Lesson 5 - Oakland Schools.rtf

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					Later Elementary Social Studies                                             European Settlement
Early American History

                               SCoPE Site Lesson Plan
Title: Lesson 5 – A Ghost Town: Roanoke (SS050305)

In this lesson students explore the first English settlement in America – Roanoke Colony. After
locating Roanoke on a map, they investigate the founding and later the disappearance of the
colony’s people. The students inquire about the causes and consequences as they record
information on a graphic organizer. They also examine the relationship between English settlers
at Roanoke and Native Americans. Students use the information to design a product cube telling
the story of this North American region.

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/Early American History

Unit of Study: European Settlement

 Explain how Dutch, Spanish, French, and English settlers adapted to conditions and modified
   the natural environment in their New World colonies (II.2.LE.4).

   Identify cultural conflicts between Native Americans and European settlers and analyze their
    interests, values, actions, and reactions of those involved (I.4.LE.1).

Key Concept

Instructional Resources
Student Resource
Boyd, Sandra. “Virginia Dare and the Lost Colony: Fact and Legend.” Tar Heel Junior
    Historian. Spring 2000. 24 March 2002. Sirs Discoverer on the Web. 13 March 2002

Dolan, Edward F. Jr. Lost Colony of Roanoke. Tarrytown, NY: Marshall Cavendish Inc., 2001.

Fisher, Megan and Beth Scott. The Lost Colony of Roanoke: A Web Quest for Third Grade. Web
    Quest Junior. 18 April 2000. 2 May 2002

Hause, Eric. Roanoke Island: The Lost Colony. 2002. ICW.Net. 24 March 2002

Lost Colony of Roanoke. Videocassette. The History Channel, 1998.

November 10, 2003                                                  SCoPE SS050305 Page 1 of 4
Later Elementary Social Studies                                             European Settlement
Early American History

Yolen, Jane and Heidi Elizabeth Yolen-Stemple. Roanoke Colony: An Unsolved Mystery from
    History. New York: Simon & Schuster Children's Books, 2002.

Teacher Resource
A Base for Rebus and Other Puzzles. Nanana.com.                     2002.    24   March    2002

First    Expedition    and    Settlement   1585-1586.      Geocities.        2    May      2002

Native    Americans     of   the    Roanoke    Region.     Geocities.        2    May      2002

References:   The      Roanoke    Colony.    Kid    Info.   2002.    2            May      2002

Roanoke. Geocities. 2 May 2002

Roanoke Revisited Heritage Educational Program. National Park Service. 24 May 2001. 26 May
   20002. <http://www.nps.gov/fora/roanokerev.htm>.

Trojanowski, Carol. “A Ghost Town: Roanoke” Graphic Organizer (SS050305). Teacher made
    material. Lansing, MI: Michigan Department of Treasury, 2002.

Sequence of Activities
1. Ask students if any of them have ever visited a ghost town. Ask them to describe their
   experience. What was it like? How did you feel? Did anything seem strange or
   uncomfortable? What did you wonder about? What happened to the people who used to live
   there? If the students do not have any experiences of their own to share, ask them why a
   community might be called a “ghost town.”

2. Explain to students that the English royal family and other people intent on exploring new
   regions were anxious to establish a colony in the New World. They had heard many stories
   about the abundance of valuable natural resources with settlements of people in villages and
   towns. The new land was described as "wholesome" and a place into which England should
   expand because of all the riches that would benefit the home country.

3. Display the letters “Croatan” on an overhead transparency. Tell students that they are going
   to read articles and books to find out what happened to the first English settlement in North
   America and the significance of the term "Croatan" that was found carved on a tree after all
   the people had vanished.

November 10, 2003                                                 SCoPE SS050305 Page 2 of 4
Later Elementary Social Studies                                               European Settlement
Early American History

4. Divide students into small groups of three or four students per group. Distribute articles and
   web addresses from the student resource list to the students. Print and provide each group
   with “A Ghost Town: Roanoke” in Graphic Organizer (SS050305). You can either give all
   students the same articles and www addresses, or distribute different materials to each group.

5. Provide time for students to complete the research using print and electronic sources.

6. Show the video, Lost Colony of Roanoke to the class. Have student’s record additional
   information on their graphic organizers.

7. Display an overhead transparency of the graphic organizer (SS050305) on the overhead
   projector. In a guided discussion, solicit information from students to complete the organizer
   on the overhead transparency. Provide students an opportunity to add new information to
   their graphic organizer. Encourage the students to devote sides of the cube to a feasible
   cause-effect relationship in the Roanoke story. For example, the settlement was in a low-
   lying, marshy area. This may have caused malaria or other diseases to spread among the
   people. The consequence may have been illness and people perished. Or, the promise of gold
   and other riches may have encouraged the first settlers to Roanoke to devote their energy to
   searching for wealth, and not growing the food crops necessary for surviving through the
   winter. The consequence was starvation and perhaps a migration inland in search of food
   during bad winter conditions in which people perished.

8. Ask students to share what they know about what happened when the supply ships and
   people finally arrived from England with more supplies and found the letters, “Croatan”
   carved in a tree. Explain to the class that some people believed that this message reveals that
   the Native Americans either captured or rescued the struggling settlers. The truth remains a
   mystery. Ask students how they think John White felt when he found the message on the tree.

Explain to students how to make a product cube.
   1. Find a box about the size of a shoebox or tissue box.
   2. Measure and cut a piece of white drawing paper to fit each side.
   3. Design a picture and write text for each side of the box, detailing an event from the story of
   4. Glue the papers in place around the six sides of the box.

Tell students they will be evaluated for:
    1. Correct historical information including names of people, dates, and facts.
    2. Pictures that show relevant details.
    3. Completeness of the story as told through the 6 illustrated sides.
    4. One side with title and student author’s/illustrator’s name(s).

Application Beyond School

November 10, 2003                                                    SCoPE SS050305 Page 3 of 4
Later Elementary Social Studies                                                 European Settlement
Early American History
Students can explore reasons for ghost towns throughout the United States such as those in the
West. They can compare the reasons for their disappearance with those of Roanoke. Students can
also discuss the use of rebus puzzles in advertisements. Rebus puzzles are those that convey a
message using words and symbols such as:

This puzzle means “left over.”

When students design a product cube with illustrations, they use a variety of artistic skills.

English Language Arts
When students write text for their product cube they practice the writer’s craft.

When students research information about the lost colony of Roanoke they use a variety of
literacy skills.

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