ELA+CCSS+Unit+2

Colonial Life Unit 2

Colonial Life Unit 2

=** Lesson 1 **= =** Colonial Craftspeople **=

* I can summarize an informational text on colonial craftspeople by writing a gist statement.
VOCABULARY inference, main idea, details, summary, gist;

trades, interdependence, skilled craftspeople, trade, craft, goods,

barrel, utensils, cooper, wheelwright, settlers, profit, exchange,

barter system,

shoemaker, tanner, blacksmith, printer, plow, culture

=Historic Trades Slideshow=

* Does the name of the trade give away what the trade is?
=__** Colonial America: The Craftspeople **__=

= When people came to the colonies, they often had no idea how hard life was going to be. Some = = colonists were skilled craftspeople in Europe before they sailed to the colonies, but had to learn how to make much of what they needed to survive. Colonists may have brought seeds for fruits and vegetables with them on the ships from Europe so they could plant them in the rich soil of their new farms. However, they still needed to learn how to farm in an unfamiliar place. A lot of the fruits and vegetables they ate (such as corn, squash, and berries) were native to the New World. As villages and towns grew, people interacted with one another. They relied on each for many things. =

= In colonial times, many goods were imported or made in small shops or at home. If someone needed a barrel, a chair, or a wheel for their wagon, they might make it themselves. But if they had the money,they would most likely pay a craftsman to make it by hand in his shop. Craftspeople made furniture, utensils for the home, and tools to use on farms and for building houses. Some, but not all, people were tradesmen. This means that they were skilled in one trade. The cooper, for example, made barrels, and the wheelwright made wheels. =

= Craftspeople helped colonial towns grow. Although most colonists lived in rural areas, some settlers lived in towns where several craftspeople opened shops. The craftspeople sold their goods and charged customers the amount it cost to make the product, plus a little extra as profit. Not everyone was able to pay in cash, though. Some people had to exchange items grown or raised on farms, such as eggs and vegetables, as payment to the shopkeepers. This was called the barter system. =

= One person couldn’t do it all alone. The shoemaker needed the leather made by a tanner and the tools made by the blacksmith to make the shoes he’d sell in his shop. The farmer needed the wheels for his wagon made by the wheelwright, the blade of his plow and other tools made by the blacksmith, and the barrels made by the cooper to store the food he grew. Craftsmen and farmers working together and sharing their special skills created a culture of interdependence among the colonists. =

Let's write a GIST statement to SYNTHESIS what we have learned about Tradespeople in Colonial Times.

Lesson 2 Learning about Colonial Trades = • I can gather specific details about colonial trades while reading an informational text. = = • I can inform an audience about a colonial trade using details from the text. =

What can we add to what we have inferred about the //__Wheelwright__// after reading this text:

=__** Wheelwrights **__= == Wheelwrights were craftspeople who made wooden wheels. The wheels were held together by spokes and a hub and then covered with iron. The wheels of the carriages and wagons had to be strong and sturdy because the colonial roads were very rugged. Also it was very difficult to make the wheels perfectly round. ==

== The wheelwright trade required a person to be strong and able to work with wood and metal. It also required the tradesman to be very careful and accurate. Precise measurement skills were important to make sure that all the parts of the wheel would fit together so the wheel would roll smoothly. ==

== The wheelwright needed the blacksmith to supply a big hoop of iron, called an iron tire, which would fit around the wood. The wheelwright heated the iron tire, which expanded just enough to fit around the outside of the wheel. He then poured water over the wheel to cool the metal, which caused the iron tire to shrink a bit. This held all the parts of the wheel together and made it strong. ==

Let's take a look at some Want Ads for Colonial Tradesmen

=Websites for further exploration:= =Occupations and Customs= =Colonial Williamsburg Trades=

Colonial Tradespeople Posters

Wheelwright 

Wheelwright Video 1 Wheelwright Video 2 Wheelwright Video 3

Printer 

Printer Video 1 Printer Video 2 <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Printer Video 3

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Carpenter <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;"> <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Colonial Carpenter Video

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Cooper <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Cooper Video 1 <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Cooper Video 2

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Shoemaker <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;"> <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Shoemaker Video 1 <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Shoemaker Video 2

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Blacksmith <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Blacksmith Video 1 <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Blacksmith Video 2

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 220%;">Video of Many Colonial Trades = Lesson 3 = = Writing to Inform ~ Colonial Trades =

= Learning Targets =

= Vocabulary: Let's sort these ~ verbs, nouns, adjectives = == details, audience, gather, trades, inform, description, skill, specific, presentation, application, qualified; wheelwright, wheels, iron, carriages, wagons, sturdy, rugged, accurate, intelligence, precise, measuring, hammer, saw, ax, planer, expands, iron tire ==

= Synthesize: use the information from the text and what you learned from creating and sharing want ads and videos to respond: =

Choose one of the colonial trades we have explored in our expert groups:

 * == Wheelwright == || == Carpenter == ||
 * == Printer == || == Cooper == ||
 * == Blacksmith == || == Shoemaker == ||

Use a well-developed paragraph, including a topic sentence, supporting details, and concluding sentence to describe this tradesperson, including:

 * == the type of goods produced/what is made by this person ==
 * == the skills needed to do this job ==
 * == details telling why this trade is important to the colony ==

= Lesson 4 = = Using Vocabulary to Apply for a Colonial Trade Job =

** * I can share the important details of a colonial trade by speaking clearly and at an understandable pace. **
Let's apply for a job! Colonial Trade Job Application Planning Sheet

Directions:
== List your top two choices for trades that you would want to learn if you lived in Colonial America. For each choice, complete the planning sheet below. Make sure to use trade-specific vocabulary that you learned (see the Help Wanted posters). ==

What skills do you have that will help you be successful in this trade?
= Lesson 5 = = Identifying Categories for our Research about the Wheelwright =

Vocabulary
== determine, categories, focus, research, researchers, depend, vital, construction, techniques; tapered, essential, wealthy, shopkeeper, operate, cart, iron tire, cargo, littered, wood shavings, hub, felloe, apprenticeship, planning, clamps, files, chisels, lathe ==

** The Importance of a Wheelwright **
== The cart was an important item for many people in Colonial America. Wealthy colonists and shopkeepers used carts. Farmers especially depended on them. If you were a farmer in Colonial America, you couldn’t operate without a cart of some kind. Farmers used carts to collect and transport their produce. == == Wheelwrights were important members of colonial communities. They cut, shaped, and joined wood to make the wheels. Most wheels had a strip of iron called an iron tire, around the outside of the wheel. It was carefully fitted around the wheel to help hold all the parts in place and to make the finished wheel strong enough so that they were able to stand up to rough roads and fields. The iron tire came from the blacksmith, who would help the wheelwright put it on the wheel. == == Wheelwrights also built and repaired carts, not just the wheels on them. Cart design and construction were simple. In order to make the cart, the wheelwright used basically the same tools and techniques that they did when making a wheel. Carts had flat beds where the cargo was put. Some carts’ beds moved like a dump truck and some stayed solidly attached to the frame. == == The wheelwrights worked in a large shop. Wood shavings would have littered the floor. Hanging on the walls were tools such as saws, clamps, files, chisels, and the curved portions of a wheel rim. A giant wheel with a hand crank would probably have been put along a wall. It would have been used to power a lathe, a machine used to spin an object. == == Craftsman also needed woodworking skills. Perhaps the most important was the ability to make spokes for the wheels that were smaller or “tapered” at the ends. These spokes would fit perfectly into the hub, the center of the wheel, and the felloe, the curved outer circle of the wheel. If the ends didn’t fit into the holes, the wheel wouldn’t be able to hold its shape. == == Like all trades, the wheelwright’s was learned through an apprenticeship. During this training, a young man would pick up basic math and develop an eye for shaping wood flat or round. Often the hardest thing for the apprentices was planing, or scraping the wood to make it level. Creating a flat surface sounds easy, but actually it was tough to do. ==

== Decide on labels for each group. Likely categories will include “Tools for the Trade,” “Skills for the Trade,” and “How the Trade Helps.” Consider having a fourth category for “Other Interesting Things.” ==

= Lesson 6 = = Sorting and Recording Information about the Wheelwright =

detailed, sources, task; wealthy, shopkeeper, operate; (repeat from Lesson 5): cart, iron tire, cargo, littered, wood shavings, hub, felloe, apprenticeship, planning, clamps, files, chisels, lathe
=__ Task Card 1 __=

=__ Task Card 2 __=

=__ Task Card 3 __=

= Word Bank =

How did this trade impact life in the colonial village? Use evidence from the text to support your response.
= Lesson 7 = = Mid-Unit Assessment: Inferring about the Silversmith Trade in Colonial Times =

Learning Targets
== I can sort specific details about a topic into categories. I can support my inference about a topic with text-based evidence. I can inform an audience about a colonial trade using details from the text. ==

= Lesson 8 = = Researching and Note-taking: Becoming an Expert on Colonial Trade =

//__printer__//: pamphlets, type, chase, almanac
= = = Lesson 9 = = Researching and Note-taking: Building Expertise about Colonial Trades =

* Why is the topic important?
= Lesson 10 =

Expert Group Collaboration
== 1. Round One: Each student in the group shares one thing recorded on his or her Note-catcher, pointing out where in the text it was found, and whether the information was explicit or inferred. Group members record new information they hear during sharing. 2. Round Two: Continue until everyone in your expert group has the same information recorded on their Note-catchers. == == 3. Round Three: Discuss the three questions at the bottom of your Note-catchers one at a time. Be sure each person has a chance to share his or her thinking. Use evidence from the text to support your group’s answer. ==

= Lesson 11 =

“I heard ___ say__ about the podcast, and said, so it sounds like we think the gist is .”
What did your craftsperson have to say about his or her trade? What was the main message?
 * Listening for the Gist**

Record any new information you hear about your trade while listening to your podcast. Tools for the Trade Skills Needed for the Trade Other Interesting Things
 * More Facts about My Trade**

“You have to be incredibly precise with certain parts of the work, primarily the mortises, and the slots in the hub where the spokes go in. If they’re not done correctly, the whole thing is ruined.” 1. What do you think the word //precise// means in this text? 2. What detail in the text supports your thinking? 3. Why do you think the skill of precision (or being precise) is important in the wheelwright’s trade? Use details from the text and your notes to support your thinking.
 * Below is a quote from the interview. Read and infer the meaning of the word //precise//. Then answer the questions below.**

= = = Lesson 12 =

podcast, re-enactor, determine, important, listening closely, collaborate
=Now, let's listen to other Colonial Trade Podcasts in our Expert Groups=

== Part 3: Read the following quote from the podcast, and answer the questions below. “In a small town the less skilled [blacksmiths] will stand out. Everybody in the town will know that he lacks in skill or organization and won’t frequent his business as well. So somebody that has strong hand skills, strong organizational skills, and management skills could succeed very well.” ==

== Homework Question: The root word for the word organizational is “organize,” which means “able to keep things in order.” Why do you think a blacksmith would need to keep things organized? Use details from your notes to support your thinking. ==

= Lesson 13 =

* I can synthesize information from my notes into a Topic Expansion graphic organizer to plan my writing of an Apprentice Wanted ad.
= Lesson 14 = Learning Targets

= Lesson 15 = Learning Targets

= Lesson 16 = Learning Targets

FROM ENGAGE NEW YORK