Learning Goals
Students will be able to formulate focused research questions about how geography, resources, economy, and beliefs shaped daily life in the New England, Middle, and Southern colonies to guide a historical investigation.
Students will be able to locate the New England, Middle, and Southern colonies and American Indian nations already inhabiting these regions to explain how location and physical setting influenced settlement and daily life.
Students will be able to investigate McGraw Hill readings, maps, artifact evidence, and additional sources to document colonial jobs, homes, trade, family routines, community rules, and challenges.
Students will be able to compare Puritanism in Massachusetts, Quakerism in Pennsylvania, Anglicanism in Virginia, and Catholicism in Maryland to explain how religious beliefs influenced colonial communities, including the historical context of the Salem witch trials.
Students will be able to analyze maps, source notes, and colonial artifact replicas to draw evidence-based conclusions about similarities and differences among the three colonial regions.
Students will be able to collaborate, present, and revise evidence-based explanations of colonial life by using discussion, gallery-walk feedback, and teacher check-ins to improve historical accuracy and clarity.
Products
Colonial Regions Investigation Notebook
Each student develops a focused question and records map analysis, notes from the McGraw Hill readings and additional sources, artifact observations, regional comparisons, conclusions, source references, feedback, and revisions. The notebook includes an individual museum caption and oral-explanation script demonstrating mastery of all three colonial regions.
Colonial Trade and Daily Life Museum Exhibit
Teams synthesize members’ investigations into a living-history exhibit with safe student-made artifacts, regional maps, station cards, evidence-based captions, and oral explanations connecting geography, economy, beliefs, jobs, routines, and challenges across all three colonial regions. Teams revise the exhibit after a gallery walk and present it to families, other classes, and the community partner.
No rubric has been generated yet.