Colonial Quest: A Regional Resources Game
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Colonial Quest: A Regional Resources Game

Grade 5Social StudiesEnglish5 days
★★★★★
5.0 (1 rating)
In this 5th-grade social studies project, students embark on a 'Colonial Quest' to understand how diverse resources and geography shaped life in the New England, Middle, and Southern colonies. Through activities like creating Colonial Trading Cards, writing narratives from a colonist's perspective, and building settlement dioramas, students compare regional settlement patterns, economies, and daily lives. The project culminates in students designing a board game that simulates colonial life and highlights regional differences, fostering a deeper understanding of colonial America.
Colonial RegionsRegional ResourcesColonial LifeSettlement PatternsEconomic ActivitiesNew England ColoniesSouthern Colonies
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did the diverse resources and geography of the New England, Middle, and Southern colonies shape the daily lives and economies of their inhabitants, and how would your life be different depending on the region you chose to settle in?

Essential Questions

Supporting questions that break down major concepts.
  • How did different resources shape the economies of the New England, Middle, and Southern colonies?
  • What were the main differences in the daily lives of colonists in the New England, Middle, and Southern colonies?
  • How did geography influence the development of different colonial regions?
  • If you were a colonist, in which region would you choose to live and why?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to compare and contrast the settlement patterns, economies, and daily lives of colonists in the New England, Middle, and Southern colonies.
  • Students will be able to analyze how geography and resources influenced the development of different colonial regions.
  • Students will be able to evaluate the advantages and disadvantages of living in each colonial region from a colonist's perspective.
  • Students will design a board game that accurately simulates colonial life and highlights regional differences.

Teacher Provided

5 – U2.1.4
Primary
Compare the regional settlement patterns of the Southern colonies, New England, and the Middle colonies.Reason: Directly addresses the comparison of regional settlement patterns, a core element of the project.

Entry Events

Events that will be used to introduce the project to students

Colonial Marketplace Challenge

Students participate in a 'colonial marketplace simulation' where they barter for resources unique to different regions (fur from the north, tobacco from the south, grain from the middle colonies). An initial unfair distribution of resources sparks debate and forces students to consider the economic disparities and regional dependencies of the time, setting the stage for designing a more balanced game.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Colonial Trading Cards

Students create a 'Colonial Trading Card' for each of the three colonial regions (New England, Middle, and Southern colonies). Each card will detail the region's key resources, settlement patterns, and a brief overview of daily life. The cards will serve as a quick reference guide throughout the project.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the key resources, settlement patterns, and daily life in New England, using provided texts and online resources.
2. Design a trading card template, including sections for resources, settlement patterns, and daily life.
3. Fill in the template with information gathered from research.
4. Repeat the process for the Middle and Southern colonies.

Final Product

What students will submit as the final product of the activityA set of three Colonial Trading Cards, each representing a different colonial region.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the comparison of settlement patterns (U2.1.4) and introduces the concept of regional differences.
Activity 2

A Colonist's Tale

Students write a short narrative from the perspective of a colonist living in one of the three regions. The narrative should describe their daily life, focusing on how regional resources and economic activities shape their experiences. This activity encourages empathy and a deeper understanding of the human impact of regional differences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a colonial region (New England, Middle, or Southern colonies).
2. Research the typical daily life and economic activities of colonists in that region.
3. Write a narrative from the perspective of a colonist, describing a typical day and highlighting the influence of regional resources and economic activities.
4. Include details about the colonist's work, family life, and interactions with the community.

Final Product

What students will submit as the final product of the activityA first-person narrative of a colonist's daily life in a chosen region.

Alignment

How this activity aligns with the learning objectives & standardsDeepens understanding of regional differences (U2.1.4) by focusing on economic activities and their impact on daily life.
Activity 3

Colonial Settlement Diorama

Students create a diorama representing a typical settlement in one of the three colonial regions. The diorama should accurately depict the geography, resources, and key buildings of the region. This activity reinforces visual learning and spatial understanding of regional differences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a colonial region (New England, Middle, or Southern colonies).
2. Research the geography, resources, and typical buildings of a settlement in that region.
3. Gather materials such as cardboard boxes, construction paper, clay, and small objects to represent the landscape and buildings.
4. Construct the diorama, accurately depicting the chosen colonial settlement.

Final Product

What students will submit as the final product of the activityA diorama depicting a colonial settlement in either New England, the Middle colonies, or the Southern colonies.

Alignment

How this activity aligns with the learning objectives & standardsDirectly prepares students to compare settlement patterns (U2.1.4) by creating a visual representation of each region's characteristics.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Colonial Life Portfolio Rubric

Category 1

Trading Card Content and Presentation

Assesses the accuracy of information and the quality of presentation in the colonial trading cards.
Criterion 1

Factual Accuracy

Accuracy of information about the chosen region’s resources, settlement patterns, and daily life.

Exemplary
4 Points

Demonstrates comprehensive and accurate knowledge of the region's resources, settlement patterns, and daily life, going beyond basic facts.

Proficient
3 Points

Demonstrates a thorough and accurate understanding of the region's resources, settlement patterns, and daily life.

Developing
2 Points

Demonstrates a basic understanding of the region's resources, settlement patterns, and daily life, but may contain some inaccuracies or omissions.

Beginning
1 Points

Demonstrates a limited understanding of the region's resources, settlement patterns, and daily life, with significant inaccuracies or omissions.

Criterion 2

Presentation Quality

Clarity, organization, and overall presentation of the trading cards.

Exemplary
4 Points

Trading cards are exceptionally clear, well-organized, visually appealing, and demonstrate a high level of attention to detail.

Proficient
3 Points

Trading cards are clear, well-organized, and visually appealing.

Developing
2 Points

Trading cards are somewhat clear and organized, but may lack visual appeal or attention to detail.

Beginning
1 Points

Trading cards are unclear, disorganized, and lack visual appeal.

Category 2

Colonist's Tale Narrative Quality

Evaluates the authenticity, regional integration, and overall quality of the colonist's narrative.
Criterion 1

Authenticity of Narrative

Authenticity and plausibility of the colonist's perspective and experiences.

Exemplary
4 Points

Narrative demonstrates a deep and nuanced understanding of the colonist's perspective, with authentic and insightful details that bring the character to life.

Proficient
3 Points

Narrative demonstrates a good understanding of the colonist's perspective, with plausible details that reflect the realities of colonial life.

Developing
2 Points

Narrative demonstrates a basic understanding of the colonist's perspective, but may lack depth or contain some unrealistic details.

Beginning
1 Points

Narrative demonstrates a limited understanding of the colonist's perspective, with significant inaccuracies or a lack of plausible details.

Criterion 2

Integration of Regional Details

Integration of regional resources and economic activities into the narrative.

Exemplary
4 Points

Narrative seamlessly integrates details about regional resources and economic activities, demonstrating a sophisticated understanding of their impact on daily life.

Proficient
3 Points

Narrative effectively integrates details about regional resources and economic activities, demonstrating a clear understanding of their impact on daily life.

Developing
2 Points

Narrative includes some details about regional resources and economic activities, but the connection to daily life may be unclear or underdeveloped.

Beginning
1 Points

Narrative lacks details about regional resources and economic activities, failing to demonstrate their impact on daily life.

Criterion 3

Narrative Engagement

Creativity and engagement of the narrative.

Exemplary
4 Points

Narrative is exceptionally creative, engaging, and captivating, demonstrating a unique voice and perspective.

Proficient
3 Points

Narrative is creative, engaging, and well-written, capturing the reader's attention.

Developing
2 Points

Narrative is somewhat creative and engaging, but may lack originality or depth.

Beginning
1 Points

Narrative is uninspired and lacks engagement.

Category 3

Colonial Settlement Diorama Quality

Assesses the accuracy and craftsmanship of the colonial settlement diorama.
Criterion 1

Diorama Accuracy

Accuracy in depicting the geography, resources, and buildings of the chosen colonial settlement.

Exemplary
4 Points

Diorama provides an exceptionally accurate and detailed representation of the geography, resources, and buildings of the chosen colonial settlement.

Proficient
3 Points

Diorama provides an accurate representation of the geography, resources, and buildings of the chosen colonial settlement.

Developing
2 Points

Diorama provides a basic representation of the geography, resources, and buildings of the chosen colonial settlement, but may contain some inaccuracies or omissions.

Beginning
1 Points

Diorama provides a limited and inaccurate representation of the geography, resources, and buildings of the chosen colonial settlement.

Criterion 2

Diorama Craftsmanship

Creativity and craftsmanship in the diorama's construction and design.

Exemplary
4 Points

Diorama demonstrates exceptional creativity, craftsmanship, and attention to detail, creating a visually stunning and engaging representation.

Proficient
3 Points

Diorama demonstrates creativity, craftsmanship, and attention to detail.

Developing
2 Points

Diorama demonstrates some creativity and craftsmanship, but may lack attention to detail or visual appeal.

Beginning
1 Points

Diorama lacks creativity, craftsmanship, and attention to detail.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did creating the Colonial Trading Cards deepen your understanding of the regional differences between the colonies?

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Question 2

In what ways did writing "A Colonist's Tale" help you to understand the daily lives of people in different colonial regions?

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Question 3

What challenges did you encounter while designing your Colonial Settlement Diorama, and how did you overcome them to accurately represent the chosen region?

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Question 4

How would you assess your board game in terms of historical accuracy and ability to convey the regional differences?

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Question 5

If you could add one more element to your board game to better represent colonial life, what would it be and why?

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