Katie Esakson

Edu-460-01
7 December 2016
Resource Guide
Fiction Childrens Literature
1) Meet Felicity: An American Girl by Valerie Tripp

Link to Purchase:
http://www.discoverbooks.com/ProductDetails.asp?
ProductCode=0590459864&gclid=CPjJ1qz02NACFcq2wAod_CUK
Qg
Lexile Measure: 600L
GLCEs:
o 5 U2.3.2 Describe the daily life of people living in the New
England, Middle, and Southern colonies. (National
Geography Standards 14 and 15; pp. 171 and 173)
o 5 U2.3.3 Describe colonial life in America from the
perspectives of at least three different groups of people
(e.g., wealthy landowners, farmers, merchants, indentured
servants, laborers and the poor, women, enslaved people,
free Africans, and American Indians). (National Geography
Standard 6, p. 154)

2) A True Patriot: The Journal of William Thomas Emerson, a

Revolutionary War Patriot, Boston, Massachusetts 1774 by
Barry Denenberg

Link to Purchase: https://www.amazon.com/True-Patriot-JournalWilliam-Revolutionary/dp/0545398908/ref=tmm_pap_swatch_0?

_encoding=UTF8&qid=&sr=
Lexile Measure: 950L
GLCEs:
o 5 U3.1.2 Describe the causes and effects of events such
as the Stamp Act, Boston Tea Party, the Intolerable Acts,
and the Boston Massacre.
o 5 U3.1.3 Using an event from the Revolutionary era (e.g.,
Boston Tea Party, quartering of soldiers, writs of assistance,
closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without
authority differed (views on representative government).

3) The Starving Time, Elizabeths Jamestown Colony Diary:

Book Two, Jamestown, Virginia 1609 by Patricia Hermes

Link to Purchase: https://www.amazon.com/Starving-TimeElizabeths-Jamestown-Colony/dp/B0073NBWTU/ref=sr_1_1?

s=books&ie=UTF8&qid=1480799616&sr=11&keywords=the+starving+time+elizabeth
%27s+jamestown+colony+diary
Lexile Measure: 360L
GLCEs:
o 5 U2.1.1 Describe significant developments in the
Southern colonies, including
patterns of settlement and control including the
impact of geography (landforms and climate) on
settlement (National Geography Standard 12, p. 167)
establishment of Jamestown (National Geography
Standard 4, p. 150)

4) Children of the Longhouse by Joseph Bruchac

Link to Purchase: https://www.amazon.com/Children-LonghouseJoseph-Bruchac/dp/0140385045/ref=zg_bs_3099_27?

_encoding=UTF8&psc=1&refRID=E0W56FK8DMGV203Q06J2
Lexile Measure: 950L
GLCEs:
o 5 U1.1.3 Describe Eastern Woodland American Indian life
with respect to governmental and family structures, trade,
and views on property ownership and land use. (National
Geography Standard 11, p. 164, C, E)

5) Chains (The Seeds of America Trilogy) by Laurie Halse

Anderson

Link to Purchase:
https://www.amazon.com/gp/product/1416905863/ref=as_li_tl?
ie=UTF8&camp=1789&creative=9325&creativeASIN=14169058
63&linkCode=as2&tag=wilabofif20&linkId=QQRUAFEGVZMYFZYD
Lexile Measure: 780L
GLCEs:
o 5 U3.1.8 Identify a problem confronting people in the
colonies, identify alternative choices for addressing the
problem with possible consequences, and describe the
course of action taken.
o 5 U3.2.1 Describe the advantages and disadvantages of
each side during the American Revolution with respect to
military leadership, geography, types of resources, and
incentives. (National Geography Standard 4, p. 150, E)

6) Phoebe the Spy by Judith Berry Griffin

Link to Purchase: https://www.amazon.com/Phoebe-Spy-JudithGriffin/dp/0698119568/ref=sr_1_1?

s=books&ie=UTF8&qid=1480814069&sr=11&keywords=phoebe+the+spy
Lexile Measure: 650L
GLCEs:
o 5 U3.1.6 Identify the role that key individuals played in
leading the colonists to revolution, including George
Washington, Thomas Jefferson, Benjamin Franklin, Patrick
Henry, Samuel Adams, John Adams, and Thomas Paine.

Non-Fiction Childrens Literature

1) You Wouldnt Want to be an American Colonist: A Settlement
Youd Rather Not Start by Jacqueline Morley

Link to Purchase: https://www.amazon.com/You-Wouldnt-WantAmerican-Colonist/dp/053112357X

Lexile Measure: 790L
GLCEs:
o 5 U2.3.2 Describe the daily life of people living in the New
England, Middle, and Southern colonies. (National
Geography Standards 14 and 15; pp. 171 and 173)
o 5 U2.3.5 Make generalizations about the reasons for
regional differences in colonial America. (National
Geography Standard 6, p. 154)

2) Pocahontas: Young Peacemaker by Leslie Gourse

Link to Purchase: https://www.amazon.com/PocahontasPeacemaker-Childhood-FamousAmericans/dp/0689808089/ref=sr_1_1?
s=books&ie=UTF8&qid=1480814626&sr=11&keywords=pocahontas+young+peacemaker
Lexile Measure: 660L
GLCEs:
o 5 U2.1.1 Describe significant developments in the
Southern colonies, including:
establishment of Jamestown (National Geography
Standard 4, p. 150)
relationships with American Indians (e.g., Powhatan)
(National Geography Standard 10, p. 162)

3) Unite or Die: How Thirteen States Became a Nation by

Jacqueline Jules
Link to Purchase: https://www.amazon.com/Unite-Die-ThirteenStates-Became/dp/158089190X/ref=sr_1_1?
s=books&ie=UTF8&qid=1480815575&sr=11&keywords=unite+or+die+how+thirteen+states+became+a+
nation
Lexile Measure: 540L
GLCEs:
o 5 U3.3.3 Explain why the Constitutional Convention was
convened and why the Constitution was written. (C)
o 5 U3.3.4 Describe the issues over representation and
slavery the Framers faced at the Constitutional Convention
and how they were addressed in the Constitution (Great
Compromise, ThreeFifths Compromise). (National
Geography Standard 9, p. 160, C)
4) If You Lived at the Time of the American Revolution by Kay
Moore
Link to Purchase: https://www.amazon.com/You-Lived-TimeAmerican-Revolution-ebook/dp/B01EXN0W0M/ref=sr_1_1?
s=books&ie=UTF8&qid=1480815996&sr=11&keywords=if+you+lived+at+the+time+of+the+american+re
volution
Lexile Measure: 860L
GLCEs:
o 5 U3.1.2 Describe the causes and effects of events such
as the Stamp Act, Boston Tea Party, the Intolerable Acts,
and the Boston Massacre.
o 5 U3.1.3 Using an event from the Revolutionary era (e.g.,
Boston Tea Party, quartering of soldiers, writs of assistance,
closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without
authority differed (views on representative government).
5) Explorers to the New World: Moments in History by Shirley
Jordan
Link to Purchase: https://www.amazon.com/Explorers-New-WorldCover-Cover/dp/0780792696/ref=sr_1_1?
s=books&ie=UTF8&qid=1480816778&sr=11&keywords=explorers+to+the+new+world
Lexile Measure: 700L
GLCEs:
o 5 U1.2.2 Use case studies of individual explorers and
stories of life in Europe to compare the goals, obstacles,

motivations, and consequences for European exploration

and colonization of the Americas (e.g., economic, political,
cultural, and religious). (National Geography Standard 13,
p. 169, C, E)
6) Shh! Were Writing the Constitution by Jean Fritz
Link to Purchase: https://www.amazon.com/Were-WritingConstitution-Jean-Fritz/dp/0698116240
Lexile Measure: 950L
GLCEs:
o 5 U3.3.3 Explain why the Constitutional Convention was
convened and why the Constitution was written. (C)
o 5 U3.3.4 Describe the issues over representation and
slavery the Framers faced at the Constitutional Convention
and how they were addressed in the Constitution (Great
Compromise, ThreeFifths Compromise). (National
Geography Standard 9, p. 160, C)
Resource Websites
1) Common Lit
Link:
(https://www.commonlit.org/themes/america/questions/howhas-america-changed-over-time)

Description: This website provides short, leveled reading

passages for 5th grade students, including a variety of genres,
talking about how America has changed over time.
Pros and Cons:
o Pros: Students can favorite articles to come back and
read later. Students can also have it read out loud to them,
which is perfect for some students with learning
disabilities. There are informational texts, historical fiction,
memoirs, poems, and essays to choose from.
o Cons: Not every article is connected to a fifth grade
standard. There are only a few articles relating to the
United States. The articles are not presented in a very eye
appealing format, although this could be adjusted. The
lowest reading level available is 5th grade, so this option
might not be great for lower readers.
Useful Tips/Ideas/Activities: These articles could be great
extension activities for students who finish early or for talented
and gifted students. Students could use them as research
sources for projects, or as models to create their own poems,
memoirs, or essays. They are also good resources for teachers to
learn a little bit more about U.S. History. You could use these

articles to integrate Social Studies into ELA.

2) Social Studies Projects & Ideas
Link: http://hubpages.com/education/social-studies-projectsideas-for-pbl

Description: This is a collection of social studies projects that

foster authentic learning experiences for students, and are
based on community and civic problem solving. The page
includes multiple links to other websites containing projects
for students.
Pros and Cons
o Pros: There is a large amount of projects to choose
from, including a variety of standards. There are also a
variety of age levels, which can be useful. Project-based
learning tends to be more authentic (although not
always), and engaging to students. Several of these
projects connect students to their community.
o Cons: Not every project is high quality or useful. If one
were to use this site, they would need to read through
and evaluate/adjust the website for his/herself before
using it. Also, some sites have more to offer than others.
Useful Tips/Ideas/Activities: Many of these projects require
quite a bit of planning and preparation, and change often
depending on community needs. It would be really interesting
to partner up with a classroom from across the world to learn
about each others cultures and perspectives, and to see how
social studies curriculums vary internationally. I think I would
incorporate project based learning to not only assess learning,
but also to guide inquiry based learning. Some of these
projects can be used to put learning into the hands of
students, rather than sticking to a lecture and worksheet
based curriculum.

3) Smithsonian Education
Link: http://smithsonianeducation.org/educators/index.html

Description: This is a collection of resources for educators, such

as artifacts, articles, lesson plans, quizzes, and virtual tools
spanning multiple facets of social studies, as well as multiple
grade levels.
Pros and Cons:
o Pros: These sources are credible, coming from a wellknown, informational source. The site offers multiple
cultural perspectives and a variety of topics. Not only does
this website have lesson plan ideas, but there are also

unique artifacts and virtual tools to grab students

attention and make their learning more real. Also, teachers
have the option of rating the resources when they use
them, so each resource has a rating out of 5 stars.
o Cons: You cannot search for fifth grade by itself, only 4-8.
Because this is a broad range, not all of the sources are
tied to 5th grade standards. Also, the lesson plans included
are mostly teacher directed, and not very student
centered. They could be adjusted to become more inquiry
based.
Useful Tips/Ideas/Activities Several of these resources can be
used to guide student investigations and research. The pictures
and portraits can be used for a See, Think, Wonder, or to
attach a visual to students learning. The letters can be used to
model writing to a historical figure or writing within a certain
time frame. We can compare the artifacts from history to things
that we see and use today.

Lessons, Activities, Blogs, Units

1) Selling the 13 Colonies (5-U2.3.1, 5-U2.3.2, 5-U2.3.3)
Link: http://www.askteacherz.com/1/post/2012/12/projectbased-learning-put-students-at-center-stage.html

Description: This project-based activity is modeled after the

popular TV shows, Selling LA and Selling NY. Essentially, students
are working in groups or individually. They are given a colony,
and it is their job to create a sales pitch to the class convincing
them to move there. I would adapt this by having students role
play as British citizens deciding whether or not to move to the
colonies, and if so, deciding where to live. Perhaps, students
could even be given different genders and socioeconomic
statuses, which might influence their decisions.
Pros: This activity is student-centered. It is up to students to
gather relevant information (given sources), and decide how to
best convey that information in a way that would persuade
people to want to go there. The teacher can easily differentiate
by selecting student groups, varying the reading levels of
sources, and allowing various forms of products (posters, video,
brochure, letter, commercial, etc).
Cons: The activity does not describe where students will find
information about their colonies, so I would have to go and find
that before doing this lesson. If students are not familiar with the
TV show, it might not be as authentic to them (although we could
show a short clip at the beginning, if appropriate). Students
would be more familiar with their own colony than the other

ones.
2) No Taxation Without Representation (5-U3.1.2, 5-U3.1.3)
Link: http://lessonplanspage.com/no-taxation-withoutrepresentation/

Description: Students are split into three groups- Loyalists,

Revolutionaries, and Jurors. King George III is put on trial, and it
is up to the jurors to decide whether or not he is guilty. In this
activity, students use their Kids Discover books as their sole
resources. They come up with questions and arguments for their
side, and the jurors ultimately decide whether or not King George
is guilty.
Pros: This really encourages students to consider both sides of
the argument, and to stretch their thinking beyond what they
know. Putting it into a court setting provides a purpose for
students to gather information. They are not learning about both
sides just to learn about it, but to support their arguments. I
would integrate the book George vs. George to introduce the
idea so that students have an idea of who King George was.
Cons: Using only the textbook as a source can be misleading
and limiting. I would gather more articles and resources so that
students have a more well-rounded argument. Another drawback
is that the only information available about this lesson is a brief
description. I really like the idea and would want to use it in a
future class, but I would have to create the entire thing based on
this idea. Additionally, the juror students would need an
alternative task, such as doing their own research, since they are
not creating an argument either way. Perhaps the jury could be
another class.

3) Simulated Colonial School

Link: http://lessonplanspage.com/sscolonialamericasimulatedcolonialschool46-htm/

Description: In this lesson, students read about and experience

what school was like for children living in colonial times, paying
special attention to proverbs. The first day, students read from If
You Lived in Colonial Times by Ann McGovern and create
hornbooks that they will use the next day. The second day, they
experience authentic seating, learning activities, and teaching
strategies used in colonial times.
Pros: This would be a very engaging way to help students put
themselves in the shoes of colonists and experience what daily
life was really like for people their age. It would also be authentic
to students because they can compare it to their own schooling

experience and see which parts they would prefer from each.
This lesson also integrates ELA by having students read and talk
about what proverbs are, and why children had to learn them.
Cons: I do not like that the whole first day, students are reading
and creating hornbooks. I think that this time could be better
spent by doing the activity, and talking about those things as we
go along. I also think that while students are role playing, it
might be beneficial to give them a current events lesson about
their time period. Although it would be more authentic to teach
students proverbs, I do not think that the whole time should be
spent on that. This lesson could be adapted into a very engaging
and quality learning experience for students.