Title of Unit: The English Colonies Title of Lesson: Life in the South Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This social studies lesson describes the economy and culture of the Sothern Colonies, including plantations, backcountry farms, and cities. This lesson uses the 5th Grade Houghton Mifflin Social Studies Textbook United States History: Volume 1 (p. 210-217). B. Target Population: Grade Level: 5th Grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Paper and pencils Reading Skill Strategy (Unit Resources p. 61) for each student- see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 62) for each student- see last page of lesson plan for sample Houghton Mifflin 5th Grade Social Studies Book: United States History: Volume 1 (p. 210217) D. Objectives: o NV State Social Studies Standards o H1.5.7. Examine the cultural exchange among the Native Americans, Europeans, and Africans.

Student-Friendly Standards H1.5.7. I can explain how the African culture has affected America.

E. Procedure: 1. Refer to notes on TE 210 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the photographs on p. 211. o Ask, Why are these plants important?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & discuss experiences students have with gardening or observations both indoors and outdoors. Explain that the location of the Southern Colonies made them suitable for growing cash crops. o Create a word web of students responses.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: The English Colonies Title of Lesson: Life in the South Submitted By: Jessica Solomon

Introduce vocabulary (indigo, overseer, spiritual).

2. As a class, read p. 210-215, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about Southern agriculture: (TE 211) Where did pitch come from and what was it used for? (TE 211) What were the main cash crops of South Carolina and Georgia? (TE 211) What was Eliza Lucas Pinckneys contribution to South Carolinas economy? (TE 211) Name some places of origin of the people who lived in Charles Town. (TE 212) How was a plantation like a village? (TE 212) In what ways was a small farm different from a plantation? (TE 213) Why did the South begin to use more and more enslaved workers during the 1600s and 1700s? (TE 214) Why did many enslaved Africans die at an early age? (TE 214) In what ways did enslaved Africans create a new culture? (After paragraph 6 on p. 214) What did slaves do to survive the hardships of slavery? (Review question #4) What new customs because a part of the culture of enslaved Africans?

5. CLOSURE: Discuss the three statements in the Review and Assess section of TE 215. F. Assessment: What will you use to measure student understanding? Writing Activity (p. 215) Students will do research and write a report about the many ways African American culture has affected American culture. Explain how you will know students understand the concepts from the lesson. Students will be able to explain how the African culture has affected America through their reports about the African Americans culture contributions.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The English Colonies Title of Lesson: Life in the South Submitted By: Jessica Solomon

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the group discussion aspect will be the easiest part of the lesson. The group discussion would allow students to learn from each other and hear things from a different perspective. 2. Which part will be most challenging for you to teach? I think the most difficult part of this lesson to teach will be about African Americans. Many students have preconceived notions about African Americans because of opinions at home so I will need to make sure students are not biased going into this lesson. 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 4 Slaverys Past on p. 216-217. 4. What can you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 215. We would work together to use an organizer to reteach the development of the African American culture. 5. Which part of the lesson, if any, do you think might need to change? I do not think any aspect of this lesson needs to be changed. I think the objectives and content in the lesson are relatively straightforward. 6. When you were writing this lesson plan, what was the most difficult part? I think the most difficult part of this particular lesson was in choosing the standards. The standards for the grade level did not completely match up with the objectives of the lesson. I felt like I had to tweak the assessment to fit within the standard I felt matched up.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The English Colonies Title of Lesson: Life in the South Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: The English Colonies Title of Lesson: Life in the South Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5