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LU Title: Colonial Apprentice |
Author(s): Mrs. Susan Biltucci |
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Grade Level: third and fourth |
School Address: Ilion, NY |
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Topic/Subject Area: Social Studies |
School Phone/Fax: (315) 895-7729 |
OVERVIEW: This unit is designed to cover the topic of colonial apprentices and artisans and their connection to daily survival. It has a strong connection to language arts and technology.
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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ESSENTIAL QUESTIONS
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CONNECTIONS TO NYS LEARNING STANDARDS
*NOTE: Bulleted items in bold print are directly assessed while others are addressed
Language Arts
Standard 1 - Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding.
Elementary - Listening and Reading
Students:
Elementary - Speaking and Writing
2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.
Students:
Standard 2 - Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.
Elementary - Listening and Reading
1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
Students:
Elementary - Speaking and Writing
2. Speaking and writing for literary response involves presenting interpretations, analyses, and reaction to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multi-layered.
Students:
Standard 3 - Language for Critical Analysis and Evaluation
Students will read, write, listen, and speak for critical analysis and evaluation.
Elementary – Speaking and Writing
2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgements on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgement is based.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction.
1.Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.
Students:
Social Studies
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and
New York.
Elementary
1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Students:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the independent world in which we live - local and national - including the distribution of people, places, and environments over the earth's surface.
Elementary
1.Geography can be divided into six essential elementary which can be used to analyze important historical, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings, human systems, environment and society, and the use of geography.
Students:
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
Students:
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, and how an economy solves the scarcity problem through market and non-market mechanisms.
1.The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
Students:
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies
Information Systems
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students:
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Operations
1. Students use mathematical operations and relationships among them to understand mathematics
Students:
Standard 5: Technology
Students will apply technological knowledge and skills to evaluate products and systems to satisfy human and environmental needs.
Standard 2: Integrated Learning - Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
**Note - During this unit students will be reading literature involving this time period and responding in a journal. See Appendix A to view set-up of journal (fiction and nonfiction), reading responses sheet, story map, and rubric.
**It is suggested that all sites be previewed before using with students.
INITIATING ACTIVITY
PART I
Materials: Two 64-ounce tin cans
two 26¼-ounce tin cans
paraffin (at least three– one pound blocks)
two hot plates
string
water
hot pads
large amount of newspaper to put on the floor
candy thermometer
*Another adult makes this project easier
At least thirty minutes before hand, put water into the largest tin cans and put on hot plates to heat. Put two bars of paraffin in each 26¼ ounce can and place each can into the water in the largest can. Allow paraffin time to melt - adding other bars as needed. Try to keep the temperature around 140 degrees Fahrenheit.
Give each child a piece of string about eighteen inches long. Line children up in two lines. Students come up to the station where hot plates are. Adults guide their string into a pot dipping slowly and then pulling it out. Students walk on newspaper to the end of the line. Adults need to stress safety around paraffin and when handling newly dipped candles. Students end up dipping their string to form a candle approximately thirty times.
Time required: Approximately thirty minutes of preparation time and fifty minutes of class time.
PART II
Teacher presents information on colonial chandler through a PowerPoint presentation. At end of presentation, class discussion is held and students visit site included in presentation to choose a trade. http://www.colonialwilliamsburg.org .
*Option – present PowerPoint presentation first and then have children experience candle making.
Time required: Approximately 30 minutes
*Assessment – Discussion
LEARNING EXPERIENCES
Activity I – Discovering Artisans and Apprentices
Discussion questions:
What were artisans?
How were they a necessary part of the community?
What is supply and demand?
How does supply and demand influence the life of an artisan?
How does supply and demand influence life during this time period?
How do inventions influence careers?
A. Use the following book to access and discuss information about artisans and apprentices - Early Artisans written by Bobbie Kalman. Page four of this book gives a good introduction to artisans and how they were a necessary part of the community. It also lends itself to a discussion about supply and demand. You may choose to tie supply and demand to the availability of a favorite toy. It is also suggested that you tie in the influence of kerosene lanterns to the occupation of chandler. You may take this further and discuss the invention of electricity and its influence on the use of kerosene lanterns. Other questions: Do we still use
kerosene today? What is it used for?
B. Discuss apprenticeships and take notes after reading from Early Artisans, written by Bobbie Kalman, pages ten and eleven. (You may also refer to pages fourteen and fifteen in Colonial Craftsmen – And the Beginnings of American Industry written by Edward Tunis.)
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APPRENTICE / ARTISAN NOTE TAKING
Name: _____________________________ Date: _____________________
What is an apprentice?
How did an apprentice choose his/her trade?
What did an apprentice do?
What were the rules for apprentices?
What is an artisan?
What is a journeyman?
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You may choose to make the following activity a separate lesson. Visiting these sites is meant only to add information not included previously in graphic organizer.
Access internet site: http://www.malonesean.i-p/apprenticeship.html
Access internet site: http://www/umsl.edu/~s992852/ASSIGN~4.HTM This site will also help with the discussion of supply and demand and how it influenced careers. The site includes information on what occupations were considered important during this time. Concluding question: Why were technological changes so slow during this time?
*PC to TV Connector makes this much easier
*Assessment –discussion and teacher observation
Time required: Approximately forty-five minutes
Activity II - Reading a primary document and answering data-based questions
Materials: primary document relating to an apprenticeship available at the Herkimer County Historical Society in Herkimer, New York (See Appendix B). It is suggested that
over -head transparencies be used. (The document was typed to make it readable, punctuation and spelling was left as it was in the original, and some inappropriate text was deleted)
Students will evaluate this document answering the following questions. If the students have no experience interpreting a primary document, it is suggested that this be a walk through activity. The instructor may choose to create an activity using his/her driver’s license, birth certificate, and a photograph in order to provide a foundation to interpreting a historical document.
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Apprenticeship/Indenture Document
Name:
Date:
Data-based questions:
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Assessment of the primary document is done through discussion/observation
*Option – Use worksheet on page 23 of Colonial America-A Complete Theme Unit Developed in Cooperation With The Colonial Williamsburg Foundation and discuss the contract between an apprentice and a master. Students will discuss what each party involved in the contract agreed to do and not do.
The following apprentice contract will be completed by student and included in PowerPoint presentation.
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Apprentice Contract
This indenture made the _______________ day of _____________________
two thousand. Witnesseth that _____________________________, with the permission of ________________________________________ his parents, does consent of his own free and voluntary will placed and found himself apprentice unto William Donald Jahns of the town of Ilion and county of Herkimer. Apprentice will learn the trade of _____________________________________, and serve from the day of __________________________________________, to the full end of term of ___________________________________________, seven years.
During this indenture apprentice will and faithfully
Said master shall do his best to teach and instruct the said apprentice in the trade and mystery of ________________________________ and prepare and provide for him meat, drink, lodging, and washing during said time. Said master will put the said apprentice to some good English school to be instructed in reading writing and arithmetic as far as to the double rule of three so that he may be capable of reading writing and keeping a good bank. At the expiration of said time master shall and will furnish his said apprentice with two good new suits of clothes.
In witness whereof the parties of these present have herewith set their hands and seals this day and year first written above.
Apprentice _______________________________________________
Parents of apprentice________________________________________
Master ___________________________________________________
Date ______________________________________
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Time required: forty-five minutes
Assessment: This activity will be assessed after culminating activity with PowerPoint Presentation Rubric. (See Assessment Tools)
Activity III Research / Creating PowerPoint presentation
Students select a colonial trade to research using primary and secondary sources whether in book form or on the internet. It is suggested that students be in pairs or small groups to make this assignment more manageable. A good variety of sources should be available for group work. Trades may be selected from Colonial Williamsburg site at http://www.colonialwilliamsburg.org . Other sources are listed at the end of this document.
Students will take notes answering the following questions that will appear in their report. A Works Cited page will be included.
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PowerPoint Presentation / Trade Notes
Name: ___________________________________________
Date: ____________________________________________
Colonial Trade Chosen: ______________________________
What does this trade involve?
Materials needed:
Briefly explain how this product is created:
How is the artisan’s product used?
What are the possible dangers, if any, for artisans involved with this trade?
The answer to the following questions reflect your opinion based on the research you have completed.
Explain: 1. How important is this trade and product to the colonial family?
(Remember - this ties in with how this product was used, and if it was used on a daily basis.)
2. How does demand influence the profit an artisan receives?
What interesting facts could you add to your report that would enhance your presentation?
List sources where information was found:
Book:
Title:
Author(s):
Page numbers where information was found:
Publisher
State
Copyright date:
WWW
Author:
Title:
Available http://address/filename:
Date of document or download:
Encyclopedia:
Topic title:
Name of Encyclopedia:
Edition year:
Please include address of site to be used as hyperlink during presentation.
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Students may navigate these internet sites to discover information relating to a child’s life during colonial times for their PowerPoint presentation. http://www.colonialwilliamsburg.org/
An informative site where children can access information on trades. A virtual field trip is available if purchased.
http://www.hgmgv.org/smartfun/colonial/intro/index.html
A Colonial Family and Community - An interactive site where children
experience a colonial adventure in a quiz format. http://www.davidson.k12.nc.us/webquests/colonial/colonial.htm
Webquest with info on Colonial Times
Student-created trade icon/sign - This is to be included in PowerPoint presentation
Assessment of trade sign – Artistic Rubric (See Assessment Tools)
Working on the PowerPoint presentation and icon may occur simultaneously by having students decide how they can share the task and use their time efficiently.
Time Required: Five class periods of forty-five minutes each
It is suggested that once the research begins, writing time may be used instead of social studies time to complete this project.
ACTIVITY IV - FISHBOWL Debate
Students will debate the pros and cons of becoming an apprentice. One team will play the role of parents, and the other team will play the role of children who are going to live and learn with an apprentice. The students will use the "Fishbowl" format where two rows of five chairs are placed facing each other. Students volunteer to begin the debate. After a few minutes, other team members quietly come in and take the place of someone who has been debating. Debate ends when teacher feels suitable time has passed and reasons have been sufficiently supported.
This activity may be extended to include the topic of allowances being debated by parents and children.
Time required: Approximately thirty to forty minutes
*Assessment - class discussion and/or teacher observation
ACTIVITY V - Careers for the future
This activity may occur simultaneously with apprentice investigation. It is suggested to present this activity during math time.
Materials needed:
Information books on present-day careers
Teacher-prepared checks, deposit slips, and checkbooks
Copies of basic bills people are responsible for today or a list of bills to be covered during this discussion
Goals:
Teacher preparation:
*develop and provide pre-made debit/credit register, deposit slips, and checks to students.
*select an occupation to provide income amounts for the walk-through activity involving debits, credits, writing checks, and balancing the checkbook.
Introduction:
Teacher discusses careers of the past and present, income and responsibilities/bills that occur in daily life and reasons for and maintaining a checkbook. Students are given a weekly paycheck and bills that must be applied to the maintaining of a checkbook. Approximately three to four bills are entered into the checkbook during this session. Students will also be informed of what will occur during math for the following four days.
Day 1 – introduction of checkbook activity involving a teacher-selected career
Day 2 through 4 - 15 minutes on checkbook activity and the remaining time on investigating a career report (Since this is a five day activity and the career report is to be taken through the writing process, at the end of the third day the rough drafts of the career report are due. On the fourth day students spend time writing the final draft.)
Day 5 – Final checkbook activity and sharing of career reports
Steps:
You may also access:
http://www.cgibin.ncsu.edu/cep-bin/ckbin/ck_guestbook.pl
http://www.schoolfinder.com/career/caralph.htm
(I am sure there are other sites available. http://www.dogpile.com is a great search engine.)
Using the above information, students use their notes and write brief responses using the conventions of English.
Time Required: Five consecutive days of forty-five minutes each day
After initial introduction (approximately forty-five minutes), this lesson may go on for as long as teacher deems appropriate. It is suggested that a minimum of fifteen minutes a day (for three days) is set aside to work with credits and debits in a checkbook. Each day the instructor may choose certain monthly bills to be paid that are part of everyday living expenses. The remaining math time will be spent on gathering information for the career report and taking this information through the writing process. Final presentation of information is to be made on the fifth day. Students may be put in pairs to make this activity more manageable.
Assessment – (See Assessment Tools)
Teacher discussion/observation for introductory activity
Student Checklist
Math Rubric - Checkbook Activity
Oral Presentation Rubric
Writing Rubric
CULMINATING PERFORMANCE
Students will present their colonial trade information to the class with a PowerPoint presentation. Students will evaluate their own presentations using a checklist and the teacher will evaluate using a rubric.
Time requirement: Approximately 5 to 10 minutes for every presentation
ASSESSMENT: (See Assessment Tools)
Partner/Project Evaluation Checklist
PowerPoint Presentation Rubric / Oral Communication Rubric
Writing Mechanics Rubric
OPTION: After all presentations have occurred, students will brainstorm important information about this project that may be published on classroom web page and/or in classroom newspaper and/or district newsletter.
Free web pages are available at http://www.geocities.com . It is excellent for beginners since a template is provided. They also have a help line that will answer your questions usually within twenty-four hours. You may visit our site at http://www.geocities.com/Athens/Bridge/4917/ .
I try to have the children update the site every four to six weeks. We would love it if you would
e-mail us by clicking on "E-mail us!"
ASSESSMENT TOOLS
PowerPoint Presentation / Oral Communication Rubric
Writing/Content Rubric
Oral Communication Rubric
Partner/Project Evaluation Rubric
Artistic Expression Rubric
Math Rubric
Student Checklist (Checkbook Activity)
Appendix C
Reading Journal Rubric
(Journal format sheet and story map included)
PowerPoint Presentation / Oral Communication Rubric
Rating Key:
0 - Did not engage in task
1 - Purpose of task was not accomplished
2 - Task not fully achieved
3- Fully accomplished task
PowerPoint Presentation
Content:
____Criteria met / Questions answered
___What does this trade involve?
___Materials needed:
___Briefly explain how this product is created:
___How is the artisan’s product used?
___What are the possible dangers, if any, for artisans involved with this trade?
___How important is this trade and product to the colonial family?
___How does demand influence the profit an artisan receives?
____Accurate/Relevant information
Information in proper order/flowing
Added other interesting information as requested
Included Works Cited page
Visually pleasing/creative
Added color to background / letters
Extra Credit: 1 point
____Hyperlink
____ Included completed copy of indenture
Oral Presentation ____
_____Diction (Clarity)
_____Posture/Poise
_____Eye contact
_____Voice control
_____Total
Student_________________________________________
Topic ________________________________________
Grade: ____ out of____ _______%
Comments:
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Writing Mechanics Rubric (Ideas from NYS Writing Mechanics Rubric)
Name:______________________________________Date:______________
Topic:_______________________________(PowerPoint Presentation)
3 ___demonstrates control of the conventions of English
___few, if any, errors and they do not interfere with comprehension
___grammar, syntax, capitalization, punctuation, and paragraphing are essentially
correct
___misspellings are few or repetitive
___errors may interfere with readability but may minimally interfere with comprehension
___some errors of grammar, syntax, capitalization, punctuation, or spelling
___many errors of grammar, syntax, capitalization, punctuation, and spelling that interfere
with readability and comprehension
___errors make writing incomprehensible
Comments:
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Oral Presentation Rubric
0 - Did not engage in task
1 - Purpose of task was not accomplished
2 - Task not fully achieved
3 - Fully accomplished task
1. Content of presentation _____
2. Diction (Clarity) _____
3. Posture/Poise _____
4. Eye contact _____
5. Voice control _____
6. Additional requirements _____
(i.e. visuals ...)
Total _____
Student: ______________________________________
Activity: _______________________Career Report
Grade: _____out of ______ _________%
Comments:
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Partner/Project Evaluation Rubric -- PowerPoint
Names: ______________________ & ___________________________
Date: ____________________________
Topic: ____________________________
Place a check in front of each item that the two of you feel you included in your presentation:
___Included a title
___Included names of creators of PowerPoint presentation
___Listed materials
___Described how artisan’s product is used
___Discussed possible dangers (May or may not be any)
___Explained how important this trade/product is to colonial family
___Explained how demand influences profit
___Added interesting facts
___Included a Works Cited page
Evaluate your presentation by selecting one of the following and placing a check in front of it:
___We should receive a 3 because we included all of the above criteria
___We should receive a 2 because we included 6 of the above criteria
___We should receive a 1 because we included 3 of the above criteria
___We should receive a 0 because we included less than three of the above
criteria
Evaluate your oral presentation
___Our presentation was loud, clear, and flowed smoothly
___Our presentation was somewhat loud enough for the audience, it was
easily understood, but we forgot some information
___We need to improve on how we present information to an audience
Working together (Check those that apply)
Our strong points as partners are:
___We worked well together
___We shared responsibilities
___We completed our project on time
Complete the following sentence
We need to work on __________________________________________
_______________________________________________________________.
Comments:
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Artistic Rubric
Rating Key:
0 – Did not engage in task
1 – Purpose of task was not accomplished
2 – Task not fully achieved – needs elaboration
3 – Fully accomplished task with understanding
1. Originality and creativity / visually appealing _____
2. Enthusiasm and effort _____
Product – accomplishes intended purpose
3. Icon reflecting trade _____
4. Words reflecting trade _____
5. Name(s) of proprietors/students and date _____
Total _____
Student(s) _______________________________________
Activity __________________________________________
Average _____ out of _____ _____ %
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MATH RUBRIC – Topic/Concept -- Checkbook Activity
Name: ___________________________________ Date: ________________
____Response demonstrates a thorough understanding of the math
concept(s)
2 ____Response indicates student has completed task correctly using
the proper procedure
____Student explanation is clear and complete (Determined through
student-teacher conference)
____Response exhibits a correct solution but is lacking in written
explanation / response is partial / partial work shown
1 ____Solution is incorrect but procedure used is correct
____Explanation is incomplete
This rubric is very similar to NYS math rubric.
Comments:
Writing Mechanics Rubric (Ideas from NYS Writing Mechanics Rubric)
Name:______________________________________Date:______________
Topic:_______________________________(Career Report)
3 ___demonstrates control of the conventions of English
___few, if any, errors and they do not interfere with comprehension
___grammar, syntax, capitalization, punctuation, and paragraphing are essentially
correct
___misspellings are few or repetitive
___all of the criteria below are included
2 ___demonstrates partial control of the conventions of English
___errors may interfere with readability but may minimally interfere with comprehension
___some errors of grammar, syntax, capitalization, punctuation, or spelling
___3 of the four criteria below are included
___many errors of grammar, syntax, capitalization, punctuation, and spelling that
interfere with readability and comprehension
___2 or less of the criteria below is included
0 ___demonstrates a lack of control of the conventions of English
___errors make writing incomprehensible
Criteria: The following are to be included in the report.
___Describe what a person in this career does
___How much education is necessary?
___Geographically speaking, where might you live if this was your career?
___What might the yearly income be for a person who makes this career choice?
___Included pros and cons of profession
___Included why student is interested/not interested in the career after completing research
Comments:
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Student Checklist for Checkbook Activity
Name: _________________________________Date:______________
Directions: place a check in front of the items that you did. If you forgot something or made a calculation error, go back to your checkbook and correct it.
CHECK
___wrote date check was written
___included name /business on top line
___capitalized where needed
___wrote the amount of payment in number form by the dollar ($) sign
___wrote the amount of payment in word form (Did you need a hyphen?)
___signed my name in cursive
___wrote in memo spot what the check was for
CHECK REGISTER
Entered information in check register
___check number
___date
___name of person / business
___amount of check
___carried amount to far right column
___computed balance
Entered deposit
___entered date
___wrote "Deposit"
___wrote amount of deposit
___carried deposit amount to far right column
___computed balance after deposit
Comments:
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PRE-REQUISITE SKILLS
It is understood that students will:
-Have previously experienced reading and responding in a journal
-Have experience with note taking
-Have prior knowledge of how to interpret primary documents
-Have prior knowledge of colonial times through interaction with a social studies text or other non-fiction sources. However, there has been no in-depth investigation into apprenticeships/artisans and their trades.
-Have a basic working knowledge of creating a PowerPoint presentation, basic word processing skills, and knowledge of how to create a Work Cited page.
MODIFICATIONS/ADAPTIONS
IEP’s will be honored
Special needs students can be paired with an above average student
UNIT SCHEDULE/TIME PLAN
Overall time for this unit is approximately eight to ten days. It is understood that on some days the unit is being implemented during math and social studies or writing time. The creator of this unit also used DEAR time and work time at the end of the day as time to access the internet to gather trade information. To shorten the length of time (days) for these lessons, the teacher may request students to take notes home to write their rough draft of trade information.
TECHNOLOGY USE
Students will have the opportunity to:
Other Options for Technology Use:
OTHER OPTIONS
http://www.video.ufl.edu/~rolandc/courses/elem_methods/lessons/colonial_lessons.html(Lesson on Colonial Self-Portraits)
http://www.nyhistory.org/portraits.portraits.html
(Portraits during Colonial Times)
Field trip sites:
Herkimer Home, Little Falls, NY
http://www.npac.syr.edu/projects/ltb/teacher_journey/home2.html
Fort Klock, St. Johnsville, NY
http://www.global2000.net/fortklock/
Fort Stanwix, Rome, NY
http://www.nationalparks.org/guide/parks/fort-stanwix-1872.htm
Fort Ticonderoga, Lake George, NY
http://www.fort-ticonderoga.org
Fort William Henry, Lake George, NY
http://www.fortwilliamhenry.com
Farmers Museum, Cooperstown, NY
Herkimer County Historical Society, Herkimer, NY
Internet sites available:
http://www.davidson.k12.nc.us/webquests/colonial/colonial.htm
(Webquest with info on Colonial Times
http://www.umsl.edu/~s992852/ASSIGN~4.HTM
(Colonial Artisans)
http://www.nhptv.org/kn/itv/ounrhwc.sht
(Work in Colonial Times)
http://www.macomb.k12.mi.us/wq/WebQ97/COLAMER2.HTM
(Children in Colonial America)
http://mason.gmu.edu/~nfarrell/proj1.html
(Trades and Crafts)
http://www.wawm.k12.we.us/wright/teacherf/besonen/colonialamerica.html
(Colonial America)
http://www.historyplace.com/unitedstates/revolution/rev~early.htm
(Timeline)
http://falcon.jmu.edu/~ramseyil/colintnt.htm
(Colonial America. Internet Links)
http://scrtec.org/track/tracks/t01617.html
(List of Sites about Colonial America)
http://thames.northnet.org/mwcsart/colony.htm
(Art projects reflecting colonial times)
http://www.history.org/life/manners/rules2.htm
(George Washington transcribes Rules of Civility & Decent Behavior in Company and Conversation)
http://www.history.org/other/teaching/signs.htm
(Lesson plan for creating colonial signs)
Student Reading Materials:
Paul Revere-Boston Patriot Augusta Stevenson
Paul Revere-In Their Own Words George Sullivan
And Then What Happened, Paul Revere? Jean Fritz
Johnny Tremain Esther Forbes
Why Don’t You Get a Horse Sam Adams? Jean Fritz
The Apprenticeship of Lucas Whitaker Cynthia DeFelice
The Journal of William Thomas Emerson-A Revolutionary War Patriot –
Barry Denenberg
Ben and Me Robert Lawson
Traitor: The Case of Benedict Arnold Jean Fritz
Can’t You Make Them Behave King George Jean Fritz
Will You Sign Here, John Hancock Jean Fritz
What ‘s the Big Idea Ben Franklin? Jean Fritz
George Washington’s Breakfast Jean Fritz
Meet Felicity Valerie Tripp
Happy Birthday, Felicity! Valerie Tripp
Changes for Felicity Valerie Tripp
Felicity Saves the Day Valerie Tripp
John Paul Jones Hero of the Sea Keith Brandt
Young Ben Franklin Laurence Santrey
George Washington-Young Leader Laurence Santrey
Young Thomas Jefferson Francene Sabin
John Adams-Brave Patriot Laurence Santrey
Paul Revere-Son of Liberty Keith Brandt
The Village-Life in Colonial Times James E. Knight
Journey to Monticello-Traveling in Colonial Times James E. Knight
Blue Feather’s Vision-The Dawn of Colonial America James E. Knight
Jamestown-New World Adventure James E. Knight
The Farm-Life in Colonial Pennsylvania James. E. Knight
The Winter at Valley Forge-Survival and Victory James E. Knight
Salem Days-Life in a Colonial Seaport James E. Knight
Historic Communities-Colonial Life Bobbie Kalman
Historic Communities-Tools and Gadgets Bobbie Kalman
Early Artisans Bobbie Kalman
American Kids in History-Colonial Days David C. King
(Excellent source for Colonial activities)
Teacher Resources:
Colonial America – A Complete Theme Unit Developed in Cooperation With
The Colonial Williamsburg Foundation Mary Kay Carson
Colonial Craftsmen and the Beginnings of American Industry Edwin Tunis
American History Math Scholastic
Challenges Through American History Jerry Aten
Cobblestone
Colonial Craftsmen Vol. 11, #6
The People of Williamsburg Vol. 11, #2
Benjamin Franklin Vol. 13, #7
Thomas Jefferson Vol. 10, #9
APPENDIX A
Contents: Reading Journal / Fiction (Journal Set-up Sheet)
Reading Journal Responses Sheet (Fiction)
Story map
Reading Journal Conference / Evaluation Rubric (Fiction)
Nonfiction/Information Reading Journal (Journal Set-up Sheet)
Nonfiction/Information Reading Journal Responses
Nonfiction/Information Reading Journal Evaluation Rubric
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Reading Journal / Fiction
STEP 1: •Read the title, study the cover illustrations, read the blurb on the
back, and then read the first page of the story.
STEP 2: •Write the date, title, and author of this book.
UNDERLINE THE TITLE!
•Write two predictions with support using the
following sentence starters.
I think that ___________________________________
because the cover picture showed ______________________.
I also think that_____________________________________ because on the first page / blurb the author wrote___________ ______________________________________________________.
What are the words the author wrote that helped you make your prediction?
STEP 3: •Read the first two chapters
(In a book without chapters, stop after the first 5 pages.)
STEP 4: •Skip a line and write the date.
•Write two predictions with support using the following sentence starters.
Indent for each prediction
I think that ___________________________because on page ___ the author wrote_________________________ .
I also think that____________________________ because on
page ___ author wrote ____________________________________.
STEP 5: •Read until you reach the last chapter.
In a book without chapters, stop before the last 5 pages
STEP 6: •Skip a line and write the date
•Write two predictions with support using the following sentence starters. Indent for each prediction
I think that ___________________________because on page ___ the author wrote_________________________ .
Finally, I also think that______________________ because on page ___ author wrote ____________________________________.___
STEP 7: •Finish reading the story
STEP 8: •Reread all of your predictions.
In the right hand margin write a C if your prediction is correct OR write a sentence correcting your prediction..
STEP 9: •Write a response to all topics on "Reading Journal Responses" sheet.
You must explain why you feel I think this way. I expect you to use evidence from the story and complete sentences! (Remember to use the word because!)
STEP 10: •Proofread your writing and complete a story map.
Place your journal in the "Teacher Edit" basket.
The quality of your writing will be part of your journal grade!
Susan Biltucci Revised 8/98
Contributions from Reading Strategies That Work - Laura Robb
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READING JOURNAL RESPONSES
•Message of Author I Lesson to be Learned
I think the author wrote this book because he/she wanted the reader to learn ....
•Comparison
I am comparing this book to the book titled … . written by … . They are alike because … . They are also similar because .... . They are different because ... . Finally, they are different because ... .
OR
You may draw a Venn diagram to compare the two books. Make sure you put the title and author at the top of each circle.
Shiloh Shiloh Season
Phyllis Reynolds Naylor Phyllis Reynolds Naylor
Characters
Setting (Place, Time of day, Season of the year...)
Problem
Solution
Lesson(s) learned
• Character Study
The character I liked best was ____________ because_______________.
OR
Use a t-chart and compare how the character changed in personality from the beginning of the book to the end of the book.
(write character’s name)
Beginning End
•Main Problem and Solution
The main problem in this story was .... The solution was ... .
•Title
This was a good I bad title for the book because ... .
• Favorite Part
The most interesting part of the story was when ... because … .
•Reactions
I like! dislike this book because ... .
Susan Biltucci 8/98 Ideas - K. Paul 1/2000
STORY MAP
Name: Date:
Title:
Author:
The main characters are
SETTING: Place Season Time of Day
Beginning
Middle
End
The main problem was
First,
Second,
Third,
Next,
Finally,
The solution was
The lesson that the reader should learn from this story is … .
Would you recommend this book? Yes or No
S.Biltucci 8/98
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Reading Journal (Fiction) / Conference Evaluation Rubric
Student’s Name: ____________________________ Date ______________________
Title:____________________________________________________
Author: ______________________________________________
___ Predicted what story might be about viewing/reading front cover, first page, and
back cover
___ Wrote predictions about the story and supported predictions with specific
examples
3 ___Strong involvement with books and reading is apparent when evaluating responses
to Reading Response sheet (Ideas are supported with explanations or evidence from the story)
___ Extended responses of story elements such as setting, characters, and plot as
evident on story map
___ Writing demonstrates an understanding of the conventions of English
(5 or less errors)
___ Able to recall details from the story and comprehend what was read
____ Predicted what story might be about viewing/reading the front cover, first page,
and the back cover
____Wrote predictions but was often unable to support predictions with specific
examples
____ Minimal evidence (Lack of explanation) indicating thoughtful reflection and/or
interpretation of ideas when evaluating responses to Reading Journal Response
sheet
evident on story map
___ Writing demonstrates a general understanding of the conventions of English
(6+ errors)
___ Some difficulty recalling details - this did not interfere with comprehension
___ Unable to predict what story might be about viewing/reading front cover, first page,
and back cover
___ Great difficulty making predictions and supporting them with specific examples
___ Insufficient explanation of setting, characters, and plot on story map
___ Writing demonstrates minimal understanding of the conventions of English
___ Difficulty recalling details from story that interfered with comprehension
___ Unable to make predictions
0 ___ No supporting evidence to make an evaluation
___ Not enough writing to evaluate
___ Inaccurate / irrelevant details indicating a serious misunderstanding of the story
Comments:
Susan Biltucci Revised 8/98
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Nonfiction/Information Reading Journal
STEP 1: •Read the title, study the cover illustrations, read the blurb on the back, and read chapter one and two.
(In a book without chapters, stop after the first 10 pages.)
STEP 2: •Write the date, title, and author of this book.
UNDERLINE THE TITLE!
•Skip a line
Using complete sentences, list five things you think you will learn. First,... . Second,... . Third,... . Next,... . Finally, … .
STEP 3: As you finish reading the book, write twenty-five important facts.
In a book without chapters - for every two pages that you read,
write one important fact.
(You need to skip a line before you begin this part. Write complete and accurate sentences)
Example:
1. Paul Revere’s father, Apollos Rivoire, became an apprentice to learn how to become a silversmith.
2. Paul’s father changed his name to Paul Revere because he felt the English would not be able to pronounce his French name.
3. In December 1734, Paul Revere was born in Boston, Massachusetts.
4. Around 1741, Paul attended an all boys school called Boston’s North Writing School.
STEP 4: Skip a line and write a paragraph, in correct form, explaining why this is an important topic to learn about.
Remember: Topic sentence, at least three detail sentences, and a concluding sentence. (Think about how this topic is important to you, someone/something you know, to our history, to our planet, and so on. You may write more than one paragraph.)
STEP 5: Reread you entire journal and proofread your writing. Your writing will be part of your final journal grade.
STEP 6: Use computer program called "Timeliner" and create a time line for this book.
•Option - Students complete Reading Journal Responses/Nonfiction sheet
STEP 7: Put your reading journal in the "Teacher Edit" basket.
List any vocabulary words that you were unsure of on your bookmark and the page number. We will go over these words when we conference.
I would like you to also write the page number for any section of the story that was really interesting.
Susan Biltucci 9/98 Revised 1/OO
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•Title
This was a good I bad title for the book because…
•Character Study
The character I liked best was……………because ... .
OR
Use a t-chart and compare how the character changed in personality from the beginning of the book to the end of the book.
(write character’s name)
Beginning End
•Comparison
I am comparing this book to the book titled ... written by ... . They are alike because ... . They are also similar because .... They are different because .... Finally, they are different because ....
OR
You may draw a Venn diagram to compare the two books. Make sure you put the title and author at the top of each circle.
Shiloh Shiloh Season
Phyllis Reynolds Naylor Phyllis Reynolds Naylor
Characters
Setting (Place, Time of day, Season of the year...)
Problem
Solution
Lesson(s) learned
•Favorite Part
The most interesting part of the story was when ... because ....
•Reactions
I like! dislike this book because ...
Susan Biltucci 8/98 Revised 12/99
****************************************************
Nonfiction I Information Reading Journal Rubric
Name: _______________________________________ Date: ______________________
Title:_______________________________________________________________
Author:_____________________________________________________________
___ Predictions of what student thought he/she would learn exhibit an interest in the topic, show reasoning/inference capabilities
___ Factual responses indicate an understanding of this topic. (Accurate, relevant, and
extensive)
___ Exceeded minimum number of relevant/important facts requested
3 ___ Final paragraph indicates a connection concerning the relevance of this topic in relation to a person, history, and/or our environment.
___Writing demonstrates an understanding of the conventions of English
(2 or less errors)
___Journal directions were followed implicitly
___Time line completed accurately OR
___Strong involvement with books and reading is apparent when evaluating responses to Reading Journal Response / Nonfiction sheet (Ideas supported with explanations/evidence from story)
___ Able to recall details from story and comprehend what was read
___ Predictions of what student thought he/she would learn exhibit an interest in the topic, but lack in reasoning/inference capabilities
___ Factual responses indicate a general understanding of topic: Accurate /relevant
basic details
___ Minimum requirement for facts was met
2 ___Final paragraph exhibits a partial connection concerning the relevance of this topic
to a person, to history, and/or our environment
___ Writing demonstrates a general understanding of the conventions of English
(3+ errors)
___ Journal directions were not followed completely
___Time line completed with few errors OR
___Minimal evidence (lack of explanation) indicating thoughtful reflection and/or interpretation of ideas when evaluating responses to
Reading Journal Response / Nonfiction sheet
___ Some difficulty recalling details - this did not interfere with comprehension
__ Predictions of what student thought he/she would learn exhibit minimum interest in this topic and lack in reasoning/inference capabilities
___ Factual responses indicate some accurate and relevant information - but lack in
elaboration
___ Minimum requirement for facts was not met
1 ___Final paragraph exhibits little/no connection concerning the relevance of this topic to
a person, history, and/or our environment
___ Writing demonstrates minimal understanding of the conventions of English
___ Journal directions were not followed
___ No timeline completed / many errors OR
___ No evidence indicating thoughtful reflection and/or interpretation of ideas when evaluating responses to Reading Journal Response I Nonfiction sheet
___Difficulty recalling details from story that interfered with comprehension
___ There is little or no response.
0 ___ Inaccurate and irrelevant details indicate a serious misunderstanding No supporting evidence to make an evaluation
Comments:
Susan Biltucci 8/99 Revised 1/00
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APPENDIX B
Creator of this unit interpreted the following document. Reader needs to understand that document was old and style of writing made it difficult to decipher some of the text. Inappropriate text was deleted from this document and punctuation was kept as in original.
This indenture made the eighth day of February one thousand eight hundred and eight. Witnesseth that Renoyer Sawyer son of Samuel Sawyer age twelve years and third months. Days by and with the consent of the said Samuel Sawyer his father of Manheim and County of Montgomery hath of his own free and voluntary will placed and found himself apprentice unto Eben Britton of the town and County of Herkimer Tanner furrier and shoemaker to learn the said trade, mystery or occupation of a Tanner furrier and shoemaker which he the said Eben Britton now with and with him as an apprentice to dwell continue and serve from the day of the date hereof unto the full end ___ term of eight years and five months from thence next commissioned fully to be complete and ended during all which term of eight years and five months the said apprentice his said master will and faithfully shall serve his accounts keep in lawful command gladly do and obey hurt to his said master he shall not do nor willfully suffer to be done by others but of the same to the utmost of his power shall forthwith give notice to his said master the goods of his said master he shall not embezzel or waste nor them and without his consent to any; at hand, his or any other unlawful games he shall not play taverns or ail(ale) he shall not commit matrimony he shall not contract from the service of his said master he shall not at any time depart or absent himself without his said masters have but in all things as a good and faithful apprentice shall and will remain and behave himself towards his said master and all his, during the said term and the said Master in the said trades mystery or occupations of Tanner furrier and shoemaker which he now coveth with all things thereunto belonging shall and will teach instruct or cause to be will and sufficiently taught and instructed after the best way and manner he can and shall and will also find and allow unto his said apprentice meat drink washing _____ and apparrel both linnen and woolen and all other niuparies (?) fit and convenient for such an apprentice during the term aforeview and who shall within the said term put the said apprentice to some good English school to be instructed in reading writing and arithmatic as far as to the double rule of three so that he may be capable of reading writing and keeping a good Bank and at the expiration of said time shall and will furnsh his said apprentice with two good new suits of clothes in Witnesseth whereof the parties of these presentts have herewith to set their hands and seals this day and year first above written
Witness present
Washington Britton Renoyer Sawyer
Chris Bhiesr (?) Samuel Sawyer