Marina Vann and Nikki Carpenter

Colonial Regions Jigsaw

UKDs:
Knowledge goals:
The specific colonies, resources, geography/climate, specialization, social/political life, of the New England,
Mid- Atlantic, and Southern colonial regions.
Understanding goals:
How each specific region was independent of the other regions.
That each region was interdependent on other regions.
Different regions had different economies based on available resources.
Skill goals:
Examine a map to locate the different regions and colonies.
Analyze and interpret maps to explain the relationships among landforms, water features, climatic
characteristics, and historical events.
Analyze what affected the economic structure within each region.
Compare and contrast the unique characteristics of the different regions.
Explanation: We are using the Jigsaw method as a means of sense making for the students. This is a lot
of information to cover and doing it via lecture isnt enjoyable for the students. Having the students cover
the information with their groups gets them to become an expert in one area and then share their
expertise with their home group members. This allows for the students to take control of their own learning
and do it in a more enjoyable way then sitting through a lecture. The teacher will then check for
understanding through formative assessments such as an exit card.
Closure: After sharing their information within their home groups the class will then come back together.
The students will then have the chance to share what they learned as well as address any misconceptions
they might have or had before the activity. We will also talk about the similarities and differences between
the colonial regions they brainstormed with their groups. Now that the students have shared their content,
talking with their groups, and come together as a whole class we will now check for understanding. In the
last ten minutes of class the students will individually complete their exit card. This card will have them
address the topic of similarities and differences between the colonial regions because this is information
we addressed as a whole class.
*See next page for Task Card

Task Introduction
Today we will be learning about the three different colonial regions in this Jigsaw. In your home groups,
decide which specific region, New England, Mid- Atlantic, and Southern, each person wants to learn about.
You will be responsible for learning about the different characteristics for your specific colonial region while
in your expert groups, and filling out the cooperating graphic organizer. You will use this chart to organize
the information you will be learning about. Make sure you take good notes because it is up to you to teach
your classmates in your home group all about your specific colonial region!
Expert Group 1
The New England Colonies

Expert Group 2
The Mid- Atlantic Colonies

Expert Group 3
The Southern Colonies

Expert Group Understanding Check

In their expert groups, students will read corresponding textbook pages about their specific colonial
regions. These pages will contain information about specific characteristics, such as the colonies, natural
resources, geography/ climate, specialization, social/ political life, and examples of interdependence for the
particular colonial region they are learning about. While reading these pages, students will fill out the
corresponding graphic organizer together to ensure they have the necessary material recorded for when
they return to their home groups.
Home Group Synthesis/ Sharing Task
Students return to their home groups and explain to them the specific characteristics for their colonial
region. They will teach their classmates the appropriate information and answer any questions they might
have. Then they will take notes on the appropriate regions their classmates worked on. When students are
finished sharing, they must reflect on what theyve learned and write down any questions about the
colonies that they might still have. While they wait for the other groups to finish up, they will have a
chance to brainstorm how the different regions were similar and how they were different on the back of
their graphic organizer.
Whole- Class Discussion/ Sharing
We will regroup as a class after all of the groups are done sharing. This will allow the students a chance to
share what they learned as well as cover any misconceptions they might have. We will also talk about the
similarities/ differences between the colonial regions they brainstormed with their groups.
Home Group Accountability
Individual Understanding Check
All students will turn in their graphic organizers to
Exit card: Give three similarities and three
show what theyve learned and processed from their differences between the colonies.
classmates. It is important students fill in their

graphic organizer because this will serve as a form

of notes for them to study.

Colonies
New
England

Mid
Atlantic

Southern

Natural
Resources

Geography/
Climate

Specialization

Social/ Political
Life

Examples of
Interdependence

Graphic Organizer Rubric

3

The final graphic

organizer is filled in with
all of the correct
information about the
specific characteristics of
the New England colonial
region.
-See below for the
appropriate specific
characteristics for the
New England Region

The final graphic organizer

is filled in with content that
includes some minor
errors, patchy details, and
irrelevant information
regarding the New England
colonial region.

The final graphic organizer is

filled in with content that falls
short regarding accuracy,
sufficient detail, and relevance
of information regarding the
New England colonial region.

The students
failed to fill in the
graphic organizer
for the New
England colonial
region.

MidThe final graphic

Atlantic organizer is filled in with
Content all of the correct
information about the
specific characteristics of
the Mid- Atlantic colonial
region.
-See below for the
appropriate specific
characteristics for the
Mid- Atlantic Region

The final graphic organizer

is filled in with content that
includes some minor
errors, patchy details, and
irrelevant information
regarding the Mid- Atlantic
colonial region.

The final graphic organizer is

filled in with content that falls
short regarding accuracy,
sufficient detail, and relevance
of information regarding the
Mid- Atlantic colonial region.

The students
failed to fill in the
graphic organizer
for the MidAtlantic colonial
region.

Souther The final graphic

n
organizer is filled in with
Content all of the correct
information about the
specific characteristics of
the Mid- Atlantic colonial
region.
-See below for the
appropriate specific

The final graphic organizer

is filled in with content that
includes some minor
errors, patchy details, and
irrelevant information
regarding the Southern
colonial region.

The final graphic organizer is

filled in with content that falls
short regarding accuracy,
sufficient detail, and relevance
of information regarding the
Southern colonial region.

The students
failed to fill in the
graphic organizer
for the Southern
colonial region.

New
Englan
d
Content

characteristics for the

Southern Region

Exit Slip Rubric

3

Similarities

Students list three

correct similarities
between the colonial
regions.

Students list only two

correct similarities
between the colonial
regions.

Students list only one

correct similarity
between the colonial
regions.

The student failed to list

any similarities between
the colonial regions.

Differences

Students list three

correct differences
between the colonial
regions.

Students list only two

correct differences
between the colonial
regions.

Students list only one

correct difference
between the colonial
regions.

The student failed to list

any differences between
the colonial regions.

Specific Colonial Regional Content

Colonies
Natural
Geography/
Resources
Climate

Specialization

Social/ Political
Life

Examples of
Interdependence

New
England

New Hampshire,
Massachusetts,
Connecticut, and
Rhode Island

Naturalresources:e.g.,
timber,fish,deepharbors

Appalachian
Mountains,Boston
harbor,hillyterrain,
rockysoil,jagged
coastlineModerate
summers,cold
winters

Fishing,shipbuilding,
navalsupplies,metal
toolsandequipment

Villagesandchurches
werecentersoflife.
Religiousreformersand
separatistsCiviclife:
townmeetings

TheNewEnglandcolonies
dependedontheSouthern
coloniesforcropssuchas
tobacco,rice,cotton,and
indigo,andforforest
productssuchaslumber,tar,
andpitch.Theydependedon
theMidAtlanticcoloniesfor
livestockandgrains.

Mid
Atlantic

Delaware,
Pennsylvania, New
York, and New,

NaturalResources:e.g.,
richfarmlands,rivers

Appalachian
Mountains,coastal
lowlands,harbors

Livestock,grains,fish

Villagesandcities,
variedanddiverse
lifestyles,diverse

TheMidAtlanticcolonies
tradedwiththeSouthernand
NewEnglandcoloniestoget

andbaysMild
wintersandmoderate
climate,wideand
deeprivers

Jersey

Southern

Maryland, Virginia,
North Carolina,
South Carolina,
Georgia

Naturalresources:e.g.,
fertilefarmlands,rivers,
harbors

Appalachian
Mountains,
Piedmont,Atlantic
CoastalPlain,good
harborsandrivers
Humidclimatewith
mildwintersandhot
summers

religionsCiviclife:
markettowns

Tobacco,rice,cotton,
indigo,forestproducts
(lumber,tar,pitch)

Plantations(slavery),
mansions,indentured
servants,fewercities,
fewerschools,Church
ofEnglandCiviclife:
counties

theproductstheydidnot
produce.TheMidAtlantic
coloniesdependedonthe
Southerncoloniesfor
tobacco,rice,cotton,indigo,
andforestproducts.They
tradedwiththeNewEngland
coloniesformetaltoolsand
equipment.
TheSoutherncolonies
dependedontheNew
Englandcoloniesfor
manufacturedgoods,
includingmetaltoolsand
equipment.Theydepended
ontheMidAtlanticcolonies
forgrainsandother
agriculturalproductsnot
plentifulintheSouth.