Unit Planner

Grade: 5th Unit Topic: U.S. Colonization & Revolutionary War Conceptual Lens: Constancy & Change
Constancy & Change:

Critical Content-Concept Web

Unit Overview
Suggested time frame: This 10 week interdisciplinary unit provides content for Chapters 6-9 of the Our Country 5th Grade History Text. Pictorial Input Charts will assist students in understanding the changes and patterns of change that have occurred in U.S. History that continue to affect us today. This will provide a foundation for later understanding of the Revolutionary War. The main focus of this unit is to teach students the comprehension and vocabulary skills and strategies that will assist them in being successful with the textbook genre, in addition to History content. Students will also learn oral persuasion and presentation skills. These will provide practice and scaffolding so that they may then transfer them to written language skills. They will need these skills to be successful in the upcoming Curriculum Based Assessment in the Revolutionary War Unit,

History is a pattern of actions, reactions, and outcomes which create patterns of constancy and change.

Things change in steady, repetitive, or erratic ways or sometimes in more than one way at the same time.

Unit Topic: U.S. Colonization

Some features of things may stay the same even when other features change

Although basic human needs remain constant, the push to fulfill those needs creates conflict and change: Interactions within and among social systems results in change.

Change often causes conflict.

Kaufman/Whitney - GLAD 2006 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe And Stirring the Head, Heart, and Soul by H. Lynn Erickson

Planning Web Integration of Curricular Areas

Social Studies: Colonization of the New World Mapping Constructing Timelines

Reading: Text Features Main Idea /Supporting Details Comprehension Strategies Summarization Vocabulary Strategies

Writing: Expository Essays Summary Writing Brochure Writing

Unit Topic: U.S. Colonization

Assessment: Portfolio Assessment Chapter 6 Content Assessment Essay Assessment Performance Assessment (WebQuest/Fishbowl & Socratic Seminar)

Differentiation:
Writing Frames (ELL/Title/Sped) Small Group Support Independent Project (Highly Capable)

Washington State EALRs/GLEs

2.1.1 Analyzes the costs and benefits of decisions colonists made to meet their needs and wants. 2.2.2 Understands how trade affected the economy of the thirteen colonies. 3.1.1 Constructs and uses maps to show and analyze information about the thirteen colonies. 3.1.2 Understands the physical and cultural characteristics of the thirteen colonies.

Evidence of Learning
Students will complete the Great Costs, Greater Benefits WebQuest. Students will participate in the Triangular Trade Simulation Students will construct a map(s) to include colonial boundaries, physical features, and products. Students will complete graphic organizers that include a description of the physical, cultural, and economical characteristics of the thirteen colonies, and will use them to write expository essays. Students will participate in a Socratic Seminar in which they discuss the Atlantic Slave Trade with the questions: How was the slave trade viewed differently from the perspective of a plantation owner, a slave, and a slave trader? Can profound good come from profoundly evil acts? Students will create a timeline of important events in the colonization of America. Students will describe how competition for colonization between three countries was a source of conflict in our history (Chapter 6 Content Assessment). Students will analyze an individuals contribution to change in U.S. History, providing evidence to support their claim in a teacher designated format. Note: Highly Capable Independent Project Students will participate in a Fishbowl Discussion to debate the importance of a specific early settlement. Students will participate in a Socratic Seminar and discuss the slave trade from different perspectives Students will engage in a discussion at the end of the Socratic Seminar that poses predictions/calls upon prior knowledge about how the issue/event of slavery has changed our country.

4.3.1 Analyzes the multiple perspectives and interpretations of historical events in U.S. History.

4.1.1 Understands and creates timelines to show how historical events are caused by other important events. 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history. 4.2.1 Understands and analyzes how individuals cause change in U.S. history.

5.4.1 Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.

4.4.1 Understands that significant historical events in the United States have implications for current decisions and influence the future.

Enduring Understandings/Generalizations
People often make huge sacrifices to migrate and improve their lives. The need to acquire goods that are not available causes trade, which in turn causes peoples to become interdependent. Trade and contact between different groups of people initiates cultural change. Differences in physical characteristics, culture, and economy defined the three regions of the original 13 colonies.

Essential/Guiding Questions
What caused (lured) colonists to come the New World, and what did they give up to come here? How did trade affect the economy of the thirteen colonies? How does trade cause changes in culture and cultural values?

Environment impacts the way people live and influences their culture.

What were the physical, cultural and economic characteristics of the 3 regions of the 13 colonies? How did these characteristics contribute to their cultural identity? How did the environment (including geography, physical characteristics, climate, and natural resources) and culture of each of the thirteen colonies influence the colonists way of life? What factors led to the institution of slavery in the American Colonies? How was slavery viewed by colonists, slaves, and slave traders?

Conflict occurs when peoples rights and freedoms are threatened. Historical events can be viewed differently by different groups of people.

History is a pattern that repeats itself. Learning about the past can help us in the present and the future.

Note: This understanding will be addressed during discussion but will not be assessed.

What patterns do we see in events from our countrys past? How can we use those events to understand problems and issues today and tomorrow?

Q=Quizzes P=Prompt O=Observations Students will know

Critical Content and Skills AC= Assessment Code WS=Work Samples T=Tests AC Students will be able to

SA=Student Self Assessment D=Dialogues AC WS WS WS T D WS O D SA WS WS T O WS O D

Construct a Study Guide to Use to Study a Textbook Test Write a summary Content Vocabulary The physical, cultural, and economical characteristics of the New England, Middle, and Southern Colonies. WS P WS Analyze & use primary source documents Construct an oral persuasive argument

Engage in a Socratic Seminar Construct a Timeline Use Comprehension Strategies to Understand the Textbook Genre Use Vocabulary Strategies to determine the meaning of unknown words

Vocabulary
The focus in this unit will be on teaching students vocabulary strategies.

Ch. 6 treasury pirate Pilgrim Mayflower Compact culture religion

Ch. 7 Puritan Fundamental Orders of Connecticut mountain range blubber shipwright naval stores triangular trade common meeting house town meeting grammar school. Instructional

Ch. 8 Proprietor Huguenot Debtor Tidewater cash crop plantation indigo indentured servant county seat slave quarter back country

Ch. 9 Quakers growing season mill apprentice proverbs volunteer

Anchor Text(s): People in Time and Place: Our Country

Short Stories: Now Let Me Fly: The Story of a Slave Family by Dolores Johnson (Historical Fiction)

Resources Teacher Created Materials 13 Colonies Map (large map on chart paper for teacher and individual student maps) Chapter 6 Study Guide Chapter 6 Content Assessment Brochure Template (Great Costs- Greater Benefits Project) New England, Southern, & Middle Colonies Graphic Organizers (with summary frame on back) Expository Essay Frame Socratic Seminar Research Organizer Student Socratic Seminar Assessment Rubric Important Events in the Colonization of America Social Studies Important Event Scoring Rubric (used the rubric bank in Social Studies for Active Learning)

Nonfiction: Roanoke: The Lost Colony An Unsolved Mystery From History by Jane Yolen 1607: A New Look at Jamestown by Karen Lange The Middle Passage: White Ships/Black Cargo by Tom Feelings I Saw Your Face by Tom Feelings

Other: The Comprehension Toolkit: Language and Lessons for Active Literacy Stephanie Harvey & Anne Goudvis Discovering Jamestown: The English (video podcast from: Discovering Jamestown: an Electronic Classroom Adventure for Teachers and Students from the Jamestown Settlement Website See Day 3 for link). Social Studies Strategies for Active Learning from Shell Education Publishing Florida Center for Reading Research Materials (Grades 4-5 Vocabulary Materials) American History Simulations Teacher Created Resources Triangular Trade Simulation (The Huntington Library available at: http://www.huntington.org/uploadedFiles/Files/PDFs/LHTH TriangularTrade.pdf

Performance Assessment Determine Acceptable Evidence How will students demonstrate their understanding? What: Investigate Americas Early Settlements Plymouth Colony, the Massachusetts Bay Colony, and Jamestown. (Performance Tasks, Projects, Quizzes, Tasks, Academic Prompts) (Formative: Throughout the unit Summative: End of the unit (Think GLAD- Team tasks, whole group, small group and (Think projects, presentations, individual or group) individual) Chapter 6 Content Assessment Why: In order to understand Web-Quest that the decision to leave and immigrate to a new country has both costs and benefits. Great Costs Greater Benefits Great Costs Greater Benefits Fishbowl Discussion The early settlers of America took tremendous risks when theySocratic Seminar left their countries to colonize the new world. Graphic Organizers from Chapter sections Vocabulary Sheets Expository Essays Important Event Timeline & Essay Portfolio Assessment

How: Performance Fishbowl Discussion where they will construct oral persuasive statements and a brochure to convince the evaluation team from the Smithsonian that the settlement they researched was Americas Greatest Early Settlement. Student Self Assessment:

Students will use scoring rubrics with assignments/tasks to guide and self assess their progress

************************************************************************************************** Engaging Scenario (How): Students will work as a part of a team to complete a web-quest in which they lists the costs and benefits for early settlers of the Plymouth Colony, the Massachusetts Bay Colony, and Jamestown. They will be acting as historians to research these early colonies, and then to give a convincing presentation to an evaluation team from the Smithsonian, in the hope that the settlement that they researched will be chosen as Americas Greatest Early Settlement, and that they will receive the honor of being a Smithsonian Master Historian. See Rubric for Great Costs, Greater Benefits Web-Quest

On the Friday before Week 1 Construct an input chart of the 13 colonies. Outline the coastline of North America. Tell students that next week, they will be learning about the first permanent English Settlements. Note strategies for Context Clues were previously taught using Florida Center for Reading Research Materials (see materials list) Week 1 Day 1 (Note: As prep for this day, construct a timeline on chart paper, add events as they are read and explain how timelines are useful for organizing information that happened in history. It also helps us to see how events are related.) This weeks focus will be using the strategy of Questioning. Use Roanoke: The Lost Colony An Unsolved Mystery From History by Jane Yolen to teach Questioning the Text (Lesson 7 From Ask Questions The Comprehension Toolkit). Day 2 Chapter 6 Lesson 1- England Turns to the New World: Use the lesson - Uncovering Important Ideas Through Questioning (The Comprehension Toolkit/Extend & Investigate pg. 31. Graphic Organizer is on pg. 34) to teach Lesson 1: England Turns to the New World A. A Different Idea. Model how to use chapter titles and sub-headings to make questions and then how to read with those questions in mind. Then work with their literacy partners to do the same thing with section C. The English Raise Money for a Colony. (Content for sections B, D, E, and F are covered during other lessons) Use context clues to define: treasury (general clue) and pirate (definition clue) Day 3 Use the input map to locate Jamestown and introduce to students. Play Discovering Jamestown: The English video podcast from: Discovering Jamestown: an Electronic Classroom Adventure for Teachers and Students from the Jamestown Settlement Website. Total time is 6 minutes, 20 seconds. http://www.whro.org/jamestown2007/videos/index.html Use 1607: A New Look at Jamestown by Karen Lange to teach the lesson - Asking Questions to Expand Thinking (Lesson 8 From Ask Questions The Comprehension Toolkit). Week 2 Day 1

This weeks focus is on using the comprehension strategy of Noticing. Use the input map to locate Plymouth Colony and to introduce to students. Chapter 6 Lesson 2: The Pilgrims in Plymouth Colony: Use the lesson Merge Your Thinking with New Learning (Lesson 5 from Activate & Connect The Comprehension Toolkit). Model using Part A. The Pilgrims Are Driven Out of England. Use Section B. The Pilgrims Write the Mayflower Compact for Guided Practice, and Section C. Native Americans Help the Plymouth Colony Survive for literacy partner practice. Use context clues to define: Pilgrim (definition clue) and Mayflower Compact (synonym clue). Day 2 Use the input map to trace the journeys of Champlain, Marquette & Joliet, La Salle, and Hudson. Label the area of New France. Chapter 6 Lesson 3 France and the Netherlands: Use the lesson Spotlight New Thinking (Lesson 16 from Determine Importance The Comprehension Toolkit) to teach students how to notice important facts and merge their thinking with the text using an FQR Sheet (Fact, Question, Response). Model with Section A France Renews Its Interest in the New World. Use Section B. French Exploration for guided Practice, and Section c. for literary partner practice (through page 166). Read aloud and discuss the section on Dutch Settlements. Locate and Label New Amsterdam on the input chart. Use context clues to define: Culture (definition clue) and Religion (example clue) Day 3 Allow students to work on their brochures for the Great Costs Greater Benefits Web-Quest during this period. (Allow for another class period in the following week to complete the Fishbowl Activity for the Web-Quest. It will be important to have persuasive sentence stems for students to use during this activity.)

Week 3 Day 1

Give each cooperative team of students a stack of large index cards and ask them to use their text and write one important person, place, word, fact, or idea from this chapter with a short note about why they think it is important. Nudge individual groups so that they have a complete list. (This is a form of list, group, label). Have each group bring their cards to you. Organize the cards into 3 categories without telling students what the categories are (England, France, and The Netherlands). Have students talk in their teams to create a label that represents the main idea, or what this category is mostly about. Prompt students as needed. After labeling the three categories, have students turn and talk about why these three categories are important. It is important that students see that these three countries all gave claim to parts of North America. Predict and Discuss why this could cause conflict. See Chapter 6 Content Assessment Document. Day 2 Introduce primary source documents. Give each team a graphic organizer for studying primary source documents (e.g. Studying Maps from the Primary Source Strategies section of Social Studies Strategies for Active Learning from Shell Education Publishing). Show Samuel de Champlaigns Map of Plymouth from 1605 (Available at the Plymouth Colony Archive Project at http://www.histarch.uiuc.edu/plymouth/ Work with students to examine this document and complete the graphic organizer. Students will focus on examining the document by dividing it visually into quadrants. Then give each team another graphic organizer and examine William Woods 1634 map of Plymouth (also available at the above website). Work with them to complete the graphic organizer. Have them compare and contrast the maps in their groups and then report out to the class. Focus on the changes to the colony between the two maps and what they reveal about the growth of Plymouth Colony. Day 3 Have students get out all of the documents they have completed over the past several weeks for Chapter 6. Provide students with the blank Study Guide for Chapter 6 (handout on which you have typed the title of the 3 lessons for this chapter, and the major headings under each lesson. Give literacy buddies a few minutes for each document and then have them share out. Decide as a class which big ideas are important to list on the guide. Include key vocabulary. Send home with students to study for tomorrows test. This is an important activity. Many students do not know how to use a textbook to study for a test. Explain that this is a strategy they can use over and over. Day 4 Chapter 6 Content Assessment - (Given on Friday of that week during another class period)

Week 4 Day 1 This weeks comprehension strategy focus is on Figuring Out using clues from the text to determine main idea and supporting details, and the vocabulary strategy is using Background Knowledge and/or a glossary to determine the meaning of unknown words. Use the input map to locate the New England Colonies. Provide students with their own individual copies. They are also to outline the New England Colonies on their Maps. Students are to complete the Florida Center for Reading Research (FCCR) Vocabulary activity Know or No (relate new vocabulary to prior knowledge). In this activity, students sort word cards (using important vocabulary from this chapter) using the following headers Dont know meaning, Seen or heard the word but not sure of the meaning, Know something about the meaning, or Know meaning well and can use the word. After students have sorted the words, they are copied onto a graphic organizer with the same category headings. Students then look up the meaning of the words in the glossary of the text. Definitions need to be in students own words. (Model how to do this) They will then construct sentences for each of the words. They will work with their literacy partners to complete this activity. Students will be completing a Heard It, Said It, Wrote It, Read It & Examples sheet on these words throughout the week (FCCR Know or No lesson materials). Construct a class copy of this sheet on a large piece of chart paper for later use. Vocabulary Words: Puritan, Fundamental Orders of Connecticut, mountain range, blubber, shipwright, naval stores, triangular trade, common, meeting house, town meeting, and grammar school. Day 2 Finish Vocabulary Activity from Day 1. Day 3 Chapter 7: Lesson 1 The Puritans of Massachusetts Bay Colony: Use the lesson Construct Main Ideas from Supporting Details (Lesson 21 from Determine Importance The Comprehension Toolkit) to teach students how to take notes from a textbook by identifying main ideas and supporting details and to record them on a Topic/Detail Sheet. Model for students using sections A and B. Provide guided practice for students using Sections C and D. (Students choral read sections in chunks with literacy partner and process in whole class discussion). Complete Class Heard it, Said It, etc. chart. Students fill in own copies. Week 5 Day 1

The comprehension strategy for the remaining weeks of the unit will be figuring out using text clues to differentiate important information from unimportant information in text, and synthesizing and summarizing. Use the historical fiction picture book, Now Let Me Fly: The Story of a Slave Family by Dolores Johnson to teach Lesson 17 Record Important Ideas (Determine Importance The Comprehension Toolkit). Students use an FQR sheet to sort out what actually happened (facts) from the fictional part of the story. Day 2 Chapter 7 Lesson 2: The Geography of the New England Colonies. Use lesson the Lesson Read to Get the Gist (Lesson 24 from Summarize & Synthesize The Comprehension Toolkit graphic organizer will be used instead of template described here) to teach students to synthesize information in a textbook by deleting unimportant details and pulling out important information. Explain to students that we will be using this same process in the next two chapters. Provide students with the Graphic Organizer The New England Colonies that contains three columns (Geography/Physical Characteristics, Economy, Cultural Characteristics). Lift text from the textbook by making a copy. Model for students how to delete unimportant information, then go back and take notes on the important details that are left. Students will copy these notes onto their graphic organizer (in their own words). They will further summarize this section in one sentence on the summary frame on the back of this graphic organizer Complete both class and student Heard It, Said It vocabulary charts. Day 3 Conduct Simulation #7 A Question of Tolerance (American History Simulations). Students will identify why Roger Williams and Anne Hutchinson were banished from Massachusetts Bay Colony, and how this led to the start of the Rhode Island Colony. Week 6 Day 1 Give each student a copy of Lesson 3: The Economy of the New England Colonies. Work with students to Read for the Gist by deleting unimportant information and taking notes on the remaining important details. Complete the one sentence summary for this sentence on back. Complete both class and student Heard It, Said It Charts. Day 2 Give students a copy of Lesson 4: Life in a New England Village. Explain that this section will give them information

about the culture of New England. Go through the same process as last week, deleting unnecessary information and taking notes from the supporting details to Get the Gist of this section and fill in their graphic organizers. Have students refer back to the first lesson of this chapter and ask where they think that information from that section might go in their graphic organizers. Confirm yes, that yes there is some information in this section that discusses the cultural characteristics of these colonies. Assist students in capturing this information in their graphic organizers. Work with students to fill in the frame on the back to complete the one sentence summary on back.

Day 3 Model for students how to write a short expository essay on the New England colonies, using their graphic organizers. Provide a frame for this first essay. Students can choose to use the frame, or construct their own sentences. Tell students that in order to receive a score of Meets Standard for their Writing score, they will need to construct their own sentences. Give students a copy of: Content Scoring Rubric for Colony Essays. They will be required to use the vocabulary words from this chapter (See rubric). This is the Chapter 7 Content Assessment. Allow time for students to finish their essays. Then have students begin the same Know or No Vocabulary Activity for Chapter 8 words that they did for Chapter 7 words. (May need to allow some time the following day to finish) Vocabulary Words: proprietor, Huguenot, debtor, Tidewater, cash crop, plantation, indigo, indentured servant, county seat, slave quarter, and back country. Week 7 Day 1 Chapter 8 - Lesson 1: England Founds the Southern Colonies - Use the class input map to locate and outline the Southern Colonies, while students complete their maps. Use the same lesson that was used for the first lesson of Chapter 7 Construct Main Ideas from Supporting Details (Lesson 21 from Determine Importance The Comprehension Toolkit) Complete Class Heard it, Said It chart. Students fill in own copies. Day 2 Lesson 2: Geography of the Southern Colonies - Use the same Get the Gist process used in the last chapter to delete

unimportant information and take notes on the remaining important details for The Southern Colonies Graphic Organizer. Complete the one sentence summary on back. Complete class and student Heard It, Said It Charts. Release responsibility to more capable students to complete this on their own and provide guided support to remaining pairs. Day 3 Conduct Simulation #8 Reprieve Granted (American History Simulations). Students will identify the background of the settlers of the colony of Georgia and recognize the reason for its settlement. Week 8 Day 1 Lesson 3: The Economy of the Southern Colonies Use the same Get the Gist process used in the last chapter to delete unimportant information and take notes on the remaining important details for The Southern Colonies Graphic Organizer. Complete class and student Heard It, Said It Charts. Release responsibility to more capable students to complete this on their own and provide guided support to remaining pairs. Day 2 Lesson 4: Life in the Southern Colonies Continue with the same process, using Get the Gist and student graphic organizers. Continue to complete summary, and class charts. Release responsibility to more capable students. At this point have these students use the actual text to pull out the important information, rather than having them use the cross out and delete method. Note: Ensure that all students complete Section E independently and use as a formative assessment. Use the results to determine formative assessment points for later chapters gradually releasing students to independent or partner work as appropriate. At the end of this unit, only those who are significantly below standard should need small group support to complete the graphic organizers. Day 3 Students work to complete their essays, as with the last chapter. Provide a frame for students who need one. Allow

time for students to finish their essays. Then have students begin the same Know or No Vocabulary Activity for Chapter 9 words that they did for Chapter 7 and 8 words. (May need to allow some time the following day to finish) Vocabulary Words: Quakers, growing season, mill, apprentice, proverbs, volunteer Week 9 Day 1 Chapter 9 - Lesson 1: Founding the Middle Colonies - Use the class input map to locate and outline the Middle Colonies, while students complete their maps. Use the same lesson that was used for the first lesson of Chapter 7 Construct Main Ideas from Supporting Details (Lesson 21 from Determine Importance The Comprehension Toolkit) Complete Class Heard it, Said It chart. Students fill in own copies. Day 2 Lesson 2: Geography of the Middle Colonies - Use the same Get the Gist process used in previous chapters to delete unimportant information and take notes on the remaining important details for The Middle Colonies Graphic Organizer, and summary sentence. Complete class and student Heard It, Said It Charts. At this point, as many students as possible should work in pairs to complete this activity independently. Continue to provide support for those who need it to be successful. Day 3 Conduct Triangular Trade Simulation through Step 6: Debrief. It is important that students understand the British Governments role in regulating trade in the colonies. This information will be needed to understand content in the next unit on the American Revolution. Week 10 Day 1 Lesson 3: The Economy of the Middle Colonies - Use the same Get the Gist process used in previous chapters to delete unimportant information and take notes on the remaining important details for The Middle Colonies Graphic Organizer, and write summary statement. Complete class and student Heard It, Said It Charts. At this point, as many students as possible should work in pairs to complete this activity independently. Continue to provide support for those who need it to be successful. Day 2 Use the same process as Day 1 to complete Lesson 4: Life in Ben Franklins Philadelphia. Complete class vocabulary

chart and summary statement. Students are again to complete a simple expository essay using their graphic organizers. This will be completed during a writing period.

Day 3 Tell students that next week, they will be participating in something called a Socratic Seminar. Explain that this will be a discussion in which they are not only expected to share their thinking (all must participate), but that they will also be required to provide evidence for their thinking. Present the questions for the Socratic Seminar (How was the slave trade viewed differently from the perspective of a plantation owner, and a slave trader? Can profound good come from profoundly evil acts? ). Provide the following primary source documents to students: Readings 1 and 2 from the Triangular Trade Simulation PDF (pgs. 25 27 excerpts from The Interesting Narrative of the Life of Olaudah Equiano), Profits from the Slave Trade (pg. 30 of Triangular Trade), and Journal of a Slave Trader (pg. 31 of Triangular Trade). Read and discuss each of these documents, having students highlight words or phrases that give the gist of the writers perspective on the Slave Trade. Present the letter from one plantation owner to his brother (Dated July 11, 1739) at: http://www2.vcdh.virginia.edu/gos/slaveHolderRecords/carterFamily.php Present the hymn Amazing Grace by John Newton (words and music can be located at: http://www.cyberhymnal.org/htm/a/m/a/amazing_grace.htm ) and briefly discuss the first stanza and what Newton might have been trying to say when he wrote those words. Then, present Tom Feelings book The Middle Passage: White Ships/Black Cargo. Read an excerpt that explains his motivation for writing the book. Present a few of the pictures (Choosing only those that are appropriate). Then read aloud his childrens book, I Saw Your Face, using an interactive read-aloud approach. Students will use pushing your thinking stems (e.g. I would like to add on to what ___ said, Another reason ___, The evidence for that is ____, etc.)

Week 10 Day 1

Hand out: Socratic Seminar Research Organizer. Students will work in their teams to complete the sheet that describes the perspectives of a plantation owner, a slave, and a slave trader, and lists corresponding evidence from the primary source documents provided. Students need to understand the economic foundation of slavery and the thinking of the time. Hand out the Student Assessment of Socratic Seminar Participation (Social Studies Strategies for Active Learning) explain to students that this is how they will be assessed for this Activity. Day 2 Conduct the Socratic Seminar ensuring that students are engaged and respond to one another, not the teacher. Complete the Socratic Seminar Assessment Chart (pg. 99 of Social Studies Strategies for Active Learning) as the discussion progresses to assist with scoring students using the rubric. Day 3 Hand out the Important Events in the Colonization of America sheet. Note: There is an A and B version of this sheet. Sheet A gives the Chapter where the information can be found as a scaffold for students who need it. Tell students that these events are not in order. Explain that they will first work to order the events on a timeline, using the text as a resource for dates. Provide support for those students who are unable to do so independently. Then, They will then choose one event from that timeline and write an expository essay that contains the thesis statement: __________ was an important event in the early history of our country. They are to provide convincing evidence about why this event was important. Explain that they will be assessed for this as both a Writing Score, using the Expository Essay Scoring Rubric, and using the Social Studies Important Event Scoring Rubric. Provide both of these to students to assist them in constructing their responses. Students will hand this in with a portfolio that contains: All Graphic organizers All Essays All Vocabulary Activities All Maps Students will receive a portfolio grade for these using the Portfolio Scoring Rubric.