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Lesson 9: Colonial Life from Different Perspectives

Big Ideas of the Lesson

Different groups of people had very different experiences in the colonies in the
late 1600s and first half of the 1700s.
Different groups included American Indians, enslaved Africans, free Africans,
wealthy land owners, workers, women, and indentured servants.
These different groups had different perspectives on colonial life, events, and
issues.

Lesson Abstract:
In this lesson, students synthesize what they have learned in the unit by examining colonial life
from the perspectives of different groups of people. The lesson begins with a carousel writing
activity in which students work in small groups to summarize what they have learned about six
major topics from the unit. Next, students use the book Molly Bannaky to review different
groups of people in the colonies including indentured servants, enslaved Africans, free Africans,
women and small farm owners. Finally, students write three diary entries describing colonial life
from the perspective of three different people.

Content Expectations
5 U2.2.2: Describe the life of enslaved Africans and free Africans in the
American colonies.

5 U2.3.2: Describe the daily life of people living in the New England, Middle,
and Southern colonies.

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).

Common Core State Standards:


RL.5.2: Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3: Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text (e.g., how characters
interact).

W.5.3: Write narratives to develop real or imagined experiences or events


using effective technique, descriptive details, and clear event sequences.

Key Concepts
point of view/perspective

Instructional Resources
Equipment/Manipulative
6 markers, each a different color
Large chart paper
Overhead projector or document camera/projector

Student Resource
Bower, Burt, et al. Americas Past, Social Studies Alive Program. Palo Alto, CA:
Teachers Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp.
85-131.

McGill, Alice. Molly Bannaky. New York: Sandpiper Books, 2009.

Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 4, Lesson 9). Teacher-made material.
Michigan Citizenship Collaborative, 2011.

Lesson Sequence
1. As preparation for this lesson, have students gather together the Word Cards, Big Idea
Cards, graphic organizers, and other resources they have collected in the previous lessons
of this unit. Then, label six large pieces of chart paper with the following: Colonial Economy,
Colonial Political Experiences, Triangular Trade and Slavery, The New England colonies,
The Middle colonies, The Southern Colonies
Pimp my unit: the game i have included is a vocabulary game. The students have the
definitions from their word cards and they have to write the term for each definition. After they
go through all of them, they may mark the ones they got correct and then continue the same
process for those they got wrong. After they did that, the students are then allowed to quiz a
partner in the class.
2. Create six small groups of students and give each group a different color marker.
Students will be participating in a gallery walk. Explain that groups will be moving around
the room in a circle, from poster to poster adding information they have learned about each
poster heading. Each group will review the current information posted and add information
learned in the unit to the posters. Model with the poster labeled Colonial Economy and
write Raw materials sent to Britain on the poster. Explain that information added could
include examples, definitions, descriptions, etc.

3. Assign each group a poster at which to begin. Have students add ideas to the poster.
Then, using a signal such as bell, instruct the groups to move to the next poster. Continue
the process until students have rotated through each chart. Then, have them return to their
desks and refer to the Word Cards, graphic organizers, etc. they gathered in Step 1, looking
for additional ideas to add to the posters. Have the groups return to the last poster they
worked on and add further information. Continue until the groups are out of ideas.

4. In the large group, review the posters one at a time discussing the information written on
them. Try to reach consensus on any piece of information over which there is a conflict. For
example, if something inaccurate has been written, work together to correct it.

5. Remind students that in this unit they have explored many facets of colonial life. Using
Word Card #34, review the term point of view and remind students that different groups of
people had different perspectives on colonial life.

6. Read and discuss the book Molly Bannaky. Use the following questions to guide your
discussion:
How did Molly Bannaky end up being an indentured servant in the colonies?
Why did she purchase and enslave an African?
How did her relationship with the African change?
In what ways do you think Mollys story was similar to that of other colonial
women? In what ways was it unique?

7. Using a large sheet of chart paper, guide students in generating a list of the different
groups of people reflected in the book. Note that these include: indentured servants,
enslaved Africans, free Africans, colonial women, small farm owners, and merchants
involved in the slave trade.

8. Ask students to think back through the lessons of the unit and add more groups to the
list. Note that possible additions include: wealthy plantation owners, laborers, children,
American Indians, royal governors, etc.

9. Give each student the Diary Entries sheet, located in the Supplemental Materials (Unit
4, Lesson 9). Explain that students should write three different diary entries in which they
describe colonial life from the perspective of three different people.
Pimp my unit: I would allow the students to use the one from previous lesson as one of their
diary entry. They will also be able to use the website that was given during that lesson.
10. Give students time to draft and complete their writing. Then, place them in small groups
and have them share their diary entries. Have each group select two-diary entries to share
in the large group.
11. Have the students whose entries were selected by their group read them out loud in the
large group. Discuss characteristics, which make the selections strong pieces of writing
such as powerful language, strong voice, clear details, emotional impact, use of adjectives,
etc.

Assessment
The Diary Entries created in this lesson can be used as an assessment.

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