Colonization+of+the+New+World

=Colonies of the New World=


 * **Title**: ||< Colonies of the New World ||
 * **Subject**: ||< Social Studies ||
 * **Grade**: ||< 5th ||
 * **Time Frame**: ||< 1 week ||
 * **Summary:** ||< Students will investigate the 13 colonies ||
 * **Tasks**: ||< * Establish the "big idea"-Who,What, Where, and When were the colonies established
 * 1) ** Who settled the new world, why did they leave their home,what did their new home look like, and who helped guide the colony? **
 * Review the previous lesson on explorers and talk about why they explored the new world. Talk about the reason for having settlements in the new world.
 * Give everyone a four square "point of view" sheet. Tell the students that they will be doing an investigation of the colonies of the new world, but that each group will look through four different lens. (economist view, historian view, geographer view, and political science view)
 * [[image:photo (5).JPG width="268" height="204"]] [[image:photo (4).JPG width="241" height="182"]]
 * Giving this sheet to the students allows them to have a jumping off place for their investigation, but also gives everyone a job to do. I do tell the students they are not limited to just these questions, but these are the questions that must be investigated.
 * I put the students in groups based on how much they think they know about a subject. (1 expert, 1 novice, and 2 learners) This has worked so that you don't have too many chiefs in the same group.
 * I let them go and decide who will do each investigator job and how they will go about their investigating.
 * As they move through the investigation I listen and guide each group when needed. I also keeps notes on what I might need to discuss when we come back together as a group. Each day before we start our investigating, I take the time to debrief with them about the day before and talk to them about what I'm noticing and narrow down different investigations if I need to. I keep an anchor chart where we park all our information during the debrief.

The students will complete a project to show their knowledge of the how and why; pros and cons. They will also complete a chart of the 13 colonies to show the reasons for each colonies (foundings, resources, government, jobs, and important people of the colony) ||
 * I give about a week for investigation and presentation work. ( I do not limit how they will present their information. I just ask that they answer the big questions and that everyone is involved.)
 * Examples of student notes ||
 * bjectives: ||< * TEKS 5.1, the student understands the causes and effects of European colonization in the US beginning in 1565
 * The student is expected to explain when, where, and why groups of people explored, colonized, and settled in the US, including the search
 * Assessment: ||< How will you assess the students learning?
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * What resources will be needed? ||
 * **Teacher**
 * Reflections:** || I have now flipped blooms on two different investigations and the learning for the students has exploded. When I put the questions and how they would discover the questions into the students hands, the whole way that the class works changed. They are now the ones working and I am merely a facilitator and helper during the learning. Because I have not limited the students on the how and where, they have gone beyond what they would have if I had given them all the tools. ||
 * **Examples**: ||<  ||

Discussion:
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