Display Title: Colonies Project

Introduction: VOCAB - Indentured Servant

Daily Review: Howard Zinns Columbus

Daily Objective: Students will be able to identify where European nations colonized
and how each colony differed depending on their environment by presenting their
section to the class.

Sections: Jamestown
Puritans
Middle Colonies
Agricultural Southern Colonies
Commercial Northern Colonies
French and Indian War

Concept and Skill Development and Application: Students will work in their
desk groups and will be assigned one of the mentioned sections from their packet. It is
up to the group to take notes on their sections and make a poster describing what they
found most important. In their posters students will create symbols that represent their
information then present those symbols to their peers.

After presentations are done, we will have a brief group discussion on the presentations.

Guided/Independent/Group Practice: In their mini groups students will discuss

and analyze the important factors that made their colony in the New World important.
Students will create a group poster and present.

Homework: Students should write their reviews from notes that they took during the
presentations and class discussion.

Closure: In their groups students will have a quick recap about what they thought was
important with todays lessons. I will walk around and listen to groups discussions as
well as ask open ended questions to promote higher level thinking.

Long-Term Review: Review Vocabulary in your packet. Test questions come off of
Vocabulary and packet readings.

Related Standards/Course Objectives:

1.1 - Students will describe the interactions among Native Americans, Europeans, and Africans in Colonial America
by utilizing one of the big 11 social studies skills.
G5.[9-12].8 - Select and design maps, graphs, diagrams, tables, or charts to organize geographic information
using a variety of technologies.
1.2 - Students will compare lifestyles in the New England, Middle, and Southern Colonies according to race, class,
and gender by utilizing one of the big 11 social studies skills.
G6.[9-12].4 - Analyze selected historical issues, demographics, and questions using the geographic concept of
regions.
RH.11-12.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
RH.11-12.3 - Evaluate various explanations for actions or events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves matters uncertain.
RH.11-12.4 - Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
WHST.11-12.1 - Write arguments focused on discipline-specific content.
WHST.11-12.1a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.