Shipping was the backbone of colonial economies. It is the foundation of international trade and commerce that influences global economies today.
Credit: Chesapeake Bay Maritime Museum
Shipping During Colonial Times
Grade 4, Grades 6–8
This lesson focuses on two main ideas:
- The significance of seafarers and shipping in colonial Maryland
- Understanding the role of shipping to import and export goods
Procedure
INTRODUCTION (15 minutes)
Read the introduction to students and review new vocabulary. Students will watch the “The Dig: Historic St. Mary's Shipping” video clip . After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.
EXTENSION (15-30 minutes)
Complete extension activities with students, as you see fit.
ASSESSMENT (15 minutes)
Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.
REFLECTION (10 minutes)
Have students complete a reflection.
Standards
Content Topic- Native Cultures (Grade 4)
Students will evaluate the impact of geography on cultural development and interaction by:
- comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture and environment.
- explaining how societies in the Americas, Western Europe, and Western Africa increasingly interacted after 1450.
Grade 4
- RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- Rl.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears
Summative CER
Option 1:
Research the types of ships commonly used in colonial Maryland. Explain how they were built and identify what they were used for. Use evidence and reasoning from the videos and activities to discuss the advantages and limitations of these shipping vessels.
Option 2:
Student A claims that rivers and waterways in Maryland did not play an important role to help the colonists trade and ship goods. Student B argues that waterways, such as rivers and the Chesapeake Bay, were beneficial to trading goods in the Colonial Era. Construct an argument using evidence and reasoning from the videos and activities to support your claim.
Reflection Questions
- What did the colonists do when they needed goods to survive in the New World?
- What challenges did traders face while sailing long distances to exchange goods with other countries?
Summative CER Rubric
| No Response Score Point 0 |
Not There Yet Score Point 0.5 |
Beginning To Score Point 0.75 |
Yes Score Point 1.0 |
|---|---|---|---|
| The claim is missing | The claim is incorrect or irrelevant. | The claim partially takes a position on the topic or issue addressed within the prompt. | The claim takes an appropriate position on the topic or issue addressed within the prompt. |
| There is no type of evidence in the response | The evidence is irrelevant or does not support the claim. | The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. | The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources. |
| There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. | Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence. | Words, phrases, and clauses lack cohesion but partially clarify the relationship between the claim and evidence. | Appropriate words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence. |