Lesson Plan
Title:  Louisiana Plantations
Subject:  Social Studies
Grade Level:  5
Students will conduct research on Louisiana Plantations as part of our study of the British Colonies. Students will then create a virtual field trip about their plantation.
Approximate Duration:  4 - 5 days
Content Standards:
  • Geography: Physical and Cultural Systems
         Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
  • Economics: Interdependence and Decision Making
         Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World.
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
  • G-1B-M2
         identifying and describing significant physical features that have influenced historical events;
  • E-1A-M9
         using economic concepts to help explain historic and contemporary events and developments;
  • H-1A-M2
         demonstrating historical perspective through the political, social, and economic context in which an event or idea occurred;
  • H-1A-M3
         analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history;
  • H-1A-M4
         analyzing historical data using primary and secondary sources;
  • H-1B-M2
         explaining the cultural, ecological, and economic results of early European exploration and colonization;
  • H-1D-M5
         tracing the development and growth of Louisiana’s economy throughout history;
Grade-Level Expectations (GLEs):
    • Places and Regions
      Grade 5

      7. Identify ways in which location and physical features influence the development or life in a region of the United States (e.g., effects of natural barriers)

    • Fundamental Economic Concepts

      19. Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas

    • Historical Thinking Skills

      23. Identify the causes, effects, or impact of a given event in early American history


      24. Use both a primary and secondary source to describe key events or issues in early American history

    Interdisciplinary Connections:  
    • English/Language Arts : Standard 1
           Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
    • English/Language Arts : Standard 3
           Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
    • English/Language Arts : Standard 4
           Students demonstrate competence in speaking and listening as tools for learning and communicating.
    • English/Language Arts : Standard 5
           Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
    Educational Technology Standards:  
    • Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level.
    • Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)
    • Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
    • Recognize the importance of information technology and its effect on the workplace and society.
    • Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
    • Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
    • Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
    TLW work in cooperative groups to research and gather information about LA plantations.
    TLW organize information gathered to create a virtual field trip of their plantation.
    In thier presentation, TLW explain how plantations earned money, what life was like for people living on the plantations, and how the plantations helped in colonial America.
    Lesson Materials and Resources:
    Note-Taking Materials
    Library Books
    Internet Resources
    Blank Power Point Slides (copies)
    Technology Tools and Materials:


    Power Point

    •Tour Louisiana Plantation Images
    •Louisiana Plantation Links
    •The Haunting of Louisiana
    •Plantation Images
    •World Book Online


    Background Information:
    Students have a working knowledge of the basics of Power Point. We will be "fine tuning" their editing skills with this lesson.
    Lesson Procedures:
    1. Students will work with partners.
    2. Students will pull the name of a Louisiana
    Plantation out of a hat.
    3. Research will be conducted using various web
    sites and library books found by the teacher.
    4. Students will complete the fact finding sheet.
    5. Pictures will be saved from various internet
    sites. Documentation will be made of sites and
    books that information and pictures came from.
    6. Power Point presentations will be created using
    the informaiton and pictures found in
    7. Power Point presentations should be a virtual
    field trip for the audience.
    8. Partners will present the presentation at the end
    of the lesson.
    Assessment Procedures:
    Rubric for Power Point Presentations

              ----- written by Jill Esquivel  

    Reproducible Materials:
    Explorations and Extensions:
    If a class trip is scheduled to visit a plantation students can use digital cameras and note taking materials to gather data and complete a virtual field trip when they return to the class room. This turns an ordinary field trip into an educational field study.
    Lesson Development Resources:
    Contact Information:
    Jill Esquivel
    5th Grade Teacher
    Additional Contacts:
    MarcoPolo Lesson:  No