Three Colonial Regions: Land, Work and People

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Social Studies · U.S. History
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Page 2
Three Colonial Regions: Land, Work and People
Social Studies · U.S. History · Grades 8 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Silent reading, then individual work with optional partner check.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Colored pencils (optional)
Goal for today: Students will compare the land, economy and people of the three English colonial regions and define
five key colonial terms.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: put out colored pencils so students can color-code the three regions.
☐ Keep the answer key on your desk. No history background is needed.
Say this to start
Today you will read about three regions of the English colonies in North America and compare them. You will fill in a
chart, match vocabulary words and answer a few questions. Take your time with the reading, because the chart
answers come straight from it. You may check answers quietly with a partner once you finish the chart.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
directions aloud.
Settle in and look over the worksheet.
5–15
Tell students to read the passage silently and put a star
next to one fact about each region.
Read silently and star three facts.
15–28
Tell students to fill in the comparison chart with short notes
from the reading. Partners may compare quietly.
Write brief notes in each box. Short phrases
are fine.
28–40
Tell students to complete questions 1–10 on their own:
matching, true/false and multiple choice.
Complete the matching, true/false and
multiple-choice items.
40–47
Tell students to answer questions 11–12 in complete
sentences.
Write short answers using the reading.
47–50
Read the matching and true/false answers aloud from the
key if time allows. Collect all worksheets.
Check answers quickly and hand in the
worksheet.
If things go wrong
• If students say they do not know where these colonies were, tell them the chart does not need a map. The
reading names the features of each region.


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Social Studies · U.S. History
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Page 3
• If a student says a chart box has no answer, have them reread the paragraph for that region. Each box has at
least one fact.
• If students finish early, check that the chart notes are specific, then use the early finisher list.
• If the room is loud, return to silent work and allow partners again at the end.
Early finishers
• Draw a quick sketch of a farm or workplace from one region and label three things in it.
• Write a short letter from a colonist to a cousin back in England describing the region where the colonist lives.
Support and challenge
• Support: Let students fill in only one region at a time, finishing a column before moving on, and work with a
partner.
• Challenge: Ask students to explain in a paragraph how climate and land shaped the way people made a living
in two regions.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: