Colonial Times Project

Grade 5

The first major integrated unit of the year for our fifth grade students is the Colonial Times Project. Since much of American colonial history is connected to Native American history, our students learn a great deal of their own history during their daily Tuscarora Language/Culture classes. In order to provide students with a learning project which will enhance their study of the time period of the American colonies, the library and technology teachers have created a unit called:

The American Colonies: Is That All There Was?

The purpose of this unit is to help our students understand what was occurring in the rest of the world during, and just prior to, the colonial time period, roughly defined as the period from about 1550-1750. Topics covered in the unit include: art, music, science, and exploration in the world-- mostly outside of North America.

Procedure:

Students are introduced to the unit as an adventure trip-- a trip to another time and place. They are given a folder containing a record sheet of activities which they must complete and record sheets for the individual activities within the unit. Activities may be done in any order but they must all be completed within the time period specified. (During this unit, students are not given choices within topics. Later in the year, as they become more able to manage their time and efforts, some amount of choice within topics is offered.) The library and technology teachers review the folders regularly and meet with students or write notes to them so that they are constantly aware of their own progress as the unit progresses.

At the beginning of each class period, time is spent on a large time line which hangs in the wall outside the technology lab. The time line is divided into categories of: exploration, science/technology, arts, and daily life. Interesting facts within the categories are presented to the students and markers are placed on the time line. By the end of the unit, the time line is filled with interesting, sometimes little-known facts which helps bring the time period to life for the students.

Also at the beginning of the class period, teachers review progress of the group as a whole and encourage students in areas where a need is indicated. For instance, if many students are not getting the maps finished or doing them poorly, a reminder is given about those areas of need to the group as a whole. This short discussion period helps keep students on track in their work and helps them gauge their own work more accurately.

Topics:

Maps: Students fill in maps of the Thirteen Colonies, Europe and Asia.

Vocabulary: Students use electronic dictionaries or regular dictionaries to define/identify 24 people or objects important during the time period. These definitions are later used in a BINGO game which is a student favorite. (The Bingo game is created on the computer.)

Science: There are two science activities: Scientists of the World and Theories of the Universe. Students use electronic encyclopedias or print resources to fill in a chart of scientists, their discoveries and the impact of these discoveries. In Theories of the Universe, students study the earlier work of Ptolemy and compare it to the heliocentric theory of Copernicus, then write a paragraph explaining the difference. Writing can be done by word processor or by hand.

Music: Students listen to the works of three major composers: Monteverdi, Handel, and Vivaldi. The Handel and Vivaldi CD-Roms are done in a way which allows students to learn about the works of these composers in great detail. In addition, the librarian regularly reads them interesting things about the lives of various musicians and music of the time period is playing as students come in to class. No written work is required in this part of the unit since, we have found, students need the time simply to enjoy and appreciate the music without feeling the need to hurry through it to answer questions.

Art: Students study some works of Rembrandt, Vermeer and Brueghel. In addition they use a CD-Rom from the Chicago Art Institute to browse through artwork of the time period. They may choose two pieces of art to write about from this CD. They also study a book of colonial furniture and create a bit of art themselves. Also, during the group class time at the beginning of each session, the teachers use various art books to introduce students to many of the other artists of the time period. A large part of this section of the unit is to show students how art began to change from a mainly religious endeavor to a more realistic portrayal of life in those times. Also apparent is the effect of increasing scientific and mathematical knowledge on the art during those years. Again, some students become fascinated with the art of the times and doing the unit in this way allows those students to spend a bit more time on this topic.

Exploration: Students use a CD-Rom of explorers to follow the adventures of a number of explorers of the time period.

American Colonies: Selected library books are displayed and students may select a book to read. They then create an activity to tell about the book. Students may use technology resources ( for instance, some create HyperStudio presentations or collages) or any other sources available ( such as markers, poster paper, etc.) to create their product.

Special Activities:

In addition to the above activities, students may also use online resources to locate more information about the time period. In the past, students have located information about families on the Mayflower and samples of original letters and documents of those times. Others have found more information about art or music of the times.

Vocabulary Bingo is a favorite activity for students. This game is played using computer-generated Bingo cards and the vocabulary they have identified on their activity sheet. For the first few rounds, students may use their own vocabulary definitions to locate the correct word on their Bingo cards. However, after a few days, these "cheat sheets" are no longer allowed as students try to remember the vocabulary on their own. This game is usually played at the end of a session and often not all students will participate since some may choose to continue with their work instead.

The time line which is placed in the outside hall is a focal point for the unit. Some students during each class will put the markers in the appropriate places on the time line. An effort is made to give all students a chance to do the placements.

* To get more specific information about this project, click the button below and send us an e-mail telling us which unit you would like. If enough interest is expressed, the information can be posted on this site in the future.