Udb-13 Colonies Unit Overview Final

Adapted from Understanding By Design, Wiggins, G & McTighe, J.
Page 1 of 18

Grade 5, by Katherine Araujo

1) Desired Results
Established Goals: (HCPS III Standards/ Common Core Standards)
Social Studies:

5.3.2 Exploration, Migration, and Settlement-Examine the interactions between Europeans and
Native Americans in North America
5.3.3 Exploration, Migration, and Settlement--Describe the hardships experienced by European
settlers in colonial America
5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of New
England and the southern regions of British North America
5.3.5 Colonial American Society- Describe the major features of the economies of New England (i.e.,
manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British
North America and explain their relationship to geographic features
5.3.9 Colonial American Society--Describe the role of Puritans and Quakers in shaping colonial society
5.8.1 Limited Resources and Choice--Explain the opportunity costs considered by the settlers before
moving to the colonies
Language Arts
5.2.2 Constructing MeaningMake inferences and draw conclusions about grade-appropriate texts
5.4.1 Range of Writing- Reports incorporating a framing question and including research from two or
more sources
5.5.2 MeaningUse significant details and relevant information to develop meaning
Fine Arts
5.1.4Explain how an original artwork demonstrates a concept or idea from another discipline

Understandings:
Students will understand that

Religion and economics were among the
most compelling reasons for people to
move to the colonies.
Those who came to the colonies for
religious reasons, such as the Puritans and
the Quakers, had a major impact in
shaping colonial society.
Many colonists endured hardships in the
early years of colonization.
The British North American colonies
developed three distinct economic
regions: New England, the Mid-Atlantic
colonies, and the Southern colonies. Many
of the differences were determined by
geographic factors.

Essential Questions:
What hardships did the colonists face?
Why did the colonists settle where they
did?
In what ways were the colonies different
from each other?
What are the characteristics of the New
England, Middle and Southern colonies?

13 Colonies Unit
Grade
Page 2 of 18

Knowledge:
Students will know...
K
Skills:
Students will be able to....
S
Research skills for the library and computer
Knowledge of inquiry-based discussions
Basic computer skills

Looking at documents and pictures for
information.
Reading maps
Taking notes.
Using various resources to support a point of
view.
Comprehension skills.
Research and writing skills.
2) Assessment Evidence
Note: Assessments should be aligned with the specified outcomes (understandings, knowledge, and skills), and all specified outcomes
should be assessed.
Performance Tasks &
Summative Assessments:

Pre-Assessment & Formative Assessments:

Summative assessments:
-Multiple choice unit test (attached)

Performance Tasks:
-RAFT Letter written from the perspective of an Early Settler in
one of the 13 colonies
- Glogster Project- Creating the 14
th
Colony

Pre-assessments:
-Multiple Choice Unit Test

Formative Assessments:
-Exit slips that are short answer and multiple choice
-Teacher questioning
-Examining student work
-Informal checks for understanding
Participate in reading and writing workshops.
Conduct independent research. Use graphic organizers.
Explore maps and create timeline of war. Take on a different
perspective. Prepare and/or evaluate persuasive
arguments for/against the war. Sketch, illustrate, and map.
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Rubric for Grading Glogster/ VoiceThread Project
Approaching Proficiency
1 point
Meets Proficient
2 points
Exceeds Proficiency
3 points
Historical
Accuracy
Some of the information is
correct and supported by
research. Two or more
inaccuracies in the finished
product.
Most of the information
provided in the
Glogster/VoiceThread is
research. One inaccuracy
in the finished product.
All of the information
provided makes
historical sense and is
supported by research.
Creativity/ Fine
Art
Content is not presented in a
fluid way and the final product
is unfinished or disorganized.
Student delivered
content in an effective
way but the finished
product needed further
editing
Students are able to
deliver content in a rich
dynamic way that was
aesthetically pleasing.
Content Some tasks were completed.
Students failed to address two
or more of the following:
hardships, economy,
geography, climate, and
description of life in the colony
Most tasks were
completed. Students
failed to address one of
the following: hardships,
economy, geography,
climate, and description
of life in the colony
All tasks required were
completed. Students
addressed hardships,
economy, geography,
and description of life in
the colony
Teamwork Group members had difficulty
working together. Students
were not self-direct in resolving
conflict and teacher had to
delegate tasks.
Group members were
efficient in working
together. Conflicts were
resolved after the teacher
interfered.
All group members
worked really well
together. Students used
their communication
skills to work through
disagreements

Page 4 of 18

3) Learning Activities (Unit Length= 8 weeks/23 Instructional Days)
Lesson
(Number, Title, #
of Class Periods)
Whole-Class Components Differentiated Components
Week 1-Pre-
Assessment
Multiple Choice Pre-Test
Day 2:
Introduction to
the 13 Colonies
(Lesson 1)
Students will learn to identify the 13 colonies on a
map.
Students will engage in a discussion of the Essential
Questions
Charts/ Graphic Organizers
Day 3: 13
Colonies
Scavenger Hunt
(Lesson 2)
Students will watch a short video.
Then, we will have a class discussion
Next, they will pair up and use our mobile lab to
find some information about the 13 colonies
Small Group for Special Education
Students
Day 4/ 5: New
England
Colonies
(Lesson 3)
Students will watch a short video
Students will complete will start a tree map
Students will complete and Exit Pass
SmalLGroups
Differentiated Reading Materials
Videos
Day 6 & 7:
Middle Colonies
(Lesson 4)
Students will watch short video on the Middles
Colonies
Students will work on a double bubble map.
Library Cart will be used for research
SmalLGroups
Access to computer for research
Day 8 & 9:
Southern
Colonies
(Lesson 5)
Students will watch short video on the Southern
Colonies
Students will start a tree map about the Southern
Colonies
Library Cart will be used for research
SmalLGroups
Visual Aids/ Modified Student
independent practice
Day 11: Living
like a Colonist
(Lesson 6)

Visit to the Honolulu Museum of Art for Art and
Life in Early America Tour
SmalLGroups
Hand On Projects/ Activities
Day 12: Closer
look at Puritans
& Quakers
(Lesson 7)
Students will watch videos/ complete Plymouth
Webquest
Paired by ability
Students will be allowed to work at their
pace.
Day 13: Focus on
Native
Americans
(Lesson 8)

Students will watch a short video.
Then, students will split into groups to research
one of the tribes that resided in the 13 colonies
area.

Small Groups
Day 15: Closer
Look at
Hardships
Lesson 9
Students will identify the hardships faced by Early
Settlers

Small Groups Discussion
Day 16:
Squantos
Garden 10
Students will read about Squantos garden and
research how they can replicate it in our garden
Page 5 of 18
Day 17:
Squantos
Garden
Squantos Garden
Day 18:
Squantos
Garden
Squantos Garden Continued/ Introduction of
Culminating Task

Day: 19: Glogster/ VoiceThread Project Work Time
Teachers will be conferencing with
students and checking over their
research
Day 20: Glogster/ VoiceThread Project Work Time
students and monitoring their progress
on Glogster
Students will have a choice between a
VoiceThread or a Glogster
Day 21: Glogster/VoiceThread Project Work Time
students and monitoring their progress
on Glogster/ Voicethread
Day 22: Glogster/ VoiceThread Project Presentation
Day 23: Glogster/ VoiceThread Project Presentation
Day 24: Post-Test Multiple Choice Assessment

SELECTIVE RESPONSE ASSESSMENT
Page 6 of 18

Name Date

Unit 2: Early European Settlers & the 13 Colonies
Standards

5.3.5 Colonial American Society- Describe the major features of the economies of New England (i.e.,
manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British

Part I: Matching (1 point each)
Match the colony to the geographic region (Social Studies: 5.3.5)

____1. Connecticut,
____2. Delaware
____3. Georgia
____4. Maryland
____5. Massachusetts
____6. New Hampshire.
____7. New Jersey
____8. New York
____9. North Carolina
____10. South Carolina
____11. Pennsylvania
____12. Rhode Island
____13. Virginia

a. New England Colony
b. Mid-Atlantic Colony
c. Southern Colony

Part II: Fill-in. Fill in statements with correct answer. (1 point each)
5.3.5 Students will be able to describe the geography and economy of the 13 colonies.

15. The ________________ colonies had moderate climate that have them a good growing season.

16. The __________________colonies had warm, short summers and long cold winters.

17. The _____________ colonies had three regions: coastal plain, Piedmont, and Appalachian Mountains.

18. The Middle Colonies were called the ____________________ because the farmers produced so much wheat and
other grain.

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19. For their livelihood, many New Englanders turned to ________________________.

20. Because of its rocky soil and harsh climate, New England was not well suited for _________________.

21. Plantation farming depended on the work of ___________________ brought from Africa.

Part III: Multiple Choice- Circle the correct answer to each question. (I point per answer)
Standard: 5.3.4-Students will be able to identify the religious groups that settled in New England.

22. What colony did the Quakers establish?
A. Pennsylvania
B. Virginia
C. Rhode Island
D. Massachusetts

23. What colony did the Puritans establish?
A. Maryland
B. Massachusetts
C. Virginia
D. New York

24. What colony did the Catholics establish?
A. South Carolina
B. Maryland
C. Rhode Island
D. Massachusetts

5.3.5 Students will be able to describe the geography and economy of the 13 colonies.

25. What did the New England economy depend on?
A. Farming cash crops
B. Fishing and timber
C. Farming and minerals
D. All of the above

26. What did the Middle Colonies economy depend on?
D. All of the above

27. What did the Southern Colonies economy depend on?
D. All of the above

28. What was true about slave life in the Southern Colonies?
A. Worked very long hours
B. Families split apart
C. Kept African culture alive on the plantations
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D. All of the above
Part III: True or False- Read each statement. Decide whether it sounds true of false, and mark the box
with T or and F.

29. Much of the hard labor on southern farms was done by indentured servants.
30. Must southern plantations were close to the towns so that farmers could sell their crops easily.
31. The Puritans came to America to improve their financial situation.
32. The climate of the Southern colonies was similar to that of the New England colonies.

33. Religion played a large part in the Middle colonists daily life.

ESSAY ASSESSMENT

Name Date
Page 9 of 18

Standards:
Assignment: RAFT Letter as a New England Colonist
State Benchmarks:

Social Studies/ Standard 3: History: EARLY AMERICAN HISTORY-Understand important historical
events through the Revolution
SS.5.3.3 Describe the hardships experienced by European settlers in colonial America

Approaching
Proficiency
Meets Proficient Exceeds Proficiency
Accuracy Some of the information
is correct and supported
by research. There are one
or less hardships
mentioned.
provided in the letter is
research. There are at
least 2 hardships
mentioned and described
in detail
provided is correct and is
There are at least 3
hardships mentioned and
described in detail.
Perspective Writer did not reflect on
the role
chosen and voice sounded
as
students voice.
Overall writers role
reflected that role
assigned but was
inconsistent at times.
Writers role was
reflective of the role
assigned and voice was
consistent throughout
letter.
Format/Focus Format was not followed.
No
examples or details were
provided.
Either format was
consistently
followed, or examples and
details
provided, but not both.
Both, format was
consistently
followed and quality
examples and
details were provided.
Mechanics More than three
mechanical
errors were found.
Three or less mechanical
errors
were found.
No mechanical errors
were found.

Name
Date
Colony

RAFT Assignment: Letter as a Colonist
Page 10 of 18

We have been learning about Colonial Settlers for a few weeks now! For this assignment, you have to gather your
research on your colony and use it to complete a RAFT activity. You must write a 4 or 5 paragraph letter as a
colonist to a family member back in Britain. Your letter must include a date, salutation, complete sentences
and correct grammar and punctuation. You must mention what colony you live in and really get in the
role of ta colonist struggling in this colony. Please be sure to edit your letter before submitting your final
copy.

Role Audience Format Topic
Colonists in New
England
Family member back
in Britain
Letter of Complaint Hardships & Difficulty
in Your Colony

Proficient
January 24, 1635
My Dearest Uncle John,
I hope this letter finds you well. It feels like an eternity since we last saw each other. I am writing because
Mother mentioned that you are thinking of coming over to America next Fall. I wanted to give you an idea of what
the life is like here before you make the big move.
As you know, I came to America so that I can practice my religious beliefs freely. I was excited about the
freedom America had to offer and that many other Puritans were here for the same reason. However, upon my
arrival I quickly learned that my experiences in America would also be challenging. I settled in an area now called
New England, in Massachusetts. I must start by telling you of the winters. Winters are a complete nightmarethey
are harsh and bitter and really hard to get used to. Many people build log houses and have windows made of oil
paper instead of glass to keep their homes warm. The winters are so harsh that in the beginning many people did
not survive them.
The winters are severe but you also have to worry about the rugged wilderness. I did not expect this at all
when coming here! I had to teach myself to understand this new land. It is really difficult to hunt for food here and
plants do not grow in this terrible soil. I have been lucky but many people have died of starvation and other
diseases. Sometimes plants do grow but the harvest is not all the great. Food is really an issue here.
There are some benefits to living in America. I have grown to like all the freedom and lack of government
over here. Also, I like that people are able to practice any religion freely. Winters are long and depressing but
summer is wonderful. I hope that this letter has completely scared you about coming to America. It is worth giving
it a try.

Yours Truly,
Katherine

This is proficient because:
(1) Format is consistent (and has 4 paragraphs, has proper salutation & sign off, includes a realistic date)
(2) Thoughts are organized.
(3) Hardships are described and writer includes details.
(4) The perspective is maintained through the entire letter.

Page 11 of 18

GLOGSTER/ VOICETHREAD- PERFORMANCE TASK

Name Date

Page 12 of 18

Standards:
5.3.2 Exploration, Migration, and Settlement-Examine the interactions between Europeans and Native
Americans in North America

SS.5.3.4 Colonial American Society--Describe how religion and economics influenced the settling of
New England and the southern regions of British North America

SS. 5.3.5 Colonial American Society- Describe the major features of the economies of New England
(i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British

LA.5.4.1 Range of Writing- Reports incorporating a framing question and including research from two or
more sources
Rubric for Grading Glogster/ VoiceThread Project
Approaching Proficiency
1 point
Meets Proficient
2 points
Exceeds Proficiency
3 points
Historical
Accuracy
Some of the information is
research. Two or more
inaccuracies in the finished
product.
provided in the
Glogster/VoiceThread is
research. One inaccuracy
in the finished product.
provided makes
historical sense and is
Creativity/ Fine
Art
Content is not presented in a
fluid way and the final product
is unfinished or disorganized.
Student delivered
content in an effective
way but the finished
product needed further
editing
Students are able to
deliver content in a rich
dynamic way that was
aesthetically pleasing.
Content Some tasks were completed.
Students failed to address two
or more of the following:
hardships, economy,
geography, climate, and
description of life in the colony
Most tasks were
completed. Students
failed to address one of
the following: hardships,
economy, geography,
climate, and description
of life in the colony
All tasks required were
completed. Students
addressed hardships,
economy, geography,
and description of life in
the colony
Teamwork Group members had difficulty
working together. Students
were not self-direct in resolving
conflict and teacher had to
delegate tasks.
Group members were
efficient in working
together. Conflicts were
resolved after the teacher
interfered.
All group members
worked really well
together. Students used
their communication
skills to work through
disagreements

Page 13 of 18
Name
Date
Colony

For our final project of this Unit you and your partner will create a Glogster/ VoiceThread about a colony
assigned to you. Using the information gathered in class, and through research sessions we will have during the
next week you will have to describe life in your colony.

Here are the topics you will need to cover:

(1) Geography
(2) Religion
(3) Economy
(4) Interactions with Native Americans
(5) Hardships
(6) Facts About Everyday Life.

You can use the research sheet attached. Be sure to include references!

Name Date

My Research Partner: My Colony:

Thirteen Colonies Research
Standards:

Page 14 of 18
SS.5.2.2- Judge the past in the context of the time instead of imposing present norms and values on
historical events
SS.5.3.2-Examine the interactions between Europeans and Native Americans in North America
SS.5.3.3-Describe the hardships experienced by European settlers in colonial America
SS.5.3.4-Describe how religion and economics influenced the settling of New England and the
southern regions of British North America
Map

13 Colonies: Rhode Island, Connecticut, Massachusetts, New Hampshire, Maryland, Virginia, North
and South Carolina, Georgia, Delaware, Pennsylvania, New York, New Jersey

Page 15 of 18
New England Colonies Middle Colonies Southern Colonies

ALL ABOUT YOUR COLONY

Geography
(What was the geography in your colony like? Describe the climate, landforms, waterways. How did
geography affect our life?)

Religion
(What did the people in your colony believe? How often did you go to church?)
Page 16 of 18

Economy
(How did colonist make a living in your colony? What is your role in your colony?)

Hardships
(What was difficult about life in your colony? Talk about the challenges in your colony. Hint: What was the
weather like? Did the people in your colony struggle with any illnesses?)
Page 17 of 18

Encounters with Native Americans
(Did the people in your colony get along with the Natives? Did you fight violent wars?)

Facts About Everyday Life
(What are some interesting bits of information about life in your colony?)

Page 18 of 18

References
Where did you get all your valuable information from?

Book Title:
Author:
Year Published:
City Published:
Publisher:

Book Title:
Author:
Year Published:
City Published:
Publisher:

Book Title:
Author:
Year Published:
City Published:
Publisher:

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Adapted from Understanding By Design, Wiggins, G & McTighe, J.

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