Integrated Unit

Michigan State University

TE 803: Professional Role and Practice: Social Studies: Spring 2015
By Kendra Asher
Step-by step procedures including questions and main points (write out what you
are going to say verbatim, even if you do not read from this during your
lessons). Describe what the students will be doing as a result of your
instructions. How will you support ALL students

Powerpoint website: fc2.galenaparkisd.com/.../Role+of+Geography+in+the+13+Colonies.ppt

Lesson 1 pgs 176-8

Accommodations

Materials: Lined paper, pencil, Promethean Board, Power Point,

Building a Nation, Note taking Table, Brochure requirements
paper
Objective: Students will be able to locate the 3 regions of
colonization on a map. Students will be able to formulate an
argument for the regional differences in colonial America with
evidence.
Procedures and approximate time allocated for each event
Introduction to the lesson (What will I say to help children
understand the purpose of the lesson? How will I help them make
connections to prior lessons or experiences in and out of school?
How will I motivate them to become engaged in the lesson and

understand its real world purpose? How will I make explicit

behavior expectations and other issues related to classroom
management?) (15-20 minutes)
Write Colonial America on the Promethean Board
Ask students to share what this makes them think of or
what they know. Record results on board
Our next unit of study is very exciting and one of my
favorites. This is a time of some of the first European
settlements in America and creation of the colonial culture.
We will be learning about what it was like to live during
this time, the 13 colonies and more.

Introduce Colonial Brochure At the end of the unit you

will turn in a colonial brochure for a specific colony. These
are based off of the states including the New York colony
and such. You will be provided with a table to fill out and
take notes on to help you collect information. You will also
get a piece of paper with the requirements. As we read the
textbook in class you will have some time to fill out the
table however not always. This means you will have to

work on the brochure a lot at home.

Go over the content required
I have assigned groups who have the same colony. Each
groups will randomly select a colony.
Call out a group and then have one of the students come up
to draw a colony out of a hat.
Now that we know what colony you will be researching
we are going to read about the geography of the 13
colonies and a little bit about New England.
Behavior Expectations: Level 0 voice unless reading in

Writing Colonial
America on the board
will help my CI student
understand what we are
discussing. I also hope
that by having students
provide any information
they know, it will help
this student to recall
anything they may
know.
I plan to differentiate
the content and product
of the brochure for my
3 special education
students, including my
CI student. Thus I will
need to produce a rubric
for these students.
When I form groups, I
will put a variety of
abilities into one group.
This will help when
students work in small
groups to present
information about their
colony. I will put my
Special Education
students in different
groups.

which a level 3. Remain in your seat and raise your hand if

you have a question, comment or concern.

OUTLINE of key events during the lesson (Include specific

details about how I will work on developing and improving my
core practice and attend to other instructional issues such as
beginning and ending activities; what discussion questions I will
use; how I will help children understand behavior expectations
during the lesson; when/how I will distribute supplies and

materials) (40 minutes)

Turn to page 176
Someone give me some examples of Eastern States or
States know as New England.
Select a student to read You are Here.
Students read about 1 paragraph from Geography of the 13
Colonies. Pg 177
o Ask: What land features most likely deterred the
colonists from attempting to settle farther west? The
Appalachian Mountains
o Look at the map to the right. What states are in
New England? Southern Colonies? Middle
Colonies? (Very important as is part of the
assessment.) How many states are in each region?
o How would people with inland farms benefit from
the rivers that connected their farms to ports on the
coast? They could easily transport their gods by
river to the ports, where ships could then transport
the goods elsewhere to be sold.

Select students to read New England Colonies on page 178

o How were the Puritans attitudes about religious
freedom similar to those expresses in England?
Both places restricted religious freedom and
required citizens to follow the churchs rules.
o What do you know about Puritans?
o Which English Colony in North America was the
first to offer complete religious freedom to its
settlers? Rhode Island. What key words help you
answer this question?
o What were the reasons Roger Williams, Anne
Hutchinson and Thomas Hooker left
Massachusetts? Williams and Hutchinson were
forced out because of religious conflict. Hooker left
in search of religious and political freedom and
good farm land.
Now that we have a little bit of understanding about how

the geography differed between the colonies and a little

Students will have clear

behavior expectations.

With students reading

out loud, other students
will be expected to
follow along. For my
special education
students, hearing other
students read the text
will help them when
they do not have to read
themselves. They can
dedicate their
brainpower and focus
on the content and not
the skill of reading.
However, this does not
mean they are excused
from reading. They will
get opportunities to
read as well.
It is challenging for my
multiple ADD and
ADHD students to sit
and focus on this
activity for so long. I
will allow them to have
a fidget item unless it
becomes a distraction
to them or others. One
student in particular
may be offered the
opportunity to stand at
the back book case and
thus read standing up as
his Special Education
Teacher recommended
this.
The PowerPoint has
animations and lots of

about New England we are going to dig a little bit deeper

into the geographic differences.
Students will number a piece of paper 1-13.
The PowerPoint elaborates on the text and specifies how
people adapted.
Students will respond to multiple choice questions
throughout. At the very end, students will need to identify
which states or areas each region is composed of.
o What are the 3 groups of colonies? New England,
Southern, Middle
o Which best describes NE climate? Coldest, least
fertile soil
o Which of these jobs does NOT show how well NE
adapted to its location? Tobacco Farmer
o Why does a subsistence farmer plant his crops? To
feed them to his family
o Why did NE turn to the ocean for jobs? Bc the land
and climate made farming difficult
o Which best describes how the Middle Colonies
climate was different than the New England
Colonies? None of the options.
o Which of the following doesnt fit the Middle
Colonies? Lots of subsistence farming.
o How are the Middle Colonies like the New England
Colonies? The Middle Colonies have ocean jobs too
o What color on the map represents the warmest
growing season for farming? Red
o What type of crops did the Southern Colonies
grow? Cash crops using slaves
o Southern Colonies: K, F, L, G, H
o New England Colonies: A, C, B, N, J
o Middle Colonies: D, I, E, M, O
Students will turn in their quiz

Closing summary for the lesson (How will I bring closure to

the lesson and actively involve children in reflecting on their
experiences? How will I help them make connections to prior
lessons or prepare for future experiences? What kind of feedback
do I want from them at this time?) (2 minutes)
This lesson introduced you to the American Colonies. We
will continue to learn about the 2 other regions and then move
into life in the colonies. One of important ideas to take away
today is that the colonies evolved and responded to their
climate and geography and thus became different.
You should take your table home and fill out what you can
after todays reading and Power Point.

color. This will

hopefully assistance
student engagement and
my ADD/ADHD
students remain focused
on the task at hand.

mountains

oceans

Natural
resources
Length of

coastlines

plains

Landforms

R
I
V
E
R
s
Bodies of
Water

Growing
season

Soil
quality
Temperature &
climate
Climate

 A. New England, Middle, Western

B. Northern, Middle , Southern
C. New England, Middle , Southern
D. New England, Northern, Western

 Coolest climate
Worst soil fertility
Shortest growing
season
Short warm summers
Long cold winters

A. Warm, fertile soil

B. Colder, fertile soil
C. Warmest, Fertile soil
D. Coldest, least fertile soil

 Less farming and

more ocean related
jobs

 A. Fisherman
B. Sail maker
C. Tobacco farmer
D. Shipbuilder

 Atlantic Coastline had

plenty of harbors and
ports
Forests of New
England held plenty
of lumber and
shipping supplies
Trees provided ship
building material

 Some farming took

place
Appalachian
Mountains eroded
into valleys
Rocks had to be
removed from fields
These rocks were
good building
materials

 A. He wants to sell them for money

B. He wants to feed them to his family
C. He wants to grow cash crops
D. All of the above

 Fishing
Shipping
Whaling
Commerce and Trade

 A. b/c they found ships when they arrived

in New England
B. b/c the land and climate made farming
difficult
C. b/c they didnt want to be farmers
D. b/c their plow was broken

A
D

B
J
N

M
K

Letters represent states

or colonies. Record all
possible answers.
11. The Southern
Colonies were
composed of..

L
G
H

12. The New England

Colonies were
composed of..
13. The Middle
Colonies were
composed of