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Colonial America
Created By: Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor
Unit Goals:
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Students will be able to interpret maps of the early Colonies.
Students will be able to identify the 13 Colonies.
Students will know important information about each region of the 13 Colonies: New
England, Middle, and Southern.
Students will have an understanding of slavery in Colonial America.
Students will understand various economic concepts, such as supply and demand,
scarcity, and opportunity cost.
Prior Knowledge:
For this unit, students will need a general idea of the components of a map, and idea of
who lived in our country before the Europeans came, and which European countries came to
North America first and why they came to North America.
Materials:
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The Nystrom Atlas of Our Country’s History
African-Americans in the Thirteen Colonies by Deborah Kent
Notebooks
Poster boards
Access to Library
Books over Southern Colonies
Paper
Pencils
Markers
Computers with Access to Internet
Scissors
Social studies textbook (if available)
Jigsaw Worksheet
Maps
Projector
Map without key/legend (attached)
Map with key/legend (attached)
“The Early Colonies” video on DiscoveryEducation.com
Interpreting maps handout
13 colonies graphic organizers
American Revolution by Mary Pope Osborne and Natalie Pope Boyce
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Lesson One: Maps and the 13 Colonies (Anticipatory Set for Unit)
Objectives:
 Using their atlases, students will read and interpret the maps on pages 22-23 to answer
the questions on the handout with at least 80% accuracy.
 After reading American Revolution pages 13-35 and watching “The Early Colonies”
video, students will work in small groups to fill out a graphic organizer on the thirteen
colonies with no more than 2 errors.
Lesson Summary:
In this first lesson in the Colonial America unit using the Nystrom Atlas of Our Country’s
History, students will learn how to read the thematic maps and graphs in the atlas. They will then
receive an introduction to the thirteen colonies that would become the United States. The
students will learn about the thirteen colonies through reading part of American Revolution: A
Nonfiction Companion to War on Wednesday, watching a video on DiscoveryEducation.com,
and filling out a graphic organizer using the information they learn.
Lesson Two: The New England Colonies
Objectives:
 Students will use Nystrom Atlas of Our County’s History and read pages 24 to 25
discussing the main focus of our lesson. They will then answer questions on the
handout given.
 After reading and answering the handout, students will be able to identify all four of
the New England Colonies on map, the state they have become, when they were
founded and how the Puritans made a living by creating a poster board to present to
the class.
Lesson Summary:
In this lesson, using the Nystrom Atlas of Our Country’s History, students will learn
about which states were in the New England Colonies. They will be given an introduction on
how there are a total of thirteen colonies, but the focus for the next two days would be on the
New England Colonies.
Lesson Three: The Middle Colonies
Objectives:
 After a mini-lesson and jigsaw activity, students will write an informational/critical
paragraph about the Middle Colonies that satisfies all items on the provided checklist.
Lesson Summary:
In this lesson, students will learn about the Middle Colonies (New York, Pennsylvania,
New Jersey, and Delaware) through a mini-lesson and through one another. The lesson will start
with a short lesson from the teacher about what colonies make up the Middle Colonies and their
history. The class will then split up into five groups. Each group will talk about and become
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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“experts” on their topics (four groups learn about the states and one group learns about the
religious makeup of the Middle Colonies). After becoming experts, the groups will break up and
new groups of six will be created so that the students can teach each other the information that
they have learned about their topics. After completing this jigsaw activity, the students will
write long paragraphs include important facts about each state, the religious makeup, and a
critical statement about the Middle Colonies.
Lesson Four: The Southern Colonies
Objectives:
 Students will be able to use proper researching skills to explore information over the
Southern Colonies to create identification cards for each of the Southern Colonies with
90% accuracy.
Lesson Summary:
During this lesson the students will use their prior knowledge and researching skills to
find information as needed over the Southern Colonies. Once the students have gathered their
research, they will be put into five (5) groups, one group for each state/colony in the Southern
Colonies. Each group will then create an identification card about their state/colony that will
include specific information of each. Once each group has completed their task they will take
turns presenting their identification cards to their classmates and then put on display on the
bulletin board. Students will be assessed on the correct information they’ve provided on their
identification cards.
Lesson Five: Slavery in the Colonies
Objectives:
 In this lesson, students will explain the role scarcity, supply and demand, and opportunity
cost through an activity with 85% accuracy. (Comprehension)
 By the end of the lesson, students will discuss the different jobs slaves worked using the
atlas with 90% accuracy. (Evaluation)
 At the end of this lesson, students will diagram positive and negatives of slavery in the
Colonies using creditable internet sources. (Analysis)
Summary:
In this lesson, students will be involved in discussions that revolve around civics,
economics and slavery in the thirteen colonies.
Final Project
After the last lesson in the unit, students will complete a group project and an individual
essay in place of a unit test. For the project, students will have a choice between writing a poem,
creating a commercial, writing a brochure, or creating a billboard. These items will be designed
to persuade others to move to the region that they are assigned. Students will work in their
groups to make a thematic map for their region as well. For the individual essay, students will
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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compare and contrast two colonial regions and explain which they would choose to live in and
why. In a second part of the essay, the students will explain why the colonists used slaves.
Group Advertising Project:
Choice Board:
Commercial Skit:
Write a commercial
advertising your
region and act it
out in class.
Poem:
Write a persuasive
poem about your
region and recite it
to the class.
Billboard:
Create a billboard
advertising your
region and present
it to the class.
Brochure:
Create a brochure
advertising your
region and present
it to the class.
Content Checklist:
In their poem, commercial, brochure, or billboard, students should have included and/or
given details about each item on this list as it pertains to their assigned colonial region.
The names of all colonies in that region
Common religions in those colonies
Common occupations in those colonies
Natural environment of that region
Natural resources of that region
Country of origin of most of their colonies
population
Groups of people in those colonies
Group addressed the use of slavery in their
region.
At least 3 facts about the way of life of the
people in their colonial region
Rubric:
Category
Content
Accuracy
3
The student and
his/her group
included all
required content.
2
The student and
his/her group
included most
required content.
1
The student and
his/her group
included some
required content.
All of the
information
about the
group’s colonial
Most of the
information
about the
group’s colonial
Some of the
information
about the
group’s colonial
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
0
The student and
his/her group
included none of
the required
content.
None of the
information about
the group’s
colonial region is
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Presentation
region is
accurate.
The project is
very creative
and persuasive.
Organization
The project is
very neat and
organized.
Cooperation
Effort
The student
received at least
6 out of 7 points
on the
observational
checklist.
All of the
student's work
reflects his/ her
best effort.
region is
accurate.
The project is
somewhat
persuasive and
creative.
The project is
mostly neat and
organized.
region is
accurate.
The project is
creative, but not
persuasive.
accurate.
The project is
somewhat neat
and organized.
The project is not
neat and organized.
The student
received 4-5
points on the
observational
checklist.
The student
received 2-3
points on the
observational
checklist.
The student
received 0-1 points
on the
observational
checklist.
Most of the
student’s work
reflects his/her
best effort.
Some of the
student’s work
reflects his/her
best effort.
None of the
student’s work
reflects his/her best
effort.
The project is not
creative or
persuasive.
Map Rubric:
Working with their small group, students will create a thematic map that uses symbols to
represent at least 3 facts (e.g. religion, population density, ethnicity, forts, etc.) about their
assigned region of the colonies (New England, Middle, and Southern) and will receive at least a
6 out of 7 on the checklist.
Map has a title.
Students displayed all
colonies in their group's
assigned region.
Colonies are labeled.
Map is colored.
Group included symbols
representing at least 3 facts
about the colonies in their
assigned region (e.g.
population density, natural
resources, religions, etc.).
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Map contains a legend that
explains all symbols used on
map.
Map is neat and creative and
demonstrates the group’s
best work.
Group Roles:
Leader: _____________
Secretary: _____________
Task Manager: ______________
Lead Designer: ______________
Observation Checklist:
Names
Stays
on task
Comm.
with
group
members
Cooperation
With group
members
Shows
progress
Shows
creativity
Uses
time
wisely
Problem
solving
TOTAL
POINTS
EARNED
Compare and Contrast Critical Essay:
Rubric:
Content
Work Quality
Firm
Understanding
5 pts
Understanding
4 pts
Understands the
Basics
3 pts
Student explained
which colonies used
slaves, compared
and contrasted two
colonies, chose
which colony they
would live in and
explained why using
at least three
reasons.
Student has at least
two pages written
about the colonies.
Student explained
which colonies used
slaves and compared
and contrasted two
colonies.
Student explained
which colonies used
slaves and picked
where they would
live and explained
why.
Student explained
which states used
slaves.
Student has at least
one and half pages
written about the
Student has at least a
page written about
the colonies.
Student has less than
a page written about
the colonies.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
Limited
Understanding
2pts
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Visual
Student has a Venn
diagram with at least
ten facts total inside
of it.
colonies.
Student has a Venn
diagram with at least
eight facts total
inside of it.
Student has a Venn
diagram with at least
six facts total inside
of it.
Student has a Venn
diagram with five or
less facts inside of it.
Lesson 1: The 13 Colonies
Prepared by: Jenna Doney
Grade: 5th
Subject: Social Studies/Geography
Standards:
 GLEs
o 5.SS.Geog.5.A Reading and constructing maps: Use geographic research sources
to acquire information and answer questions
o 5.SS.Geog.5.C Understanding the concept of place: Identify human
characteristics, such as people’s education, language, diversity, economies,
religions, settlement patterns, ethnic background and political system
o 5.SS.Geog.5.H Human Systems: Identify major patterns of population
distribution, demographics and migrations in the United States
 Common Core
o Literacy.RI.5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
Learning Objectives:
1. Using their atlases, students will read and interpret the maps on pages 22-23 to answer
the questions on the handout with at least 80% accuracy.
2. After reading American Revolution pages 13-35 and watching “The Early Colonies”
video, students will work in small groups to fill out a graphic organizer on the thirteen
colonies with no more than 2 errors.
Level of Thinking:
1. DOK: 1
2. Bloom’s Taxonomy: This lesson is at a comprehension level of thinking according to
Bloom’s Taxonomy, because students will use their understanding of maps and the
information they learn from reading the maps and a book as well as from watching a
video to complete the lesson’s activities.
Teacher Materials:
 Computer
 Projector
 Map without key/legend (attached)
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Map with key/legend (attached)
“The Early Colonies” video on DiscoveryEducation.com
Interpreting maps handout
13 colonies graphic organizers
Student Materials:
 The Nystrom Atlas of Our Country’s History
 American Revolution by Mary Pope Osborne and Natalie Pope Boyce
 Pencil
 Journal
Phase 1: Hook
 Display the Pop vs. Soda map with its title and key hidden. Have students try to infer
what the map is saying.
Phase 2: Activating Prior Knowledge & Clarifying Goals
 As a class, have the students brainstorm the types of maps and parts of maps that they
know. Make a list on the board. Explain that during this lesson, they will be learning
about thematic maps and then use thematic maps to learn about the colonists.
 Ask students what colonies are and why the colonists moved from Europe to North
America.
 Explain that during this lesson students will learn about the colonies that would
eventually become the United States through reading a book, watching a video, and
reading maps in their atlas.
 Give the lesson’s objectives.
Phase 3: Discussion & Guided Practice
 Display the Pop vs. Soda map from the hook with its key and title. Discuss with the
students what the map is communicating and how its creator presented the information.
 Define thematic maps and show a few examples.
 Have students turn in their atlases to pages 6-7 entitled “How Does This Atlas Work?”
Read over those pages with the students. Explain how to read thematic maps and how to
use the maps, graphs, charts, pictures, etc. in the atlas to gain information.
Phase 4: Independent Practice
 Pass out the Interpreting Thematic Maps handout, read the directions with the students,
and give your expectations.
 Have the students complete the handout.
 As students work, write on the board the instructions that when they finish, they should
take out their American Revolution books and read pages 13-35.
 Give the students time to finish their reading after they finish the map handout. When
most have finished, play the “The Early Colonies” DiscoveryEducation.com video.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Pass out the 13 Colonies graphic organizer and discuss the instructions for the
assignment.
Place students in small groups to complete the graphic organizer. Have them work.
Phase 5: Self-Assessment & Closure
 Bring the students back together as a whole class. Have each group share the information
they wrote in one of the boxes on the graphic organizer.
 In their journals, have students write:
1. One thing they did well while working with the group
2. One way they can improve how they work in groups for next time
3. One thing they learned about the colonists from the lesson
4. One “I wonder” statement about the colonists that they hope to learn in future lessons
Modification/Differentiation of Instruction:
 Allow ELL students to work with a partner on the interpreting maps activity and reading
the pages in American Revolution.
 Place students in mixed-ability groups for the 13 Colonies graphic organizer activity.
 Provide low level readers with a concise document at their reading level that contains the
necessary information for completing the graphic organizer.
 Challenge advanced students to create a thematic map representing one of the facts they
learn from reading the assigned pages in American Revolution.
Assessment:
 The students will be formatively assessed through the Interpreting Thematic Maps
handout and the 13 colonies graphic organizer.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Name:__________________________________
Interpreting Thematic Maps
Directions: Use the maps, graphs, and other information on pages 22-23 in The Nystrom
Atlas of Our Country’s History to answer the questions below. The answers do not need to
be in complete sentences.
1. What year was the North Carolina colony founded?
2. Which colony had the largest population of white people?
3. Which colonies make up the New England colonies?
4. How many middle colonies are there?
5. Look on page 23 at map C called “The Colonists from Many Nations.” Which colony
had the largest population of Scots?
6. Which ethnic group had the largest population in the colonies?
7. Which mountain range was near the original 13 colonies?
8. What are the 4 colonies that had Baptist colonists?
9. Which colonies had a policy of religious tolerance?
10. Which colony had the largest population of African slaves?
Bonus: Look at “B” on page 22. Which region had the most people? Why do you think that
region had the most people?
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Group Members:_________________________________________________________
The 13 Colonies that Became the United States
Directions: Work with your group to complete the graphic organizer below. Place at least
3 facts in each box about that category. You do not need to be write in complete sentences.
Reasons the Colonists Came to America
Groups of People in the Colonies
Occupations in the Colonies
Reasons the Colonists Prospered
The
Original13
Colonies
The Daily Life of the Colonists
Other Important Facts
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Lesson 2: The New England Colonies
Prepared by: Casey Knaust
Grade: 5th
Subject: Social Studies
Objectives:
 Students will use Nystrom Atlas of Our County’s History and read pages 24 to 25
discussing the main focus of our lesson. They will then answer questions on the
handout given.
 After reading and answering the handout, students will be able to identify all four of
the New England Colonies on map, the state they have become, when they were
founded and how the Puritans made a living by creating a poster board to present to
the class.
GLE’s:
 5.SS.Hist.3a.C Discovery, Exploration and Settlement of the United States: Outline the
discovery, exploration and early settlement of America.
Materials:
 The Nystrom Atlas of Our Country’s History(pages 24-25)
 Computers
 Pencils
 Notebooks
 Poster boards
 Markers
 Scissors
 Maps
Phase 1
 Introduce the students to the New England Colonies. Put up a map of where they are
located and briefly go over it.
Phase 2
 Explain that during the next few days we will be discussing the New England Colonies
and they will learn something new about each of them as the lesson goes on.
 Give a brief description of how the days will be ran and what their jobs will consist of.
Phase 3
 Have students open their atlas books to pages 24 and 25 to read quietly about the
colonies.
 Come back together as a class and discuss what was read and how we will use this to
work in groups.
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University of Missouri-St. Louis
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Phase 4
 Introduce the students to their group members.
 In their journals, have them summarize what they read about and what they want to learn
about their colony.
 Have the students get with their group members and start working in the centers.
Phase 5
 Bring the students back together to discuss where they are with their projects and what
extra information or materials they will need to finish their project.
 In their journals have the students write
o What they accomplished today in centers.
o What they need to accomplish tomorrow in centers
o How many more days they think they will need to make sure they receive an A
o Any extra books or sources they think they need to help them with this project.
Modifications:
For students who seem to struggle with Social Studies, I will make sure to pair them in a group
with at least one very strong student and at least one student who is average to strong. If they
need extra help I will have handouts available for them to attach in their journals to help them
stay on track for what information they should look for.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Lesson 3: The Middle Colonies
Prepared by: Jodi Stocker
Grade: 5th
Subject: Social Studies
Objective:
 Following a mini-lesson and a jigsaw activity, students will write an
informational/critical paragraph about the Middle Colonies that satisfies all items on the
provided checklist.
Standards:
 GLEs
o SS3 1.8 Outline the discovery, exploration, and early settlement of America.
 Common Core
o SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
 A Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
 D Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Bloom’s Revised Taxonomy:
 Understanding: Students will recall and discuss important facts about the Middle
Colonies. (Factual Knowledge)
 Applying: Students will use the information that they have learned about the Middle
Colonies to write a factual/critical paragraph. (Factual Knowledge)
Materials:
 The Nystrom Atlas of Our Country’s History
 Social studies textbook (if available)
 Jigsaw worksheet
 Notebooks
 Paper
 Pencils
Phase 1: Clarify Goals and Establish Set
 Explain to the students that they will continue to use their Nystrom Atlases today to learn
about a new region of the 13 Colonies: The Middle Colonies.
 Explain to the class that after a short lesson about the states in the Middle Colonies, they
will be working in jigsaw groups to learn more about each part of the this region and
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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become experts. When they finish teaching each other, they will be writing a paragraph
about what they have learned.
Phase 2: Present Information
 Ask the students to turn to page 26 of their Atlases. Have one student name the colonies
that make up the Middle Colonies.
 Explain to the class that these colonies were first settled by people from the Netherlands
and Sweden. Even after the English took over the Middle Colonies, the Dutch still
outnumbered the English in New York and New Jersey.
 Explain that they will be teaching each other about these colonies today.
Phase 3: Organize Students into Learning Teams
 Split the students into mixed-ability groups as follows:
1. New York
a. Land use and implications, important cities, and populations
2. Pennsylvania
a. Land use and implications, important cities, and populations
3. New Jersey
a. Land use and implications, important cities, and populations
4. Delaware
a. Land use and implications, important cities, and populations
5. Religious Makeup
a. How was it different from other colonial regions? Did they have religious
tolerance? Why is this important?
 The student groups will use their Atlases, textbooks, and any other resources the teacher
may find useful to answer the questions and become experts. Give the students the
Jigsaw worksheets to write down the answers to these questions and any other important
information for when they need to teach their topics.
 Arrange the students into new groups once they have become experts on their topics.
Each new groups should have the following members:
1. New York Expert
2. Pennsylvania Expert
3. New Jersey Expert
4. Delaware Expert
5. Religious Makeup Expert
 In the new groups, the students will teacher each other about their topics. Encourage
students to take notes in their notebooks. After teaching each other about their topics,
their groups should consider the following questions:
1. What made these colonies different from the New England Colonies and the
Southern Colonies?
2. What kind of people would have moved to this region?
3. What made this region important to the rest of the Colonies and to England?
 Students should make notes about the answers to these questions in their notebooks.
Phase 4: Test for Understanding
 Have the students disperse and return to their seats.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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
Explain that they will now write their paragraphs about what they have learned. They
should write about each colony in the region and make a critical statement about the
region (i.e. Would you want to live here? Was this region important?). Provide the
students with the following checklist, which will be used to grade the paragraphs:
Middle Colonies Paragraph
Does my paragraph discuss each
colony?
Does my paragraph discuss the
religious makeup of the Middle
Colonies?
Do I make a critical statement about
the Middle Colonies?
Yes
No
____
____
____
____
____
____
Phase 5: Closure
 Ask the students what they have learned about the Middle Colonies. Allow several
students to talk.
 Explain that they will need to keep the Middle Colonies in mind as they learn about the
rest of the 13 Colonies.
Differentiated Learning:
 Students with Autism Spectrum Disorders or other Social Impairments: Group work
can be difficult for many students who are on the autism spectrum or who have other
difficulties with working with peers. However, it is very important that these students are
still a part of group work. Make group member decisions carefully for these students. If
a student is non-verbal or has other difficulties with speech, they may be able to use an
AT device to speak. If this is not a successful option, pairing the student with another
student when switching into the teaching groups would allow the student to still take part
in the jigsaw activity.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Group Members:________________________________________
Jigsaw Learning
Use the graphic organizer to take notes about your Jigsaw Group
Topic.
Topic
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Lesson 4: The Southern Colonies
Prepared by: Jen Schmidt
Grade: 5th
Objective(s):
1) Students will be able to use proper researching skills to explore information over the
Southern Colonies to create identification cards for each of the 5 colonies; Maryland,
Virginia, North Carolina, South Carolina, and Georgia with 90% accuracy.
GLEs:
5.SS.Hist.3a.C Discovery, Exploration and Settlement of the United States: Outline the
discovery, exploration and early settlement of America.
5.SS.Hist.3a.F Westward Expansion and Settlement in the US: Examine cultural interaction
among these groups from colonial times to Civil War.
Materials:
 Access to library
 Books over Southern Colonies
 Paper
 Pencil
 Markers
 Internet access
 Scissors
Phase 1: Clarify Goals and Establish Set
 Tell students that they are going to continue to study the 13 Original Colonies but now
they will be exploring them more in depth.
 The students will study the Southern Colonies and design identification cards for each of
the states within the Southern Colonies.
 ID cards need to include:
o name of state
o farming
o making and selling
o natural resources
o religion
o slaves
o capital
o towns
o forts
o date founded
o settlers
o picture of colony
Vocabulary words:
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University of Missouri-St. Louis
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plantations
Anglican
Settlers
Crop
Agriculture
Phase 2: Present Information and Organize Students into Learning Teams
 Students will break up into five (5) groups
 Assign a colony to each group
 Research colony
 Create ID card
 Present to class
Phase 3: Closure and Testing for Understanding
 Each group will have one (1) identification card, total, per group, to present to the class
on what they found/learned during their research over their colony.
Phase 4: Provide Recognition
 The students' identification cards will be placed on the bulletin board.
Assessment:
Each group will present their identification card for their colony to the class with correct use of
information about the colony.
Differentiation:
For ESL students the instructions can be interpreted in their language or their will be copies of
the worksheets available to them in their language if needed.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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Lesson 5: Slavery in the Colonies
Prepared by: Ryan Molitor
Grade: 5th
Subject: Social Studies
Time Span: 5-6 days (more time will be allotted if necessary)
Goal:
 To have students make logical connections of where economics and civics played a major
part in the early years of the Thirteen Colonies and slavery.
Objective(s):
 In this lesson, students will explain the role scarcity, supply and demand, and opportunity
cost through an activity with 85% accuracy. (Comprehension)
 By the end of the lesson, students will discuss the different jobs slaves worked using the
atlas with 90% accuracy. (Evaluation)
 At the end of this lesson, students will diagram positive and negatives of slavery in the
Colonies using creditable internet sources. (Analysis)
Standards:
 GLE’s
o Economics GLEs
 5.SS.Econ.4.A Knowledge of basic economic concepts, being able to
explain and use them to interpret historical and current events: Apply the
following economic concepts:
a) Scarcity
b) Supply and demand
c) Trade-offs (opportunity cost)
o Civics GLEs
 5.SS.Relations.I Changing ideas, concepts and traditions: Identify how
ideas, concepts and traditions have changed over time in the United States
 Common Core
o Literacy.RI.5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently
o Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
Materials:
 The Nystrom Atlas of Our Country’s History by National Geographic
 African-Americans in the Thirteen Colonies by Deborah Kent
 Writing journal
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
21 of 24

Poster paper
Phase 1: Establish Set
 Students will engage in grand conversation
 Topics might include
o What they know about the original Colonies
o What they know about slaves
o What were types of jobs during this time period
o What is supply?
o What is demand?
o What is scarcity?
Phase 2: Focus the Discussion
 Ask students to get out their writing journals
 Explain and review the goal of this lesson
 Students will then create a KWL in their journal
o Have students fill out what they know
o Have students fill out what they want to know
o This chart can be used for any of the topics
o Hand out multiple charts if necessary
 Inform the class that this is group work
Phase 3: Hold the discussion
 Go over the rules for group discussion and group work
 Students will be put into assigned groups
 Have students chose roles (reader, writer, researcher, presenter)
 Each group will be responsible for reading African-Americans in the Thirteen Colonies
 Reference The Nystrom Atlas of Our Country’s History for additional information
 Have writer write down details from the story
o Review plagiarism
 Get ready to share to class
Phase 4: End Discussion
 Each group will create a poster
o Things to include
 Slave jobs
 Living quarters
 Rights
 Positives and Negatives of slavery (from both sides)
 Once their poster is completed have students share to class
 Once every group has shared, hang the posters up
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
22 of 24

Congratulate everyone for their hard work
Phase 5: Debrief the Discussion
 Explain what the Thirteen Colonies, mainly the Southern Colonies, needed slaves for
 Ask questions:
o Did you like this lesson? Why or why not?
o Would you include any other books? Which ones?
o Did you find anything interesting that you would like to share?
Other Activities: Find a webquest for students on slavery
Modifications: For students with difficulty reading, provide the books on tape for them to
follow along to. Students who have difficulty writing may type their work into a word document.
For ELL students, pair them into a group with students that have high comprehension levels and
can help explain the texts easily.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
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What I Know
What I Wonder
(or want to know)
What I have Learned
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis
24 of 24
Group Roles: No one should be in the same
role more than twice. Each group member
should be in a role at least once during this
project.
Reader: _____________
Description: The reader will be chosen to read the selected texts aloud to their other group members. If the group
decides to have everyone read a part of the stories, write everyone’s names down.
Writer: _____________
Description: The writer will be the one putting notes on a piece of paper, documenting what information the group
believes is relevant, etc.
Artist: ______________
Description: The artist will be the one who draws on the poster (if they choose to draw), if not they will be the one
finding images to place on the poster for the group.
Researcher: ______________
Description: This group member will be working closely with the writer on determining what information is the best
for their poster. This job might include, reading the texts over again, online research, etc.
Jodi Stocker, Jenna Doney, Casey Knaust, Jen Schmidt, Ryan Molitor,
University of Missouri-St. Louis