Colonial North America 1700-1763
Social Studies Grade 5
In Unit 1, students will learn how political, economic, and social factors contribute to change over time.
Each Social Studies Curriculum Unit is designed to assist teachers in providing instruction to and learning opportunities for students to meet the expectations
outlined in the Maryland Standards for Social Studies and the Maryland College and Career Readiness Standards for Literacy, where appropriate in Unit I, students
will learn how political, economic, and social factors contribute to change over time. Each Social Studies Curriculum Unit includes exemplar lesson plans,
Summative Assessment, and instructional resources. When using these units, it is important to remember to scaffold tasks, materials, and content, based on the
areas of strength and need of your students, which provides opportunities for all of your students to experience success in this curriculum.
_________________________________________________
Introduction
Unit 1 Overview: This unit will teach students how to independently use their learning to critically appraise historical claims, and analyze contemporary issues.
Students will understand that study of political, social, and economic patterns reveals continuity and change, over time. Students will learn the religious, political
and economic motives that led individuals from various parts of Europe to migrate to different areas of the east coast of North America, and how this affected
development of the colonies. Throughout the unit, students will compare and contrast various cultures and how colony development was impacted by the blending
of cultures. By the end of the unit, students will collaboratively and independently engage in using, analyzing and evaluating historical fiction, information text,
primary sources, and secondary sources to discuss and write opinions supporting a point of view supported by logical reasons and pertinent information. Students
will have an understanding that where one lives affects how one lives, and the plethora of variables contributing to a specific lifestyle. The unit format provides
teachers with a timeline within which formative assessments are completed and unit goals are met.
Standards Addressed: See Curriculum Map for standards covered in Unit 1.
Page 1 of 13
Baltimore City Public Schools
SY2014-15
Timeline:
 This unit contains 20 instructional days, and three days to complete the summative assessment. It is expected that a minimum of 60 minutes be spent on
Social Studies instruction on each of those days. These lessons can be completed individually or combined (depending on the areas of strength and need of
your students), over the course of the first half of the first quarter.
 This unit focuses on colonial North America from 1700 to 1763.
 The summative assessment must be completed at the end of the unit. Data are to be uploaded to Data Link by the date(s) listed in the Learning Plan. The
summative assessment and applicable rubric(s) are provided
 All units consist of content that allows for ELA skills to be practiced and mastered (i.e., rich and rigorous conversation, gathering and analyzing evidence
to form and support an opinion or claim, and using evidence to draft an opinion, claim, or position).
Suggestions for maximizing time:
 This unit is meant to be a planning sequence for teaching Unit 1 of the fifth grade Social Studies curriculum. It is recommended that teachers follow the
sequence and use the exemplar lessons plans and assessments to assist them in developing lessons plans to be taught in Unit 1.
 Suggestions for instruction and learning in the lessons for which an exemplar has not been provided are:
o Using the jigsaw strategy. Separate the knowledge and skills identified under Acquisition in Stage 1: Desired Result into segments. (For example:
State Curriculum – 5th grade - 5.B.2.b Compare the political, economic, and social lives of people in New England, Middle, and Southern
Colonies)
If you separate the content into the three colonial regions, the regions
If you separate the content into the factors impacting colonists’ lives, groups
would be:
would focus on the following factors for one specific region:
 New England
 Political
 Middle
 Economic
 Southern
 Social
If you separate the content into specific factors for a special colonial region, you would have the following combinations:
 New England and political
 Middle and political
 Southern and political
 New England and economic
 Middle and economic
 Southern and economic
 New England and social
 Middle and social
 Southern and social
Note: Location of the region on a map and colonies included in the region can be taught during whole group instruction.
o
Within your grade level team, have each teacher focus on a specific region. Teachers can use and recreate any activities and lessons provided in
this unit although it is not expected that teachers will reuse the entire unit. For example, students should not need lessons focusing on specific map
reading skills or vocabulary in regions taught after the first region. After the first lesson on a region, students should have an understanding of the
map reading skills and vocabulary necessary for describing characteristics of a region. However, resources created and used during the lessons on
Page 2 of 13
Baltimore City Public Schools
SY2014-15


the first region may continue to be of benefit to students (e.g., social study notebook, maps, and graphic organizers) as students learn about the
remaining regions.
Since the unit addresses ELA standards for opinion/persuasive writing, any journal writing activities in the unit could be used for topics during writing.
If students have integrated art or technology, teachers could work collaboratively with resource teachers to develop activities that incorporate social studies
curriculum learned within the classroom. Collaboration with a librarian or technology teacher, along with use of a computer lab, would be beneficial to
students during various activities. Links are provided for online resources that students could use for assignments within this unit.
Throughout Unit: Expose students to fiction and non-fiction text included in the ELA units, classroom library, e-books, or school library that are based on life
during this time period. Students can utilize these resources to add to their research.
Unit 1 Topics of Importance: Within the listed Established Goals for each unit, you may see terms in bold font. These are important learning topics within the
Maryland Social Studies Standards. These learning topics are the foci of lessons within Unit 1. The key terms within Unit 1 are: migration, cultures, traditions
and technology, geographic characteristics, human characteristics, natural/physical characteristics, regions, environment, settlement patterns, economic
wants, and goods and services.
Acquisition Knowledge and Skills: Lessons within this unit are focused on (1) Map Reading Skills, Geographic and Human Characteristics, (2) Migration to
North America, (3) Colonial Development, and (4) Colonial Economy. Within those four areas, the Acquisition knowledge and skills will be covered during
instruction and learning. The standards covered within each topic focus are listed in the following table. Some standards may be covered in more than one lesson
topic.
Lesson Topic
Map reading, Geographic Characteristics, Human Characteristics
Migration to North America
Colonial Development
Colonial Economy
Standards Covered
3.A.1.d; 3.B.1.a; 3.B.1.b; 3.C.1.a; 3.C.1.a; 3.C.1.b; 3.D.1.b
5.B.2.a; 1.A.1.b; 2.A.1.c; 3.C.1.b
5.B.2.b; 1.A.1.d; 1.A.2.a; 1.A.3.a; 2.A.1.b; 2.A.1.c; 2.A.1.d; 2.B.1.b; 2.B.2.a;
2.B.2.b; 2.C.1.a; 3.A.1.d; 3.B.1.a; 3.C.1.a; 3.C.1.b; 3.C.1.c; 3.D.1.b; 4.a.2.a;
4.A.2.b; 1.A.1.a (Grade 4); 1.A.1.b (Grade 4); 1.A.1.C; 5.A.1.c; 4.A.3.a;
4.A.3.b; 4.A.4.a; 4.A.4.b; 4.B.1.C; 4.B.3.a; 4.B.2.b
2.B.2.a; 5.B.2.b; 3.A.1.d; 3.B.1.c; 3.C.1.b; 3.C.1.c; 3.D.1.b; 4.A.2.a; 4.A.2.b;
4.A.3.a; 4.A.3.b; 4.A.4.a; 4.A.4.b; 4.B.1.C; 4.B.3.a; 4.B.2.b
Page 3 of 13
Baltimore City Public Schools
SY2014-15
Grade 5 Social Studies
Unit 1: Colonial North America 1700-1763
Stage 1 Desired Results
ESTABLISHED GOALS
5.B.2.a Describe the religious, political and
economic motives of individuals who migrated to
North America and the difficulties they
encountered (H)
1.A.1.b Explain and clarify how Europe’s
philosophies and policies affected the political
structure of the early American Colonies (PS)
5.B.2.b Compare the political, economic, and
social lives of people in New England, Middle and
the Southern Colonies (H)
1.A.1.d Trace the development of early democratic
ideas and practices that emerged during the early
colonial period, including the significance of
representative assemblies and town meetings (PS)
1.A.2.a Explain and report on the early examples of
self-government, such as the Mayflower Compact
and the House of Burgesses
1.A.3.a Identify the effect that regional interests
and perspectives had on shaping government
policy, and compare such as middling class v.
gentry, plantation owners v. proprietors (PS)
2.A.1.b Define the social, political and religious
components of the early colonies (PNW)
2.A.1.c Analyze the religious beliefs of early
settlers, the motives for migration and the
difficulties they encountered in early settlements
(PNW)
2.A.1.d Compare the early cultures of the Native
Americans with the European settlers and their
influences on each other (Grade 4 – PNW)
2.B.1.b Describe how cultures changed as a result
of Native American, African, and European
interaction (PNW)
Transfer
Students will be able to independently use their learning to…
Critically appraise historical claims and analyze contemporary issues
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
 How do political, social and economic factors
 The study of political, social, and economic
contribute to change over time?
patterns reveals continuity and change over time.
Acquisition
Students will know…
Students will be skilled at…
 The religious, political and economic motives
 Engaging in rich and rigorous collaborative
that led individuals to migrate to North America,
discussions
and the difficulties they encountered [5.B.2.a]
 Using, analyzing, and evaluating historical
 How European philosophies and policies affected
fiction, informational text, primary sources and
the political structure of the early American
secondary sources
Colonies, with a special focus on early
 Writing opinion pieces to support a point of view
democratic ideas (e.g., significance of
with reasons and information
representative assemblies and town meetings)
 Reading a variety of maps
[1.A.1.b; 1.A.1.d; 5.B.2.b]
 Describing geographic characteristics using
 Ways in which social, political and religious
photographs, maps, charts, graphs and atlases
components individually and collectively
 Describing the religious, political and economic
impacted regional interests and perspectives,
reasons for migration to North America
which in turn affected the events shaping the
 Identifying challenges experienced by early
early colonies [1.A.2.a; 1.A.3.a; 2.A.1.b; 2.A.1.c]
colonists, within various regions
 How to compare and contrast various cultures,
 Analyzing how European philosophies and
and ways in which each influenced change
policies affected development of the early
within other cultures (specifically early settlers,
American political structure
Native American, African (free and enslaved),
 Comparing and contrasting the various cultures
and European cultures) [2.A.1.d; 2.B.1.b;
in the early colonies
2.C.1.a]
 Explaining how various cultures in the early
 How to analyze ways in which the influx of
colonies affected one another
immigrants resulted in borrowing and sharing of
 Comparing and contrasting how geographical
traditions and technology among various cultures
and human characteristics of colonial regions and
and led to economic growth and cultural
settlements affected one another
diversity and provide supporting examples
Page 4 of 13
Baltimore City Public Schools
SY2014-15
2.B.2.a Analyze how the influx of immigrants led
to economic growth and cultural diversity (PNW)
2.B.2.b Provide examples of how the interactions
of various groups resulted in the borrowing and
sharing of traditions and technology (PNW)
2.C.1.a Analyze how conflict affected relationships
among individuals and groups, such as early settlers
and Native Americans, free and enslaved people
(PNW)
3.A.1.d Compare geographic locations and
geographic characteristics of colonial settlements,
such as Jamestown, Plymouth, Boston,
Philadelphia, Charleston, and New York City (G)
3.B.1.a Compare the natural/physical and human
characteristics of the three colonial regions (G)
 New England
 Middle
 Southern
3.B.1.b Describe how geographic characteristics
of a place or region changed from early settlements
through the colonial period (G)
3.C.1.a Explain how geographic characteristics
influenced settlement patterns in Colonial
America (G)
3.C.1.b Analyze the consequences of migration
between the colonies and immigration to the
colonies, such as Europeans and Africans
immigrating to the east coast of the United States
(G)
3.C.1.c Explain the importance of shipping and
trading to the economic development of the
colonies, such as the Triangular Trade (G)
3.D.1.b Describe ways that colonists in the New
England, Middle, and Southern regions adapted to
and modified the environment, such as the uses of
the grist mill, water wheels, and plantation farming
(G)
4.A.2.a Describe how limited resources and
unlimited economic wants caused colonists to
choose certain goods and services (E)
[2.B.2.a; 2.B.2.b]
 The similarities and differences in geographic
locations and human characteristics of colonial
regions and settlements, and how those
similarities and differences influenced change in
geographic characteristics along a continuum
from early settlements to colonies [3.A.1.d;
3.B.1.a; 3.B.1.b; 3.C.1.a; 3.C.1.b]
 The similarities and difference in geographic
locations and human characteristics of colonial
regions and settlements, and how those
similarities and differences influenced change in
human characteristics along a continuum from
early settlements to colonies [3.A.1.d; 3.B.1.a;
3.B.1.b; 3.C.1.a; 3.C.1.b; 3.D.1.b]
 The importance of shipping and trading to the
economic development of the colonies (e.g., the
Triangular Trade) and the reasons shipping was
more prevalent in some colonial regions and
settlements [3.C.1.c]
 How available, limited resources and unlimited
economic wants affected specialization, trade,
and the goods and services chosen by colonists
and affected their way of life [4.A.2.a; 4.A.2.b;
4.A.3.a; 4.A.3.b; 4.A.4.a; 4.A.4.b]
 How Maryland colony was established,
governed, and the structure and
importance/impact of the rule of law and power
of authority, including Proprietorships, Royal
Governor, early General Assembly, Court of
Appeals, and the role of members of the
Maryland General Assembly (1.A.1.a - Grade 4)
 Why slavery was established in Maryland and its
direct and indirect impact on colonial life
(5.A.1.c - Grade 4)
 characteristics of a market, money and barter
economies, and how colonial economy exhibited
characteristics of each [4.B.1.c; 4.B.3.a]
 The trade-offs of British Protectionism [4.B.2.b]
 Describing how geographical and human
characteristics affected economic development of
colonial regions and settlements
 Describing how the Maryland colony was
established and governed
 Evaluating the characteristics of a market, money
and barter economies
 Identifying how colonial economy exhibited
characteristics of market, money and barter
economies
 Analyzing the pros and cons of British
protectionism
Page 5 of 13
Baltimore City Public Schools
SY2014-15
4.A.2.b Describe how available resources affected
specialization and trade (E)
1.A.1.a Describe how the colony of Maryland was
established and governed including the
establishment of rule of law and power with
authority, such as Proprietorships, Royal
Governor, and early General Assembly (Grade 4 –
PS)
1.A.1.b. Explain the importance of the Office of the
Governor and the Court of Appeals (Grade 4 – PS)
1.A.1.c Outline the structure and function of the
Maryland General Assembly and the roles of
state senators and delegates (Grade 4 – PS)
5.A.1.c Describe the establishment of slavery and
how it shaped life in Maryland (Grade 4 - H)
4.A.3.a Explain how the development of new
products and new technologies affected the way
people lived (E)
4.A.3.b Examine how technology has changed
production such as wheat/grist mills (E)
4.A.4.a Analyze examples of regional
specialization and how it contributed to economic
growth through the colonies (E)
4.A.4.b Explain specialization and
interdependence using the triangular trade routes
(E)
4.B.1.c Analyze a market economy and give
examples of how the colonial economy exhibited
these characteristics such as private ownership and
consumer choice (E)
4.B.3.a Compare the benefits of a money economy
to a barter economy (E)
4.B.2.b Evaluate the trade-offs of British
Protectionism (E)
Page 6 of 13
Baltimore City Public Schools
SY2014-15
Stage 2 - Evidence
Evaluative Criteria
Summative Assessment: Letter
________________________________________
Alternative Summative Assessment: Advertisement
 Preparation for class or group discussions
 Discussions are:
o Well-argued (supported by evidence)
o Accurate
Assessment Evidence
PERFORMANCE TASK(S):
As part of formative assessment, students wrote letters, in which they chose a person of the period
between 1700 and 1763, who left England and became a colonist in one of the North American colonies.
For the Summative Assessment, students will respond to a letter written by a peer during formative
assessment letter writing. The grading rubric for this Summative Assessment is located in the Unit 1 folder
on TSS.
_____________________________________________________________________________________
You have lived in the colonies for years and are opening an inn! You need to create an advertisement to
convince people in England to come to the colonies and settle in the area where your inn is located. You
will create a print advertisement for your inn. You must present the information in an organized way, and
include enough information to persuade people to move to the colonies. The grading rubric for this
Summative Assessment is located in the Unit 1 folder on TSS.
Goal: Attract new guests to your inn, while they check out the area as a potential location to colonize
Role: Innkeeper
Audience: Potential colonists from England
Situation: You need to convince people that the colonies is THE place to visit and live!
Performance/Product: Advertisement for an inn in a colony
OTHER EVIDENCE:
 Participation in discussions
 Regularly written letters (1-3 times per week throughout unit) written from the perspective of a colonist
of the period covered in this unit (1700-1763) to a friend or family member who remained in England.
In the letters, students will write about lesson topics covered (i.e., Geographic and Human
Characteristics, Migration, Colonial Development, and Colonial Economy). In the letters, students must
provide logical and historically accurate reasons supporting stated opinions. Student must use each unit
topic at least once by the end of the unit. See Summative Assessment – Letter for a description of the
connection between this regular method of formative assessment and the summative assessment to be
scored and uploaded to Data Link.
 Quizzes
 K-W-L chart
 Graphic organizer - two column notes
 Graphic organizer - vocabulary
 Postcard assessment - Students draw pictures on one side, write note to a friend on the other side
convincing a friend to visit
Page 7 of 13
Baltimore City Public Schools
SY2014-15
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Instructional Resources identified with a double asterisk (**) are included in the ELA module bins.
Map Reading Skills, Geographic Characteristics, Human Characteristics
Days 1 - 2: How does one use geographic tools (e.g., map, globe, atlas, graph, and photographs)?
 This lesson will activate students’ background knowledge about using geographic tools. Students will be provided with opportunities to
use maps to obtain information and new vocabulary they will use throughout the unit. Students will be assessed on vocabulary and map
development in their summative assessment.
Teacher focus: Definition of a map (i.e., bird’s eye view), compass rose and directional terminology (north, south, east, west, northeast, northwest,
southeast, southwest), legend / map key, map symbol, types of maps (political, weather, physical, historical, navigational, etc.), scale and distance.
Terms of Importance: legend / map key, map symbol, compass rose, globe, atlas, primary source, secondary source, scale, artifact, historian
Resources for Instructional Idea(s): Use maps of school, neighborhood, city, state, region, country, and continent to familiarize students with
location. Student understanding of a location in relation to larger or other areas is especially important throughout all fifth grade social studies
units. Primary source (Eighteenth Century and Revolutionary Era maps) - Colonial Era.
Activity idea(s): Scavenger Hunt – Provide students with a map of the school and have them use the map to locate important locations (e.g.,
bathrooms, health suite, library, office) and a small “prize.” Be sure to include a legend with scale and distance! Other ideas: Provide pairs or
small groups of students with a folder containing a map of an amusement park, Gunpowder Falls State Park, the National Museum of American
History, Patterson Park, or St. Mary’s City. Have them answer questions related to information specific to the maps or use the map to create a
scavenger hunt for peers. Create activities similar to those shared at http://www.brighthubeducation.com/elementary-school-activities/110629games-and-ideas-for-teaching-map-skills/.
Days 3 - 4: How do geographic tools help us to learn information about a region?
 This lesson will continue to activate students’ background knowledge about using geographic tools. Students will be provided with
opportunities to use geographic tools to obtain information about geographic and human characteristics affecting colonial development.
Teacher focus: Types of maps and purpose of each, legend / map key, map symbol, types of maps (political, weather, physical, historical,
navigational, etc.), scale and distance.
Terms of Importance: geographic tools, geographic features, human features (and terms associated with each), regions, Atlantic Coastal Plan,
Piedmont Plateau, Appalachian
Page 8 of 13
Baltimore City Public Schools
SY2014-15
Resources for Instructional Idea(s):
 Reference Map of world (pp. 78-79) and Reference Map of United States (pp. 74-75) of Nystrom Atlas Our Country’s History to familiarize
students with map reading of geographic features.
 pp. 20-21 of Nystrom Atlas Our Country’s History to provide students with examples of maps, graphs, and pictures of a region to identify
specific human features (e.g., buildings within Jamestown Settlement), located on the Northeastern Settlements map.
 two lessons from the Maryland Geographic Alliance Jamestown Settlement and Geographic Characteristics of the Powhatan Indians of the
Chesapeake Bay Region. These lessons will provide instruction and learning activities for Days 3 and 4, while simultaneously providing
background knowledge of earlier colonization and examples of cultural differences, which could be used as anchors in later lesson objectives.
 Chapter on Colonial America in Primary Sources for the Interactive Whiteboard: Grades 4-8 (Scholastic): Included in the Colonial America
section are a timeline (c. 1607-1775), interactive activities using maps, primary sources of the period (whiteboard-ready documents).
Activity idea(s): Timeline Development: Using the dates each settlement was founded, have students develop a timeline for the Northeastern
Settlements (pp. 20-21 of Nystrom Atlas Our Country’s History). This activity would be an introduction to chronology and timeline development
for a less detailed topic. As more detail is learned, a classwide timeline about colonial development could be created and updated by students,
within a central location in the classroom. Geographic Features’ Impact on Colonial Development: Have students use a map of Maryland’s three
regions to identify geographic features that would support or hinder successfully settling within a region, and prepare a presentation to share their
opinions and supporting reasons to peers.
Migration to North America
Days 5 - 7: In what ways did various religious, political, and economic factors, individually and collectively, affect migration to and between the
colonies?
 These lessons will activate students’ background knowledge of reasons for migration to North America between 1600 and 1700. Students
will develop a more detailed understanding of the religious, political, and economic factors contributing to migration from Europe and
Africa, and how those same factors impacted colonial development and migration between colonies.
Teacher focus: religious, political, and economic motives for migration, difficulties encountered in early settlements
Terms of Importance: migration, settlement, colony, New England (Massachusetts, New Hampshire, Connecticut, Rhode Island), Middle Colonies
(New York, Pennsylvania, Delaware, New Jersey), and Southern Colonies (Maryland, Virginia, North Carolina, South Carolina, Georgia). Note:
The colonies listed with each region are those that will be discussed throughout all four units. We recognize that prior to the formation of the
Continental Congress, the names of the colonies were different than the names of those colonies that later became states.
Resources for Instructional Idea(s): pp. 10-15 of Nystrom Atlas Our Country’s History, Chronicle of America: Colonial Times 1600-1700**, A
Making of US: Making Thirteen Colonies 1600-1700**, advanced organizer in TSS titled Grade 5 SS Unit 1 Migration to North
America_Religious Political and Economic Factors_Table; MSDE Toolkit titled Religious, Political, Economic Motives
Page 9 of 13
Baltimore City Public Schools
SY2014-15
Colonial Development
Days 8 - 10: In what ways did religion, politics, and economics vary within and between the New England, Middle, and Southern Colonies?
 These lessons will provide students with the skills to organize information and use that information to define and compare the religious,
political, and economic characteristics within the New England, Middle, and Southern Colonies.
Teacher focus: Religious, political, and economic factors within each of the three colonial regions (i.e., New England, Middle, and Southern)
Terms of Importance: settlement patterns, religion, political, economic, New England Colonies, Middle Colonies, Southern Colonies
Resources for Instructional Idea(s): A History of US: Making Thirteen Colonies 1600-1740** Chapters 14-16, 21, 24-28, 30-36, advanced
organizer in TSS titled Grade 5 SS Unit 1 Colonial Development_Religious Political and Economic Factors_Table, a list of the 13 colonies and
religions practiced in each (p. 38, Short Nonfiction for American History: Colonial Times); MSDE toolkit titled Political, Economic, Social
Comparison Between Regions
Days 11 – 12: What were examples of democratic ideas in early colonies and how did these ideas impact the establishment of Maryland as a
colony and its early form of government?
 These lessons will introduce students to the concept of democracy, using examples of democratic practices at work in the early colonies.
The Mayflower Compact and House of Burgesses will prepare students to participate in discussions and activities related to later
democratic beliefs and practices in the original 13 colonies, which will continue to be discussed through the four fifth grade social studies
units.
Teacher focus: presentation and instruction using the document known as the Mayflower Compact (MA), and the Virginia governmental body
known as the House of Burgesses –each may be used to guide students toward an understanding that while neither was a true example of
democracy, both greatly impacted the development and practice of democratic governance in the 13 original colonies.
Terms of importance: democracy, Mayflower Compact, House of Burgesses, burgess, delegate, General Assembly, Royal Governor, rule of law,
power of authority, proprietor, charter
Resources for instructional idea(s): Mutiny on the Mayflower (in Short Nonfiction for American History: Colonial Times), Library of Congress
supporting documents for instruction on Mayflower Compact, fourth grade social studies text The Maryland Adventure for instructional ideas
related to development and governance of Maryland colony, A Primary Source History of the Colony of Maryland (Liz Sonneborn)
Days 13 – 14: Cultural blending occurred when different cultures came into contact with one another during development of the early colonies.
Identify examples of ways in which various cultures experienced agreements and conflicts, and how those experiences impacted early colonial
development.
Page 10 of 13
Baltimore City Public Schools
SY2014-15
 These lessons will introduce students to the concept of cultural blending and the effects on settlement and colonial development. Prior
knowledge can be activated by discussing Jamestown and the timeline of interactions between the Powhatan Indians and the male settlers.
Teacher focus: Cultural blending of different religious, political, and economic practices and beliefs of peoples settling the same area. Be sure to
use examples demonstrating successful examples and conflict/clashing of cultural blending, because both types of experiences impacted
development of settlements and colonies. Teachers must include European, African (free and enslaved), and Native American cultures in
discussions and activities.
Terms of Importance: culture, traditions, technology, cultural blending (four traits of cultural blending are: migration, conquest, trade, and pursuit
of religious converts)
Resources for Instructional Idea(s): A History of US: Making Thirteen Colonies 1600-1740, chapter 3-12 and 14, Jamestown Settlement lesson
plan (Maryland Geographic Alliance), Chronicle of America: Colonial Times 1600-1700**
Activity idea(s): Have students identify foods, words, tools that colonists may have used and that are still used today. Then, have students research
the origin of those foods, words, and tools in America (pp. 38-39 of Chronicle of America: Colonial Times 1600-1700 provides examples of how
certain things were introduced to colonists).
Days 15 – 16: How were the colonists impacted by the geography of the area in which they had settled, and how did the colonists impact the
geography? How did the manner in which each impacted the other result in varying economic practices (e.g., plantation life in the Southern
colonies)?
 These lessons will provide students with an understanding that people influence the physical environment in which they live, as much as
they are influenced by their physical environment. These influences determine lifestyle decisions (e.g., economy, clothing, employment)
Teacher focus: development of settlements, geographic impact on human settlement, human impact on geography, economy
Terms of Importance: economy, landforms, scarcity, gristmill
Resources for Instructional Idea(s): Historic Communities: The Gristmill (Bobbie Kalman)
Activity idea(s): Use the lesson from the Maryland Council on Economic Education lesson titled The Gristmill.
Page 11 of 13
Baltimore City Public Schools
SY2014-15
Colonial Economy
Lessons 17 - 18: How were wants, goods, and services impacted by geography and the cultures colonists brought with them from their native
countries? In what ways did colonists guide colonial development to meet their economic wants?
 These lessons will introduce students to the understanding that cultural beliefs, geographic features, and economic wants led to decisions
that made the colonies unique from one another.
Teacher focus: Use previous lessons on Colonial Development as basis upon which to provide instruction on colonial economy within each of the
three regions and how those wants resulted in the development of new technology and products.
Terms of Importance: economic system, wants, goods, services, product, natural resources, human resources, capital resources, producers,
specialization, import, export, costs and benefits
Resources for Instructional Idea(s): Historic Communities: Life on a Plantation (Bobbie Kalman), A Slave Family (Bobbie Kalman), Federal
Resource Fifty Nifty Econ Cards
Activity idea(s): Use the lesson from the Maryland Council on Economic Education lesson titled Life on a Plantation: Slave Occupations.
Lessons 19 - 20:
 These lessons will provide students with opportunities to refresh use prior knowledge about a market economy, and to apply that
knowledge in recognizing the pros and cons of money and barter economies within the colonies.
Teacher focus: market economy and how money and barter economies were reflected within colonial development, costs and benefits of British
protectionism
Terms of Importance: Triangular Trade, market economy, money system, barter system, trade, interdependent
Resources for Instructional Idea(s): Escape from Barter Island Interactive game (Federal Reserve)
Activity idea(s): Have students develop a barter system within the classroom, using only items they possess (e.g., various school supplies), the
Maryland Council for Economic Education version of the lesson given to MSDE/Lewis Partnership titled Triangular Trade and the Middle
Passage.
Days 21 - 23: Summative Assessment
 To assess students’ knowledge of the political, economic, and social lives of people in New England, Middle, and Southern Colonies,
students will respond to a peer’s letters written throughout the unit. The Summative Assessment Rubric: Letter has been posted on TSS
under Unit 1.
Page 12 of 13
Baltimore City Public Schools
SY2014-15
Time Frame: 5 Weeks (August 25, 2014 – September 26, 2014)
Sequencing Content Descriptions and Resources
Monday
Week 1
08/25 – 08/29
Map Reading Skills
Tuesday
Map Reading Skills
Wednesday
Thursday
Map Reading Skills
Map Reading Skills
(Geographic and Human
Characteristics)
(Geographic and Human
Characteristics)
Maryland Geographic
Alliance lesson: Geographic
Characteristics of the
Chesapeake Bay Region
Maryland Geographic
Alliance lesson: Geographic
Characteristics of the
Chesapeake Bay Region
Migration
Colonial Development
Week 2
09/01 – 09/05
Labor Day
Colonial Development
Friday
Migration
Migration
(Political Motives)
(Economic Motives)
(Religious Motives)
Colonial Development
(Define and compare
religious, political, and
economic characteristics
within/the New England
colonies)
(Define and compare
religious, political, and
economic characteristics
within the Middle colonies)
Colonial Development
Colonial Development
Week 3
09/08 – 09/12
(Define and compare
religious, political, and
economic characteristics
within the Southern
colonies)
Colonial Development
Colonial Development
(Early democratic ideas:
Mayflower Compact, House
of Burgesses
(Maryland – How it was
established and early forms
of government)
(When cultures meet:
Conflict)
(When cultures meet:
Collaboration and Sharing)
Week 4
09/15 – 09/19
Colonial Development
Colonial Development
Colonial Economy
Colonial Economy
Colonial Economy
(Geographical effects on
settlements)
(How early colonists
changed the geography)
(Economic Wants; Goods
and Services )
(Development of New
Technology and Products)
(Market Economy: Barter v.
Money)
Economy
Summative
Assessment
Summative
Assessment
Summative
Assessment
PD
Week 5
09/22 – 09/26
(Trade-offs of British
Protectionism)
Page 13 of 13
Baltimore City Public Schools
SY2014-15