Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

Understanding by Design

Unit Cover Page

Unit Title: ____Shaping Colonial America____ Grade Levels: _______6th__________

Topic/Subject Areas: _Social Studies_________

Key Words: interdependence, specialization, natural resources, human resources, capital

resources, political, social___________________________________________

Designed By: ___Beverly L. Leftwich__________ Time Frame: _____4 Weeks_____

School District: Regent University School: Teacher Ed & IDS Dept.

Standard USI.5b The student will demonstrate knowledge of the factors that shaped colonial
America by describing life in the New England, Mid-Atlantic, and Southern colonies, with
emphasis on how people interacted with their environment to produce goods and services,
including examples of specialization and interdependence (VDOE, 2008).

In this unit, students will develop an understanding of the factors that shaped Colonial
America. They will discuss, research and learn about the physical geography and climate of
each Colonial region and the importance of specialization for each settlement. Students will
work in collaborative groups and give oral presentations. Using the G.R.A.S.P.S. performance
task, students will become Expert Archeologists and write an article on an artifact. The unit
concludes with students discussing the importance of interdependence among states and
countries today.

Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

STAGE 1 DESIRED RESULTS

Unit Title: Shaping Colonial America

Established Goals: Standard USI.5b The student will demonstrate knowledge of the factors that shaped colonial America
by describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with
their environment to produce goods and services, including examples of specialization and interdependence (VDOE, 2008).

6.3.3 Describe the geography and climate of the New England colonies.
6.3.4 Explain the relationship between resources and economic specialization in the New England colonies.
6.3.5 Describe the social and political life of the New England colonies.
6.3.6 Describe the geography and climate of the MidAtlantic colonies.
6.3.7 Explain the relationship between resources and economic specialization in the Mid-Atlantic colonies.
6.3.8 Describe the social and political life of the MidAtlantic colonies.
6.3.9 Describe the geography and climate of the Southern colonies.
6.3.10 Explain the relationship between resources and economic specialization in the Southern colonies.
6.3.11 Describe the social and political life of the Southern colonies.
6.3.12 Describe the patterns of interdependence among the three English colonial regions.
(VBCPS, 2014)
Understandings: Students will understand that Essential Questions:

Life in the colonies was shaped by the geographical
features of the settlements (VDOE, 2008).
The social and political life of each colonial region
was different from colony to colony.
The relationship between resources and
specialization varied from colony to colony.
Colonies developed independently while at the same
time formed patterns of interdependence among the
three colonial regions.
Specialization among each of the regions created
interdependence among the colonies.
How did the physical geography and climate of each
colonial region affect the lives of the settlers in that
colony?
In what ways did the social and political views of the
colonist shape each of the three regions?
What was the relationship between resources and
specialization for each colony?
In what ways was interdependence between the
colonies important?
What were the patterns of interdependence among
the three colonial regions?
How did the colonies develop independently?
Why was life for settlers different from one colony to
another?

Students will know: Students will be able to:

Key terms- natural resources, human resources,
capital resources, interdependence, and
specialization.
The physical geography and climate of each region.
The colonies were made up of diverse groups of
people whose social and political views differed based
on the region in which they lived.
The resources produced in each colony.
Specialization caused the colonies to be
interdependent (VDOE, 2008).
Colonists interacted with their environment to
produce goods and services.
Colonies developed dependently and independently.
Life was significantly different for the settlers from
one colony to the next.
Define the terms: natural resources, human resources,
capital resources, interdependence and specialization.
Construct a map that indicates where the New England,
Mid-Atlantic, and Southern colonies were located including
important landmarks, major rivers, mountains, etc. and
describe the climates and how these features shaped life
for the colonists.
Compare and contrast the social and political views of
people living in the different colonies
List the resources that were produced within each of the
colonies.
Identify patterns of interdependence.
Explain how people interacted with their environments to
produce goods and services.
Describe how the colonial regions developed
independently while also being interdependent.
Describe how life differed for the settlers based on which
colony one lived.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

RAFT- Students will pretend to be college Prompt-students write a brief description

graduates and create a resume. The jobs
and skills listed on the resume will be
based on the geographic and natural
resources of the past colonial region in
which they live. Students will choose a
region from a bag.
Students will work in groups and give an
oral presentation using poster boards on
one of the three colonies and how it
developed independently while also being
dependent on the other colonies.
G.R.A.S.P.S. - Students will take on the
role of an expert archeologist and write an
article which will be featured in a
magazine called Archeology Today.
on how life was different for the settlers
from one colony to the next.
Quiz- Fill in the locations and physical
characteristics of each colony on a blank
map
Quiz- Multiple choice
Homework- Define terms using the
Frayer Model (human resources, natural
resources, specialization, and
interdependence)
Homework- compare and contrast the
social and political views of people living
in the different colonies using a 3 circle
Venn Diagram.
Group Discussion- explain why
interdependence among states is
important today.
Analyze This-analyze and interpret maps
to explain relationships among landforms,
water features, climate and historical
events (VDOE, 2008).

Student Self-Assessment and Reflection:

Students will write for one minute at the end of class on what they understand and/or did not
understand about the material covered in class that day.
Students will be given a blank Three-Column Chart at the beginning of each week and will add to it
during the week (Rutherford, 2008).
Students will use a post-it to write down a question or thought that they may have about the material
covered and place it on the board when entering class.
Students will use the 3-2-1 activity to process and reflect on the day (Rutherford, 2008).

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same
information)

1. Begin unit with Stop and Look (teacher created). Students will enter class and observe various objects and
artifacts on a table pertaining to the three Colonial regions. Write down three things that they know or that they
want to find out about the objects.
2. Introduce vocabulary, learning outcomes and RAFT performance task (Rutherford, 2008)
3. Present information on the climate and physical geography using a PowerPoint presentation. Will include pictures
and facts (e.g. New England-jagged coastline, Mid-Atlantic- harbors and bays, Southern-farm lands, hot summers)
4. Present lesson on how life in the Colonies was shaped by geographical features of the settlements (VDOE, 2008)
Introduce the resources from each region.
5. Cooperative Learning- Have students work in groups to compare and contrast the geography and climate of each
region using a poster board size 3 Circle Venn Diagram (Rutherford, 2008). They will research text books and
online printouts. *Struggling learners will be given notecards with important facts on them.
6. Present lesson on the relationship between resources and economic specialization of each colony. Review
vocabulary.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich
7. Play Four Corners to check for understanding. Clarify any misunderstandings.
8. Cooperative Learning- Students will work in collaborative groups of 3 to 4. Each group will be given teacher
created fact sheets about one Colonial region. Groups will present information to the class in any way they
choose.
9. Discuss group presentations. Answer any questions the students may have about the information given during the
presentations.
10. Prompt- Students will write for 10 minutes and explain the importance of specialization for each Colonial region
and how specialization caused the colonies to be interdependent.
11. Cooperative Learning- Students will work in groups and analyze maps of each colonial region. Explain and list
relationships among landforms, water features, climatic characteristics, and historical events (VDOE, 2008)
12. Have students work independently to fill in the locations and physical characteristics of each colony on a blank
map.
13. Students will be given a Three Column Chart (Rutherford, 2008) hand out on the social and political lives of the
people in each colony. They will be instructed to fill out the first 2 columns.
14. Present and discuss a short video clip on the political and social life of the colonies (Taheri, 2013).
15. Action Cards (Teacher created) - students will each be given an action card and have to act accordingly. (e.g.
write a letter, describe what a settlers social and political life would be like based on the colony s/he lives, pretend
you are on a ship sailing to the American Colonies and explain which colony you would want to live in and why).
16. As a class, choose a colony and create a fictional character from that colony. Students will work in pairs and
discuss what a day would be like for that colonist.
17. Have students create his or her own character and begin to write a one page essay titled, A Day in the Life of
________.
18. Think- Pair-Share (Rutherford, 2008) - students will briefly share about the character they created.
19. Multiple choice quiz
20. Graffiti (Rutherford, 2008) - Students will work in groups and will have 3 minutes to write or draw an example of
what life would be like for a person living in the specific colony that is listed on the chart paper. After the 3 minutes
are up, they have to move to the next sheet of chart paper.
21. Create a 3 circle web and have students come up and write one thing that they learned during the unit. (one circle
for each colonial region)
22. Ive Got the Question, Who Has the Answer? (Rutherford, 2008)- Students will be given a question or an answer
slip. They have to search around the room and find the person that has the matching question or answer.
23. Model how to do the G.R.A.S.P.S performance task to the class.
24. 3-2-1- before students leave they will have to write down 3 things that really interested them, 2 things
they would like to know more about, and 1 reason on why they would like to live in a certain colony.
25. Review the G.R.A.S.P.S. rubric so that students understand the criteria. Have them work independently to
develop his or her article.
26. Observe and coach students as they work on their G.R.A.S.P.S. performance task.
27. Arthurs Chair- Students will pair up to discuss and read their articles to each other.
28. Students will self-and peer assess their G.R.A.S.P.S. tasks using rubrics.
29. End unit with a Group Discussion- Why is interdependence among states and countries important today?
30. Prompt- students will write a paragraph on what interdependence looks like in their community.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
1.
1. Stop and Look- Introduce
the unit with the Stop and Look
activity
2. Introduce vocabulary,
learning outcomes, and
performance task (RAFT and
G.R.A.S.P.S.)
3. Show map of Colonial
America and point out the 13
colonies. Briefly describe the
climate and geography of each
region via a PowerPoint
presentation.
6.
11. Cooperative Learning-
Students will work in groups
and analyze maps of each
colonial region. Explain and
list relationships among
landforms, water features,
climatic characteristics, and
historical events (VDOE, 2008)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 Plan Learning Experiences and Instruction
Tuesday
2.
4. Present lesson on how life in
the Colonies was shaped by
geographical features of the
settlements (VDOE, 2008)
Introduce the resources from
each region.
5. Cooperative Learning-
Have students work in groups
to compare and contrast the
geography and climate of each
region using a poster board
size 3 Circle Venn Diagram
(Rutherford, 2008).
*Struggling learners will be
given notecards with important
facts on them.
7.
12. Have students work
independently to fill in the
locations and physical
characteristics of each colony
on a blank map.
Wednesday
3.
6. Present lesson on the
relationship between resources
and economic specialization of
each colony. Review
vocabulary terms:
specialization and
interdependence
7. Play Four Corners to check
for understanding. Clarify any
misunderstandings.
8.
13. Students will be given a
Three Column Chart hand out
on the social and political lives
of the people in each colony.
14. Present and discuss a
short video clip on the political
and social life of the colonies.
15. Action Cards (Teacher
created) - students will be
given an action card and have
to act accordingly.
Thursday
4.
8. Cooperative Learning-
Students will work in
collaborative groups of 3 to 4.
Each group will be given
teacher created fact sheets
about one Colonial region.
Groups will present information
to the class in any way they
choose.
9.
16. As a class, choose a
colony and create a fictional
character from that colony.
Students will work in pairs and
discuss what a day would be
like for that colonist.
Friday
5.
9. Discuss group
presentations.
10. Prompt- Students will write
for 10 minutes and explain the
importance of specialization for
each Colonial region and how
specialization caused the
colonies to be interdependent.
*Advanced learners will also
compare it today
*Struggling Learners will be
give fact cards about each
region to aid them when
writing.
10.
17. Prompt- Have students
create his or her own character
and begin to write a one page
essay titled, A Day in the Life
of ________.
5
Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich
11.
18. Think- Pair-Share-
students will briefly share
about the character they
created.
*Students may share with
the class if they choose.
19. Multiple choice quiz
16.
25. Review the
G.R.A.S.P.S. rubric so that
students understand the
criteria. Have them work
independently to develop
his or her article.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
12.
20. Graffiti- Students will
work in groups and walk
around the room. They will
have to write or draw
examples of what life would
be like for a settler living in
a specific colony.
(Teacher will model first)
17.
26. Observe and coach
students as they work on
their G.R.A.S.P.S.
performance task.
*Struggling students will be
given explicit instructions on
their cards.
13.
21. Create a 3 circle web
and have students come up
and write one thing that they
learned during the unit.
(one circle for each colonial
region)
18.
27. Arthurs Chair- Students
will pair up to discuss and
read their articles to each
other.
14.
22. Ive Got the Question, Who
Has the Answer- Students will
be given a question or an
answer slip. They have to
search around the room and
find the person that has the
matching question or answer.
19.
28. Students will self-and
peer assess their
G.R.A.S.P.S. tasks using
rubrics.
15.
23. Model how to do the
G.R.A.S.P.S performance
task to the class.
24. 3-2-1- before students
leave they will have to write
down 3 things that really
interested them, 2 things
they would like to know
more about, and 1 reason
on why they would like to
live in a certain colony.
20.
29. End unit with a Group
Discussion- Why is
interdependence among
states and countries
important today?
30. Prompt- students will
write a paragraph on what
interdependence looks like
in their community.
6
Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

G.R.A.S.P.S. Performance Task Rubric

Task: Your task is to write an article on an artifact, a beautiful painting with a wood frame, which is being featured in a magazine called
Archeology Today.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

Category You Got It! Developing Beginning

4-5 points 2-3 points 0-1 point
How convincing
were you that
the painting Article was very convincing Article was somewhat convincing. The topic was not addressed or you
came from the with 3 or more supporting Several key points may have been left used less than 2 supporting facts to
region you facts that argue the origin of out and may weaken your argument. convince your audience.
chose? the painting. You used 2 supporting facts to
/5 pts. convince your audience.
How well did
you demonstrate Article clearly identified how
an the colonies were Article touches on how the colonies The topic was not addressed or very
understanding interdependent. You used 3 were interdependent. You used 2 little information was given to
of or more supporting details to supporting details and may have support your understanding. You
interdependence describe the relationship overlooked some key points. used less than 2 supporting facts.
among the between the regions.
colonies?
/5 pts.
How well did
you describe the
differences in Article clearly described the Article described some of the The topic was not addressed or you
physical differences in geography and geography and natural resources for used less than 2 supporting facts to
geography and natural resources between each colony buy may have left out describe the differences between the
natural the colonies with use of 3 or important characteristics. You used 2 colonies.
resources more supporting details supporting details to describe the
between the about each region. differences between the colonies.
colonies?
/5 pts.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

Is your article The structure of paragraphs The structure of the paragraphs are Organization and structure of
well organized are clear and easy to follow. not easy to follow and/or the article paragraphs are unclear and distract
and at least one The article is one or more was a page long. reader from the message of the
page long? pages long. writer.
/5 pts. The article was less than a page
long.

Comments: ________________________________________________________________
_________________________________________________________________________ Total _____/25pts__

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Design Topic Colonial America Subject Social Studies Grade 6th Designer Beverly Leftwich

References

Colonial America Map. Retrieved from http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf

Rutherford, P. (2008). Instruction for all Students (2nd ed). Alexandria, Virginia: Just ASK Publications &

Development.

Seneca Valley High School. (2015). Pre-assessment techniques. Montgomery County Public Schools. Retrieved from

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/senecavalleyhs/academics/staffdev/ira-preassesstech.pdf

Taheri, S. (2013). Life in the Colonies. Retrieved from https://www.youtube.com/watch?v=isfTRJW0ULE

VBCPS. (2014). Course Information Documents: Social Studies Grade 6 United States History to 1865.

Retrieved 2015, from http://www.vbschools.com/curriculum/middle/index.asp

VDOE. (2008). History and Social Science Standards of Learning: US History to 1865 curriculum framework.

Retrieved 2015, from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10