Lesson Overview

Lesson 1: Abenaki Homeland: Who lived here first, prior to colonization?; Students learn Native American place names and connect these words to an ancient relationship with specific locations and qualities of the region. Then, they collaborate to create an Abenaki dictionary.; Lesson Plan; Handout; Rubric; Complete Lesson (includes lesson plan, handout, rubric)
Lesson 2: From Old England to New England: Where did the colonists come from? Why did they come?; In this lesson, students learn - in broad strokes - when and why colonists left England for the New England colonies. Students ‘travel’ across the Atlantic in families: to different places, at different times, and for a variety of reasons. Using maps, students locate English place names: first in England, then across the Atlantic in New England.; Lesson Plan; Handout A, Handout B, Handout C; Rubric; Complete Lessons
Lesson 3: Colonizing Vermont & New Hampshire: Two Views: When and how was this region colonized?; Students follow the colonists as they move west in Connecticut and Massachusetts, and then north up the Connecticut River to Vermont. Students hear two views, native and colonial; and watch English town names move once again - this time to what will become the Green Mountain state. Students create 1st maps for their town using excerpts from their town charter.; Lesson Plan; Background A, Background B; Rubric; Complete Lessons
Lesson 4: Finding our Colonial Settlers: Who were the 1st colonists to settle here?; Students explore the earliest colonial settlement in their community – either a village (with a green, meeting house, tavern, school, etc.), and/or even better a cemetery (with gravestones of the first colonists). Students gather data; connect with sites via drawing and mapping; and use these connections as a jumping off point for Lesson 5.; Lesson Plan; Handout A, Handout B, Handout C; Rubric; Complete Lessons
Lesson 5: Researching our Colonial settlers: What did these people do to establish our town?; Students use community primary sources (e.g. charter, proprietor’s records, town meeting records) and secondary sources (town history, county gazetteer) to learn more about their town’s history.; Lesson Plan; Rubric; Complete Lessons
Lesson 6: Writing our Colonial Quest: How can we share what we’ve learned with others?; Students compose: (a) movement clues (procedures) to guide visitors along the Quest route; (b) teaching clue to share what they’ve learned; and also create (c) illustrations that synthesize their learning.; Lesson Plan; Handout A, Handout B; Rubric; Complete Lessons
Lesson 7: Completing Our Colonial Quest: What do we need to do to finish our Quest?; Students participate in a production session, where all of the Quest elements are completed: map; compass rose; movement clues; teaching clues; directions to the site; Quest box (with stamp, pad, sign-in book); thank you notes; marketing plan distribution plan; etc.; Lesson Plan; Rubric; Complete Lessons
Complete Lesson Package: Includes everything you will need in one package (overviews, lessons, sample quests); Click here to download full Package

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For more information, contact Laura Dintino by email or phone (802)291-9100 ext 107