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Jennifer Serafin Third Grade Social Studies Creative Problem Solving: Trials faced in the first colonies in America CCGPS: SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a. Identify on a political map specific locations significant to the life and times of these historical figures. b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures. c. Describe how each of these historical figures adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historical figures and their ideas across time. e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.

TAG Standards: Creative Thinking and Creative Problem Solving Skills 2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). 3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems or create new products. 4. The student demonstrates skills in fluency and flexibility to solve problems or create new products. 5. The student develops original ideas, presentations, or products through synthesis and evaluation. 9. The student recognizes and assumes risks as a necessary part of problem solving. 10. The student monitors and reflects on the creative process of problem solving for future applications.

Higher Order Critical Thinking Skills 4. The student makes and evaluates decisions using criteria. Essential Questions: How can I understand and analyze what trials the Colonists faced? How can I use the creative problem solving method to focus on one problem, determine a solution based on criteria, and devise a plan to implement the best solution? How can I effectively explain and defend my solution? How can I relate my solution back to the initial problems of the colonists, and the effects of this solution? Enduring Understandings: Students will use the creative problem solving method to identify the many problems colonists faced, determine creative solutions, and devise a complete plan to implement the solution. Students will share their solutions with one another. Students will realize the grave obstacles the colonists overcame in the beginning stages of life in America. Vocabulary: Colonists, problem, criteria, solutions Procedure: Phase 1: Hook Students will participate in a Guided Imagery Exercise. Students will record and discuss feelings that result from the guided imagery. Guided Imagery for the Mess of the Colonies in 1620 Please find a comfortable sitting position. You may rest your head on your desk if you like. Close your eyes and sit very quietly. Take a couple of moments and notice how your body feels. Are you holding your breath, or do you breathe evenly? Notice if you feel any tension or stress in any part of your body. Now youre going to relax your bod y as you relax your breath. Breathe in and out and in and out. Feel the tension in your body created by a hard day at school. Breathe in and out Feel the tension run from your body and out your toes. Breathe in and out exhale. Allow yourself to let go of any thoughts or worries. Continue to breathe in and out.

You are a child and now a colonist who has survived the long, costly, disease-ridden voyage on the Mayflower to the new world. You earned this desired title of colonist. You awake on a crisp morning, shivering and cold, as the fierce New-England winter winds rip through your shawl and wool blanket all the way to your bones. You turn over, looking for your beloved pup that used to sleep next to you every evening, but he wasnt allowed to come on the journey. You start to cry again, but remind yourself of all the great things your mamma and papa promised you in the New World, including the ability to finally worship God in the open without fear of arrest and death. You begin to sniffle again, and you realize that the citrus drink your mamma used to fix you when you were sick is no longer available because no one can even figure out how to grow any crops, let alone succulent oranges and sour lemons, (your favorite!) in the rocky soil during the long, cold winter. Will the sun ever come up? Will you ever be able to walk around with a light top and shorts on again? Will you ever taste your favorite foods again? Thinking about your favorite foods reminds you of your grandmammas delicious Shepherds Pie, corn cakes, green beans, and you cannot take it anymore. Everything you knew has disappeared, and life is vastly different in the new world. People said it would be better, but you severely disagree. Now bring yourself back to the present as I count to five. Open your eyes at the count of five. 1, 2, 3, 4, 5. Slowly open your eyes and write how you felt and reacted as a young person in the New World. Phase 2: Examine the Content 1. Distribute New World Colonists Mess packet. Students will read the mess individually. 2. Students will work in small group to list all the facts and opinions obtained from the reading. Each group will generate a list of unanswered questions to research. Phase 3: Creative Problem Solving 1. Review the Rules of Brainstorming: discuss and elaborate on each! 1)Go for quantity (10+!) 2) Wild and crazy ideas are okay. 3) Piggy-back on the ideas of others. 4) No judgmentpositive or negative.

2. Apply the brainstorming rules to Problem-Finding: Each group will brainstorm the problems seen as a result of the mess. Opportunity is provided for grouping of similar problems and selecting from the top three. From the top three problems, each group will develop a solvable problem statement beginning with How might ________ (noun who will solve the problem?) _______ (verb: the action to solve the problem) so that ____________ (the result). Why check to ensure the problem matches the mess. 3. Idea-Finding: Each group will brainstorm solutions to the problem statement. The idea is convergent thinking listing as many possibilities first. Students will then have the opportunity to organize similar solutions, then selecting from all of them to the top five. 4. Solution-Finding: Each group will develop criteria to evaluate the five solutions and use a decision-making grid to determine the best solution. Opportunity is provided for research to make valid evaluations against the criteria. All criteria must be written positively and comparatively. Ideas include feasibility, costeffectiveness, easiest to implement, fastest, etc. 5. Students will use the decision making matrix to determine which solution is the best according to their determined criteria. 6. Acceptance-Finding: Each group will develop an action plan for implementing the solution in detail. Students will describe what would need to happen to implement their solution and what the effect would be in the lives of the colonists. Students will clearly describe the intended positive outcomes and how this would affect the lives of the colonists overall as well in respect to other problems. Phase 4: Synthesis Activity/Closing

Summarizing Activity: Each group will develop a product (e.g., persuasive letter, flow chart, speech, etc.) for sharing its solution with the colonists.

2. Shapely Debrief In regards to the new life of the colonists in 1620: Something I connected with Three points to remember One question still going around in your mind

Creative Problem Solving: The Colonists Mess

The New World: A Mess of Problems The colonists of the thirteen colonies immigrated to the New World due to poverty and religious restrictions in England. Most colonists came for religious freedom, and not many of these people were hunters or farmers. However, they had to earn their living through farming. There was limitless stretches of land, but this was uncultivated land with most of the part covered with primeval forests and rocky valleys. But, every colony did not have fertile land for farming and had to find out different ways to make a living. They did not know how to plant crops, or even which crops would grow in their new environment. Some colonists, like the ones in Plymouth, had the help of the Native Americans, who taught them what to do. Others starved to death and settlements failed. Colonists also had to be taught how to hunt. The game in the New World was not the same as their homelands, and many of them had never hunted before. Most people didnt enjoy eating this game either, which caused more people to stubbornly starve to death as well. The settlers faced conflicts not only with Native Americans, but with settlers from other countries. Whenever a conflict broke out in Europe, it carried over to that country's colonists. During the French and Indian War, many Native Americans sided with the French and raids were made on the British settlements. A conflict with Native Americans could be the explanation for the disappearance of the settlers of Roanoke as well. The weather in the New World was harsh, from the frigid winters in the North to the hot summers in the South. In the North, many settlers did not survive their first winter. They did not bring the necessary supplies and if they landed in the late summer or fall, they did not have the time to build homes that were sturdy enough. In the South, settlers died from diseases spread by mosquitoes, diseases unknown in their homeland. Families and communities were separated and this caused sadness in the colonists as well. Life as they knew it was changed. With a New World also came new governance, as the colonists had to decide has to create a government and establish rules for their new communities. The problems colonists faced made some of them give up and return to Europe. The Colonial Period in America was one of the turning points in history. What people did--and how they did it--changed the history of the world, although they could not realize the significance of a relatively small number of people.,,

CPS Step 1: Fact Finding

List all of the important details and facts that you glean from the mess.

List at least three questions that you need answered to completely understand the mess.

CPS Step 2: Problem Finding

Brainstorm the many, varied, and unusual problems that result from the mess.

Create a problem statement.

How might we _________________________________________________________________ ___________________________________________________________________ __________?

CPS Step 3: Idea Finding

Brainstorm the many, varied, and unusual possible solutions to the problem.

How might we _________________________________________________________________ ___________________________________________________________________ __________?

Brainstorm the many, varied, and unusual criteria that can be used to evaluate the solutions to the problem.

CPS Step 4: Solution Finding


CPS Step 5: Acceptance Finding

Develop an action plan for implementing your solution. Be sure to include who should be involved a timeline a way to evaluate the success or appropriateness