Description
Teach your students about the Colonization of the United States with this engaging activity. Your students will begin the lesson with vocabulary instruction using Word Wall images and a Vocabulary Pyramid. Once they have mastered vocabulary, they will examine two images introducing the colonization of the United States. Your students will read about St. Augustine, Roanoke, Jamestown, and Plymouth Colonies while answering discussion questions for to check comprehension and practice note making skills with Doodle Notes. When they have finished their research, students will break up into groups and create a skit to represent what they have learned. Simple props will be made to enhance their learning. Don’t have time for a play? Your students can make artifacts instead! Avoid the lecture – let students learn for themselves! This resource includes a paper version and a 1:1 Google version to be used with Google Classroom.
– A lesson plan that guides you through the activity on the Colonization of the United States,
–Word Wall terms and a Vocabulary Pyramid activity,
– Image Analysis Preview activity to introduce colonization in the United States,
– Informational text the colonization of the United States, including St. Augustine, Roanoke, Jamestown, and Plymouth,
– Doodle Notes on the colonization of the United States, including St. Augustine, Roanoke, Jamestown, and Plymouth,
– Directions and student handouts for a Prop-Box Play,
– Google Slides Option, and
Please download the preview to see more information on this resource.
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5th Grade Social Studies TEKS
(1) History. The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
(B) describe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period, including William Bradford, …
(9) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to:
(A) explain the economic patterns of early European colonies;
(13) Government. The student understands the organization of governments in colonial America. The student is expected to:
(A) compare the systems of government of early European colonists, including representative government and monarchy; and
(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) identify the historical context of an event.
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©Social Studies Success. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.
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