Lesson Plan: September 8-11
LEARNING EXPERIENCE: 13 Colonies (1 day)
1.Use the Age of Exploration Smore and the textbook pgs. 72-94 to identify and locate the 13 colonies
and the three colonial regions. The teacher will provide students with a blank map to complete and
model the steps for completing the map whole class.
Students will use their colored pencils to color their colonial regions map. Teacher will assign specific
colors to each region as follows:
- New England Colonies - blue to represent harsh winters
- Middle Colonies "Breadbasket Colonies" - green to represent good soil and growing conditions
- Southern Colonies - red to represent hot and humid conditions
Repeat and emphasize the color coding of colonial regions in the map activity.
2. Plot the settlements of Jamestown (1607) and Plymouth (1620) (both STAAR testable dates). Discuss
the importance of these settlements, and why were they established (Jamestown - the first successful
settlement in America; economic reasons - tobacco); Plymouth - the settlement of the Pilgrims; religious
freedom).
3. Locate and label the Hudson, Ohio, and Mississippi Rivers, Atlantic Ocean and the Great Lakes (in
blue). How will these water sources influence the development of the 13 colonies over time?
4. Draw and label the Appalachian Mountains using brown triangles. How will these mountains affect
the expansion of colonial territories in the future?
5. Prior to the process activity, guide students in making predictions about the effects of location on the
lives of settlers.
After completing their maps, the students will be assigned the following writing reflection to be
completed either in class or as homework.
Writing Reflection: Predict how location could affect the lives of the settlers living in the Plymouth and
Jamestown settlements. Things to consider: food sources, farming, and climate. Share and discuss
student responses. If needed, students can use the 13 Colonies map to help them answer the writing
reflection.
LEARNING EXPERIENCE: Jamestown and Plymouth (1 day)
Compare and contrast the colonial settlements of Jamestown and Plymouth.
View the short video clips from America: The Story of US (found at the bottom of the Age of Exploration
Smore) of Jamestown and Plymouth.
Key point to discuss about the settlements of Jamestown and Plymouth:
• Jamestown - the first successful settlement in America; economic reasons – tobacco
• Plymouth - the settlement of the Pilgrims; religious freedom
• Both colonies had hardships: Jamestown – disease; Plymouth – lack of food due to winter landing
1. Complete the map handout questions about Jamestown and Plymouth. Place students in small groups
to facilitate the Jamestown and Plymouth map analysis questions. Pose each question to the class with
groups discussing possible answer ideas. Model the structure of small group discussions during the map
analysis. Share and discuss group answers as a class in order to check for understanding.
2. Use the short reading to compare and contrast the settlements of Jamestown and Plymouth. Chunk
the Jamestown/Plymouth reading to help with comprehension. Model how to use the reading to
complete the graphic organizer. Share and discuss student responses.
3. Prior to the process activity, guide students into making predictions about the successes and failures
of each colony.
Formative Assessment:
With a partner, have a mini-debate.
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Student A will take the position of a settler in Jamestown.
Student B will take the position of a settler in Plymouth.
Each student will have one minute to state why he/she chose to settle in their perspective colony, and
why his/her colony was more successful? Students must use evidence to support their side of the
debate. Share and discuss responses.
LEARNING EXPERIENCE: 13 Colonies (3 days)
Examine the religious, political, economic, and social motives for the establishment of the 13 colonies.
Analyze geography’s influence on economic activities.
Share the short video clip from America: The Story of US (found at the bottom of the Age of Exploration
Smore at times 16:30 – 18:07)
The video states that settlers in the 13 Colonists were “2 inches taller, healthier, and twice as likely to
reach adulthood.” What factors could have caused these improvements in colonists’ quality of life? (not
living in a crowded city like London – less pollution, less disease; change in diet – more farm products
like vegetables)
Using the text pgs. 72 - 89, students will complete the 13 Colonies chart in their groups. Monitor and
interact with students as they read text materials for their investigation of the 13 colonies by asking
them to tell you in their own words what they are reading/learning.
As a class, review and discuss student answers. Have student give examples of how geography and
climate influenced the development of the region, and how a region's natural resources affected job
opportunities. Example: New England colonies had an abundance of trees that could be cut down for
lumber, which was used for home and ship building. Ships were then to use transport goods.
Colonial Regions Postcard:
Use the completed chart and 13 colonies map to create an 8x11 post card (postcard template) about the
colonial region (not a single colony) of their choice. Discuss the elements of a postcard and share
examples - front and back. The postcard should include 2 sides - side 1 will have a map of the region and
illustrations demonstrating the geography, climate and economic activities of the region; side 2 will
include a stamp and a letter to a friend or family member in England, encouraging him/her to journey to
the highlighted region. The letter must discuss (1) how geography and climate have influenced the
development of the region, and (2) how the region's natural resources have affected job opportunities.
Other information to include: the colonies in the region, famous people, religious opportunities, and
historical facts about the colony. Provide students class time to present their work to peers.