Concept-Based Lesson Planning Template
Lesson Title: Geography and Its Impact on Colonial Life
Unit Title: Colonization
Conceptual Lens Of The Unit: Geography, History, Economy, Physical Features
Estimated Time Needed to Complete this Lesson: 6 classes
Clarifying Objectives For This Lesson
8.H.3.1 Explain how migration and immigration contributed to the development of NC and the US
from colonization to contemporary times.
8.G.1.1 Explain how location and place have presented opportunities and challenges for the
movement of people, goods, and ideas in NC and the US.
8.G.1.2 Understand human and physical characteristics of regions of NC and the US
8.G.1.3 Explain how human and environmental interaction affected the quality of life and
settlement patterns in North Carolina and the United States.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical
perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical
narratives.
8.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the
United States.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
Brief Overview Of This Lesson
This is one in a series of lessons which
lays the groundwork for the study of
American and North Carolina history.
Students will review the basic geography
of both North Carolina and Colonial
America. Students will study and interpret
maps of Colonial America and North
Carolina Students as they explore physical
features and characteristics of the land.
Students will examine how European
settlement patterns were influenced by
geographic conditions such as access to
water, harbors, natural protection, arable
land, natural resources and adequate
growing season and rainfall. Students will
examine a variety of primary sources to
determine why colonists were drawn to a
particular region of the country.
Concept-Based Lesson Planning Template
Concepts
Exploration
Movement
Geography
Expansion
Place
Resources
Imperialism
Location
Religion
Generalizations (What Students Should Understand) & Guiding Questions
Generalizations:
● Geography very often influences where and how people live.
● People often adapt to their environment or relocate to satisfy needs/wants.
Essential Questions
● How does geography influence where and how people live?
● How do the major physical features of the United States influence where and how people live?
● How do the major physical features of North Carolina influence where and how people live?
● How do historians use artifacts and primary sources to form theories about how people lived in the past?
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Guiding Questions
How does environment affect where a person lives?
How did settlement patterns and location impact daily living in Colonial America?
How do current geographical characteristics of North Carolina impact where people reside today?
Factual Content (What Students Should
Know)
Europeans settled along the east coast
into three distinct regions: New England,
Middle, and Southern Colonies.
The regions’ land type, climate/weather
patterns, other physical features, and the
presence of natural resources determined
what colonists did for a living.
The varying daily life and economies
allowed for trade among the three regions
of colonies
Description of Colonial Regions
· mountain ranges
· rivers
· deserts
· oceans
· political boundaries
· neighboring nations
· human characteristics
· regions
Description of NC Regions
· Piedmont
· Mountains
· Coastal Plain
· Rivers
· Agriculture
· Industry
· Neighboring states
Primary Source Documents
Concept-Based Lesson Planning Template
Learning Targets
Students will be able to:
● Analyze, interpret, and conduct research with online primary sources;
● Recognize the location and defining characteristics of the three regions of Colonial America
● Examine regional differences in the three regions of North Carolina
● Determine reasons for migrating or relocating to a particular region
● Identify how colonists adapted to their environments
● Demonstrate what they have learned by creating a labeled map that outlines each region.
Skills (What Students Should Be Able To Do)
Read and interpret maps
Analyze primary source documents
Write a persuasive letter (option)
Cite textual evidence to prove a claim
Collaborate with classmates.
Summarize and identify main ideas of text/
primary sources
Use technology tools
Understand
Explain
Concept-Based Lesson Planning Template
What Are The Learning Experiences For This Lesson?
Day One
Opening : Students will join Edmodo group and take Pre-assessment Quizzes Primary/Secondary
Documents and Causes/Effects of Imperialism on parties involved (from 7th grade curriculum- Activate
Prior Knowledge- about effects of global interactions); differentiation strategy to determine students’
access point for new learning. Is there a need to re-teach or review Imperialism and Colonization to help
students connect to prior learning? Primary/Secondary Source Quiz http://www.quia.com/quiz/
4384514.html
Think-Pair-Share: Students will discuss quiz answers with a partner. Answers will be reviewed in whole
group discussion.
Teacher to give overview: To review that colonization resulted from imperialism and a desire to expand.
This lesson will address the physical location on Britain’s American colonies. Focus will be on how
geography, wants/needs, and climate influence migration and patterns of settlement and the economy
of regional colonies. Students will identify locations and interpret map data. Students will examine maps
of the American colonies to explore boundaries and land features and characteristics which affected daily
living.
Introducing Key Concepts/Vocabulary
Working in small groups, students rotate throughout the room interacting with Concepts/Vocabulary
posters. Teacher has chart paper prepared with a picture(s) of a concept/vocabulary word. For example:
Chart paper has two images 1/Christopher Columbus, 1492 and 2/Columbus’s 3 ships in the ocean.
The chart includes the question “Do these images represent Exploration or Expansion?” Students work
collaboratively to support one of the concepts, then record their group’s answer on the chart. Groups
use same marker color as they rotate to the next poster. Teacher will facilitate class discussion of each
chart, allowing students to explain their rationale and clarifying any misconceptions. Charts should be
displayed throughout unit and additional thoughts. facts, etc. can be added.
Technology Option: Use a Kahoot with images. See the example by searching for Grade 8: Impact of
Geography on Colonial Life in the public Kahoots. You may create a free Kahoot account by visiting https:/
/getkahoot.com/
Homework
Teacher will select 2 vocabulary words for students to individually expand upon using the Frayer Model or
Concept-Based Lesson Planning Template
similar format for formative assessment.
Day Two
Class Discussion:
“The needs of the people, country or authority is the driving force for exploration, expansion, and
migration. What geographical characteristics would make _____ a favorable place to settle , explore, or
expand?”
Students will brainstorm how exploration effects daily life in today’s society. Students will record
responses to the following questions on Padlet. (Link to Padlet is in Edmodo)
Discussion Questions for students:
What draws people to settle in the coastal area of North Carolina in today’s society? mountain region?
How do geographic regions in North Carolina compare with those in northern New England?
How does this compare to the settlement pattern in colonial times?
Map Skills: Students will analyze geography of immigrant skills
http://economistsview.typepad.com/economistsview/2011/06/the-geography-of-immigrant-skills.html
Teacher to inquire whether students can locate the following places on a map/globe:
North Carolina; United States; North America; Great Britain; Europe
Let’s try it. Map of United States is projected. Students will volunteer to identify locations on the map
which correspond to their answers to the discussion questions.
Where in the world are we? Students will engage in a map activity to identify the location of the 13
Original American Colonies. Teacher will project a World Map to show distance between Great Britain and
its American Colonies
Teacher will distribute to students printed copies of a map of American Colonies. Teacher will display
Map of Colonial America to illustrate location of the three regions and the colonies associated with each
region. Students will match the colony with the corresponding identifier located on the printed map
(locations labeled with alphabet as identifiers). Maps will be uploaded in Edmodo for easy reference.
Background Informational Text: Students will click on the link to SAS Curriculum Pathways in Edmodo
to complete an independent interactive assignment. http://www.sascurriculumpathways.com/portal/
Launch?id=1494
Day Three/Four:
Concept-Based Lesson Planning Template
Vocabulary Assessment - Kahoot
Analyzing Primary Source Documents
Small Group: Students will be divided into 6 groups to collaborate, analyze primary sources, answer
discussion questions, and share out (There will be 2 groups focused on the New England Colonies Region,
2 groups focused on the Middle Colonies Region, and 2 groups focused on the Southern Colonies Region)
Students will analyze images and primary source documents from Colonial America utilizing the
Library of Congress Analyzing Tool http://www.loc.gov/teachers/usingprimarysources/resources/
Analyzing_Photographs_and_Prints.pdf
Students will utilize the following resources which correspond to their assigned region. Students will
analyze a minimum of 2 resources utilizing the LOC Analysis Tool. Each group will email 2 completed
forms to teacher. Resources shown below will be uploaded in Edmodo.
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New England Colonies | Gallery
A Plan of the Town of Boston
Iron Ship Building
Boston Shipbuilders Advertisement (1769)
Faneuil Hall
Port of Boston
Salem Steam Mill
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Middle Atlantic Colonies | Gallery
Plan of the city and environs of Philadelphia
Proposals for printing a newspaper to called the Pennsylvania Ledger January 2, 1775
Pennsylvania WPA Federal Art Project
The Accident in Lombard Street, Philadelphia 1787
Philadelphia, August 9, 1798 Writ of Fieri Facias
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Southern Colonies | Gallery
Life of George Washington - The Farmer/ painted by Stearns
A plan of my farm - George Washington
For Sale! 389,565 acres of farm land
Providence October 20, 1815 Cotton manufacturing interests
North Carolina Minutes of Seat of State Government
Concept-Based Lesson Planning Template
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A Home in the Sunny South!
Emperor, Jr.
Lands for Sale
Hermitage
Citing Textual Evidence Individual Assignment:
The teacher will create a Voki to give instructions to students.
Based on the evidence of these documents from the Library of Congress, explain what it was like to live
in your assigned region (New England Colonies, Middle Colonies, Southern Colonies). “If you have the
opportunity to go live in a particular place or region, where would you go and why?” Click on the link to
“Citing Textual Evidence” in Edmodo. Find your name, and record your answers to the questions in the
table beside your name. Your response must cite specific examples from the primary sources. https://
docs.google.com/document/d/1xFpndbfyrQfVuSbqiqu6rSNye3jxCFVZpSFqKAY1bIo/edit?usp=sharing
Possible Extension Activities:
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Writing a Persuasive Letter ; Reading Letters written by classmates; and Comparing/contrasting
geographic features of the 3 regions of colonies
Read the following article and answer discussion questions from ReadWorks.org http://
www.readworks.org/passages/san-francisco-city-bay
Create an iMovie to market or sell one of the regions (New England, Mid Atlantic, and Southern)
to visitors/travels.
Day Five
Facilitative Review
Students will read the informational text “North Carolina: An American Colony” and complete the
discussion questions found at the end of the article, either with a partner or individually.
LearnNC http://www.learnnc.org/lp/editions/nchist-colonial/2043
Secondary resource for teacher to use :North Carolina’s Geography: NCPedia http://ncpedia.org/
geography
Day Six
Formative Assessment
Explore the items in School Net - Possibilitity - administer the online assessment found in School Net
Concept-Based Lesson Planning Template
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outlines each region.
Vocabulary may include, but is not limited to the following:
Imperialism
Immigrants
Resources
Expansion
Exploration
Lost Colony
Tobacco
Cash crops
Colonial regions
Export
· Physical characteristics
· Human characteristics
· Regions
· Primary source
· Secondary source
· perspective
Instructional Strategies
Pre-assessment
Anticipatory Set: Map Quiz (Continents)
Whole Group Discussion
SAS Curriculum Activity
Small Group collaboration to discuss guiding questions
PowerPoint Presentation Overview
Discovery Education video clip for Remediation
Differentiation Strategies
ReadWorks.org Lexile Levels
Rewordify.com
Teacher may assign specific primary source
images to certain groups to differentiate
Concept-Based Lesson Planning Template
Materials/Resources
Power Point Presentation
SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/Launch?id=1494&bhcp=1
Library of Congress http://www.loc.gov/teachers/classroommaterials/lessons/tinker/evaluation.html
Discovery Education http://app.discoveryeducation.com/core:search/view?isStandards&StandardID=077ebf2c5110-11e0-aea28e6a9dff4b22&region_code_hidden=North%20Carolina&documenturl=Essential%20Standards&subject=Social%20Stu
dies&grade=8&year=2010&region_code=US|37
Voki, Toondoo, iMovie, or Animoto
Rubric Maker Rubistar
NC Digital History Book
ReadWorks.org
Quia.com
Kahoot
LearnNC
WSFC Web Resources
Teacher Notes
Click here to enter text.