Lesson Overview
The influences of European nations that settled North America as well as the geographic landscape of each region were two of the most impactful factors that led to how the original thirteen colonies developed both culturally and economically. To learn about the development of these regions and the people who first populated them helps us understand and embrace the similarities and differences of present day people and cultures around the United States today.
Problem: It is the year 2116 and time travel has already been around for decades, however, it is still very costly for a person to travel through time so sending your entire class on a field trip to the past isn’t in your teacher’s budget this year. Knowing how beneficial first-hand accounts can be, your teacher has decided she can send four students to make a trip back in time to learn about the settlement of the American colonies. Fortunately, the visionaries at Skype have developed TIME MACHINE SKYPE (TMS) that will allow you and your team to Skype from the past to your teacher and classmates in the present! To ensure your safety and help your classmates follow you on the trip, you will use the new Google Earth (GE) Follow Me app to plot your course as you travel from place to place and to pinpoint and share important information at each location within the map and through TMS. To do this you, along with three of your classmates must ‘visit’ each of the three geographic areas (New England, Mid-Atlantic and Southern regions) to gather historical information about settlements in each area and answer these questions:
- Where, when and why did European settlers come to the New World? (Puritans in New England, Quakers in the Mid-Atlantic – or Middle – Colonies, and English settlements of Southern colonies, most specifically South Carolina and the rise of slavery)
- What influences of European governments, religions and way of life affected how the colonies were settled?
- How did geography play a role in the development of the way of life and economies of the colonies?
You will add this information to your GE to share with your classmates and as a travel log to keep for years to come! In addition, your team will conduct a TMS session with your classmates from each location (obviously this will all be simulated!) to answer any questions they may have.
Essential Question
When choosing a settlement location, how important is geography, possible economic opportunities, and past cultural experiences to the success of the colony?
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Log In to View LessonStandards
- 8.1.CO Compare the three British North American colonial regions economically, politically, socially, and in regard to labor development.
- This indicator was developed to encourage inquiry into how the three British colonial regions developed in terms of their culture, economies, geography, and labor. The indicator was also developed to encourage inquiry into the unique story of the development of South Carolina.
- 8.1.CC Analyze the changes and continuities of the Native Americans' experiences prior to and as a result of settlement and colonization.
- This indicator was developed to encourage inquiry into Native American civilizations and cultures prior to European contact and their interactions with Europeans during the period of settlement and colonization, including their efforts to preserve their cultures.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.4 Synthesize integrated information to share learning and/or take action.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- RI.LCS.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
- RI.LCS.11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
- RI.LCS.11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
- RI.LCS.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
- C.MC.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.3 Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
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Log In to View LessonLesson Created By: Christine Horowitz and Kim Buice
Lesson Partners: Spartanburg School District 7