Zacc Russell

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1600s 1750s
Early America History

• Zacc Russell

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Analyze Learners

• This unit will be focusing on 7th grade boys and
  girls from ages 12-14.
• It will help them develop a better understanding
  of the colonial period in Early American History
• At this level students will only have to have
  brief knowledge in geography and important
  figures in early American history.

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Objectives

• SS.7.5.3 Identify why people are migrating
  through-out the world.
• SS.7.4.22 Investigate and describe new
  frontiers.
• SS.7.2.1 Explains different governments
  around the world.
• SS.7.5.4 Identify religious and secular
  movements.
• SS.7.1.2 Actions citizens make to influence
  public policy making.
• SS.7.5.5 What happens when people from
  different regions interact.
• SS.7.5.8 Effects of the environment on native
  cultures.

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Media and Materials

• Websites used
• http//theshadowlands.net/roanoke.htm
• http//statelibrary.dcr.state.nc.us/nc/ncsites/eng
  lish1.htm
• http//www.coastalguide.com/packet/lostcolony-croa
  tan.shtml
• http//www.virtualjamestown.org/page2.html

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Materials

• Construction Paper
• Poster Board
• Pencils
• Crayons
• Markers
• Rulers
• Glue
• Computers

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Utilizing Media and Materials

• Day One
• I will introduce the unit to the students giving
  them basic information.
• Then I will begin discussing the unit starting
  out with the Lost Colony of Roanoke.

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Day Two

• I will continue the discussion about The Lost
  Colony
• Then I will pass out the word-search worksheet
  and give the students a website to visit to help
  them learn definitions.

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Day Three

• I will collect the worksheets and then ask the
  students questions about the material covered the
  day before.
• Then I will discuss the five mysterys of why the
  people of Roanoke disappeared. After discussing,
  I will provide a website of the mysteries to help
  them with their final project.

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Day Four

• I will introduce two new colonies Jamestown and
  the Massachusetts colony. In this discussion I
  will explain how they lived, worked, and played.
  
• I will also discuss how the Native Americans were
  a huge factor to the colonists survival.
• After the discussion I will hand out the matching
  worksheet.

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Day Five

• At the beginning of class I will collect the
  matching worksheet.
• Next I will discuss religion and government in
  the two colonies.

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Day Six

• I will continue the discussion about the two
  colonies and some of the disagreements the
  colonists were having.
• Then I will start to talk about other colonies
  that started developing along the east coast.

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Day Seven

• On this day I will start to close the discussion
  about hostilities developing between the colonies
  and England leading up to the Revolutionary War.
  
• After finishing the lesson I will hand out a
  definitions worksheet.

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Day Eight

• I will collect the definitions worksheet, talk
  about the final projects, and then the students
  will start the projects.

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Day Nine

• The students will continue to work on their
  projects

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Day Ten

• Projects for the unit plan are due. The students
  will present their projects in front of the class.

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Final Project

• Option One Create a brochure to send back to
  English investors as to why they should invest
  their money in the colonies
• Option Two Create a poster board giving their
  theory as to why the people of Roanoke
  disappeared.

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Require Learner Participation

• I will ask questions during the lecture that will
  not only challenge the students, but also make
  sure they are paying attention
• Worksheets and websites will be given to the
  students to make sure they understand what is
  being taught to them

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Evaluate and Revise

• Understanding Early U.S. History from around
  1600s to 1750s
• Answering questions about discussion from the
  previous day.
• The students final project will be graded on the
  accuracy, completeness, and neat-ness of their
  project.