and climate of each how they are related. hilly terrain colonial human resources region and how colonial Given a list of natural humid climate people interacted with resources, students indentured servants their brainstorm the products that indigo environment could be made. jagged coastline 3) Identify the natural and livestock human resources of each Students make a chart or table grain colonial region and the comparing the geography, mansions resulting specialization of climate, resources and market towns each region specialization of each colonial moderate summers 4) Describe the social and region. natural resources political life of each naval supplies colonial Students sort information cards Piedmont region by region. plantations 5) Describe examples of political life interdependence among Students construct a skilled labor the model or illustration of daily life reflected colonial regions in a selected region. separatists 6) Compare and contrast Students create Venn social life life diagrams comparing and timber in the New England, Mid- contrasting colonial regions. unskilled/skilled workers Atlantic, and Southern village colonies Students design a wood products brochure to advertise a colony or colonial region, including geography, climate, job opportunities, recreation, social offerings, et cetera G- Students create their own town in one of the colonial regions. Using the resources of the region, students create citizens who specialize and describe the interdependence of the people in the town (i.e. New England town: Tom is a
and climate of each colonial region and how colonial people interacted with their environment 3) Identify the natural and human resources of each colonial region and the resulting specialization of each region 4) Describe the social and political life of each colonial region 5) Describe examples of interdependence among the colonial regions 6) Compare and contrast life in the New England, Mid- Atlantic, and Southern colonies how they are related. Given a list of natural resources, students brainstorm the products that could be made. Students make a chart or table comparing the geography, climate, resources and specialization of each colonial region. Students sort information cards by region. Students construct a model or illustration of daily life in a selected region. Students create Venn diagrams comparing and contrasting colonial regions. Students design a brochure to advertise a colony or colonial region, including geography, climate, job opportunities, recreation, social offerings, et cetera G- Students create their own town in one of the colonial regions. Using the resources of the region, students create citizens who specialize and describe the interdependence of the people in the town (i.e. New England town: Tom is a hilly terrain human resources humid climate indentured servants indigo jagged coastline livestock grain mansions market towns moderate summers natural resources naval supplies Piedmont plantations political life skilled labor reflected separatists social life timber unskilled/skilled workers village wood products
Grade_6_Pacing_2008_Cumulative_1310990484.docx