Students brainstorm different ways people can earn a living. Then they compare how the colonists in New England, the Middle Colonies, and the Southern Colonies earned a living. Next they study a population density map from 1775 and explain how geography influences settlement patterns. Finally, they research different areas of colonial life.
Students read an introduction explaining that colonists needed to find ways to support their families and that they will learn how colonists earned a living and then research another aspect of colonial life. They view an image of a glassmaker reenactment from colonial Jamestown and respond to a word cloud prompt by posting brief examples of ways people can earn a living.
Teacher MovesPreview the experience, objectives, and key vocabulary, and, if available, plan small groups and any leveled readers to support later research. Encourage students to draw on personal experience or historical knowledge when suggesting ways to earn a living, then transition the class to the next scene when all students have contributed.
Students examine images of a colonial shipyard and a 1775 map of the colonies, then read explanatory text describing how geography and climate shaped economic life in New England, the Middle Colonies, and the Southern Colonies, including subsistence farming, cottage industries, shipbuilding, trade, and plantation agriculture using enslaved people and indentured servants. They answer multiple-choice questions to apply what they have learned about where enslaved people and indentured servants worked, why New Englanders turned to industry, and why the Middle Colonies were called the “breadbasket.”
Teacher MovesClarify the concepts of cash crops and subsistence farming, emphasizing how environmental conditions in each colonial region influenced economic development. After students respond to the questions, summarize the main ways colonists earned a living across the regions and, if desired, direct interested students to optional articles in the Student Pack for additional detail. Organize students into small groups in preparation for the next two scenes before unlocking the following scene.
In small groups, students study a population density map of the American colonies in 1775 and discuss where most colonists lived. They complete a drag-and-drop activity to identify which map colors represent urban and rural settlements, then collaborate to post a group response explaining how geography affects where people settle, using the map and prior learning about colonial economies.
Teacher MovesGuide students in interpreting the population density map and ensure they correctly distinguish urban and rural settlement patterns. Highlight and share one or more strong group responses with the class, and reinforce key geographic factors that influence settlement and population distribution, such as access to fresh water, fertile land and other resources, transportation and trade routes, and climate. Assign each small group a specific topic about colonial life for the upcoming research scene before moving on.
Working in their assigned groups, students research a specific area of colonial life (such as family life, community life and education, religion, arts, housing, or clothing) and create a report that follows the teacher’s guidelines. They post their report or a link to it to a shared class space so that others can access their findings.
Teacher MovesSet clear expectations for the research task, including time limits, required level of detail, format, and whether groups will present their reports orally. Support groups as they research and organize information, and, if formal presentations are not given, ensure that students read or review other groups’ reports so they gain a broader understanding of colonial life.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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