EGP 335.

535 Lesson Plan

Culture of Rhode Island, #6, Miranda Black

Expected Duration (50 minutes)

Social Sciences- history, sociology,economics

Concepts- Culture, Rhode Island Colony

Vocabulary

Culture-The skills and arts of a given people in a given period of time or

civilization.

Puritan- a person from England from the Protestant religion who traveled
to America in the 1600s and 1700s in search of religious freedom.

Inhabited- lived or settled in a place.

Island- area of land that is completely surrounded by water.

Colonies- groups of people who are ruled by another country.

England- a region located on the southern part of the island of Great

Britain.

Nationalities- groups of people from different countries.

Quaker- Member of a religious group that believed all men were created
equal, refused to serve in the army or navy, and would not pay taxes to
support the war.

Skills- art, spelling, collaboration, communication, working under a deadline, and

organization of facts.

Goals of Lesson- Students will understand the culture of the colony of Rhode
Island through creating a brochure.

Integration of Learning Outcomes/Objectives

1. The students will demonstrate their ability to interact with others in a group to
achieve a common goal.
2. Students will utilize technology and other research materials to find facts about
two historical figures who impacted Rhode Islands culture.

3. Students will record facts learned about the colony of Rhode Islands culture
through the creation of a travel brochure.
Standards PA Civics, History, Economics, Geography &
PA Standards

8.4.4.C-Explain how continuity and change in world history have influenced

personal development and identity.
8.4.4.A-Differentiate common characteristics of the social, political, cultural,
and economic groups in world history

NCSS Themes I - X with subthemes

NCSS-Theme one -- Culture and Cultural Diversity: Social Studies teachers

should possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of Culture and
Cultural Diversity. Teachers of social studies at all school levels should provide
developmentally appropriate experiences as they guide learners in the study of
culture and cultural diversity. (NCSS.1.1)

NCSS 1.1.b- assist learners to apply an understanding of culture as an

integrated whole that explains the functions and interactions of language,
literature, the arts, traditions, beliefs and values, and behavior patterns

NCSS- Theme three- People, Places, and Environments- The study of people,
places, and human environment interactions assists students as they create their
spatial views and geographic perspectives of the world beyond their personal
locations. Students need the knowledge, skills, and understanding to answer
questions such as: Where are things located? Why are they located where they
are? What do we mean by region? How do landforms change? What
implications do these changes have for people? In schools, this theme typically
appears in units and courses dealing with area studies and geography

NCSS.1.3.gchallenge learners to examine, interpret, and analyze the

interactions of human beings and their physical environments and organization
that impacted the history and development of the United States.

Anticipatory Set

Through an interactive Smart Board lesson one student will come up and point
out where Rhode Island is on the map. Following where the Rhode Island colony
is located students will be selected to come to the Smart Board and select one of
the vocabulary words and match it to its definition, once students find a match the
whole class will read together the term and definition.

Procedures
1. After Smart Board activity students will walk over to the computer lab and
be instructed to find facts about two people who helped to shape the early
culture of Rhode Island colony [Anne Hutchinson; Roger Williams] that
they will need later for their in-class project. See selected websites.
[http://sos.ri.gov/kidszone/famousfirst/; www.disvocernewengland.com;]
2. The teacher and students will construct a list on the white board of facts
found about Anne Hutchinson and Roger Williams, and discuss how their
roles in Rhode Island influenced the future of the Rhode Island colony.
3. After teacher and students constructed a list, the teacher will pass out a
handout (Shown below) labeled cause and effect to organize the events of
Roger Williams and Anne Hutchinsons impact on the Rhode Island
colony. Students will be able to work in small groups to complete this
activity.
4. After students have had five to ten minutes to organize cause and effect
facts from the board, the teacher will ask students to go over what they
filled out in their boxes.
5. The teacher will pass out sample vacation brochures to the students so
they can get an idea of the overall setup, after the teacher will display the
samples in the front of the class for the students to use as a visual aid.
6. The teacher will tell students, Today in groups of four you will make
your own brochure describing the influence of the two historical figures.
Make sure to list all of the important facts of each of the two settler. Use
your cause and effect handout to help, and markers and crayons to
decorate your brochure to make it visually appealing to settlers who will
see it.

7. The teacher will then divide the class into groups of four.
8. Next the teacher will go over the guidelines for the brochure project,
While working with your group each group member is responsible for
recording the information they find, each member is responsible for one
page of the brochure. Each group will also combine all their information
found and divide it up between them equally for the brochure and each
group member will present there page of the brochure to the class. Does
anyone have any questions before we begin? Teacher will answer
questions, and start handing out materials to each group.
9. While the students start designing their brochures the teacher will walk
around for added assistance, while formally assessing students on how
they are working together in their mini groups.
Differentiation

Enrichment: Students will add to their section of the brochure one question they
still have and why they think their part of their brochure affected the culture of the
Rhode Island colony.

Adaptation: Once a student is assigned a section in their brochure they will have
guided practice to help organize ideas in completing their summative assessment.

Closure

Once all groups have had the chance to give their presentations there will be a
short class discussion to recap all that was learned today on the influence of two
key figures in the formation of Rhode Island colony. The teacher will ask students
for their thoughts about the project, whether or not they enjoyed it, and if they
learned anything new that they thought was particularly interesting to them.

Formative/Summative Assessment of Students (P-12)

Formative Assessment- This will be used for both objective one and two of the
lesson plan. The teacher will walk around during computer lab time and small
group time during the project and note which students are staying on topic and
following directions. The teacher will also note during this time which students
are showing difficulty, and advancements in the two tasks.

Summative Assessment- The teacher will use this assessment to measure each
students full understanding of the project through the groups finished brochure
and oral presentation of their individual part.

Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:

Computer and printers in computer lab

Internet address:www.disvocernewengland.com

Internet address: http://sos.ri.gov/kidszone/famousfirst/

Marker board and markers

Crayons and markers

Construction paper pre-folded into a brochure

Glue

Encyclopedia

Dictionary

Social study text

Smart board

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:

Teacher note sheet

o https://docs.google.com/document/d/1Ci4DZHxmubGGcSeAlYTKJHgrTr
hfH8mFTk6m3LvXx6M/edit?usp=sharing

Hakim, J.(1993). Making Thirteen Colonies (pp.66-69). New York: Oxford

University Press.

Mifflin, H. (2004). Exploring the East. In Houghton Mifflin social studies (4th ed.,
p. 93). Boston, MA: Houghton Mifflin.

Rhode Island Colony. (n.d.). Retrieved December 19, 2015, from

http://www.landofthebrave.info/rhode-island-colony.htm

Rhode Island. (2009). Retrieved December 17, 2015, from

http://www.history.com/topics/us-states/rhode-island#section_1

Rhode Island Colony. (2011, September 21). Retrieved December 18, 2015, from
http://thehistoryjunkie.com/rhode-island-colony-facts/

Technology

Smart board

Computers/ printers

Reflection on Planning

Concerns on the lesson plan outcome is that fifty minutes may not be an adequate
amount of time for students to begin to understand content. Potential successes
from lesson is that students will be able to understand what it is like to work in a
group like setting to achieve a common goal.

Current Event Assignment Winter 2016

http://www.timeforkids.com/news/person-year-%E2%80%A6/332936

A. Mingora, Pakistan
B. This event relates to this lesson through the rise of individual independence to
overcome religion and government. Roger Williams and Anne Hutchison both
turned away from their government and stood for what they believed in. In this
article Yousafzai does the same in standing against the Talaban.
C. News. (2016, January 4). Retrieved January 5, 2016, from
http://www.timeforkids.com/news/person-year/332936