Ask them to describe the ways the environment of Home Plantation has been changed to meet people's needs and wants. List their responses on the chalkboard. Ask students to identify the human, capital and natural resources of Home Plantation. List their responses on the board in the appropriate category - human, capital, natural. Capital resources - wagon, candlestick, sewing basket, scissors, needles, houses, cooking utensils, barn, slave quarters, fence.
Opportunity cost is the single most valuable opportunity given up when a choice is made.
Ask the students what they think were the effects of having slaves on the standard of living of the plantation owners and their families. Distribute copies of the Underground Railroad worksheet to the students. Explain that there were many routes slaves could follow, depending on where they started. Have students read the worksheet and discuss responses. Instruct students to sketch a quilt in the squares on the worksheet to show the route from Charleston, South Carolina to New Haven, Connecticut.