TPACK Template

Subject Virginia and United States History

Grade Level 6th Grade

Learning Objective STANDARD VUS.3a

The student will apply social science skills to understand early European
colonization by—
a) Evaluating the economic characteristics of the colonies;
Content

b) Analyzing how social and political factors impacted the culture of the
colonies; and
c) Explaining the impact of the development of indentured servitude and
slavery in the colonies.
Pedagogy Planning

In this interactive white board activity, the children will touch the board to
write, match, and sort aspects of British-colonial life and learn about the
cultural differences among early American colonies.

Activity 1. Slide 3 - The teacher will introduce the New

England, Mid-Atlantic, and Southern colonies on
the maps posted on the third slide of the white board
slideshow. They will ask the students if they see any
familiar names: “How about New Hampshire,
Virginia, or Georgia?”
2. Slide 3 -The teacher will ask students to write a
brief response (several bullet points or a paragraph)
within their notebooks as to why they think England
established these colonies across the American east-
coast. Do they think that these colonies will be
alike? Will they have similar clothing, food, or
beliefs? Why or why not?
3. Slide 4 - The teacher will examine slide 4 with the
students, describing the different motivations of
each colonial region’s establishment. He or she will
ask a volunteer if they’d be willing to answer the
question on the next slide. The student will rise out
of their seat and attempt to circle the correct answer
using the ‘pen’ tool. What as a common motivation
for the New England, Mid-Atlantic, and Southern
Pedagogy

colonies? Was it money, religion, or education? The

student will circle the picture with the correct
caption and return to their desk.
4. Slides 6-7 —The teacher will repeat the same
process of steps 2-3 with slides 6-7 respectively.
The teacher will review the religious beliefs
common to each of the 3 British-American colonial
regions and ask a student volunteer to answer the
subsequent review question on the white board:
Southern colonies included a mixture of religions,
but which was the most widespread? They will
circle one of the three choices: Baptist, Puritan, or
Catholicism?
5. Slides 8-9 -The teacher will explain the concept of
‘religious freedom’ common amongst the colonies.
Quakers and Pilgrims were specific groups, which
left England to practice freely. They emigrated to
Pennsylvania and Massachusetts respectively. He or
she will also emphasize the developing colonial
belief of self-government because they couldn’t
participate in British parliament (i.e. “No taxation
without Representation.”)
6. Slide 10 – The teacher will ask the students to raise
their hands if they were female, non-religious, or
religious & non-Christian. After asking the students
to put their hands down, he or she will reveal on
slide 10 that these demographics weren’t not
allowed to go to school within any of the colonies.
The teacher will ask the students if they ponder if it
was fair and why colonies had these restrictions.
7. Slide 11 – Based on the presented information, the
teacher will ask a student volunteer to circle the
answer to ‘Question 3,’ “What characteristic of
education was common across all colonies” Was it
only boys were allowed to go to school; all students
had private tutors; or all boys went to Europe for
college?
8. Slides 12-15 – The teacher will briefly review the
colonies agricultural and harvesting practices on
slide 12. A student volunteer will circle the question
on following slide 13. To keep students engaged, the
student can ‘tag’ the next person to answer the next
question. Allow students to continue tagging each
other to answer subsequent questions until slide 16.
The last student will name their ‘tag’ which will
circle the answer for Question 7 on slide 17.
9. Slide 16-17 – The teacher will ask students about
what they think when they hear the phrase ‘the
commons?’ Giving the students several moments to
 reflect or even say their responses out loud, the
teacher will reveal that it meant ‘the park’ during
the early colonial period. The previously tagged
student will get their chance to answer Question 7
by circling the corresponding picture with a caption.
10. Slide 18-19 - The teacher will play the ‘Turkey
gobble’ sound effect by tapping ‘untitled.mp3’ with
their pen. They will review the content and ask if
any students wish to select the answer to Question
18. If no volunteer comes forward, the teacher will
pick from those who were not tagged nor answered
a question. Depending on the teacher’s discretion,
the students may continue to tag the next person to
answer future questions.
11. Slides 20-23 – The teacher will review each of the
different economies of British-American colonial
regions: New England, Mid-Atlantic, and Southern
colonies. Students will circle the answer to
Questions 10, 11, and 12. They may tag those who
have not yet answered a question. If these students
find the question difficult, they can have their peers
help by giving them the correct answer if they’d
like. (Students who would like to help their
classmates only need to raise their hands for the
student to select them.)
12. Slides 24-35 The teacher will have students select
clipart images to sort into the appropriate Venn-
diagrams, each corresponding to motivation,
religion, education, and food. If students would like,
they can tag one another into sorting the next
picture.
13. The teacher will close the lesson by asking students
to write one thing about each British-American
colonial region on a spare sheet of paper.
 Technology
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logy