Lesson Plan

Teacher: __Niesa Wilhelm__ Grade: ___4

th
____

Date: _ 1/23/2013___ Subject: _Social Studies_ Time Frame: _8:30-9:15_

Title of Lesson/Activity: Capital Movement and Colonial Economics

Objectives:
1. Students will be able to explain why the capital was moved from Jamestown to
Williamsburg and then to Richmond.
2. Students will be able to integrate the terms barter, credit, money, savings, and debt when
talking about the colonial economy.
3. Students will be able to define the terms barter, credit, money, savings, and debt.
Standards of Learning:
VS 4c & 4d: Students will demonstrate knowledge of life in the Virginia colony by
1. Explaining the reasons for the relocation of Virginias capital from Jamestown to
Williamsburg to Richmond.
2. Describing how money, barter, and credit were used.
Materials:
Scissors
Glue
Construction paper (48 pieces)
Copies of the terms and facts for the Colonial Economy
Colored pencils
Prezi/computer/Promethean Board
Barter activity directions
Bags filled for barter activity

Procedure:
This lesson will begin with a short review of what was talked about the previous day
(introduction). If the lesson from the day before was not finished, students will quickly finish it.
Begin by showing a map of Virginia with Richmond, Williamsburg, and Jamestown labeled on
the map. Students will look at pictures of the causes for each move. Ask students about the
problems that the colonists were having at Jamestown and why it would be a good idea for them
to move the capital to Williamsburg. Ask students why they think it might have been a good idea
to move it again to Richmond. Ask students what was going on that would cause them to move
the capital even further inland to central Virginia (direct instruction). Pass out construction paper
for students. Students will create the foldable for moving the capital, see directions (activity).
Next, the students will learn about the colonial economy. The students are already familiar with
all of the terms. Students will make the foldable first for the colonial economy (activity). We will
discuss these terms and review them and how they apply to the colonial economy in terms of
tobacco. Students are going to a barter activity where they have to fill their specified needs and
wants as best as they can. At the end of the activity, students will discuss what it was like to
barter with the items they had instead of being about to purchase them for a set rate. Students
will also discuss what it would have been like for the colonist to have to barter for things they
needed in order to survive. Ask students if there are any questions that they have from everything
they have learned so far (closure).

Differentiation Strategies:
Aides will assist students for any needs that they have during the foldable and barter
activities.

Assessment:
Observations during foldable activities, and observations during the barter exercise.

Reflection: