Lesson 1 - What is Concept Mapping?

Direct instruction: Students will be taught how to concept map using a short paragraph--Mutley.
Students will be asked to identify the key concepts (ideas that are placed in bubbles, usually nouns) and the “connecting words” (placed on lines, usually verbs) that “connect” the ideas together.
Students will come to understand that concept mapping is a visual form of note taking.
Model the process: The first two lessons on Jamestown will be mapped as a class, with the teacher guiding the students through the mapping process.
Time needed: approx. 6 - 9 class sessions
Activity: Concept Mapping in Groups
* Materials needed: textbooks, 18 x 24” newsprint, pencils, erasers
* Mode: Groups of 5-6 students
* Time needed: approx. 3 class sessions
* Directions: As a group, read and map Lesson 3 The Pilgrims Come to New England. Students will create maps as a group and then come back to share the information with the class as a team.
Assessment: Teacher Observation
Questions: Which students and groups were able to follow the concept mapping process and complete an acceptable map. Why? If not, why? Is it necessary to reteach? Regroup--distribute students so that those who know how to map can help those who do not?

Throughout this unit, students will be using concept mapping to take notes and create study guides for the various Social Studies lessons covered. Ultimately, the goal is to have students become proficient enough to read and map different lessons as a group and then share their information with the other groups thereby cutting down on the need for each child to read every section of the text. The group maps will be displayed together and links or connections made between the information found so that students will see the relationships between the various lessons.

Lesson 2- Simulation of Pilgrim’s Experiences of Religious Persecution

Activity: Separating the class into “privileged students” and “unprivileged students”
* Materials needed: Candy (Kit Kat, Twix & M&Ms)
* Time needed: approx. 15 min.
* Directions: Ask students to vote for their favorite candy. (Kit Kat, Twix or M&Ms) Students may select only one of the three. The candy with the largest group will be the “privileged students”. Pass out that candy to the students and explain that because they picked the teacher’s favorite candy, they get special privileges. The other students will not because they don’t like the same candy as the teacher. “Privileged students” are placed into their own group in the front of the classroom. This group will receive special attention throughout the lesson. The other students are told that if there are any complaints from them during the lesson, their names will be written on the board and they will have to stay in at recess.

Activity: Creating a Timeline of the Pilgrim’s Journey
* Materials needed: Candy (Kit Kat, Twix & M&Ms), Textbooks, Timeline, pencils, erasers
* Time needed: approx. 30 min.
* Directions: Students will read aloud a passage about the Pilgrim’s journey to North America from the textbook (p. 202) Discuss why the Pilgrims came to North America. What does it mean to have religious freedom? Do we have religious freedom in the America today?
Discuss what a timeline is. Students will be asked to complete a timeline of the Pilgrim’s Journey. “Privileged students” may work together, and use the textbook as well as reading supplements to find the information needed to complete the timeline. The rest of the class must work individually. Students will be given 5 minutes to complete the assignment. “Privileged students” will receive their worksheets first and may get started immediately. During the five minutes, “privileged students” will be given special attention--completed timeline will be given to them, “unprivileged students” reprimanded for “breaking” the rules. After 5 minutes collect all timelines and discuss the simulation. “How did you feel as a privileged student?” “How did you feel as an “unprivileged student”? Relate the feelings shared with the similar feelings/problems faced by the Pilgrims. Discuss consequences faced by the Pilgrims for believing in a different religion.
Assessment: Written Student Reflection
Students will write a reflection on what they were feeling, thinking and why, during the simulation. What would it have been like to be on the other side? Would you have liked to have been there? Why do you suppose the Pilgrims chose to be separatists? Would you be willing to sacrifice your freedom for something you strongly believe in? Why?

Lesson 3 - Pilgrim’s Experiences of Religious Persecution
After discussing and sharing the student’s reflections of the previous day’s simulation students (in their mapping groups) will then read and map Lesson 3 The Pilgrims Come to New England. Students will create maps as a group and then come back to share the information with the class as a team. (see: Activity: Concept Mapping in Groups) Students will map the remaining Chapters and Lessons on the various colonies settled.
Assessment: Sharing of Group Maps
Through class discussions and sharing of the group maps, the teacher will be able to see which students and groups understand the concept mapping process as well as the material being covered.

Lesson 4 - Culminating Activity: Life in the Colonies Presentation
Students will present a short speech on what life was like in the colonies. The speech will be no longer than 10 minutes and will answer questions generated by the class.
Activity 1: Students will meet with Mrs. Sheu (School librarian) and Mr. Chun (Technology Teacher) to learn how to use various technological as well as reference resources to research their project.
Time needed: approx. 1 - 2 class sessions
Activity 2: Teacher will lead a brainstorm on questions or hypotheses on how the colonists survived and handled every day life. What would the (students) like to find out while during their research on life in the colonies? Students will be given the option of doing a demonstration speech (explaining how various activities/jobs or necessities were done or made.) or they may choose to do an autobiographical presentation.(students may choose to become an authentic character from Colonial Times and present their view of what life was like in the colonies) Questions generated will be categorized in 2 groups--Demonstration or Autobiographical and then 5 questions for each category will be chosen from the generated list.
For example:
Possible demonstration speech questions might be:
* What will you be teaching us, and why?
* How did the colonists perform this activity?
* Why was the activity used or performed the way it was?
* Why has it changed? What caused the change?

Possible autobiographical questions might be:
* What motivated the colonists to move knowing that life in their “new land” would be difficult?
* What was the voyage to the new land like?
* What did the colonists give up to come to this new land?
* How were simple every day activities handled?
(ie. cooking, taking a bath, using the bathroom, dressing)
* What was a typical day of a colonist like?
* What was the role of a man, woman, child?
* What was life like for a slave, someone accused of being a witch, separatist in England?
Time needed: approx. 3 -4 weeks
ASSESSMENT: Project and Speech Evaluation

Lesson 5: Historical Fiction Read Alouds
Throughout the year, Historical Fiction read alouds and class discussions regarding the read alouds will give students additional background information on what life was like in the colonies. During the class discussions, students will also compare and contrast how and why life for the early colonists differed from life as we know it today.
Time needed: ongoing, throughout the school year