Growing Up in Colonial America - Access Project



Social Studies K-2: Growing Up in Colonial AmericaIntended Audience: Students with significant cognitive disabilitiesStandards: SS.K.A.2.1- Compare children and families of today with those in the past.SS.K.A.1.2- Develop and awareness of a primary source.SS.1.A.2.2- Compare life now with life in the past.SS.1.A.1.1- Develop an understanding of a primary source.SS.2.A.2.4- Explore ways the daily life of people living in Colonial America changed over time.SS.2.A.1.1- Examine primary and secondary sources.Additional Access Point Standards:LAFS.K.SL.1.AP.2b- Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details.LAFS.K.RI.1.AP.2b- With prompting and support, identify the main topic.LAFS.K.RI.1.AP.2c- With prompting and support, retell/identify key details in a text.LAFS.1.SL.1.AP.2a- Engage in small or large group discussion of texts or topics presented orally or through other media.LAFS.1.RI.1.AP.2b- Identify the main topic of an informational text.LAFS.1.RI.1.AP.2c- Retell/identify key details in an informational text.LAFS.2.SL.1.AP.2a- Engage in small or large group discussion of texts presented orally or through other media.LAFS.2.RI.1.AP.2a- Identify the main topic of a multi-paragraph informational text.PE.1.C.1.9- Identify movement concepts.PE.2.C.1.1- Describe the critical elements of loco motor skills.Learning Objectives:Students will understand the daily life of children in Colonial America.Students can identify the similarities and differences between children’s lives in Colonial America and children’s lives today.Students will play a game that was popular in Colonial America and remains popular today with minor adjustments.Vocabulary:Colonial: relating to the 13 original colonies of the Unites StatesTrundling: wheeling and rotating a hoop on the groundTrade: the work that someone does on a regular basis, an occupationApprentice: an individual who learns a skill by working for a long period of time with another person who is very good at that skillMancala: a 2-player board game with beads or stonesMaterials:Colonial Williamsburg video: Growing Up in Colonial article: Growing Up Long Ago Prep prior to instruction: comprehension questions related to Growing Up Long AgoPrep prior to instruction: gather photos and images to support depiction of Colonial Americahula hoops mancala boardsEssential/Guiding Questions:What are the similarities and differences between your daily life and the life of a child in Colonial America?Why is it important to understand the daily life in Colonial America?What has changed in the daily life of children since the Colonial times?Lesson Presentation:Activating Prior Knowledge: Ask students: What is your favorite toy? What do you want to be when you grow up?Students can share with a partner, write in a journal or share out.Ask students what they would do if those were no longer choices (i.e. no electronic devices or bikes, no wide range of choices for careers). Tell them that there was a time in America when life for children was very different than it is now.Modeled instruction: As an introduction, watch the video: Growing Up in Colonial WilliamsburgDefine Colonial America with additional images and photos for support.On a timeline, show the times of Colonial America and current year. If appropriate, provide other dates; provide a frame of reference for that length of time.Read the Read Works article: Growing Up Long Ago. Display the text on a doc camera or Smartboard. Tell students that the main topic of the article is a kid’s life long ago; underline the topic in the first paragraph. Define trundling, trade and apprentice with visual supports.As you read the article, list the paragraph titles (school, chores, family, and apprentice) on chart paper. Tell students that they’ll learn more about these tomorrow as well as some games that were played for fun. Teaching hula hooping and mancala (optional):Model hula hooping: show circular movement of hoop and side to side movement of hipsSupported/Guided instruction:watching, pause for specific questions asked on the video. After each pause, guide students to turn and talk/partner share/stop and jot/share out. Jot student responses under paragraph title (from Read Works article) listed on chart paper yesterday.How did children learn? Pause at 1:30. What work did kids do? Pause at 2:40.What did kids do for fun? Pause at 4:00.Re-read the article Growing Up Long Ago, reviewing the main topic.Put a box around the paragraph topics (school chores, family, and apprentice). Circle the key details.Ask questions relating to key details in the text. Add additional details to chart paper.Ask students: Do you do some of these things in your life now? Yes (responses vary). What are some things that you wouldn’t do or no longer do? (Responses vary).On a graphic organizer using student responses, choose one topic and mark one or two similarities and differences. Show graphic organizer on a doc camera or Smartboard. In small groups, review/practice hula hooping and mancala with students (optional):Model hula hooping: show circular movement of hoop and side to side movement of hips, movement can be modified to meet the needs of studentsHoops can also be trundled, similar to Colonial TimesModel mancala: show movement of stones/beads around the board, game can be modified to meet the needs of studentsIndependent work:Students will compare and contrast the similarities and differences between Colonial America and present day.Provide students with multiple modes of representation.Students choose one of the following to compare: school, chores, family, fun, work/apprenticeship.When work is complete, encourage students to play/experiment with hula hoops and mancala. Designate an area of the room or an outside area for play.Small group suggestions:Sort images and photos of modern children’s activities and colonial activities.Create a writing prompt based on the activities of children in colonial America.Assessment:Students will find the similarities and differences between children in colonial America and modern day America.Teachers should utilize district created rubrics to score student work. UDL:Multiple means of representation: Students can use a graphic organizer to show similarities and differences.Students can draw a Venn diagram and complete it to show similarities and differences.Students can dramatize ways in which school, chores and family life were similar and different.Students can sing a song about similarities and differences.Students can write in a journal about similarities and differences.Students can draw pictures to show similarities and differences.Students can work individually, in pairs, or in a small group.Students can work independently with peer or adult supports.Multiple means of expression: Students can use an iPad or other touch device to show similarities and differences.Students may refer back to the ReadWorks article Growing Up Long Ago (or additional materials/media, if used) for support.Text to speech options are available for computers, iPads and other hand held devices. Google Chrome offers free extensions, such as Selection Reader and Select and Speak-Text to Speech, and apps, such as Text to Speech, Text to Speech with Google Drive, and TTS Reader- Unlimited Text-to-Speech.Speech to text options are also available from Google. Extensions include VoiceNote II-Speech to Text, Online speech recognition, and Co:Writer Universal. VoiceNote II is also available as an app; Speechnotes-Speech to Text Notepad is available as well.Additional information about text to speech and speech to text options are available through your district Assistive Technology Department.Expression may come in the form of verbal responses, signed responses, pointing/gestures, eye gaze, or through the use of a low or high tech device.Multiple means of engagement:Plan specifics of the lesson with the PE staff. Students can engage in motor activities in PE and connect them to Social Studies/ELA/Math content.Provide students with choices of how to interact with materials.Provide students or small groups with various places in the classroom in which to work, i.e. floor, desks, at the board.Limit distractions in the work areas.Encourage collaboration with peers in partners or small groups.Allow students to work independently.Allow students to be positioned for maximum learning engagement.Provide students with additional materials, if necessary.Assistive Technology Recommendations:All students should have a means of expressive communication and a way to be actively engaged in learning.Response modes may include, but are not limited to: eye gaze, gesturing or pointing to pictures/words/phrases, signing, low tech devices (GoTalks, etc.), or dynamic devices (iPad, etc.)Lesson vocabulary, photos/pictures and graphic representations should be created and/or printed prior to the lesson to provide all students with an opportunity to be engaged in discussion.Technology Needed:Smartboard or doc camera to display textAdditional Resources:Social Studies for Kids: Colonial Times for : Colonial AmericaVarious photos and images of trundling: trundling a hoop imageAdditional images for hoop trundling can be found by searching Google imagesColonial song Yankee Doodle: Sounds of the ColoniesAdditional music can be found here: Ballad of AmericaSample compare and contrast organizer: : Mancala online ................
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