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1 Colonial America Your Travel Guide to COLONIAL AMERICA By Nancy Raines Day ISBN: Teacher: Aimee Wells Grade: 5 Unit Topic: Colonial America History Essential Question: How did climate and geographic features distinguish the three regions from each other? How did people use the natural resources of their region to earn a living? How did the political and social life evolve in each of the three regions? Standards of Learning: History SOL: The student will: USI Develop skills for historical and geographical analysis, including the ability to: e) Evaluate and discuss issues orally and in writing. f) Analyze and interpret maps. USI.5b Demonstrate knowledge of the factors that shaped colonial America by: b) Comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment. English SOL: The student will: 5.6 Read and demonstrate comprehension of nonfiction. e) Identify compare-and-contrast relationships. 5.7 Demonstrate comprehension of information from a variety of print resources. a) Develop notes that include important concepts, summaries, and identification of information sources. b) Organize information on charts, maps, and graphs. Lesson Objectives: Content: The student will: 1. Learn the location and characteristics of the three colonial regions by identifying compare-and-contrast relationships and using information on maps and graphic organizers. Process: The student will: 1. Organize information about the three colonial regions on a chart. 2. Compare and contrast the geographic features of colonial America. Materials: Tradebook: Your Travel Guide to COLONIAL AMERICA by Nancy Raines Day. Runestone Press, ISBN # Handout #1 Lesson Organizer Handout #2 Think Sheet Handout #3 Thirteen Colonies Outline Map Handout #4 Word/Picture Sort Handout #5 Colonial America Quiz

2 Assessment/Evaluation: The student will: 1. Be observed in a group working on the Thirteen Colonies Outline Map (Handout #3). 2. Be assessed on the compare-and-contract work done on the Colonial Regions Word/Picture Sort (Handout #4). 3. Be evaluated on the Group Think Sheet Activity. Students will form small groups and complete the Think Sheet activity. They will use the information on their Lesson Organizer to help answer questions about the three colonial regions. 4. Be tested with a quiz. Given a blank map of the colonies, the student will identify and label each colonial region and geographic, economic, social, and political characteristics of the New England, Mid-Atlantic, and Southern colonies with 87% accuracy. Background Knowledge/Purpose Setting: The teacher will: 1. Explore maps of the United States, pointing to the areas where the thirteen colonies were located. 2. Facilitate a discussion on the meaning of the word characteristics, explaining there are physical characteristics such as rivers, mountains, hills, oceans, and cities, as well as economic characteristics or occupations such as farmers, builders, traders, etc., and political/social characteristics such as where the people met or gathered. 3. Read Your Travel Guide to Colonial America by Nancy Raines Day. Before the story, ask students to listen for some of the physical, social, political, and economic characteristics which were discussed earlier. 4. Have students complete a Venn Diagram in small groups comparing the three regions in how they are alike and different. Lesson Procedure: Before Reading: The teacher will: 1. Activate prior knowledge by having students locate the states on the east coast, the oceans, lakes, rivers, and mountain ranges. 2. As an anticipatory set to the unit on Colonial America, explore maps of the thirteen colonies with the students, pointing to the New England, Mid-Atlantic, and Southern colonies were located. 3. Discuss the meaning of the word characteristics and explain that there are physical characteristics such as rivers, mountains, hills, oceans, and cities, economic characteristics (occupations) such as farmers, builders, traders, etc., social characteristics (where people gathered), as well as political characteristics (government). 4. Read excerpts from Your Travel Guide to COLONIAL AMERICA by Nancy Raines Day. During Reading: The teacher will: 1. Ask the students to listen for religious, political, social, and economic events that led to the colonization of America and for how people interacted with their environment. 2. Break the class up into three groups. Each group is in charge of one of the three colonial regions and is to take notes on any religious, social, political, and economic characteristics they heard during the reading. 3. Read aloud selections from different chapters in book: The Basics, page 1l; Which Cities to Visit, page 16; Money Matters, page 26; How to Get Around, page 28, What to See and Do, page 48.

3 4. Encourage class discussion and questions and model (think aloud) questions or observations I might have. 5. Have groups meet and combine information from their notes, and have them present the information to the class. After Reading: The student will: 1. Receive a Lesson Organizer (Handout #1) outlining information they will need to know for the lesson on Colonial America. Using the graphic organizer and the Think Sheet (Handout #2) activity, the students will be able to differentiate between the three colonial regions and be able to describe the geographic, social, political, and economic characteristics of each region. 2. Locate the three colonial regions on an overhead transparency of the east coast. Next, distribute an outline map (Handout #3) of the colonial regions, and with a marker or crayon, students will label (using a map key) and color each colonial region in a different color on their regions map. 3. Locate the New England, Mid-Atlantic, and Southern Colonies. Explain the New England Colonies are located in the Appalachian Mountains, with many harbors, hilly terrain, rocky soil, and a jagged coastline. Because of this, the New England colonies used their natural resources (economic) to earn a living. They fished, built ships and naval supplies, and traded in port cities. Explain the Mid-Atlantic Colonies are located in the Appalachian Mountains as well as the coastal lowlands. They have many harbors and bays, and wide and deep rivers. Their soils are rich and great for farming. The Mid-Atlantic colonies used their natural resources on farms to produce grain and raise livestock. They also had many skilled and unskilled workers and fishermen. The Southern Colonies are also located in the Appalachian Mountains in the Piedmont region in the Atlantic Coastal Plains. They have good harbors and rivers. The weather is very hot and humid in the summers. They use their natural resources to maintain large farms and plantations. They produced cash crops (such as tobacco) and wood products. Some lived on smaller farms as well. Slavery was predominant in the southern colonies. 4. With a partner, play the Colonial Regions Word/Picture Sort. (Handout #4). The handout is to encourage students to compare and contrast the relationships between the three colonial regions: New England, Mid-Atlantic, and Southern. The purpose of this activity is to present students with the opportunity to work in groups and build interpersonal skills while establishing critical thinking skills in an original and challenging way. By the end of this activity, the student will be able to identify physical, economic, social, and political chrematistics of each region. Both linguistic and visual knowledge is contained in this activity. 5. Receive a blank map of the thirteen colonies and identify and label the New England, Mid-Atlantic, and Southern colonies. Have the students list physical, social, economic, and political characteristics. Closure: The student will: 1. Look at maps of their own region (Fredericksburg and Stafford). Do they see similar physical features? How are the regions alike? How are they different? 2. Look at the map of the New England, Mid-Atlantic, and Southern colonies. What do they see in the colonies that reminds them of Fredericksburg/Stafford? Does the

4 city/town they live in (or one nearby) have rivers? harbors? churches? farms? town halls? Ask them to list as many things as they can that are similar to things they find in their own city. Extension/Differentiation: The student could: 1. Create a daily life in Colonial America. At the Daily Life learning center, investigate/ research what daily life in one of the three colonial regions would have been like. Using a variety of materials (clay, building blocks/logs, sticks, paint, glue, construction paper, etc.), students will build models of New England, Mid-Atlantic, and Southern colonies. In the models, students must include physical, social, economic, and political characteristics in order to depict what daily life may have been like.

5 Handout #1 Lesson Organizer: Colonial America Three Colonial Regions New England Mid-Atlantic South Geographic Features Appalachian Mountains, Boston Harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winter Geographic Features Appalachian Mountains, coastal lowland,, rich farmlands Moderate Climate Geographic Features Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors, rivers Humid climate Economic Features Fishing, shipbuilding industry and naval supplies, trade and port cities Skilled craftsman, shopkeepers Social Life Village and church as center of life Religious reformers and separatists Political Life Town Meetings Economic Features Livestock and grain, trading Unskilled and skilled workers and fishermen Social Life Villages and Cities Varied and diverse lifestyles Diverse religions Political Life Market Towns Economic Features Large farms/plantations, cash crops, wood products, small farms Slavery Social Life Plantations (slavery), mansions, indentured servants, few cities, few schools Church of England Political Life Counties

6 Handout #2 Instructions: Within your small group, use your Lesson Organizer to identify the following characteristics for each of the three colonial regions. All work should be done on a separate sheet of paper (in cursive, with a proper heading). Each group is responsible for turning in only one set of answers for each region. 1. What are the geographic features for each of the three colonial regions? 2. Did the geography and climate affect how colonists lived and earned their living? 3. How did the colonial Americans use their natural resources (economy) to earn a living? 4. Describe the social and political life for each of the colonial regions. 5. Draw a picture depicting the life of a colonist in one of the three regions. Your picture should incorporate the geographic, economic, social, and political characteristics of the region you chose.

7 Handout #3 Outline Map of Thirteen Colonies

8 New England Mid-Atlantic Southern Fishing, shipbuilding, naval supplies, trade and port cities livestock (cows), grain, trading Large farms, plantations, cash crops, wood products, small farms Village and Church were the center of life. People were religious reformers and separatists Villages and Cities, varied and diverse lifestyles, diverse (different) religions Plantations, mansions, slavery, few cities, not many schools or churches Appalachian Mountains, Boston Harbor, hilly terrain, rocky soil, jagged coastline Appalachian Mountains, coastal lowlands, harbors, wide and deep rivers, rich farmland Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors, rivers, humid climate Moderate summers, cold winters Moderate summer and moderate winters Humid and warm summers, mild winters

9 New England Mid-Atlantic Southern

10 Handout #5 Quiz: Colonial America Name Directions: Label and color the three colonial regions on the map. Please include a map key for each region. On a separate sheet of paper: 1. Compare and contrast the New England, Mid-Atlantic, and Southern colonies. Please include physical, economic, social, and political characteristics. You may draw a diagram, or answer in word form. 2. Short answer- Chose one of the following questions: How did climate and geographic features distinguish the three regions from each other? How did people use the natural resources of their region to earn a living? How did the political and social life evolve in each of the three regions?

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