Materials

• Various primary sources and artifacts from the Colonial Period, such as journal entries, diaries, artwork, posters, etc.
• Blank overhead transparency
• List of notes for students (on an overhead if possible)
• Newsprint or other paper for students to create a pictorial map

Instructional Activities

1. Introduce primary sources and artifacts that illustrate the economy, religion, and/or social structure of the colonies. An actor portraying a historical character, a brief video, or a tape may provide an interesting introduction to study of this organizing topic. Check the resources included in the scope and sequence as well as the prescribed textbook and other local resources for items that can be used for this purpose.
   
   
2. Instruct students to examine the item(s) for a few minutes and then write down their thoughts on
   the description of the artifact
   what the artwork or writings reflects
   a description of everyday events during the Colonial Period.
   Ask students to identify the language structure, references to government and climate, as well as additional indicators that provide clues to colonial life.
   
   
3. After the students have had a few minutes to reflect on the items, ask them to share their impressions with the class. Write down a sample of their impressions on an overhead for use as a reference in a later session.
   
   
4. Explain that students will be examining the original colonies. Similarities and differences between the colonies will be defined. Display the following on the board or overhead:
   
   Each colonial region had an economy determined, in part, by the geography and climate of the region. For example, the climate and soil of some southern colonies promoted an agricultural economy.
   
   Prompt students to discuss the current economies of the states that comprised the original thirteen colonies. Has the southern economy changed from an agrarian economy? Ask the same about the states in what were the Middle Atlantic and New England colonies. If students feel the economies have changed, ask them to explain why and to give the circumstances that contributed to the change.
   
   
5. Explain that the students will use the chart created in the previous organizing topic along with information discussed in the study of this organizing topic to create a pictorial map that reflects the geography, economy, religion, and social structure of each colony. If possible, provide a prototype for students to get a better idea of the assignment. (For special needs students, consider restricting this activity to one colony.) NOTE: If the chart has not already been completed during study of the previous organizing topic, distribute it and have the students complete it now. Provide butcher paper or newsprint for students to complete this assignment. Explain that they may use magazine pictures, computer generated pictures, or their own artwork to develop this poster. Instruct them that the due date will be the beginning of session 8 (provide that date). Provide a few minutes each class period, when possible, for students to work on this project.
   
   
6. Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available teacher resources.