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Grade: Elementary

#3221. Pennsylvania Colony

Social Studies, level: Elementary
Posted Sun Oct 3 20:00:50 PDT 2004 by Sasha (sasha1@nyc.rr.com).
NY, USA
Materials Required: The Pennsylvania Colony by Dennis B. Fradin, Computers, Internet
Activity Time: 45 mins. to 1 hr
Concepts Taught: Technology, Literacy

THE PENNSYLVANIA COLONY
Fourth Grade Social Studies Lesson Plan

Theme: This lesson plan is for a fourth grade class. This lesson is to be implemented after the students have read The Pennsylvania Colony by Dennis B. Fradin. The theme is constant throughout the book, dealing with the history of the colony from a Native American perspective. The students will have previously utilized library and technology resources to obtain additional information, from alternative perspectives, on the Pennsylvania colony. This lesson plan will focus on the main reasons for the influx of colonists to the Pennsylvania colony. This lesson plan is interdisciplinary because incorporates literacy (reading, writing, listen, and speaking) and the application of technology (word processing and internet research) into a social studies lesson plan.

I. Objectives
A. Students will become familiar with main reasons for the influx of colonists to the Pennsylvania colony.
1. The students will collectively share and record on a bubble map at least four incentives faced by colonists, based on a group discussion of researched information and ideas presented in The Pennsylvania Colony by Dennis B. Fradin.
2. The students will individually determine at least five similarities and/or differences apparent in the motives for immigration today to that of the Pennsylvania colonists based on the group discussion and researched information.
3. After the appropriate information has been presented in the group discussion and researched data has been properly addressed, the students will work cooperatively in groups of five, using Microsoft Word, to create a pseudo-colonial newspaper advertisement to attract settlers to the Pennsylvania colony.

II. Materials
• The Pennsylvania Colony by Dennis B. Fradin
• Bubble Map
• Computers
• Internet access
• Microsoft Word
• Newspaper
• Printer Paper, Computer Ink
• Chart Paper
• Markers

III. Standards: According to the New York State Curriculum Standards, students should be able to: use a variety of intellectual skills to demonstrate an understanding of major ideas, themes, and developments in the history of the United States (NYS Social Studies Standard 1); read, write, listen, and speak for information and understanding (NYS Language Arts Standard 1); read, write, listen, and speak for social interaction (NYS Language Arts Standard 4); use technology tools to enhance learning, increase productivity, and promote creativity (Technology Productivity Tools- ISTE Standard 3); use technology to locate, evaluate, and collect information from a variety of sources (Technology Research Tools- ISTE Standard 5); and apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs (NYS Technology Education Standard 5).

IV. Procedure
Grouping: The students will be seated in their seats for this part of the lesson.

A. Motivation
1- Have the students share advertisements that they have collected from newspapers, magazines, and the internet.
2- Have the students discuss how the advertiser uses pictures and words to sell a product or idea.
3- Have the students discuss ways to create affective advisements using Microsoft Word.
B. Method
4- Ask the students “Based on your reading of The Pennsylvania Colony and the research you conducted, why do you think the colony’s population grew so quickly?”
5- Discuss their responses and record their responses on a bubble map. Have the students copy the bubble map into their notebooks. The center on the bubble map should state: reasons for immigration to the Pennsylvania colony.
6- Give the student 10 – 15 minutes to determine at least five similarities and/or differences apparent in the motives for immigration today to that of the Pennsylvania colonists.
7- Record their responses on chart paper and have them give examples.
8- Have the students briefly review what makes an effective advertisement and the reasons for the colony’s population growth.
9- Tell the students: “You will now work in groups of five. Each group is to use Microsoft Word to create a pseudo-advertisement that we might find in a colonial newspaper. Keep in mind what an effective advertisement should look like. Also, remember that this is not a present-day advertisement- it must reflect the ideas and beliefs of the colonial era. The purpose of your advertisement is to encourage people to move to the Pennsylvania colony. Each group will be given forty-five minutes of computer time”
10- Have the students give examples of things that they should and should not include in a colonial advertisement.

Grouping: The students will be seated in groups of five at a computer for this part of the lesson.

11- Randomly divide the students into groups of five. Assign each group a
“team leader.” The “team leader” must make sure that the group remains focused on their task and compete as much as possible in the allotted time. If there are not enough computers for each group, have the groups without computers begin to plan out their design on paper. Remind the students to save their projects.

Grouping: The students will be seated in their seats for this part of the lesson.

12- Have the students share their finished product. Allow them to explain their process and reasoning for various aspects of the advertisement. Allow other students to ask questions and offer constructive criticism.

V. Assessment/Evaluation
A. Students’ abilities to read, write, listen, and speak for information, understanding, and social interaction, and to use a variety of intellectual skills to demonstrate an understanding of major ideas, themes, and developments in American history will be evaluated based on their responses and collective completion of the “reasons for immigration to the Pennsylvania colony” bubble map.
B. Students’ abilities to read, write, listen, and speak for information and understanding, and to use a variety of intellectual skills to demonstrate an understanding of major ideas, themes, and developments in American history will be evaluated based on their responses of the similarities and/or differences apparent in the motives for immigration today to that of the Pennsylvania colonists.
C. Students’ abilities to read, write, listen, and speak for information and understanding, to use a variety of intellectual skills to demonstrate an understanding of major ideas, themes, and developments in American history, and to use technology tools to enhance learning and promote creativity will be evaluated based on the completion of a pseudo-colonial newspaper advertisement.

VI. Use/Integration of Technology
A. Students will use technology tools to enhance learning, increase productivity, and promote creativity.
1. The students will use Microsoft Word to create a pseudo-colonial newspaper advertisement.
B. Students will use technology to locate, evaluate, and collect information from a variety of sources
1. The students will use the Internet to conduct research regarding the Pennsylvania colony.

VII. Suggested Readings
A. William Penn: Founder of the Pennsylvania Colony, by Bernadette Baczynski.
B. Pennsylvania, by Victoria Sherrow.
C. Pennsylvania (Life in the Thirteen Colonies), by Deborah H. Deford.
D. African-Americans in the Thirteen Colonies, by Deborah Kent.
E. Food and Recipes of the Thirteen Colonies, by George Erdosh.
F. Thirteen Colonies, by G. Sakurai.
G. A History of U.S.: Making Thirteen Colonies, by Joy Hakim.

VIII. Internet Resources
A. http://www.education-world.com/a_lesson/lesson166.shtml
B. http://www.ushistory.org/pennsylvania/pennsylvania.html
C. http://www.socialstudiesforkids.com/articles/ushistory/13pennsylvania.htm
D. http://aes.ac.in/es/intranet/fifthgrade/colonial/Pennsylvaniacolony.html
E. http://www.usahistory.info/colonies/Pennsylvania.html

IX. Vocabulary
A. Colony- a territory or possession of another country that has limited self government.
B. Colonist- a person that lives in a colony.
C. Immigration- to enter and settle in a country or region to which one is not native.
D. Incentives- something, such as the fear of punishment or the expectation of reward, which induces action or motivates effort.
E. Persecution- to oppress or harass with ill-treatment because of race, religion, gender, sexual orientation, or beliefs.
F. Pseudo- false or counterfeit; fake.
G. Era- a period of time characterized by particular circumstances, events, or people.
H. Settlers- one who settles in a new region.

X. Extra Elements
A. Reinforcement
1- The students will be verbally praised for their participation, correct answers, researched data, and completed newspaper advertisement.
2- The students’ pseudo-colonial newspaper advertisement will be shared with classmates and displayed.
3- The students will complete the “reasons for immigration to the Pennsylvania colony” bubble map.
4- The students will create a pseudo-colonial newspaper advertisement.
B. Segue to Other Curriculum Areas
1- Art- the students will “age” their advertisements using tea bags and candles (to burn the edges of the paper).
2- Language Arts- the students will write a biography on William Penn (the founder on the Pennsylvania colony).
3- Mathematics- the students will perform monetary calculations with colonial money.
4- Technology- the students will create a PowerPoint presentation to outline the history of the Pennsylvania colony.
C. Homework
1- The students will write a diary entry from the point-of-view of a person on their way to the Pennsylvania colony for a new life. The person will explain why they are leaving their home, why they selected Pennsylvania, and what they expect life to be like there. This will be three to four paragraphs long. The student must type this diary using Microsoft Word.