1. Question

Parents just don’t understand kids!

How can you create your own identity? As a student, you have many “hats” to wear – son, daughter, sibling, cousin, student, athlete, artist…the list can go on and on!

Over time in the United States, children have taken on many different roles. (YouTube video –ask your teacher for assistance.)

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How were colonial children creating their own identity in the new world?

Colonial Kids

Image Source: clipart.com by subscription and Microsoft Office images

2. Information Sources

In order to answer your research question, search these sources to learn more about the lives of children during colonial times.

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Image Source: Clipart.com by subscription

Colonial Clothing for Kids

World Book Student – ClothingDear America Scrapbook – ClothingChildren’s Clothing

Colonial Schools

World Book Student – Colonial EducationSocial Studies for KidsNoah Webster House – Colonial Schools

Colonial Recreation

World Book Student – RecreationSocial Studies for KidsNoah Webster House – Colonial Fun

Colonial Roles

Role of Children on a FarmColonial Teenagers

3. Student Activity

Just as you want to be your own unique person, so did colonial children. Using the information sources on the previous slide, complete the graphic organizer to help you organize your thoughts.

Remember, your organizing question:

How were colonial children creating their own identity in the new world?

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Image Source: Microsoft Office

4. Assessment Activity 1 2 3 654 Next

Image Source: Microsoft Office

Based on your research, create a flip book to answer the essential question:

How were colonial children creating their own identity in the new world?Be sure to include the following information in your flip book (each on a separate page):

• Clothing• Schools• Recreation• Roles• Answer the essential question• Compare Colonial kids to yourself• Sources page

Use the rubric to make sure you earn all credit for your flip book.

*Don’t forget…cite your sources!

5. Enrichment Activities

The Amish community has lived without many modern conveniences that we find to be essential in our daily lives.

Read about the Amish.

Watch Buster make a trip to visit the Amish.

Watch a documentary about the Amish.

Create a Venn diagram comparing the Amish children to the Colonial kids you’ve learned about.

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Image Source: Cipart.com by subscription

Create a dialog between you and a colonial kid using Fakebook.

• Remember to use the information you’ve learned from the resources you researched.

• Think about your own identity – what could you share with your new friend?

• How are you similar to one another? How are you different?

6. Teacher Support Materials

BCPS Curriculum / Maryland State CurriculumUnit One: Colonial Regions: Grade 5 Social StudiesO-4: The student will compare the regions in colonial America. KSI-B: Explain how geographic characteristics affect how people live and work, and affect the population distribution of a place or region.O-6: The student will analyze how limited economic resources were used to satisfy economic wants in Colonial America. KSI-A: Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services.BCPS Curriculum Grade 5 LibraryO-3 In response to a teacher request to do so, students will be able to develop and refine a range of questions to scaffold their research. KSI-C Upon request, students will be able to scan and skim resources to decide which are best to use and explain why.O-12 In response to a teacher request to do so, students will be able to follow ethical and legal guidelines in gathering and using information. KSI-A Upon request, students will be able to present information accurately. KSI-C Upon request, students will be able to differentiate between information gathered from sources and your own original thinking.O-14 In response to a teacher request to do so, students will apply comprehension strategies to make connections with self, the world, and other texts. KSI-A Make and explain personal connections to the text to analyze ideas, themes and lessons. KSI-C Use connections between text and the world to analyze ideas, themes and lessons.Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

ISTE NETS - National Educational Technology Standards for Students3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions.

Time Frame: 2-3 50 minute class periods

Differentiation strategies for this lesson:

• Direct students to use learning tools included in our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries.

• Stars included in the Information sources are based on reading complexity. Blue – on grade level, gold – challenge me!

Learning Styles addressed in this lesson:

Visual Learners, Auditory Learners , Active, Global Understanding

Notes to the teacher:

•Collaborate with your school library media specialist to implement this lesson.

•Safari Montage segment in enrichment activities – may need to log in

•You Tube clip on slide one is from Colonial Williamsburg organization. Teacher will need to show students that video to begin the activity. Last updated: July 2014

Created by Jamie Higgins Shaull, Department Chair – Social StudiesBCPS Slam Dunk Research Model, Copyright 2014, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.

All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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