1. Colonial America
Lesson Three
Part 1
OBJECTIVE(S) The student will be able to:
Compare the political, economic, and social lives of people in the New England, Mid-Atlantic, and Southern colonies.
Compare the natural/physical and human characteristics of the New England, Middle, and Southern colonies and explain how those characteristics affected where and how people lived and worked.
Explain the consequences of specialized work on interdependence, trade, and economic growth before 1790.
Compare the various foundations, functions, and purposes of governments in the Colonial America regions including early democratic ideas and practices that emerged such as representative assemblies and town meetings.
TIMEFRAME: This lesson will take three to four class periods.
MATERIALS
History Alive! America’s Past
Student copies of “Steps for Preparing a Colonial Billboard,” (Student Resource 3.1)
Student copies of “Comparing the Colonies” (Student Resource 3.2)
Props for modeling a sales presentation on Virginia: clear jar containing soil, classified section from a newspaper, and a small cardboard box labeled “Ballot Box”
Butcher paper, 1 piece per student group
Optional: Student copies of “Comparing the Colonies Assessment” (Student Resource 3.3)
LESSON PREPARATION
Gather props for teacher demonstration of a billboard presentation: a clear jar containing soil, the classified section from a newspaper, a small cardboard box labeled “Ballot Box,” and a transparency of “Sample Billboard for the Virginia Company” (Teacher Resource 3.2). Consider practicing your demonstration prior to class to ensure that students receive a quality presentation model.
How do the characteristics of the New England, Middle, and Southern Colonies Compare?

2. Vocabulary Rating Scale
I never saw the word before and I do not know it.
I have heard or seen the word before, but I do not know the meaning.
I recognize the word and I know something about it.
I know the word well. I can explain the meaning and use it appropriately
Pre-Assessment:
(P1) Teacher will use the “Vocabulary Rating Scale” (see resource) to assess students’ prior knowledge of
selected Tier 2 and Tier 3 vocabulary. Students can indicate their choice by holding up appropriate fingers.
Alternatives are to: use sign language for appropriate letters, using Mind in Motion Movements, or writing
on white boards.
Depending on student response, teacher will ask for students rating words at level 3 or 4 to use the word appropriately in a sentence to demonstrate understanding. Take note of the targeted words that are least recognized. If the majority of the class does not recognize a word, this will indicate the words to target during the Text Talk Steps below.
Model and Guided Practice
Preview text features before reading and have students find additional examples for T-chart.
While reading, have a focused discussion using Text Talk Steps on selected vocabulary words.
1. Contextualize the word for its role in the story.
Read the sentence from page 73 that contains the vocabulary word participate. “Participation in Maryland’s government was limited.”
This statement sounds like an action where only some people are allowed to do something.
2. Explain and/or discuss the meaning of the word.
Ask students to define the meaning of the word participate. Encourage students to provide synonyms and antonyms based on the context in the example sentence.
Give the meaning of the word to the students.
Teacher will say, “The word ‘participate’ means that people have a part or share.”
3. Ask students to repeat the word so they can create a phonological representation of the word.
4. Provide examples in contexts other than the one used in the story.
Let’s think of some other examples that fit with the word
participate.
In our Student Government elections, everyone who voted for a representative participated in the election.
In November, our country will have an election where voters will participate in electing the next President of the United States.
Students participated in a lively discussion on activities for our next Gold Coin celebration.
5. Give students a chance to interact with given
examples or provide their own examples.
Teacher will say, “Now I’d like to hear your examples for
the word participate (and other forms of the word, ie:
participated, participating).
6. Encourage students to interact with the word and its
use in the story.
Teacher will say, “Describe what a clean up day would
look like if everyone participated in the activity..
What might happen if no one participates in an election?
Continue this same six step process with additional targeted
words (example: democratic, government, geography,
climate).
Independent Practice: Students complete cloze activity for identified vocabulary words to demonstrate their understanding of the selected Tier 2 and Tier 3 words.
government
geography
diverse
participate
economy
democratic
climate
Taken From: Bringing Words to Life: Robust Vocabulary Instruction, by Isabel Beck, et. al. Copyright The Guilford Press
Risolo, 2012

3. ? ? ?
MOTIVATION
Have students access their prior knowledge about billboards. Have students explain why billboards are used in many communities. Allow volunteers to share their answers and describe billboards they have seen. Tell students that most billboards have striking visuals, few words, and memorable slogans. Then, tell them that in this activity they will create billboards to convince others to settle in one of six American colonies during the 1700s.

4. Preview the text in section 7.1 Make observations about :
Text features
Clarify meaning of bold faced words by using the glossary
Read Section 7.1 to learn about the six colonies that were established by Britain between 1620 and 1733
PROCEDURE
(Reading Informational Text) Introduce chapter 7 in History Alive! America’s Past. Have students preview the text, taking note of text and print features. Tell students they will learn about six colonies that were established by the British between 1620 and Have students read Section 7.1. Clarify the meaning of the boldface words. (Includes economy and democratic)
Section 7.2 includes geography, climate and diverse. This section does not discuss participation in government. Before the students begin their small group research, it would be a good time to clarify what participation in government means in that includes who gets to vote, who gets to serve and who makes the decisions.
(Mouse-click to have text appear in stages)

5. Read Section 7.2 to compare these regions
Use this image “British Colonies in America: A Comparison” (History Alive! Graphic Organizer Transparency 7) to help students formulate predictions about colonial region comparisons. Have students examine the map and matrix. Have students think-pair-share predictions about the biggest differences between the regions.
(Mouse click to show instruction to read section 7.2)
Have students read Section 7.2. Guide the students in reading Section 7.2. Emphasize that the 13 original colonies in North America were marked by their striking diversity. Tell students that the three main regions—New England, Middle, and Southern—were primarily distinguished by differences in climate and geography

6. Group Assignments 7.3 Massachusetts 7.4 Rhode Island 7.5 New York
7.6 Pennsylvania
7.7 Maryland
7.8 Georgia
(Problem Solving Groupwork ) Introduce the group activity and assign each student group a colony. Assemble the students into six groups. Assign each student group one of the six colonies described in Section 7.3 to 7.8 of History Alive! America’s Past: Massachusetts, Rhode Island, New York, Pennsylvania, Maryland, and Georgia. Tell student groups that they will create a billboard and a sales presentation that encourages others to settle in their colony.

7. VIRGINIA
Model elements of an effective sales presentation on the Virginia colony. Complete the following steps to provide a quality model of the presentation.
Promote the colony on a wall map. Walk over to a map of the United States and point to Virginia. Say loudly (as you mouse-click), “Right here, ladies and gentlemen. This is the colony where you simply have to settle!”
Showcase the history of the colony. (Click mouse) Project “Jamestown” (History Alive! Transparency 6B) and quickly state that Virginia has a rich history dating back to this first settlement.
Promote the climate and geography of the colony. Hold up a small, clear glass jar containing some soil, and explain enthusiastically that Virginia has rich soil that is perfect for farming and growing plenty of cash crops such as tobacco. (Mouse-click to show picture of a jar of soil)
Promote the economy of the colony. Show students the classified section from a newspaper, and confidently proclaim that Virginia’s strong agricultural economy produces numerous job opportunities in Virginia. (Mouse-click to show picture of a newspaper)
Promote the government of the colony. Point to a small cardboard box (decorated simply to look like a ballot box). Excitedly explain that Virginia’s lawmakers are elected to the House of Burgesses by the people of Virginia. (Mouse-click to show picture of a ballot box)
VOTE

8. Explain that the colony of Virginia has produced a billboard to attract settlers. Project this image, “Sample Billboard for the Virginia Colony” (Teacher Resource 3.1). Point out elements of the billboard that advertise attractive features of the colony. Leave this image projected.

9. Hand out “Steps for Preparing a Colonial Billboard” (Student Resource 3.1) and “Comparing the Colonies” (Student Resource 3.2), and review the steps for creating a billboard. Direct attention to “Steps for Preparing a Colonial Billboard.” Tell students that they will follow the directions on the handout to create their billboards and sales presentations for their colony. Assign each group member one of the four roles. Ensure student understanding of the steps on Student Resource 3.1.
DEBRIEFING
Facilitate a discussion about ways to ensure that group members work well with each other. Tell students that during the next class they will work as a group to create a billboard for their assigned colony. Have students think about what might prevent a group from working well together. Have students think-pair-share about responsibilities each student can take to ensure that their groups work well together. (Note: Consider having students complete colonial regions, economy, government, democratic, and indentured servants on “Social Studies Unit One Vocabulary” for homework.)

10. Colonial America
Lesson Three
Part 2
How do the characteristics of the New England, Middle, and Southern Colonies Compare?
Review the focus question and have students briefly share responses to the question based on what they have learned thus far.

11. Part 2
MOTIVATION
Have students access prior knowledge of effective billboard elements. Have students think-pair-share about effective billboard elements. Display and review “Sample Billboard for the Virginia Colony” (Teacher Resource 3.1).

12. Comparing Colonies PROCEDURE
(Problem Solving Groupwork) Have student groups work to create their billboards. Have student groups follow the steps on “Steps for Preparing a Colonial Billboard (Student Resource 3.1). Remind students to record the information on their colony in this resource, “Comparing Colonies” (Student Resource 3.2) Monitor each group’s progress. When a group completes a step on Student Resource 3.1, initial that step before they move on. When groups are ready, provide them with butcher paper on which to create their billboards.

13. Presenting your billboard:
Post your billboard in front of the room.
Remember, you will have only 60 seconds
Have “salespeople” post billboards and make presentations to the class. Have the salesperson from each group post the completed billboard in front of the classroom. Allow each group to make its presentation. Strictly enforce a one-minute time limit to keep presentations lively and quick.

14. Which colony would you rather live in?
Cast your vote!
Which colony would you rather live in?
Walk around the room and examine each of the billboards.
Stand next to the billboard representing the colony you would have wanted to settle in during the 1700’s.
DEBRIEFING (slide 1 of 2)
Have each student select the colony in which he/she would settle. After all salespeople have made their presentations, allow students a few minutes to leave their seats and examine the billboards more closely. Then have students stand next to the billboard representing the colony in which they would have settled had they lived during the 1700s.
(Mouse-click to reveal steps one at a time)

15. Let’s Analyze Your Choices
In which colony did the most students want to settle? Why do you think so many wanted to settle in that colony?
In which colony did the least number of students want to settle? Why do you think this was so?
What factors were most important to you as you made your decision?
Let’s Analyze Your Choices
DEBREIFING (Slide 2 of 2)
After students have made their choices, ask these questions:
In which colony did the most students want to settle? Why do you think so many wanted to settle in that colony?
In which colony did the least number of students want to settle? Why do you think this was so?
What factors were most important to you as you made your decision?
(Mouse-click to reveal questions one at a time)
(Optional: If you would like to enter your own class data into the graph, double click on the graph and enter data- this must be done in edit mode, not the show mode)
(CAUTION: Click on blue button in bottom right hand corner, “Return to Re-Vote” to go to return to the slide with a graph of your re-vote. Do not click on this button unless you have already completed the lesson)
Return to
Re-Vote

16. Colonial America
Lesson Three
Part 3
How do the characteristics of the New England, Middle, and Southern Colonies Compare?
Review the focus question and have students briefly share responses to the question based on what they have learned thus far.

17. MOTIVATION
Use transparency of “British Colonies in America: A Comparison” (History Alive! Graphic Organizer Transparency 7) to help students gauge what they have learned thus far. Project the transparency. Have students identify the part(s) of the matrix about which they have the most knowledge. Allow students to share ideas. Have them identify matrix cells where they could still increase their levels of expertise. Tell students that they will use the rest of chapter 7 to increase their knowledge of the three colonial regions.

18. Complete “Comparing the Colonies”
Read sections 7.3 through 7.8
Evaluate the claims made on the billboards and by the salespeople.
Complete “Comparing the Colonies”
(Reading for Understanding) Have students read Sections 7.3 through 7.8 and complete “Comparing the Colonies” (Student Resource 3.2). Tell students that they will now read to learn more about each of the colonies presented during the previous class. Explain that they will evaluate the claims made on the billboards and by the salespeople as they read. Have students complete “Comparing the Colonies” after reading each section. (Note: Consider having students work in pairs or providing support for a small group of students by conducting a guided reading of the sections.)
(Mouse click to reveal text one section at a time)

19. Review information on “Comparing the Colonies” (Student Resource 3
Review information on “Comparing the Colonies” (Student Resource 3.2—Sample). Use a transparency of “Comparing the Colonies” to facilitate the sharing of information about the chapter.
(Mouse-click to reveal sample responses in each box. Samples will be revealed from left to right and top to bottom)

20. Cast your vote AGAIN!
Stand next to the billboard representing the colony you would have wanted to settle in during the 1700’s.
( You may stand next to a different billboard this time if your opinion has changed)
DEBRIEFING (Slide 1 of 2)
Have students reevaluate their choices of colonies in which they would most like to live. Have students once again choose the colony in which they would have settled had they lived during the 1700s and stand next to the billboard representing it. Explain that students may stand next to a different billboard this time if they wish.

21. RE-VOTE ! Student Re-vote
In which colony did the most students want to settle? Why do you think so many wanted to settle there?
How many students changed their choice of colonies?
Why did you decided to settle in a different colony this time?
What did you learn about the colonies from the reading that you didn’t learn from the billboards and the salespeople?
DEBRIEFING (Slide 2 of 2)
After students have made their choices, ask these questions:
In which colony did the most students want to settle? Why do you think so many wanted to settle there?
How many students changed their choice of colonies?
Why did you decided to settle in a different colony this time?
What did you learn about the colonies from the reading that you didn’t learn from the billboards and the salespeople?
(Mouse-click to reveal questions one at a time)
(Optional: If you would like to enter your own class data into the graph, double click on the graph and enter data- this must be done in edit mode, not the show mode)
(Click on the button, “Click to go back to Original Vote” to return to slide 14 IF you put in your class data in the chart and want to compare your class votes.)
(Click on the icon “America’s Past” to link to the History Alive! On-line tutorial. The tutorial for this lesson is listed as “Lesson 6” on the website. If the link does not work, type the address in the browser:
Vocabulary Closure Activity
Students complete Concept Circles using examples from different colonial regions to demonstrate their understanding of the Tier II and Tier III words.
Refer back to the “Vocabulary Rating Scale” from the beginning of the lesson. Teacher will ask students to display the appropriate amount of fingers on their
hand for each vocabulary word. Teacher will ask students to reveal their new knowledge of the vocabulary words by asking those that are holding up 4
fingers to share the word meanings.
Click to go back
to Original Vote