Interactive White Board Assignment

Subject United States History to 1865

Grade Level 9th -12th Grade

Learning Objective USI.1 The student will demonstrate skills for historical
thinking, geographical analysis, economic decision making, and
responsible citizenship by
a) analyzing and interpreting artifacts and primary and
secondary sources to understand events in United States history;
b) analyzing and interpreting geographic information to
determine patterns and trends in United States history;
c) interpreting charts, graphs, and pictures to determine
characteristics of people, places, or events in United States
history;
d) using evidence to draw conclusions and make
generalizations.

USI.5 The student will apply social science skills to understand

the factors that shaped colonial America by
b) describing life in the New England, Mid-Atlantic, and
Southern colonies, with emphasis on how people interacted with
Content

their environment to produce goods and services;

c) describing specialization of and interdependence among
New England, Mid-Atlantic, and Southern colonies.
Pedagogy Planning

In this interactive white board activity, the students will touch the board to slide, click, and
explore different primary sources, climates, and geographic areas to learn about the differences
and connections between the New England, Middle, and Southern colonial regions.

Activity 1. Teacher will load the smart exchange lesson plan to the
smart board and email the students the link so that they
may have access to it on their individual laptops.
2. Any students missing their laptops may share with their
fellow students.
3. First the teacher will explain the objectives for this lesson
to ensure students know what to expect.
Pedagogy

4. The teacher will ask students to work in pairs then share

their findings with the class when prompted to do so by
the teacher.
5. The teacher will explain how to access the directions
from a click and drag pull-down tab and how to close
directions for each slide with the click of an arrow.
6. The students will be asked to discuss, with their partners,
the difference between natural and human resources and
use the smart slide labeled “Resource” to discover what
natural and human resources were prominent in what
colonial region.
7. The students will move on to the slide labeled
“Geography and Climate” once they complete the
resource section as a pair to discover which geographical
and climatic characteristics belonged to which colonial
regions.
8. The students will move to the slide labeled “Colonies
Map”. The map allows for students to click on each
region to be brought to a new slide containing a list of
primary documents on the geography, climate and
resources of the region that was clicked on. There is a
small picture of the map of the thirteen colonies on the
top right corner to return to the “Colonies Map” slide.
9. Once on the slide with the list of primary documents, the
individual sources can be clicked to enlarge them on their
own slide. There will also be an option that looks like a
magnifying glass with the words “Search more
documents” that allows the student to return to the slide
with the full list of primary documents.
10. Once the students have read all of the primary documents
for all three regions, they can answer the six questions
from the slide with the map of the thirteen colonies in a
discussion with their partners.
11. The students would then be asked to share some of their
responses to the six questions with the class.
12. The teacher will then ask the students to complete the
slides labeled “New England Sort,” “Mid-Atlantic Sort,”
and “Southern Sort” with their partners to the best of
their ability given all that they’ve learned so far. These
slides allow them to sort words or phrases from a word
bank into a graph for each region with sections on
resources, geography, climate, specialization,
interdependence, social, and political.
13. Once the slides have been completed, the teacher will go
over the slides labeled “New England-Erase,” “Mid-
Atlantic- Erase,” and “Southern-Erase” with the whole
class as a way to go over the sorting slides.
 1. The teacher will quickly summarize the information
learned in the lesson activity and then ask the students if
they have any questions about what was taught.

Technology
Technology

http://exchange.smarttech.com/details.html?id=93195047-9117-
4046-b0f0-ec53304b4de3