CURRICULUM: MIDDLE SCHOOL
Colonial Foundations: Settlement, Survival & Self-Government (1607–1730)
How did the earliest American colonists balance survival, self-government, and conflict in a new world?
Lesson Components
Lesson Plan Overview
Essential Question:
How did the earliest American colonists balance survival, self-government, and conflict in a new world between 1607 and 1730?
Guiding Questions:
- How did Native peoples and European settlers interact in the colonial period?
- Why did different groups of Europeans immigrate to North America between 1607 and 1730?
- How did the Virginia House of Burgesses and the Mayflower Compact shape ideas of self-government?
- How did enslaved Africans and free Blacks resist injustice during the colonial era?
- How did religious freedom shape the founding of colonies like Maryland, Pennsylvania, and Rhode Island?
Learning Objectives
- I can analyze primary sources to understand life in the 13 colonies.
- I can compare and contrast the New England, Middle, and Southern colonies.
- I can explain how the Mayflower Compact and House of Burgesses influenced American self-government.
- I can collaborate with peers to investigate colonial society through role-play and inquiry.
- I can evaluate the experiences of enslaved and free Africans in the colonial period.
Content Objectives
- I can describe the founding of Jamestown (1607) and Plymouth (1620) and their lasting impact.
- I can explain how religious, economic, and political motivations drove European immigration.
- I can identify the founders of major colonies including John Smith, William Penn, Lord Baltimore, and Roger Williams.
- I can describe the development of slavery in the colonies and the lived experiences of enslaved Africans.
- I can analyze relationships between colonists and Native nations including the Powhatan, Wampanoag, and Iroquois Confederacy.
Lesson Structure
- Colonial Era PowerPoint deck (provided)
- Student handouts (printed or digital)
- Map of the 13 Colonies
- Internet access for primary source viewing
- Notebook or learning journal for each student
This lesson is aligned to Maryland state standards and AFEEF’s 1607-1788 curriculum framework. It can be taught in three 45-minute sessions or condensed into one 90-minute block.
Family Interview Homework: Students interview a family member about how their family came to live in their current community.
Vocabulary Preview: Distribute the Colonial Era Vocabulary Word Study handout.
Display a portrait of John Smith and a map of Jamestown in 1607. Ask students: “If you arrived on this shore tomorrow, what three things would you need to survive your first winter?”
Activity 1 – Colonial Regions Jigsaw (25 min): Three expert groups present on New England, Middle, and Southern colonies.
Activity 2 – Primary Source Analysis (20 min): Students examine the Mayflower Compact and Virginia House of Burgesses excerpts.
Activity 3 – Colonial Escape Room (15 min): Teams solve four colonial-history puzzles to escape the colony.
Lead a whole-class discussion on which colonial-era idea had the biggest influence on American democracy. Distribute the Student Self-Assessment handout.
Student Handouts
- Colonial Era Vocabulary Word Study
- Family Immigration Interview Worksheet
- Jamestown & Plymouth Comparison Reading
- 13 Colonies Geography & Settlements Organizer
- Primary Source Analysis: Mayflower Compact
- Primary Source Analysis: House of Burgesses
- Colonial Era Escape Room Student Handout
- Slavery in the Colonies Reading & Reflection
- Colonial Trades & Daily Life Activity
- Student Self-Assessment Handout