James Madison University – College of Education
Social Studies Lesson Plan Format
Name: ____Stephanie Suess__________________
Date: ___7/19________
Subject/Class: _Academic US History______ Grade Level:
11
Topic: Early European Exploration and Colonial Development____________
NCSS Theme # 1: _Culture
Subthemes:
 Knowledge: That behaviors, values, and beliefs of different cultures can lead to cooperation or
pose barriers to cross-cultural understanding
 Processes: Interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding.
 Product: (Included on final unit assessment) Researching and presenting a position paper on a
current or past problem or issue through an analysis of the cultural patterns of the groups
involved and the ways in which these contribute or present obstacles to finding solutions.
Essential Questions/Big Ideas:
 Why did Europeans settle in the English colonies and how did their motivations influence settlement
patterns and key features of the 3 colonial regions?
 In what ways did the cultures of Europe, Africa, and the Americas interact?
 What were the consequences of the interactions of European, African, and American cultures?
 How did the economic activity and political institutions of the three colonial regions reflect resources or
the European origins of their settlers?
 Why was indentured servitude and slavery introduced into the colonies?
SOLs/Standards addressed:
 VUS.2 The student will be able to describe how early European exploration and colonization
resulted in cultural interactions among Europeans, Africans, and American Indians
 VUS.3 The student will be able to describe how the values and institutions of European economic
and political life took root in the colonies and how slavery reshaped European and African life in
the Americas.
Learning Outcomes/Objectives:
The Student Will Be Able To:
1. D: Discuss the motivations behind European colonial settlement within the three major regions of
settlement.
2. D: Analyze characteristics of early interactions between European, African and American Indians.
3. D: Categorize economic activities, social characteristics, and political life within the three major
colonial regions.
4. V: Assess the reasons why indentured servitude and slavery were used as labor sources in the early
Southern colonies.
Continued on next page
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Assessment alignment chart: How will you know they know the objectives listed above?
Understand, Know ,Do, & Value
Objective
Assessment (formative and summative)
1. D: Discuss the motivations behind Assessment:
European colonial settlement
Formative: As students are completing the packet,
within the three major regions of
Cultural Characteristics of the Original 13 Colonies,
settlement.
the teacher will circulate throughout the room and
check the responses that they are including.
2. D: Analyze characteristics of early
interactions between European,
African and American Indians.
3. D: Categorize key economic
activities, social characteristics,
and political life within the three
major colonial regions.
4. V: Assess the reasons why
indentured servitude and slavery
were used as labor sources in the
early Southern colonies.
Summative: Exit Question responses and MC/Essay
performance on unit test.
Formative: As students are completing the packet,
Cultural Characteristics of the Original 13 Colonies,
the teacher will circulate throughout the room and
check the responses that they are including. Also, the
teacher will check for understanding during the end
of class discussion.
Summative: Exit Question responses and MC/Essay
performance on unit test.
Formative: As students are completing their puzzles,
the teacher will ask them to justify why they are
including selected characteristics for each region.
Summative: Exit Question responses and MC/Essay
performance on unit test.
Formative: As students are completing the packet,
Cultural Characteristics of the Original 13 Colonies,
the teacher will circulate throughout the room and
check the responses that they are including. Also, the
teacher will check for understanding during the end
of class discussion.
Summative: Exit Question responses and MC/Essay
performance on unit test.
Background Content Outline: (Drawn Directly from the SOL Curriculum Framework)
Early European exploration and colonization resulted in the redistribution of the world's population as millions of people
from Europe and Africa voluntarily and involuntarily moved to the New World.
Exploration and colonization initiated worldwide commercial expansion as agricultural products were exchanged between the
Americas and Europe. In time, colonization led to ideas of representative government and religious toleration that over several
centuries would inspire similar transformations in other parts of the world
Characteristics of early exploration and settlements in the New World
• New England was settled by Puritans seeking freedom from religious persecution in Europe. They formed a “covenant community”
based on the principles of the Mayflower Compact and Puritan religious beliefs and were often intolerant of those not sharing their
religion. They also sought economic opportunity and practiced a form of direct democracy through town meetings.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
• The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking immigrants seeking religious freedom and
economic opportunity.
 Virginia and the other Southern colonies were settled by people seeking economic opportunities. Some of the early Virginia settlers
were “cavaliers,” English nobility who received large land grants in eastern Virginia from the King of England. Poor English
immigrants also came seeking better lives as small farmers or artisans and settled in the Shenandoah Valley or western Virginia, or as
indentured servants who agreed to work on tobacco plantations for a period of time to pay for passage to the New World.
• Jamestown, established in 1607 by the Virginia Company of London as a business venture, was the first permanent English
settlement in North America. The Virginia House of Burgesses, established by the 1640s, was the first elected assembly in the New
World. It has operated continuously and is today known as the General Assembly of Virginia.
Interactions among Europeans, Africans and American Indians
• The explorations and settlements of the English in the American colonies and Spanish in the Caribbean, Central America, and South
America, often led to violent conflicts with the American Indians. The Indians lost their traditional territories and fell victim to
diseases carried from Europe. By contrast, French exploration of Canada did not lead to large-scale immigration from France, and
relations with native peoples were often more cooperative.
• The growth of an agricultural economy based on large landholdings in the Southern colonies and in the Caribbean led to the
introduction of slavery in the New World. The first Africans were brought against their will to Jamestown in 1619 to work on tobacco
plantations.
Economic and political institutions in the colonies developed in ways that were either typically European or were distinctively
American, as climate, soil conditions, and other natural resources shaped regional economic development.
The African slave trade and the development of a slave labor system in many of the colonies resulted from plantation economies and
labor shortages.
Economic characteristics of the Colonial Period
• The New England colonies developed an economy based on shipbuilding, fishing, lumbering, small-scale subsistence farming, and
eventually, manufacturing. The colonies prospered, reflecting the Puritans’ strong belief in the values of hard work and thrift.
• The middle colonies of New York, New Jersey, Pennsylvania and Delaware developed economies based on shipbuilding, small-scale
farming, and trading. Cities such as New York, and Philadelphia began to grow as seaports and commercial centers.
• Southern colonies developed economies in the eastern coastal lowlands based on large plantations that grew “cash crops” such as
tobacco, rice, and indigo for export to Europe. Farther inland, however, in the mountains and valleys of the Appalachian foothills, the
economy was based on small-scale subsistence farming, hunting, and trading.
• A strong belief in private ownership of property and free enterprise characterized colonial life.
Social characteristics of the colonies
• New England’s colonial society was based on religious standing. The Puritans grew increasingly intolerant of dissenters who
challenged the Puritans’ belief in the connection between religion and government. Rhode Island was founded by dissenters fleeing
persecution by Puritans in Massachusetts.
• The middle colonies were home to multiple religious groups, including Quakers in Pennsylvania, Huguenots and Jews in New York,
and Presbyterians in New Jersey who generally believed in religious tolerance. These colonies had more flexible social structures and
began to develop a middle class of skilled artisans, entrepreneurs (business owners), and small farmers.
 Virginia and the Southern colonies had a social structure based on family status and the ownership of land. Large landowners in the
eastern lowlands dominated colonial government and society and maintained an allegiance to the Church of England and closer social
ties to England than in the other colonies. In the mountains and valleys further inland, however, society was characterized by small
subsistence farmers, hunters and traders of Scots-Irish and English descent.
• The “Great Awakening” was a religious movement that swept both Europe and the colonies during the mid-1700s. It led to the rapid
growth of evangelical religions such as the Methodists and Baptists and challenged the established religious and governmental order.
It laid one of the social foundations for the American Revolution.
Political life in the colonies
• New England Colonies - the use of town meetings (an “Athenian” direct democracy model) in the operation of government
• Middle Colonies - incorporated a number of democratic principles that reflected the basic rights of Englishmen.
• Southern Colonies - maintained stronger ties with Britain, with planters playing leading roles in representative colonial legislatures,
The development of indentured servitude and slavery
• The growth of a plantation-based agricultural economy in the hot, humid coastal lowlands of the Southern colonies required cheap
labor on a large scale. Some of the labor needs, especially in Virginia, were met by indentured servants, who were often poor persons
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
from England, Scotland, or Ireland who agreed to work on plantations for a period of time in return for their passage from Europe or
relief from debts.
DEAN CHART
Concept word
Colonies as part
of the
Mercantilist
theory
Region
D=define
Outposts
established for
economic activity
which will
benefit the
mother country
E=examples
New Amsterdam
(Dutch colony
which will
become the city
of New
York),Jamestown,
Massachusetts
Bay Colony,
Georgia; Quebec
Vera Cruz,
Havana
an area
considered as a
unit for
geographical,
functional,
social, or
cultural reasons
New England,
Middle-Atlantic,
Southern,
Western, Pacific
A=attributes
Used by major
Western
European
countries during
the 1500s-1800s.
Colonists may
have direct or
indirect control
over economic
activities, many
started off as
coastal ports in
order in order to
have easy access
to trade, regions
expected to
specialize in
exports for the
mother country
(usually raw
materials)
Areas that share
similar
characteristics in
terms of
economic
activities,
physical features,
social attributes
N=non-examples
Phoenix,
Nashville,
Atlanta,
Monterrey,
Spain, Britain,
France
National
characteristics,
town, village
Instructional Plan:
Hook:
10 mins
What the Teacher Will Do
Complete 30 second look strategy with the
Picturing America Poster: Copley, Paul Revere,
1768. (Students go to the side of the classroom
and will face the poster. The teacher will
instruct them to examine it for qualities to
remember, after 30 seconds the students turn
away from the poster back towards the teacher.
The teacher then asks questions, first about the
image itself and then leads the students into a
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
What the Students Will Do
Students will complete the 30 second
look strategy and then respond to
discussion questions.
discussion about who was Paul Revere, what
was his profession, where did he live, etc.
Introduction: Create an overhead chart comparing the three
10 mins
colonial regions across categories of politics,
economics, and society. Ask students to
contribute information about these colonial
regions based on prior knowledge.
Knowledge
Pass out the Cultural Characteristics of the
Acquisition: Original 13 Colonies packet that contains the big
20 minutes
questions of the unit broken down into subtopics
and charts for comparing the three colonies in
the areas of economic, social, and political
factors. Instruct students to complete the packet
in small groups (groups of 3) using their
textbook, The American Pageant, and SOL
Study Guide (passed out at the beginning of the
unit with unit materials) as resources.
Application
As students finish the packet, they may pick up
of
the next set of materials= Concept Puzzle
Knowledge: The Teacher has put together instructions and 3
20 minutes
copies of a template for students to create 3
separate puzzles for each colonial region that
contains key aspects in either politics, social,
economic, or motivations for settlement.
Wrap Up:
The teacher will ask the students to recall key
Discussion
aspects that they used in their puzzles for each of
20 minutes
the colonial regions in terms of politics,
economics, society, and motivations for
settlement.
Closing
Assessment:
10 minutes
The teacher will start a discussion on the big
questions of the unit that were not covered by
the chart but in the packet:
2. Explain the characteristics of early
interactions between European, African
and American Indians.
5. Asses the reasons why indentured
servitude and slavery were used as labor
sources in the early Southern colonies.
Teacher will pass out index cards for exit
question review. Students will be instructed to
write their name on their cards and that they will
receive up to 5 points for completing the card
thoughtfully. Teacher will give the students the
following questions to respond to on their card:
1. Combine the characteristics of one
colonial region in terms of politics,
economics, and society.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Students volunteer examples and
responses of traits that will complete
the chart.
Students work in groups to complete
the packet.
Students will complete the puzzle
template for each region, cut out the
pieces, and then put all of the puzzle
pieces into one envelope. As groups
finish early they can exchange puzzle
envelopes with each other and try to
complete them.
The students will contribute correct
examples for the teacher’s questions.
Students will analyze responses to
these questions based on what the
group discussed and personal
evaluation.
Student will write their names on
their card, respond to the questions
and pass their cards in.
2. Using 4 words, characterize the
relationship between European, Africans
and American Indians.
3. Assess the reasons for the use of
indentured servitude and slavery as labor
sources in the colonial economy.
Materials Needed for the Lesson:

Copley’s Paul Revere (1796)

Picturing America Resource Guide for Copley’s Paul Revere

Overhead transparency and Transparency Pen

Textbook: The American Pageant

Packet: Cultural Characteristics of the Original 13 Colonies

Colonial British America Puzzle Packet
o Each packet contains: 3 puzzle templates, 1 envelope

Scissors

Index Cards for Exit Questions
Bibliography/Resources Used (using APA):
 Commonwealth of Virginia, Department of Education. (2008). Curriculum framework virginia and
united states history Richmond, VA: Retrieved from
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_striket
hrough/framewks_va-us_history.pdf
 Bailey, T.A., & Kennedy, D.M. (1994). The american pageant. New York: DC Heath.
 Barratt, Carrie Rebora. John Singleton Copley in America. New York: Metropolitan Museum of Art, 1995.
 Merrill, L, Rogers, L, & Passmore, K. (n.d.). Picturing america teacher resource book [pgs 10-15].
(Adobe Digital Editions version), Retrieved from
http://picturingamerica.neh.gov/downloads/pdfs/Resource_Guide/English/English_PA_TeachersGuide.p
df
 LLC, . (n.d.). Dictionary.com. Retrieved from http://dictionary.reference.com/?o=100074
Adaption/Differentiation:
ELL/struggling
 Teacher will check for understanding with struggling readers and ELL
readers
students during overhead introduction.
 Then she will observe to see if these students are paired with stronger
students during the groupwork component, if not then she will make
slight adjustments to groups.
 If there is an inclusion teacher in the room, they will also help monitor
the group’s progress while monitoring all groups.
 Copies of these students’ packets will be sent to their Support teachers
for individual review and study.
ADHD
 Students are given a chance to move about the room with the 30 second
look and moving into groups.
 I will also redirect their attention if they begin to move off task by
asking them about the assignment or having them explain to me a
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10


Gifted




chosen response.
The packet is also chunked into topics so students can break up work
responsibilities or work together.
Finally, the lesson is broken into several components which are about
20 minutes each on average.
The gifted students will be asked more thought-provoking questions
during the 30 second look and discussion of the big questions.
They will also have opportunities to complete each other’s group
puzzles if they finish before other students.
These students will also help lead their groups in locating and placing
concepts into their charts as well as responses to the thematic questions
about interactions and choice of labor sources.
Also, while I am circulating I will ask them to justify why they choose
the higher level aspects that may have been included on their groups
puzzles.
Explanation of Instructional Strategies Used:
I really enjoyed the puzzle concept that we learned about from Roxane Edgerton. I feel this is a great strategy
to help students to think conceptually in order to associate similar features under one idea. I also like the 30
second look strategy that was discussed by Brian Heintz. I always have Copley’s painting of Paul Revere
hanging in my room at the beginning of the year and kids always notice it because they think he looks like Jack
Black. What better way to start a conversation about colonial settlement by looking at Paul Revere as a
silversmith, not a revolutionary figure. Finally, I like to have students work in groups to find information
because it is a great teamwork strategy. I sometimes assign them groups and sometimes let them pick their
groups. For this activity groups of 3 would be most appropriate given the demands of the assignment. In sum,
the most important skill that students need to understand from this SOL is the divisions between the colonial
regions. Therefore the lesson is geared toward establishing those differences clearly. Once this relationship is
understood, it will be easier to lead into the process of declaring independence.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10