A Fifth Grade Study of Colonization By Maggie Gove Click to begin

Short introduction lets audience know what is coming and generates interest North America in the 1400s-1500s Native American groups already lived in North America and had their own culture European explorers sailed across the Atlantic Ocean and discovered North America Sharing land in North America Some Europeans decided to move to North America Some Europeans made friends with the Native Americans while some groups became enemies Continue

Computer with an internet connection Encounter by Jane Yolen Venn diagram Personality traits word list Continue

Native Americans already lived in North America when the colonists decide to move there. The colonists wanted to live on the land that the Native Americans called home. STOP AND THINK: Would you let another family live in the place that you call home? STOP AND PREDICT: Do you think the Native Americans welcomed the colonists? Why/why not? Continue

Native Americans Colonists (from Europe) Click below to use the websites. Find information about how these two groups of people were different. Draw a Venn Diagram. Record three ways these people were different, and three ways they were alike. HousesFoodClothes same Continue

Think about what you already know about Christopher Columbus. Write three adjectives to describe him. Tell why you chose each adjective. Encounter is the story of a Native American boy as his people met Columbus for the first time. Read part 1 of Encounter, until you see Columbus looking at a gold coin. Now write three new adjectives to describe Christopher Columbus. adjective Reason why adjective Reason why adjective Reason why adjective Reason why adjective Reason why adjective Reason why

Continue to read Encounter. During reading, consider the following questions: What did Columbus want? Friendship? Wealth? Power? Did the Taino boy have any reason to be scared? Continue

STOP AND REFLECT: What important lesson did the Taino boy learn? The Taino boy tried to warn the Native Americans that their people would die. He was right. History shows us that when Columbus landed on San Salvador, there were 300,000 Tainos living there. 56 years later, in 1548, less than 500 Tainos were left. Now there are none. “I said our blood would cry out in the sand.” “May it be a warning to all the children and all the people in every land.”

Continue Christopher Columbus: The Facts STOP AND REFLECT: Imagine you are designing a plaque for Christopher Columbus’s contributions to the world. Design the plaque with the inscription of why he is receiving the award. Columbus Day is October 12 th. We celebrate Columbus that day with no school, some ceremonies, and special sales at the mall. Why do we have this holiday for Columbus? Click on the link below to read the facts about Christopher Columbus’s life.

Use evidence from the story and personal experiences to support your answers. Continue After reading the story, defend the decision of whether or not you think it was a good idea for the Native Americans to welcome the strangers. How would your life be different if Columbus had been rejected or killed by the Native Americans? How would the world be different?

Continue 012 Accuracy Response does not address the question. No evidence is used to support the conclusions. Response relates directly to the question. Opinions are loosely based upon textual evidence. Response relates directly to the question. Opinions are directly based upon facts from the selection. Clarity Response is unclear and difficult to comprehend. Response is clear, but shows unspecific word choice. Sentence structure may make the response difficult to read. Response is clear showing good word choice and sentence structure. Organization Writing is listy or sparse. The opinion or conclusion is not directly stated. The question or opinion is directly stated at the beginning of the response. Any supporting evidence is not directly related to the main idea of the response. The question is referenced. The opinion or conclusion is directly stated. Evidence is provided in sequential form with reference to the main idea of the response. Elaboration Little to no supporting details are provided. Any conclusion or opinion given in the response is unfounded. Some supporting evidence is provided, but may not be directly linked to the opinion or conclusion claimed within the response. Several supporting details are provided. These details enhance the response in the form of textual evidence or personal experience. Rubric for assessing oral or written response to text

Continue (Provided by Plimoth Plantation, a not-for-profit museum in Plymouth, MA.) (Provided by Patsy Stevens, © ) Internet Websites: Text Materials: Encounter by Jane Yolen, illustrated by David Shannon. Copyright Special Thanks: Deborah Mauro, grade 5 teacher, for providing Encounter by Jane Yolen Courtney Cox, classmate, for providing her CMT flipchart as an instructional reference Jane Yolen, for providing the alternate perspective to colonization

Though this lesson was written for a one-on-one instructional setting, a guided reading format would be most appropriate. Students should be encouraged to support their choices and judgments aloud as they complete each assignment. It is important that each student who is completing the cyber lesson has access to their own book and computer. While it is possible to share materials, students should be allowed to read and gather information at their own pace. Add any information and tips focus questions that will help the teacher implement this cyberlesson – specify the context- learning center, whole group, guided reading format etc. Return Home