Social Studies Lesson Plans and Resources 803

Integrated Unit
Michigan State University

TE 803: Professional Role and Practice: Social Studies: Spring 2015
By Kendra Asher
Included is the document I provided to my Mentor Teacher. It includes one
detailed lesson plan and the remaining nine are brief but enough to teach from. In
addition, teaching resources are included.
Colonial Brochure
Due: Wednesday April 1st
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.
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
Behavior Expectations: Level 0 voice unless reading in

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
groups.
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
the geography differed between the colonies and a little

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
animations and lots of

color. This will
hopefully assistance
student engagement and
my ADD/ADHD
students remain focused
on the task at hand.
after todays reading and Power Point.
Colonial Brochure
Due: Wednesday April 1st
Overview: You are tasked with creating a colonial brochure. You will randomly be given one of
the 13 colonies. You will be taking notes through out the unit to gather information. A table will
be provided to help you take notes from the textbook, which provides general information for the
3 regions. You will use a fact book to find out more specifics about your colony. This
assignment will require a significant amount of work outside of school but you should bring your
work to school each day in case time is given.
Requirements and Grading:
Requirements
Points
Name of the Colony
/1
Founder of the Colony
/1
Reason for Founding
/1
Year of Founding
/1
Major Settlements
/2
Diagram of Town or Plantation
/3
Description of Economy and Major Products
/2
Reasoning for the Major Products
/1
Detailed Relationship with at Least One Other Group of People
/2
Food that was Eaten
/1
Description of Clothing
/1
Types of Occupations
/3
Free Time/Fun Activities
/2
Prominent Religion and Why
/2
Detailed description of life as a woman, man, child
/6
Description of the Geography
/2
At Least 3 Pictures
/3
Use of Color
/1
Total
Comments:
/35
Foundation
Who and When
Founded
Why Founded?
Location
Current States
Major
Settlements
Geography
Colonial America
New England
Middle Colonies Southern Colonies
Colonial America
New England
New England
Economy
Religion
Relationships
with Other
People
Towns
Buildings
Daily Life
Occupations
Food
Clothing
Family
Free Time
Tools and
Crafts
Colonial America
New England
Lesson 2 pgs 179-0, 182

Materials: Colonial Foldable, Textbook, Colony True Books,
Pencil, Note taking Table
Objective: Through readings, students will conclude colonies
were founded for religious and economic reasons.
management?) (3 minutes)
Who can tell me something they learned the other day?
About New England? About what makes the three regions
unique?
So we are now going to learn more about the Middle
Colonies and the Southern Colonies. Remember that you
will need to take home your table to fill in at home. You
should do this every time we read from the textbook. You
can take the textbook home.
You will have an assessment at the end of the lesson. You
will be able to use your notes and the textbook. However
you will only have 8 min to complete the assessment
Students will be selected to read portions of the text.
Questions to ask while reading:
Why did the fur trade attract many people to New
Netherland? Using inferences skills, There was probably a
large demand for furs, so fur trading was profitable
How were New York and New Jersey established? New
Netherland was renamed New York after it was captured
Accommodations
by the English, a part of New York was later used to

establish the colony of New Jersey.
Why was Philadelphia an appropriate name for the main
settlement of Penns Colony? It meant City of Brotherly
Love, and Penn wanted it to be a place where people from
different nations and of all religions could live together in
peace.
What religious groups founded Maryland, Pennsylvania,
and Massachusetts? Catholics- Maryland, Quaker- Pen,
Pilgrims and Puritans- Mass
Which of the southern colonies were controlled by
proprietors? Maryland and Carolinas
How did the backgrounds of the many Georgia colonists
differ from the backgrounds of people in other colonies?
They were debtors who wanted to start new life in a new
land
Which of the 13 colonies was founded last? Why was it
established? Georgia, James Olgethrope wanted to found a
colony where debtors could start new lives on their own
land (20 min)
Students will be move to sit in a designated area based on
their colony for their brochure.
Each student will be given a copy of A True Book for their
colony. They will read through the book to find out why
their colony was founded, by who and general information
about the founding of the colony. They can decide to read
independently and then share together or read together.
Students will also record this information on their notetaking table. (10 min)
Students will need to determine what information to share
with the whole class as well as who is the presenter.
As students present to the class, the remaining students will
record the information on a colonial foldable. (15 min)

What were some of the reasons colonies were founded?
Colonies were founded for varied reasons. You now have
information on why specific colonies were founded and the
reasons for the regions to be founded.
This information makes you more informed about the
foundation of colonial America.
Assessment: 8 min
Using your notes and textbook only, name three groups of people
and detail why they came to the colonies. Your answer must
include the name of the group of people, why they came, where
they came from, and where they settled.
Lesson 3 pg 202-4
Materials: Textbook, paper, If You Lived.
Objective: Students will be able to compare and contrast the life
of workers of today with that of one in colonial times.
Raise your hand if you have had a job you were paid for.
It could be a neighbor that paid you or family.
Most of our parents have jobs or have worked in the past.
I want a few examples of what your parents jobs are.
Do you think that in colonial times these jobs existed or
were needed?
In the next hour you are going to be marveled and
astonished by the information you are going to learn about
working in colonial times
Open to page 202. Select students to read
What problem did surgeons apprentices have during
operations? How did they solve this problem? How is this
problem solved today? Keeping patients from moving, in
the past they held patients down, told anesthesia
How was work in cities and towns similar to work on
farms for young workers? How was it different? Similarthey had just as much work to do. Different-city workers
became specialized apprentices. Farm workers gathered
wood, served food, and helped in the garden. Older farm
workers hunted, chopped firewood, worked in the fields,
Accommodations
made household products.

In a colonial economy some workers earned money to buy
their necessities while other made or grew what they
needed.
What was the second step in candle making process in the
1700s Dipping a candle wick into the fat and letting it
harden.
Which jobs were related to providing food? Tools?
Clothing? Food- fisherman, miller, merchant. Toolsblacksmith, cooper, merchant. Clothing- shoemaker,
merchant, dressmaker
Which jobs still exist today? Which do not or are rare?
exist- shoemaker, fisherman, printer, surveyor, merchant,
dressmaker. Rare- blacksmith, cooper, miller (20 min)
I would like you to spend 2 min coming up with job
related questions you have about life in colonial America. I
will then look in this book called If you Lived in Colonial
Times for the answer. I will then read you the answer.
Use the book to find the best answers related to work and
occupations. (15 min)
Assessment: give students 8 min to free write to respond to
the following prompt. How was the life of a worker
similar and different from today?
Collect assessment
I would like some students to share an idea they included
in their writing.
We have dipped in our toes into the daily life of colonist
by looking at their occupations. Next we will learn about
the economy in these areas.
Remember to take your text book home to fill out the
chart.
PRINT RESOURCE PAGE

Lesson 4 pg 205
Materials: Text book, Resource and Product Map East Coast pg
68, pencil, note taking worksheet, Computer and Projector
Objective: Through watching a video and analyzing a product
map, students will determine that the colonies produced raw goods
that reflected the resources of the colony.
I am looking for someone to explain to give me an
example of an occupation from colonial times that we do
not have today. I would like another person to give an
example of a job we still have today.
Jobs can be location specific. What types of jobs did we
learn were found in just New England? Fishing. Natural
features can influence what types of jobs are common in an
area. Today we are going to look at the Colonial
economies.
What is an economy? a social science concerned with
description and analysis of the production, distribution, and
consumption of goods and services
Begin by opening to page 205. As the text is read select
students to read
In which region did slavery play a role in producing
goods? In the Southern Colonies.
Why do you think slavery developed in the south?
How are the natural resources and climate of the Southern
Accommodations
PRINT RESOURCE PAGE
Colonies related to their industry? The rich soil, warm

weather, and plentiful rain made it possible to grow
tobacco, rice and indigo. (15 min).
Provide pair of students, neighbors, a copy of Read A
Resource and Product Map: Products of the East Coast
Give students 2 mins to review the map.
What products are on the map? Apples, blueberries,
cattle, corn, dairy, eggs, hogs, nursery products, peanuts,
poultry, seafood, soybeans, tobacco, and vegetables.
What do these products have in common? They are not
manufactured goods
Take a moment to look at the products in your colony.
What products do you see? Responses vary by colony
What products are produced in the south but not the
north? Using what you learned about the natural resources
and environment, why is that? Tobacco is not grown in
the north, climate dependent crop. Apples require colder
temperatures then the south offers. More answers possible.
In which state were peanuts grown? Georgia.
What products are produced in South Carolina but not in
Maine? Tobacco
What product is produced in every state? Dairy.
Why might this be produced in every state? (15 min)
Video Clip:
https://www.youtube.com/watch?v=Syko5UGQcf0
Until 4:15, 9:15-9:40 (10 min)

As you can see economy in the colonies was closely
connected to England. They were also specialized to the
location and resources of the colony.
Per slavery, we can see how the demand for products
drove the demand for workers which led to the use of
slaves for labor.
Later in the unit we will learn more about slavery.
Lesson 5 pg 210-1, 214

Materials: Text book, note taking table, images, Venn diagram,
scrap paper, pencil
Objective: Through looking at images of towns and cities,
students will be able to provide elements specific to the settlement.
We learned last time about products and resources in the
colonies.
The type of products produced and the natural resources
also worked together to impact the type of settlements.
What type of settlements can you think of that people live
in? towns, cities, suburbs, farms
Today we are going to begin learning about four types of
settlements in the colonies: farms, towns, cities, and
plantations.
Inform students to turn to page 210.
Select students to read the text including You are Here
What do Benjamin Franklins accomplishments tell about
his values? Establishing a public library shows that he
valued reading and learning.
Which colonial cities shown on the graph had less than
half the population of Philadelphia in 1760? Charleston
and Newport
How is Elfreths Ally similar to your street? Answers
Accommodations
vary
Turn to page 214. Select students to read
What does Ruth Belknap tell us about life on a farm?
Farming families had to make their own bread and butter
(20 min)
Hand out to groups of students a piece of scrap paper or a
Venn diagram to student neighbor pairs. Move students if
necessary.
You are going to be looking at two pictures: one of a city
and another of a farm. Using the Venn-diagram record the
features you see in the images. Determine what the city and
farm have in common and what differences they have. You
will have 10 min.
Project a Venn diagram on the Promethean Board. Select
an image from the city selection. Ask groups that had these
to provide a feature of a city that a farm does not have.
Repeat this for the remaining two city images. Repeat this
for the farm. Then ask students to give features that both
have. Record class findings on a Venn diagram. (20 min)
Assessment: Write down two specific features of a city
and two for a farm (8 min)

Was there anything surprising or new that you learned

today? Select 3 students
Was there anything that you did not find shocking but
solidified your ideas or understandings?
In our next reading and activity we are going to learn
about towns and plantations. You may have some ideas
about them but you will have to wait and see.
Lesson 6, pg 212-3
Materials: Text book, note taking table, images, Venn diagram,
scrap paper, pencil
Objective: Through looking at images of plantations and towns,
students will be able to provide elements specific to the settlement.
People live in different settlements, even today. People
live in rural communities, farms, cities, or suburbs. In
colonial times there were different types of communities
and settlements as well. We have already discussed cities
and farms. Today we are going to investigate features of
towns and plantations.
Turn to page 212. Select students to read.
Why is the mill located near the river? The flowing water
turns the wheel on the side of the mill.
Why were many New England towns able to be selfsufficient? Townspeople were able to grow food in nearby
fields and make or buy the goods they needed.
What were some reasons people went into towns in the
New England and Middle colonies? To buy and sell goods
and services, to attend church and meetings.
Describe how the New England and Middle Colonies
demonstrated a free enterprise system? Peoples owned
small plots of land, bought and sold goods in marketplaces
Accommodations
without the government regulating what they could buy,

sell, or prices of most goods.
What was the purpose of a town common? for cattle and
sheep to graze
What features do you see in the diagram? What does that
tell you about the way of life?
How were plantations like colonial towns? Often self
sufficient, workshops
What kinds of jobs did slaves do on plantations? Planting
and harvesting crops, cooking and cleaning in the planters
house, work in the blacksmith and carpentry houses,
smokehouses, bakeries, laundry buildings, and stables
Why do you think the kitchen of the planters house was
in a separate building? to keep the heat and smoke out of
the house, cooking fires out of the house
What features do you see in the diagram? What does that
tell you about the way of life? (20 min)
Activity: Hand out to groups of students a piece of scrap
paper or a Venn diagram to student neighbor pairs. Move
students if necessary.
You are going to be looking at two pictures: one of a town
and another of a plantation. Using the Venn-diagram record
the features you see in the images. Determine what the city
and farm have in common and what differences they have.
You will have 10 min.
Project a Venn diagram on the Promethean Board. Select
an image from the town selection. Ask groups that had
these to provide a feature of a town that a plantation does
not have. Repeat this for the remaining two city images.
Repeat this for the plantation. Then ask students to give
features that both have. Record class findings on a Venn
diagram. (20 min)
Assessment: Write down two specific features of a
plantation and two for a town (8 min)

What are the four types of settlements we have learned

about? farms, cities, plantations, towns
We know now about these settlements: what they
included, where they are, their arrangement but what we
have not learned about yet is what people did in these
places. We dont know a whole lot about everyday life.

Thats where we are headed next.
Lesson 7, pg 216-8
Materials: Text book, Sarah Mortons Day
Objective: Students will be able to create a daily time line for a
child in colonial times after listening to a story about a girl in
colonial times and reading about religion, education, reading, and
food.
What are some things that you do during the day? Go to
school, read, play sports, video games
Which of those things do you think children in colonial
times did? Which do you think they did not do?
Why might there be these differences and similarities?
During todays lesson, we are going to look at a few
aspects of daily life in the colonies including studying,
playing, and religion.
Select students to read. Open to page 216
What conclusions can you draw from the long gap
between the establishment of the first and second
colleges? although education was important, many had to
work
Why did colonial children not have much time for
games? after school they had to do chores
What did many Jews and Christians who left Europe to
come to the colonies have in common? Many were
Accommodations
escaping religious persecution in Europe

The Great Awakening is part of our national identity.
Summarize some of the contributions religious groups
made to our nation during this movement. They built
churches and colleges, they inspired people to build
orphanages and to help others
What might George Whitefield have said to impressed
Benjamin Franklin to such a degree? He may have
preached about ideals that were important to Franklin. (25
min)
Read Sarah Mortons Day
Using what you know about cities, towns, plantations, and
farms what would you say Plymouth Plantation is? A
town
What resources did they use to create their settlement?
wood, sticks
How does this compare to your neighborhood?
What do you see in the picture of her village?
How does this compare to your morning routine or how
you get dressed?
Do you think she had lots of outfits to chose from?
Look at how they cook. Why do you think we cook
differently now?
Based on her mucking the garden, do you think their
family was self sufficient or did they buy their food?
As a colonist how would it feel to hear that a ship was
sighted? How would you feel?
End on page 17 (15 min)

Assessment: Tell your neighbor something you learned
today about religion in the colonies. Now tell your
neighbors something about education in the colonies. (3
min) Walk around to listen to responses.
The daily life in colonial times had similarities to today:
education but also some differences. We are going to
continue to gain an understanding of colonial life next
when we finish the story and learn about food and
reading.
Lesson 8, 219-20
Materials: Text book, Sarah Mortons Day, paper, pencil
Objective: Students will be able to create a daily time line for a
child in colonial times after listening to a story about a girl in
colonial times and reading about religion, education, reading, and
food.
In the book about Sarah Morton we saw what she had for
breakfast. Today we are going to read a little bit about what
colonist ate in the 13 colonies. We are also going to read
about reading. Next, we will finish up Sarah Mortons Day
and then you will be tasked with making a time line.
I would like someone to remind us all what we learned
about religion. I would like someone else to remind us
what we read about education.
Since today we are reading about reading, you should all
have person experiences. And since I know you all eat, you
will be able to make a connection with the food section.
Yum.
Turn to page 219 and select students to read
Why was reading such an important form of entertainment
in the colonies? Colonist had limited resources for
entertainment and reading was a way they could share
storied, a way to stay informed
What is Franklins view of hurrying? Do you agree or
Accommodations
disagree? Explain. He is not in favor of hurrying, agreemay make hasty mistakes or break something
How were colonial meals similar and different from foods
you eat today? More variety today, still eat fish and meat
(15 min)
Open to page 18 of Sarah Morton.
How old do you think Sarah is? What is she learning in
this picture? What did you learn when you were her age or
when did you learn to write your letters? Why might there
be a difference?
What you think they are doing with the wooden object?
Its a toy
How might the arrival of new people change life in the
colony?
How was religion apart of daily life? read passages,
description of days (Sabbath)
Did Sarah go to school? What does this tell you about the
time? What did her education or learning look like? What
did she learn?
Why is there a chance her mother will have a letter and
new clothe? the ship is arriving.
What does it tell you about the economy or town that
clothe must come by ship? What might this explain about
their clothing?
How does her bed time routine match or is similar to ours
today?
Read About Plymouth Plantation and Who was Sarah
Morton? (20 min)
Assessment: Using what we have read and learned, you
are going to create a time line that demonstrates the daily
life of a child in colonial times. You are going to cover one
day. You will also include details about what other
members of a family would do.
Create a daily time line detailing your daily life as a child
in colonial times. Include at least two activities of your
parents. Use a minimum of 8 events. (10 min)

Raise your hand if your hand if you think life in colonial
times had some similarities to today. Raise your hand if
you think there are some difference. You should have
raised your hand twice. While there were some differences
in daily life, most aspects remained such as education,

work, food, clothing, and fun.
While we have talked about daily life, we have not
discussed slavery which for some was part of their daily
lives. Thus our next lesson will cover slavery in the
colonies.
Transition to next learning activity
Lesson 9 pg 224-7
Materials: Power point, Promethean Board, Square Pieces of
Paper, Markers, Text book
Objective: After detailing the life of African Americans,
summarize how they integrated their culture into their new home.
After learning about the life of African Americans in the colonies,
students will create a quilt square to demonstrate how slaves
integrated their culture into the colonies
The last thing we learned about was life the colonies and
looked at the life of Sarah Morton.
What are some things that you learned?
Before we learned about the daily life, we looked at
regional differences between the New England, Middle and
Southern Colonies. We are going to go back to this and see
what slavery was like in these places. Through an activity
and our reading we will investigate how slaves integrated
their culture into their colonial life.
Turn to page 224. Select students to read
What conclusions can you draw about the talents and
skills of enslaved people based on the kind of work they
did? They had many different talents and skills
How can you summarize the rate of growth of slavery in
the Northern Colonies from 1670-1760? In the North the
number of slaves more than tripled every 30 years until
Accommodations
1730. From 1730 and 1760 it more than doubled. But the
rate of growth in the North was still much less than the
south.
Do you think slavery was as important to the economic
growth of the Northern Colonies as it was to the South?
How can you tell? No because by 1760 there were about 7
times s many enslaved Africans in the South as in the
North.
What role might geography have played in enslaving
people from West Africa? Was on the coast closest to the
Americas, where ships trading with the colonies landed
What valuable crop did enslaved people of West Africa
show planters how to raise? rice in the Carolinas
What hardships were enslaved Africans on Southern
plantations forced to endure? they worked hard all day
and sometimes during the night, families broken up, they
had to struggle to keep their culture alive.
How did slaved keep their culture alive?
How did Olaudah Equiano feel about equality and
independence? He believed they were important rights
with which all humans were born (20 min)
Activity 2: In the text we learned a little bit about how
slaves integrated their culture. We are now going to learn
about a lesser known integration: quilts.
o Power Point information
o Slave women spun, wove, and sewed for their
wealthy owners
o They also made quilts
o Were made from scraps, heavily worn, few have
survived
o Inner layer filled with cotton, wool, old blankets
o Quilting parities enjoyed by all
o Patterns learned through their female owners and
each other
o Patterns also developed from their environment and
African culture
o Union of Culture: While quilting existed in Africa,
slaves integrated their culture into the European
practice and design
o Themes: Unions and family, self expression, love
and commitment
o African Textiles: originally made by men in Africa,
wove strips of clothe and reed
o Bright Colors and Shapes
o Diamond pattern: birth, death, rebirth, life
o Used as a Family Album
o Harriet Powers:
o For Harriet Powers Quilt: FIRST ROW:
o 1. Job praying for his enemies. Job crosses. Job's
coffin.
o 5. John baptizing Christ and the spirit of God
descending and resting upon his shoulder like a
dove.
o 7. And 9 God created two of every kind, male and
female.
Make a Quilt Square:
o Using the square of paper
o Using what you learned about what was put on
African Americans quilts
o Decorate the quilt square with at most 4 colors (30
min)
Assessment: Exit Ticket. Write 2 sentences to explain
what life could have been like for an African American in
the colonies. Then give 2 examples of how they integrated
their culture into their colonial life. (5 min)

Slaves had different experiences depending on where they
lived. Though they were ripped from the homeland and
treated poorly, slaves used their African routes to create a
cultural identity. Part of this identity was preserving their
culture through music and other arts.
Lesson 10
Materials: Classroom, Student brochures
Objective: To end the unit on colonial America, students will
share their brochure through a gallery walk to learn more about the
13 colonies individually.
During our unit we have covered many topics: life in the
colonies including food, religion, and reading. Natural
resources and settlements. Slavery and occupations.
To wrap the unit up and bring all the concepts together
you created a brochure about your colony. Brochure are
often used to convince people to visit places and give basic
information. Your brochure gives a plethora of background
information for a potential visitor to your colony.
To end our study on the 13 colonies and life in them we
are going to do a gallery walk. Now this means half the
class will be explaining and showing their brochure while
others listen and walk around.
This is an opportunity to see the similarities and
differences between the colonies. Was life and history the
same in all the colonies?
This is also an opportunity to think about why someone
might chose to move to this colony.
We will spend 10 to 15 minutes with half the class sharing
around the room. If you are not presenting you will be
Accommodations
walking around and asking others information on their

brochure. (45 min max.)
I would like someone to share something they learned
about another colony.
What colony would you want to move to if you lived in
the 13 colonies? Why?
What similarities and differences are there amongst the
colonies? What might have caused these?
Now that you have a foundation of life in the colonies and
their formation, we are going to move into growing
tensions between the British and the colonists.

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Integrated Unit

Michigan State University

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

understand its real world purpose? How will I make explicit

Introduce Colonial Brochure At the end of the unit you

work on the brochure a lot at home.

Behavior Expectations: Level 0 voice unless reading in

OUTLINE of key events during the lesson (Include specific

materials) (40 minutes)

Select students to read New England Colonies on page 178

With students reading

the geography differed between the colonies and a little

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

animations and lots of

after todays reading and Power Point.

Name of the Colony

Founder of the Colony

Reason for Founding

Diagram of Town or Plantation

Description of Economy and Major Products

Reasoning for the Major Products

Detailed Relationship with at Least One Other Group of People

Food that was Eaten

Free Time/Fun Activities

Prominent Religion and Why

Detailed description of life as a woman, man, child

Description of the Geography

Middle Colonies Southern Colonies

Middle Colonies Southern Colonies

Middle Colonies Southern Colonies

Middle Colonies Southern Colonies

Lesson 2 pgs 179-0, 182

by the English, a part of New York was later used to

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

made household products.

PRINT RESOURCE PAGE

PRINT RESOURCE PAGE

Colonies related to their industry? The rich soil, warm

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

Lesson 5 pg 210-1, 214

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

Was there anything surprising or new that you learned

without the government regulating what they could buy,

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

What are the four types of settlements we have learned

places. We dont know a whole lot about everyday life.

escaping religious persecution in Europe

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

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

in daily life, most aspects remained such as education,

Transition to next learning activity

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

walking around and asking others information on their

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