual paragraph
and communicate
that includes the information from
knowledge.
their notes. A rubric will be
12. Students use
distributed.
spoken, written, and
visual language to
Students will be presented with
accomplish their own
several false illustrations of the
purposes (e.g., for
original Thanksgiving, including the
learning,
painting by Jennie Brownscombe on
enjoyment, persuasion,
pages 26-27. They will be prompted
and the exchange of
to find what is incorrect about these
information).
illustrations according to the facts.
Students may use photographs from
the book and their interview notes to
help create a factual illustration of the
event. The illustration will require a
short caption and be paired with the
newspaper article. This project will be
scored based upon the rubric.
fluency, comprehension
strategies, and
motivation) and how
they are integrated in
fluent reading.
Standard 2:
Instructional Strategies
and Curriculum Materials
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
Subcategory 3.1: Use a
wide range of
assessment tools and
practices that range
from individual and
group standardized tests
to individual and group
informal classroom
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
issues and trends in
United States history,
world history, and
Connecticut and local
history.
7) Political Systems:
Students will explain
that political systems
emanate from the need
assessment strategies,
including technologybased assessment tools.
Subcategory 3.4:
Effectively communicate
results of assessments
to specific individuals
(students, parents,
caregivers, colleagues,
administrators,
policymakers, policy
officials, community,
etc.)
6. English Settlements in North
America: We the People classroom
text.
Students will read the Pilgrim and
Puritan segment of chapter five in
small groups. The focus of the
reading is to confirm information from
other reading sources in response to
the questions of Why and How English
groups traveled on the classroom
graphic organizer.
During reading, students will also
encounter the story of the Puritan
group who settled in North America.
Students will identify similar reasons
for migration, but notice in contrast
3. Students apply a wide
range of strategies to
comprehend, interpret,
evaluate, and appreciate
texts. They draw on their
prior experience, their
interactions with other
readers and writers, their
knowledge of word
meaning and of other
texts, their word
identification strategies,
and their understanding
of textual features (e.g.,
sound-letter
Subcategory 1.4:
Demonstrate knowledge
of the major
components of reading
(phonemic awareness,
word identification and
phonics, vocabulary and
background knowledge,
fluency, comprehension
strategies, and
motivation) and how
they are integrated in
fluent reading.
Subcategory 2.1: Use
of humans for order,
leading to compromise
and the establishment
of authority.
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
that the Puritans were much better
prepared for survival, thus having no
need for friendship from the Native
Americans. These ideas will be
compared and contrasted in a Venn
Diagram about Pilgrims and Puritans.
The lesson will refocus on the general
facts about English settlement as
students agree upon information to
include in the classroom graphic
organizer.
correspondence,
sentence structure,
context, graphics).
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
instructional grouping
options (individual,
small-group, wholeclass, and computer
based) as appropriate
for accomplishing given
purposes.
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
issues and trends in
United States history,
world history, and
Connecticut and local
history.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
7. Jamestown Settlement
Students will pair with each other and
view the images and captions on the
following website:
http://magma.nationalgeographic.
com/ngexplorer/0705/articles/main
article.html
Students will predict whether this
English settlement had problems
surviving in the New World. They will
also predict whether the settlers
became friends or enemies with the
Native Americans. Students will use
the information contained in the
images and captions as well as their
prior knowledge about other English
settlements as evidence for their
predictions. Predictions must be
recorded in open-ended response
format with restating, a clear stance,
clear sequence and organization, and
sufficient, accurate supporting
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
Standard 2:
Instructional Strategies
and Curriculum Materials
Subcategory 2.1: Use
instructional grouping
options (individual,
small-group, wholeclass, and computer
based) as appropriate
for accomplishing given
purposes.
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
information. Responses will be scored
by a rubric.
Students will jigsaw group to share
their predictions and reasoning.
Students will then independently read
the article. Vocabulary pop-ups are
available for word-by-word
clarification. A Spanish version is also
available. At the end of the article,
students will regroup in their pairs to
verify or rewrite their predictions.
Again, their responses will be scored
by a rubric.
gather and synthesize
information and to create
and communicate
knowledge.
development and from
differing cultural and
linguistic backgrounds.
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
Standard 4: Creating a
Literate Environment
Subcategory 4.1: Use
students’ interests,
reading abilities, and
backgrounds as
foundations for the
reading and writing
program.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
12) Human and
Environmental
Interaction: Students
will use geographic
tools and technology to
explain the interactions
of humans and the
larger environment, and
the evolving
consequences of those
interactions.
8. Jamestown Problems and Solutions
A History of the U.S… by Joy Hakim
The teacher will introduce this reading
as an in depth account of the facts
about Jamestown colony. Students
will be asked to design a graphic
organizer for the class to use when
recording a series of problems and
solutions that the colony faced. The
organizer will likely be a sequential
table of problems in one section and
solutions matched up in another
section.
The class will agree upon a method of
note taking. The teacher will proceed
with a read aloud of pages 25-35, an
account of John Smith’s influence
upon the founding of Jamestown
colony. The teacher will stop at
predetermined intervals to record
problems and solutions with the class.
At the close of this lesson, the class
will assess the original classroom
graphic organizer about the English
settlements. They will add new
information about Where, Why, and
How the English settlements were
established.
3. Students apply a wide
range of strategies to
comprehend, interpret,
evaluate, and appreciate
texts. They draw on their
prior experience, their
interactions with other
readers and writers, their
knowledge of word
meaning and of other
texts, their word
identification strategies,
and their understanding
of textual features (e.g.,
sound-letter
correspondence,
sentence structure,
context, graphics).
Standard 2: Instructional
Strategies and
Curriculum Materials
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
7. Students conduct
learners at different
research on issues and
stages of reading and
interests by generating
writing development and
ideas and questions, and from different cultural
by posing problems. They and linguistic
gather, evaluate, and
backgrounds.
synthesize data from a
Standard 4: Creating a
variety of sources (e.g.,
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
Literate Environment
Subcategory 4.3: Model
reading and writing
enthusiastically as
valued lifelong activities.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
9. Spanish settlements
3. Students apply a wide
We the People Chapter 5 Lesson 3 and
range of strategies to
History of the U.S… p.88-91.
comprehend, interpret,
Students will be put into two groups.
evaluate, and appreciate
If the class size is large, the groups
texts. They draw on their
should be kept below 7 total and the
prior experience, their
number of groups should be even.
interactions with other
Each group will be assigned a reading readers and writers, their
knowledge of word
passage, either the passage from We
Standard 2: Instructional
Strategies and
Curriculum Materials
Subcategory 2.1: Use
instructional grouping
options (individual,
small-group, wholeclass, and computer
based) as appropriate
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
12) Human and
Environmental
Interaction: Students
will use geographic
tools and technology to
explain the interactions
of humans and the
larger environment, and
the evolving
consequences of those
interactions.
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
the People or the passage from
History of the U.S. The groups will be
accountable for completing the
Spanish settlement graphic organizer
that details Who, Where, Why, and
How these settlements were
established.
Students will take turns reading aloud
in their groups. There should be one
recorder per group who will record the
main idea facts for each section of the
organizer. The completed class
version of the English settlement
graphic organizer will serve as a
model. The teacher will circulate to
verify information and monitor student
contribution.
When each group has completed their
reading and note taking, the class will
review the facts. Agreement will be
reached on the most accurate,
meaningful information to be recorded
on the class version of the Spanish
settlement graphic organizer.
meaning and of other
texts, their word
identification strategies,
and their understanding
of textual features (e.g.,
sound-letter
correspondence,
sentence structure,
context, graphics).
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
8. Students use a variety
of technological and
informational resources
for accomplishing given
purposes.
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
Standard 4: Creating a
Literate Environment
Subcategory 4.1: Use
students’ interests,
reading abilities, and
backgrounds as
foundations for the
reading and writing
program.
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
issues and trends in
United States history,
world history, and
Connecticut and local
history.
11) Human Systems:
Students will interpret
spatial patterns of
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
human migration,
economic activities and
political units in
Connecticut, the nation
and the world.
12. Students use spoken,
written, and visual
language to accomplish
their own purposes (e.g.,
for learning, enjoyment,
persuasion, and the
exchange of information).
10. Indians vs. Colonists
History of the U.S… pages 45-46.
The teacher will ask the class to recall
which settlements were friendly with
the Native Americans and which
settlements were enemies. Both the
Spanish settlements and the English
settlements were friendly with the
Native Americans when they needed
them for help, were outnumbered, or
wanted to convert them to
Christianity. However, they were also
all enemies with the Native Americans
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
Standard 1:
Foundational Knowledge
Subcategory 1.1:
Demonstrate knowledge
of psychological,
sociological, and
linguistic foundations of
reading and writing
processes and
instruction.
Standard 2: Instructional
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
and were at war with them at times.
suit their purpose and
audience.
Having reached this consensus, the
12. Students use spoken,
teacher will pose the question, “Do
you think there were any settlements
written, and visual
at the time that were able to get along language to accomplish
with the Native Americans?”
their own purposes (e.g.,
for learning, enjoyment,
The teacher will read aloud the section
persuasion, and the
Indians vs. Colonists. The selection
exchange of information).
clarifies that the two groups fought
over land claims. The students will be
paired and asked to create a scenario
where the settlers and the Natives
could coexist without becoming
enemies. Each pair will have to
present their scenario orally to the
class.
11. French and Dutch Colonies
A History of the U.S… Pages 95-98
7. Students conduct
research on issues and
Strategies and
Curriculum Materials
Subcategory 2.2: Use a
wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
Standard 2:
Instructional Strategies
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
3) Historical Themes:
Students will apply their
understanding of
Students will read specific selections
to identify the scenario that helped
the Dutch maintain friendship with the
Native Americans. Each student will
individually record information from
the selection that will be included in
the classroom graphic organizer. This
information must include Who, Where,
Why, and How the settlements were
established.
interests by generating
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
Students will then listen to a teacher
suit their purpose and
read aloud from We the People,
chapter 5 section 4. This selection will audience.
be used to verify the information the
8. Students use a variety
students have already recorded. The
of technological and
selection will also include information
informational resources
about the French trading posts that
(e.g., libraries,
were established in friendly relation
with the Native Americans.
databases, computer
networks, video) to
Students will be asked to share their
gather and synthesize
notes aloud. The information will be
information and to create
combined and recorded on the
and communicate
classroom graphic organizer.
knowledge.
and Curriculum Materials
12. Letter Home
Samuel Eaton’s Day: A Day in the Life
of a Pilgrim Boy by Kate Waters and
Sarah Morton’s Day: A Day in the Life
of a Pilgrim Girl by Kate Waters
Standard 3: Assessment,
Diagnosis, and
Evaluation
7. Students conduct
research on issues and
interests by generating
ideas and questions, and
Subcategory 2.1: Use
instructional grouping
options (individual,
small-group, wholeclass, and computer
based) as appropriate
for accomplishing given
purposes.
Subcategory 2.3: Use a
wide range of curriculum
materials in effective
reading instruction for
learners at different
stages of reading and
writing development and
from different cultural
and linguistic
backgrounds.
Subcategory 3.1: Use a
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
11) Human Systems:
Students will interpret
spatial patterns of
human migration,
economic activities and
political units in
Connecticut, the nation
and the world.
1) Historical Thinking:
Students will develop
historical thinking skills,
including chronological
Students will be given a choice of
which text to use as a model. The
students will each be given a card
upon arriving. The card will tell the
student which settlement they “live”
in. The student will be assigned a
letter writing assignment. They will
be allowed to use any graphic
organizers that they have previously
written or any texts that they read
during the unit. On the assignment,
the student must imagine they are a
child living within the settlement. The
letter must include the location, the
reason for settling, and a description
of the settlers methods of survival.
This assignment must be completed
individually and will be graded against
a rubric.
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
8. Students use a variety
of technological and
informational resources
(e.g., libraries,
databases, computer
networks, video) to
gather and synthesize
information and to create
and communicate
knowledge.
12. Students use spoken,
written, and visual
language to accomplish
their own purposes (e.g.,
for learning, enjoyment,
persuasion, and the
wide range of
assessment tools and
practices that range
from individual and
group standardized tests
to individual and group
informal classroom
assessment strategies,
including technologybased assessment tools.
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
issues and trends in
United States history,
world history, and
Connecticut and local
exchange of information).
history.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
14. Final Assessment
We the People chapter 5 test
Two versions are available for this
7. Students conduct
research on issues and
interests by generating
Standard 1:
Foundational Knowledge
Subcategory 1.1:
11) Human Systems:
Students will interpret
spatial patterns of
human migration,
economic activities and
political units in
Connecticut, the nation
and the world.
1) Historical Thinking:
Students will develop
historical thinking skills,
test. The original version is
comprehensive, including all
information about the four countries’
settlements in terms of location,
purpose, and method of survival. The
format includes open-ended questions
and graphic organizers. This test also
includes questions about the details
such as important names and events
of the period.
An alternative test is also offered.
While this test is similar in the format
of its questioning, the directions are
clear and concise. The content of the
questions is limited to the main ideas
of the unit including all information
about the four countries’ settlements
in terms of location, purpose, and
method of survival.
ideas and questions, and
by posing problems. They
gather, evaluate, and
synthesize data from a
variety of sources (e.g.,
print and nonprint texts,
artifacts, people) to
communicate their
discoveries in ways that
suit their purpose and
audience.
12. Students use spoken,
written, and visual
language to accomplish
their own purposes (e.g.,
for learning, enjoyment,
persuasion, and the
exchange of information).
Demonstrate knowledge
of psychological,
sociological, and
linguistic foundations of
reading and writing
processes and
instruction.
Standard 3: Assessment,
Diagnosis, and
Evaluation
Subcategory 3.1: Use a
wide range of
assessment tools and
practices that range
from individual and
group standardized tests
to individual and group
informal classroom
assessment strategies,
including technologybased assessment tools.
including chronological
thinking and
recognizing change
over time;
contextualizing,
comprehending and
analyzing historical
literature; researching
historical sources;
understanding the
concept of historical
causation;
understanding
competing narratives
and interpretation; and
constructing narratives
and interpretation.
2) Local, United States
and World History:
Students will use
historical thinking skills
to develop an
understanding of the
major historical periods,
issues and trends in
United States history,
world history, and
Connecticut and local
history.
3) Historical Themes:
Students will apply their
understanding of
historical periods, issues
and trends to examine
such historical themes
as ideals, beliefs and
institutions; conflict and
conflict resolution;
human movement and
interaction; and science
and technology in order
to understand how the
world came to be the
way it is.
11) Human Systems:
Students will interpret
spatial patterns of
human migration,
economic activities and
political units in
Connecticut, the nation
and the world.
TOOLS AND RESOURCES:
Unit Websites
 Computer with an internet connection
 http://www.plimoth.org/kids/homeworkHelp/building.php
 http://www.plimoth.org/kids/homeworkHelp/dinner.php
 http://www.plimoth.org/kids/homeworkHelp/clothing.php
 http://gardenofpraise.com/ibdcolum.htm
 http://magma.nationalgeographic.com/ngexplorer/0705/articles/mainarticle.html
Unit Texts
 Encounter by Jane Yolen, Reed Business Information Inc., 1996.
This text has incredible illustrations paired with the incredible writing of Jane Yolen. Yolen tells the story of
Columbus’ voyage to North America through the eyes of a young Taino native. The boy has a dream that
forcasts danger for his people. However, even when Columbus and his people arrive, the signs of danger go
unnoticed by the adult natives. The young boy is consequently kidnapped along with several other natives. He
escapes captivity, only to tell his warning to many more deaf ears.
This text offers a refreshingly unique perspective to the traditional story of Columbus. The language and
illustrations are clear and creative, enticing young readers. The text ends with a factual author’s note that
details the destructive toll Columbus and his men took upon the Taino natives.

The Thanksgiving Story by Alice Dalgliesh, Scholastic Inc., 1954.
This text is the traditional story of the first Thanksgiving. This story, while much of it is based upon fact, carries
with it some traditional misconceptions. The Pilgrims are dressed in formal, reverent clothing, inviting the
savage natives to give thanks for their harvest. This text is a clear and detailed narrative that is easy reading for
grade five students. It is a good text to use in comparison to the more modern perspective that the Pilgrims
found Native American aide necessary for survival. This ideal time of peace stands in contrast to the later
actions of the Pilgrims when they became enemies with the Native Americans.

1621 A New Look At Thanksgiving by Catherine O’Neill Grace and Margaret M. Bruchac with Plimoth Plantation,
Scholastic Inc., 2001.
The photographs in this text are an invaluable contribution to a history unit. This book was written in
cooperation with the Plimoth Plantation Museum who contributed authentic, vibrant photographs of a time before
cameras. The written text however is at a high reading level for elementary students. The vocabulary and depth
of description is challenging to this age level. The text directly points to older texts about the Pilgrims that
created misconceptions about these people and their story. This book effectively presents an unbiased
perspective based upon factual research of the time period. Actions committed by both the Pilgrims and Native
Americans are explained objectively along with their motives. This modern text can be used well in conjunction
with other age appropriate texts.

We the People by Sarah Bednarz et al., Houghton-Mifflin Company, 2003.
This Houghton-Mifflin textbook is a challenging read for grade 5. However, the supplemental text features are
helpful in navigating the text. Captions, timelines, and maps all contribute helpful facts and explanation. Despite
these text features, this textbook requires the supplemental use of other texts in order to clarify the information.

Children’s Atlas of World History by Rand McNally, Rand McNally & Company, 1991.
This text is a map resource as well as a supplemental instructional resource. The maps provided for this chapter
are historically accurate and detailed. They are matched with exploration activities and comprehension
worksheets. These pages also ask probing questions that help students analyze the text and synthesize
information into main concepts. This resource works well with the classroom textbook to clarify locations and
conflicts between groups.

A History of the U.S.: Making Thirteen Colonies: 1600-1740, Revised Third Edition by Joy Hakim, Oxford
University Press, 2005.
The fluent, legible writing style of this text makes it an easy text to read aloud. The historical facts contained
within the text are lively with Hakim’s writing style and the colorful appearance of the illustrations and text
features. The information within the text is comprehensive, drawing upon other time periods to reference the
reasons behind why various nations sought to claim land in North America. The writing is a balance between the
facts and the author’s opinions. For example, she names arrogance as one reason behind the Native American
conflicts. Leading questions throughout the writing serve to lead the reader in thinking actively about the facts
during reading.

Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy by Kate Waters and Sarah Morton’s Day: A Day in the
Life of a Pilgrim Girl by Kate Waters, Scholastic Inc., 1993.
These two texts work hand in hand to provide a narrative perspective of life on an early New England settlement.
This period in history is often difficult for students to imagine- a time without electronics, immediate resources,
or security. These texts are easily legible for their format and their content. Students can easily find facts and
feelings to relate to as the narrators explain their lives on the settlement. The photographs, courtesy of Plimoth
Plantation, are equally helpful to students. These pictures help students imagine a time so far removed from
their own.
Other Unit Materials
 Venn diagram either in paper form or using Kidspiration software
 Personality traits word list
 Concept Ladder format graphic organizer for each nationality (English, Spanish, Dutch, French)- one classroom
model of each organizer and a copy for each student
 Map of North America- one classroom model
 World map for each student
 Toothpick flags for each country of origin and each settlement- one set per student
 Lengths of string
 Nystrom Atlas Fact Finder worksheets to accompany pages 19-22
 Blank comic strip story boards
 Blank newspaper layout with space for an illustration, caption, and one paragraph of writing
 Note cards labeled with Plimoth, Jamestown, New Amsterdam, New Mexico, New France
ASSESSMENT
Lesson #1 Rubric: (Included in cyberlesson.)
Accuracy
0
1
2
Response does not address
the question. No evidence
is used to support the
conclusions.
Response relates directly to
the question. Opinions are
loosely based upon textual
evidence.
Response relates directly to
the question. Opinions are
directly based upon facts
from the selection.
Response is unclear and
difficult to comprehend.
Response is clear, but
shows unspecific word
choice. Sentence structure
may make the response
difficult to read.
Response is clear showing
good word choice and
sentence structure.
Response is listy or sparse.
The opinion or conclusion
is not directly stated.
The question or opinion is
directly stated at the
beginning of the response.
Any supporting evidence is
not directly related to the
main idea of the response.
The question is referenced.
The opinion or conclusion is
directly stated. Evidence is
provided in sequential form
with reference to the main
idea of the response.
Little to no supporting
details are provided. Any
conclusion or opinion given
in the response is
unfounded.
Some supporting evidence
is provided, but may not be
directly linked to the opinion
or conclusion claimed within
the response.
Several supporting details are
provided. These details
enhance the response in the
form of textual evidence or
personal experience.
Clarity
Organization
Elaboration
Lesson #5 Rubric:
Accuracy of
Information
0
1
2
Article does not address
the topic. No research is
used to describe the event.
Article directly addresses
the topic. Supporting
details are loosely based
upon research.
Article directly addresses the
topic. Supporting details are
directly based upon research.
Article is unclear and
difficult to comprehend.
Writing is clear, but shows
unspecific word choice.
Sentence structure may be
repetitive, making the
article dull.
Writing is clear showing good
word choice and varied
sentence structure.
Response is listy or sparse.
The facts are not directly
stated.
The facts are directly stated
at the beginning of the
article. Any supporting
details are not directly
related to the main facts of
the article.
The event is directly
described. The supporting
details are described in
sequential form with
reference to the main idea of
the article.
Clarity of Writing
Organization of
Facts
Lesson #7 Rubric:
Accuracy
0
1
2
Response does not address
the question. No evidence
is used to support the
conclusions.
Response relates directly to
the question. Opinions are
loosely based upon textual
evidence.
Response relates directly to
the question. Opinions are
directly based upon facts
from the selection.
Response is unclear and
difficult to comprehend.
Response is clear, but
shows unspecific word
choice. Sentence structure
may make the response
difficult to read.
Response is clear showing
good word choice and
sentence structure.
Response is listy or sparse.
The opinion or conclusion
is not directly stated.
The question or opinion is
directly stated at the
beginning of the response.
Any supporting evidence is
not directly related to the
main idea of the response.
The question is referenced.
The opinion or conclusion is
directly stated. Evidence is
provided in sequential form
with reference to the main
idea of the response.
Little to no supporting
details are provided. Any
conclusion or opinion given
in the response is
unfounded.
Some supporting evidence
is provided, but may not be
directly linked to the opinion
or conclusion claimed within
the response.
Several supporting details are
provided. These details
enhance the response in the
form of textual evidence or
personal experience.
Clarity
Organization
Elaboration
Lesson #10 Rubric:
Based Upon Fact
Clear to Listeners
Organized
Sequence
Expression
0
1
2
Skit is not based upon
research. The actions are
unrealistic for the time
period.
Skit is appropriate for the
time period, but may not be
based upon background
knowledge or prior learning.
Skit is based upon research
or prior learning. The actions
and characters are realistic
for the time period.
Characters situations are
unclear and difficult to
comprehend.
Character situations are
explained, but it is not clear
how the two groups are
interacting.
Character situations are
clearly explained. It is
obvious how the two groups
are interacting with each
other.
Skit is sparse or out of
sequence. There is little
back and forth
conversation between the
characters.
The question or opinion is
directly stated at the
beginning of the response.
Any supporting evidence is
not directly related to the
main idea of the response.
The question is referenced.
The opinion or conclusion is
directly stated. Evidence is
provided in sequential form
with reference to the main
idea of the response.
Little to no expression
during reading. The acting
is unrealistic.
Some expression during
acting.
Expressive acting. Acting is
an appropriate match for the
character’s description.
Lesson #12 Rubric:
0
1
2
Description
Writing does not include
adequate description of the
character’s life. No
research is used when
describing the character’s
life.
Letter includes some
accurate description of the
character’s life and the
settlement.
Description is based upon
textual evidence. Enough
description is provided for an
accurate picture of that
settlement.
Clarity
Writing is unclear and
difficult to comprehend.
Sentence structure and/or
mechanics made the
response difficult to read.
Writing is clear, but shows
unspecific word choice.
Sentence structure and/or
mechanics made the
response difficult to read.
Response is clear showing
good word choice, sentence
structure, and mechanics.
Letter is listy or sparse.
The description is a
random list of facts or
thoughts.
The description is made up
of main ideas and
supporting details.
However, it is not clearly
sequenced.
The description uses main
idea facts as well as
supporting details in a
reasonable order.
The narrator of the letter
has no emotion for his/her
conditions.
The narrator of the letter
expresses little emotion or
emotion that is
inappropriate for the events
of the time.
The emotion expressed by
the narrator is clearly stated.
Emotions are directly
connected to the events or
living conditions.
Organization
Emotion
CREDITS
Special Thanks:
Deborah Mauro, grade 5 teacher at Emerson-Williams School, for providing Encounter by Jane Yolen,
Stephanie Laskowski, grade 5 teacher at Emerson-Williams School, for providing original classroom materials
related to this instructional unit as well as supplementary activities,
Courtney Cox, classmate, for providing her CMT flipchart as an instructional reference and for giving conference
feedback during the development of the cyberlesson,
Jenn Schaefer, classmate, for providing Sarah Morton and Samuel Eaton texts.
REFLECTION:
This unit was a difficult one to plan at the start. I have been in the same position as a special education teacher for
over three years so it has been some time since I had to plan an entire instructional content unit. Normally, much of
my instructional time is spent concentrating on strategy instruction. Despite this, there were aspects to the planning
that came naturally to me. Differentiation had to be incorporated in order to accommodate a variety of possible
learning styles and ability levels. I had already had some practice in modifying this unit to accommodate past grade 5
students. Past work within the unit included supplemental vocabulary instruction and creating a modified summative
test. This experience helped me to narrow my instructional focus to a list of key content knowledge and essential
understandings.
The planning process also became easier when I was able to locate supplementary texts. The classroom textbook,
while it is accurate and inclusive, is a difficult reading level for these students. The supplemental texts were necessary
not only for a unique perspective, but also to clarify the content. I found help in locating these texts from one of the
grade 5 teachers at my school. She has been teaching this unit for several years and was immediately able to pull upon
a few supplemental resources.
At first, it was difficult for me to create unique activities for my unit. This probably stemmed from my inexperience in a
classroom setting. I was able to discuss with the same grade 5 teacher some activities that could make my
instructional unit more varied. These activities included writing an objective newspaper article, writing an opinionated
letter from the perspective of an early settler, and presenting a skit. I enhanced these ideas and matched them with
custom rubrics to guide student efforts.
As it is now, I feel as though this unit will fit well within the current curriculum plan. The students all complete a unit
about European Exploration prior to this unit. They develop a solid base of knowledge about why countries and
individuals sought out new land and opportunities. This knowledge base is essential to understanding why settlers
would risk so much to establish colonies in unpredictable North America. The students are expected to bring personal
background knowledge about Thanksgiving, the Pilgrims, and the Native Americans as well. These topics are explored
during the earlier elementary years. Such a wide base of information is a solid start to this unit on early settlements.
This unit will also tie directly into the next unit of study- Colonial America and the Thirteen Colonies.