A Summer Institute for Grade 5 Teachers of History/Social Science and English/Language Arts, Library Media Specialists, and Other Teachers/Specialists Supporting Students in History Classes

Overview & Objectives	Learning Standards	Course Reading Materials
Course Schedule	Course Requirements	Lesson Plan Template
For Credit	Projects Due	Rubric for Curriculum project
Grading	Professional Development Points	Missed Session

Course Overview and Objectives:

Colonial America will explore the economic, political, and social growth of the diverse colonies in 17th and 18th century America - the development of the ways of life, geography, people, and ideas that eventually led to the founding of a new nation! The course material will be presented using techniques to bring history to life: historical fiction, biography, primary source materials, sessions with UMass Lowell historians, role play and simulation, academic readings, and real and virtual visits to historic sites and National Parks in Massachusetts, Pennsylvania, and South Carolina.

Course Goals

• Meet the learning standards outlined in the Massachusetts Curriculum Frameworks to be taught in Grade 5 History and Social Science, numbers 5.5-5.14
• Focus on English/Language Arts activities and techniques for teaching history and social studies content
• Use of historical fiction and biography surrounded by primary source materials to teach American history for students
• Link academic readings and lectures for teachers with curriculum materials for students to engage teachers in active investigations of history using the techniques of historians
• Visit historic sites and National Parks to see where important events actually occurred and to "explore the real thing"
• Encourage integration of the national Goals and Standards for English Language Learners and SIOP Lesson planning techniques and strategies

Expectations
At the completion of this course, you will be able to:
• Provide historical context for student activities about Colonial America
• Use new techniques and strategies for teaching history/English/Language Arts to your students
• Use works of historical fiction, biography, primary sources, family memory boxes, and activities from the course with your students
• Participate in a web-based network of teachers sharing resources and expertise on this and related "Teaching American History" projects for Lowell Public Schools
• Integrate technology to support the teaching and learning in your classrooms.
• To develop a unit of study and learning for your students on Colonial

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Learning Standards

Learning Standards
Massachusetts Curriculum Framework for History and Social Science,
August 2003

European Colonization and Settlement to 1700
Learning Standards 5.5-5.9

Describe the goals and extent of the Dutch settlement in New York, the French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California.

Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g. the Pequot and King PhillipÕs Wars in New England).

Identify some of the major leaders and groups responsible for the founding of the original colonies in North America.

Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meetings of the Puritans.

Explain the reasons that the language, political institutions, and political principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World.

The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775
Learning Standards 5.10-5.14

On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18th century.

Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using historical societies and museums as needed.

Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.

Identify the founders and the reasons for the establishment of educational institutions in the colonies (grammar schools and colleges such as Harvard and the College of William and Mary).

Explain the development of colonial governments and describe how these developments contributed to the Revolution.

Massachusetts English/Language Arts Curriculum Framework, June, 2001

Discussion

1.3 Apply understanding of agreed-upon rules and individual roles in order to make decisions.

Questioning, Listening, and Contributing

2.3 Gather relevant information for a research project or composition through interviews.

Oral Presentations

3.8 Give oral presentations for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.
3.9 Use teacher-developed assessment criteria to prepare their presentations.

Vocabulary and Concept Development

4.17 Determine the meaning of unfamiliar words using context clues.
4.18 Determine the meaning of unfamiliar words using knowledge of common Greek and Latin roots, suffixes, and prefixes.
4.19 Determine pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.

Structure and Origins of Modern English

5.9 Identify the eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).
5.10 Expand or reduce sentences (adding or deleting modifiers, combining, or decombining sentences).
5.11 Identify verb phrases and verb tenses.
5.12 Recognize that a word performs different functions according to its position in the sentence.
5.13 Identify simple and compound sentences.
5.14 Identify correct mechanics (apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (elimination of sentence fragments and run-ons).

Formal and Informal English

6.4 Demonstrate through role-playing appropriate use of formal and informal language.
6.5 Write stories using a mix of formal and informal language.
6.6 Identify differences between oral and written language patterns.

Understanding a Text

For imaginative/literary texts:
8.19 Identify and analyze sensory details and figurative language
8.20 Identify and analyze the authorÕs use of dialogue and description.
For informational/expository texts:
8.21 Recognize organizational structures (chronological order, logical order, cause and effect, classification schemes).
8.22 Identify and analyze main ideas, supporting ideas, and supporting details.

Making Connections

9.4 Relate a literary work to information about its setting.

Genre

10.3 Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story, dramatic literature) as forms with distinct characteristics and purposes.

Theme

11.3 Apply knowledge of the concept that theme refers to the main idea and meaning of a selection, whether it is implied or stated.

Fiction

12.3 Identify and analyze the elements of setting, characteristics, and plot (including conflict).

Nonfiction

13.13 Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, glossary, index).
13.14 Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations).
13.15 Identify and use knowledge of common organizational structures (chronological order, logical order, cause and effect, classification schemes).
13.17 Identify and analyze main ideas, supporting ideas, and supporting details.

Poetry

14.3 Respond to and analyze the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. (sound, figurative language, graphics)

Style and Language

15.3 Identify imagery, figurative language, rhythm, or flow when responding to literature.
15.4 Identify and analyze the importance of shades of meaning in determining word choice in a piece of literature.

Myth, Traditional Narrative, and Classical Literature

16.7 Compare traditional literature from different cultures.

Dramatic Literature

17.3 Identify and analyze structural elements particular to dramatic literature (scenes, acts, cast of characters, stage directions) in the plays they read, view, write, and perform.
17.4 Identify and analyze the similarities and differences between a narrative text and its film or play version.

Dramatic Reading and Performance

18.3 Develop characters through the use of basic acting skills (memorization, sensory recall, concentration, diction, body alignment, expressive detail) and self-assess using teacher developed criteria before performing.

Writing
For imaginative/literary writing:

19.14 Write stories or scripts containing the basic elements of fiction (characters, dialogue, setting, plot with a clear resolution).
19.15 Write poems using poetic techniques (alliteration, onomatopoeia), figurative language (simile, metaphor), and graphic elements (capital letters, line length).

For informational/expository writing:
19.16 Write brief research reports with clear focus and supporting detail.
19.17 Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion.
19.18 Write formal letters to correspondents such as authors, newspapers, businesses, or government officials.

Consideration of Audience and Purpose

20.3 Make distinctions among fiction, nonfiction, dramatic literature, and poetry, and use these genres selectively when writing for different purposes.

Revising

21.4 Revise writing to improve level of detail and precision of language after determining where to add images and sensory detail, combine sentences, vary sentences, and rearrange text. 21.5 Improve word choice by using dictionaries or thesauruses.

Standard English Conventions

22.7 Use additional knowledge of correct mechanics (apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (elimination of fragments and run-ons), and correct standard English spelling when writing and editing.

Organizing Ideas in Writing

23.6 Decide on the placement of descriptive details about setting, characters, and events in stories.
23.7 Group related ideas and place them in logical order when writing summaries or reports. 23.8 Organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence.

Research

24.3 Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual and group projects.

Evaluating Writing and Presentations

25.3 Use prescribed criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.

Analysis of Media

26.3 Identify techniques used in educational reference software and websites and describe how these techniques are the same as or different from the techniques used by authors and illustrators of print materials.

Media Production

27.3 Create a media production using effective images, texts, music, sound effects, or graphics.

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Course Reading Materials

Carson, Mary Kay. Colonial America: A Complete Theme Unit Developed in Cooperation with the Colonial Williamsburg Foundation. New York: Scholastic Books, 1999.

Hakim, Joy. Making Thirteen Colonies 1600-1740. A History of Us. New York: Oxford University Press, 2003.

Kalman, Bobbie and David Schimpky. Fort Life. Historic Communities Series. New York: Crabtree Publishing Company, 1994.

Massachusetts Department of Education. English Language Proficiency Benchmarks and Outcomes for English Language Learners. MA DOE, June, 2003.

National Geographic. Colonial Life: The Adventures of Benjamin Wilcox. Washington, D.C.: National Geographic, 2001.

Taylor, Alan. American Colonies: The Settling of North America. New York: Penguin Books, 2002.

Yoder, Carolyn P. Ed. "Salem and the East Indies Trade." Cobblestone Magazine. (September, 1988), Peterborough, NH: Cobblestone Publishing, Inc.

Biographies TBA

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Course Schedule and Assignments

All sessions at the Tsongas Industrial History Center will meet in Conference Room A on the 5th floor of the Boott Cotton Mills Museum, 115 John Street, Lowell, Massachusetts. The session on July 7, 2004 will take place in the GSE computer lab on the 5th floor of O'Leary Library, South Campus, UML.

Wednesday, June 2 3:30-5:30 PM
Boott Cotton Mills Museum, 5th floor Conference Room A

Institute Overview and Orientation: Administration of pre-test, discussion of the institute conceptual framework and logistics, distribution of reading materials, course syllabus and assignments. Pat Fontaine and Leslie Obleschuk

Assignments for June 22 American Colonies, read part I, p. 3-113 and part 2, chapter 8, p. 158-186. Answer essential questions (to be provided by e-mail) Making Thirteen Colonies, p 25-33, 40-44, and 51-70 Complete Teaching Survey

 

Tuesday, June 22 9:00-1:00 PM

Native Americans, Jamestown, and Plymouth

Dr. Patricia Fontaine will begin our exploration of Colonial America with a review of the early settlements in Jamestown, Virginia and Plymouth, Massachusetts. Dr. Ronald Karr, UML, will set the context for a study of colonial New England with a discussion about the importance of geography, maritime trade and shipbuilding, characteristics of those who came, indentured servants and slaves, relationships with Native Americans, and the influence of English political institutions, principles, language, and education on the development of the New England colonies.

Dr. Fontaine will introduce teaching history through games using Made for Trade.

Enduring Understandings:

1. Diversity, conflict, and change characterize the development and growth of the colonies in North America.
2. The people who settled at Plymouth and other parts of New England hoped to build a model society based on their religious views.
3. The men who settled Jamestown hoped to make money for the Virginia Company.
4. The settlers at Jamestown struggled with hardships but survived.
5. New EnglandÕs soil was suitable for small farms, dense forests provided lumber for shipbuilding and houses, and easy access to the Atlantic Ocean made fishing and trade profitable.
6. As conflict between Native Americans and colonists over land increased, violence erupted.
7. Through the triangular trade, New England traders profited from the slave trade.
8. English colonists brought ideas about government from England: self-rule and limited government.

Assignments for June 23 session: Salem and the East Indies Trade, Cobblestone : Answer this essential question: "Is the motto of Salem, Massachusetts "To the farthest port of the Rich East' appropriate.?" Making Thirteen Colonies, p. 76-91 Read the article, "Salem Sets Sail."

 

Wednesday, June 23 9:00 AM -1:00 PM
Board Bus at Boardinghouse Park at 8:15 AM Salem Maritime National Historic Site, Salem, MA

Maritime Industry and the Triangle Trade Through a visit to the historic Derby house and Salem Maritime National Historic Site, we will investigate shipbuilding, the development of triangular trade during the colonial period, and through hands-on activities and a visit to the West India Dry Goods Store explore the products and profits to be gained by New England merchants willing to face the risks of trading.

Assignments for June 24 session: Colonial Life: The Adventures of Benjamin Wilcox Assignment: After reading about the adventures of Benjamin Wilcox, fill in the chart comparing Boston, Philadelphia and Charleston during colonial times. Salem, Massachusetts: Assignment: Complete the worksheet that accompanies the Salem CD.

 

Thursday, June 24 9:00 AM - 1:00 PM

Life in Colonial New England

Ron Karr will discuss the influences of the English system on the growth and development of colonial government and Town Meetings in New England. He will also talk about the cities in the colonies and city life. With an introduction to primary source materials and Memory Boxes, teachers will explore colonial life by creating profiles of several New England families.

Assignments for June 28 session: American Colonies, Making 13 Colonies, p. 92-113 Read biographies of Paul Revere for July 10 session. Fill out biography discovery sheet. Colonial America (Scholastic), p. 5-8, 38-41

Colonial Middle Colonies

Monday, June 28 9:00 AM - 1:00 PM

Diversity and Tolerance in the Middle Colonies

Ron Karr will set the context for an exploration of life in the Middle Colonies, discussing the diversity of the people who settled there, the geography that helped to define their way of life, the practice of religious tolerance so prominent there, and the English influence on the political institutions, government, and language that developed there. Dr. Fontaine will discuss slavery in Philadelphia to compare and contrast with how indentured servants and free African Americans lived.

Enduring Understandings:

1. The Middle Colonies offered religious freedom and tolerance.
2. The population of the Middle Colonies was the most diverse.
3. The geography of the Middle Colonies offered rich farm country and busy cities like Philadelphia and New York with harbors for trade and shipping.
4. The Dutch began the colonization of the Middle Colonies.
5. William Penn, a Quaker, founded Pennsylvania as a haven of religious freedom and equality.

Assignments for June 29 session: Assignment: Complete the worksheet that accompanies the Philadelphia CD-Rom.

 

Tuesday, June 29 9:00 AM - 1:00 PM

Representative Government

On a virtual field trip to Philadelphia and Independence National Historical Park, we will explore Independence Hall where the Declaration of Independence was signed and the U.S. Constitution was adopted. Ron Karr will discuss the development of representative government in the Middle Colonies to describe how these developments contributed to the American Revolution. Dr. Fontaine will discuss using Virtual Field Trips in the classroom.

Assignments for June 30 session: Read biographies of Benjamin Franklin for July 10 session: Fill out biography discovery sheet.

 

Wednesday, June 30 9:00 AM - 1:00 PM

Life in the Middle Colonies

Dr. Fontaine will lead a virtual visit to the homes of the Todd and Bishop White families and an exploration of Colonial Home, the PBS series. Through use of the memory boxes, teachers will explore colonial life to create profiles of several families from Pennsylvania.

Assignments for July 7 session: American Colonies, Making 13 colonies, p.114-139 Read biographies of Francis Marion for July 10. Fill out biography discovery sheet.

 

Southern Colonies Wednesday, July 7 9:00 AM - 1:00 PM

Meet in the Graduate School of Education, 5th floor OÕLeary Library, UML South Campus, Lowell

Visit to Philadelphia!

Participate in distance learning with a broadcast by Supervisory Park Ranger Bob Leone from Independence National Historical Park in Philadelphia. Bob will talk about the founding of Pennsylvania by William Penn and the Charter of Priviledges. As Philadelphia grew, colonists began to see themselves differently from their British counterparts.

Riches, Rice, and Slaves in the Southern Colonies

Ron Karr will set the context for an exploration of life in the Southern Colonies by discussing the different reasons behind the founding of the Southern Colonies, the influence of geography that helped to define the Southern way of life, the practice of slavery that the Southern economy grew dependent on, and the English influence on the political institutions, government, and language that developed there.

Enduring Understandings:

1. The geography of the Southern colonies was suited for warm weather crops like tobacco and rice. Plantations produced crops for export.
2. Plantations were large tracts of land and people lived far from one another.
3. The plantation system depended on slaves for labor.
4. English aristocrats settled the large plantations and held the economic and political power in the Southern colonies.
5. There were few large cities in the South; Williamsburg, was the capitol city of Virginia and Charleston was an important seaport in South Carolina.
6. Southern colonies had royal governors; elected assemblies had the power to collect taxes.

Assignments for July 8 session: Making 13 Colonies, p. 143-151 Fort Life by Bobbie Kalman and David Schimpsky: Read Fort Life and answer this essential question. "In this book, the authors state, "It is difficult to find a place in North America that isn't near a fort of some kind." Why do you think this is so?

Thursday, July 8 9:00 AM -1:00 PM

Charleston, South Carolina, the Largest City in the South

Fort Moultrie was built on Sullivan's Island, an important entrance point to Charleston harbor. Tens of thousands of captives from the shores of West Africa arrived here between 1700 and 1775. Ron Karr will discuss the harsh conditions of the Middle Passage and slave life. Make a virtual visit to Middleton Place to explore plantation life. Examine the conditions of slavery and compare the task system to the chain system. Compare slavery in the city vs. slavery on the plantation. Explore colonial life through the Memory Boxes developing profiles of several Southern families.

Assignments for July 9 session: Complete all biographies for next session. Read "A Colonial Trial" in Colonial America (Scholastic), p. 28-29, 33-36 Written description due: Identify the region and families your final project will focus on; list the members of your team or whether you will work alone

Friday, July 9 9:00 AM - 1:00 PM

Colonial Government

Ron Karr will discuss the development of colonial government in the South using the House of Burgesses in Williamsburg, Virginia as an example. Through role play, we will participate in a colonial trial.

Assignments for July 10 session: Benjamin Franklin Paul Revere Francis Marion Thomas Jefferson

Saturday, July 10 9:00 AM - 1:00 PM

Teaching History with Biography

Explore strategies and techniques for teaching history content using biography.

Saturday, November 6 9:00 AM - 1:00 PM

Find Out What Happened to the Families During the American Revolution

Call back session to talk about teaching Colonial America in the classroom and lessons learned. Find out what happened to the families we have profiled in Colonial America during the American Revolution.

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Course Requirements

All institute participants are required to complete the following:

1) A pre-test
2) A post-test
3) A Curriculum project (see rubric for description of project elements)
4) An evaluation of the institute

The major goal of the Teaching American History project is to increase student understanding and appreciation of U.S. history. As members of the "community of scholars" working together to achieve this goal, institute participants must also submit samples of student work and participate in a reflective discussion of teaching and learning. In these and other ways, we hope to measure the degree to which the project is successful.

Final Projects Due

Your final projects are due Friday, August 13.

All written work, including your final project, should be word processed and saved to a floppy disk or CD-ROM.

Lesson Plan Template

Download the Lesson Plan word document by clicking here.

Rubric for Curriculum Project

Download the Rubric word document by clicking here.

Professional Development Points (PDPs)

You may earn both Professional Development Points and graduate credits by participating in this Institute. 3 credits are optional from UMass Lowell, with paid tuition/fees. All participants will be expected to attend all sessions and complete the same assignments.

67.5 Professional Development Points will be awarded to each participant attending all sessions and completing the required Institute projects. No partial PDPs will be awarded.

For Credit

The Colonial America 5th Grade Teacher Institute will be a Summer Session II course through the Graduate School of Education at the University of Massachusetts Lowell.

The University has not yet determined its cost for Summer Graduate classes, but is hopeful fees and tuition will remain the same cost as Spring 2004 courses. The total for tuition and fees is currently $1224.49 for in-state students.

You can view how this is broken down in tuition and fees on the chart on this web page: http://www.uml.edu/grad/TuitionFees03_04.htm

Information about registration with UML to take the course for credit will be provided as soon as it is available.

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Grades:

This course follows the grading system outlined by the Graduate School of Education. All written work should be word processed and saved to a floppy disk or CD-ROM, as should your final project.

Grades:

A- Outstanding work- worthy of being shared beyond the class. There are no errors in content, organization and writing mechanics

A/B- Meets all standards for good quality graduate work. Some errors in content, organization and writing mechanics.

B- Acceptable: minimal passing grade

B/C- Does not meet expectations; consider resubmitting

Students' final grades are divided in the following manner:

Oral and/or Written class assignments:	30%
Participation and attendance:> (includes discussions of essential questions)	20%
Final Assignment:	50%
Total	100%

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Missed Session

If you have to miss a session, do one of the following to make sure you do not lose course credit or PDPs:

• If you miss a field study, visit the same site or another thematically related site and write a 3-4 page synopsis of the content you learn on your visit and/or the educational materials and ideas you acquire for use in the classroom
• If you miss a class session, write a 3-4 page synopsis of the content you learned from reading the assigned readings.
• You may be able to make up a session by attending part of the mini-course to be offered in the fall.

Make up papers can be turned in as completed, but no later than August 13.