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The 13 Colonies: A Thematic, Interdisciplinary Unit

Katherine Abel

American College of Education

BE5013: Foundations of ESL and Bilingual Education

Dr. Charlett Williams

September 7, 2020

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Part 1.

This thematic, interdisciplinary unit is based on 8th Social Studies integrated with English

Language Arts. The 13 Colonies will be studied in this unit. By the end of the Unit, students will

be able to Identify and locate all 13 Colonies on a map. They will also be able to write about

their “visit” to a colony.

Objectives/Outcomes: Content Area 1 Objectives/Outcomes: Content Area 2

[Content Area 1] Social Studies Students will be able to I.D and locate all 13 Colonies and differentiate between them.

[Content Area 2] ELA – Writing Students will write a paragraph detailing a colony they have just “visited.’

Grade Level of Students Served:

8th Grade

Language Level of Students Served:

Intermediate

Unit Theme: The 13 Colonies

Part 2. Brainstorm Associations

This includes different ideas for integrating Social Studies and English Language Arts

together.

Brainstorm Associations

Content Area 1: Social Studies

Theme:

The 13 Colonies

Content Area 2: ELA – Writing

Ideas: -Connections between the colonists and natives -Identify issues the colonists encountered -Describe the job of one of the colonists

Ideas: -Create their own colony. -Journal of their travels to the new world.

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Part 3. Guiding Questions

By the end of the unit students should be able answer the guiding questions.

Guiding Questions

1. Why were the 13 Colonies established?

2. What difficulties did the settlers come across?

3. Why do we study the 13 Colonies?

4. Are there any colonies in modern times?

Part 4. Developing Activities

Week 1

Rememberi ng

Understandin g

Applying Analyzing Evaluating Creating

Define Distinguish Construct

Week 2

Remembe ring

Understandin g

Applying Analyzing Evaluating Creating

Recall

Summarize

Write

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Week 1:

Remembering: Define – We will be defining new terminology related to the 13 Colonies.

Understanding: Distinguish – Students will be distinguishing the colonies in between the New

England, Middle, and Southern Colonies.

Creating: Construct – Students will construct their own colonial towns, identifying key objects

and persons.

Week 2:

Remembering: Recall – Students will recall the vocabulary of Week 1.

Understanding: Summarize – Students will summarize the history of the 13 Colonies with a

timeline created by them.

Creating: Write – Using the experience of moving somewhere, or if the students have never

moved, a hypothetical one, what happened during that move?

Cooperative Learning

Cooperative Learning can be identified as a way of students to learn academic matter in a

group setting, learning interpersonal skills, individual accountability, and group processing

(Dendup & Onthanee, 2020). Under Creating: Constructing students will be divided into groups.

As a group they will have goals or questions to meet and answer, such as:

1. What is the population of your colony?

2. What members of the community are in the colony?

3. What are the defenses?

4. In what geographic area are they located? What season is it?

5. What issues might your colonists come against, and what are the contingencies?

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6. What resources do they have?

The students will pick a geographic area, they will draw out their colony and map it. After they

are done, they will present their colony to the class as whole to answer the questions given.

Whole Language

Whole Language is the idea of learning words or language as a “whole” instead of

phonetically. Usually sight words are used for this. Under Whole Language, students will learn

the phonics naturally, in context (Willis, 1995). Although there is an ongoing debate as to

whether Whole Language works or not, in this case, it will be used to identify sight words and

new vocabulary.

For the Whole Language approach, the new vocabulary, with a focus on sight words will

be used for Remembering: Recall. In this activity, as a class we will play Bingo. Students will

receive a handout with the different vocabulary and sight words for this unit. Reading out the

definition of the word, students will attempt to score Bingo by matching the correct words to the

definition.

Language Experience

For Language Experience, the students and I will discuss the experience of moving

somewhere else. This will develop oral and listening skills for the students. As we debate,

statements from the students will be placed on the board. These statements will then be decoded,

and new vocabulary expanded upon and any phonics issues addressed. After the group effort,

students will individual write their own short account of the real or hypothetical move.

Conclusion

In this thematic interdisciplinary unit, students will learn the history of the 13 Colonies

while using a variety of activities and learning experiences. This unit will unite Social Studies

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and English Language Arts while also being adjusted for ELL students. They will be using

Language Experience, Whole Language and Cooperative Learning. Each experience has its own

benefits and downfalls, however, used in conjunction they make for a well-rounded unit with

different tasks to meet the objectives.

References

Dendup, T., & Onthanee, A. (2020). Effectiveness of Cooperative Learning on English

Communicative Ability of 4th Grade Students in Bhutan. International Journal of

Instruction, 13(1), 255-266

Willis, S. (1995). Whole Language. Curriculum Update.

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http://www.ascd.org/publications/curriculum-update/fall1995/Whole-Language.aspx

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