Objectives
Locate the important colonial cities of Boston, Philadelphia, Baltimore,
Charleston.
Recognize that proximity to water influenced the development of cities.
List the colonies by region.
Materials
Classroom-size world map
Classroom-size U. S. map
Thirteen Colonies map for transparency (attached)
1 per student
Thirteen Colonies map (attached)
Suggested Books
Teacher Resource
Strohl, Mary and Susan Schneck. Colonial America: Cooperative Learning
Activities. New York: Scholastic, 1991. (0-590-49133-4)
Procedure
Tell the students that they are now going to look at the locations
of the colonies in the New World. Explain to the students that the colonies
can be divided by the region of the Atlantic coast in which they are located.
Display the transparency of the map showing the thirteen colonies. Point
to the following terms at the bottom of the transparency: New England,
Middle Atlantic, and Southern. Tell the students that the New England colonies
were made up of Massachusetts, New Hampshire, Connecticut, and Rhode Island.
Encircle the group of colonies that made up New England using a green marker
to trace the borders of the colonies that should be included. Make a green
mark in the box next to the words, New England. Do the same using different
color markers for the Middle Atlantic colonies: New York, New Jersey, Delaware,
Pennsylvania; and the Southern colonies: Virginia, Maryland, North Carolina,
South Carolina, Georgia.
Direct the students' attention to the classroom world map. Ask: What
form of transportation did the first settlers use to travel to the New
World? (ship, boat) Taking into consideration how the first settlers traveled
and where they were coming from, why did the early settlers form colonies
along the eastern shore of what is now the United States? (The east coast
was directly across the Atlantic from western Europe.) Demonstrate by tracing
the route from western Europe across the Atlantic to the eastern shore
of the United States.
Tell the student that the Atlantic coast also had many bays which made
it easy for ships to come close to shore. Define a bay as "an inlet of
the ocean partly surrounded by land."
Explain to the students that two important bays to the colonists were
the Chesapeake Bay and the Massachusetts Bay. Direct the students' attention
to the classroom U. S. map. Show them where the two bays are located. Point
out the way the land partly surrounds the water to form the bay.
Explain that colonial towns were built close to the water because access
to a port was very important. Ask: Why were ports important to the development
of a colonial town? (Major towns and cities had to have access to ships
bringing people and goods to and from Europe.)
Give a map of the Thirteen Colonies to each of the students. Ask the
students to locate the following cities on their maps: Philadelphia, Pennsylvania;
Boston, Massachusetts; Baltimore, Maryland; Charleston, South Carolina.
Ask: Looking at your map, what do you notice about the locations of three
of the cities? (They are located near the Atlantic Ocean.) Ask a student
to name the three cities that are located on the water (Charleston, Baltimore,
and Boston) Tell the students that these cities were important in the development
of trade because of their closeness to the ocean.
Display the overhead transparency of the Thirteen Colonies map for
the students to refer to. Give each student a question sheet. Read over
the directions with the students. Direct their attention to the first line
under the name of each region. Tell the students to write the name of the
color they use to shade in the colonies of each region. Have them complete
the worksheet by writing the names of the colonies that were located in
each region in part A and list the port cities and towns found in the colony
that is referred to in part B.
Answer Key
Part A
New England |
Middle Atlantic |
Southern |
New Hampshire |
New Jersey |
Maryland |
Massachusetts |
New York |
Virginia |
Rhode Island |
Delaware |
North Carolina |
Connecticut |
Pennsylvania |
South Carolina |
|
Georgia |
Part B
1. Plymouth, Boston
2. Baltimore
3. Jamestown, Williamsburg
4. Charleston
Third Grade - Geography - Lesson 6 - Geography of the English Settlements
Name ___________________________________________________________
Part A
Directions: Using a different color for each region, shade in the
colonies that are part of each region and write the name of the color used
on the first line under the name of each region. Next, list the colonies
by region. Using your map as a reference, write the name of each colony
on the lines below the name of the region of which it is a part.
New England |
Middle Atlantic |
Southern |
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Part B
Directions: Use the map of the colonies to locate the correct seaport
city and/or town to answer the following questions.
1. What two seaports are shown on the map in the colony of Massachusetts?
_____________________________________, _________________________________________
2. What seaport is shown on the map in the colony of Maryland?
____________________________________________
3. What two seaports are shown on the map in the colony of Virginia?
______________________________________, _________________________________________
4. What seaport is shown on the map in the colony of South Carolina?
____________________________________________
Third Grade - Geography - Lesson 7 - Farming in the Thirteen Colonies
Objectives
Locate each of the regions of the Atlantic coast on a map.
Identify the crops raised in each of the colonies.
Materials
1 per student
Thirteen Colonies map (included)
Suggested Books
Student Title
Behrens, June and Pauline Brower. Colonial Farm. Chicago: Childrens
Press, 1976. (0-516-08718-5)
An informative photo essay that tells an interesting account of life
on a colonial farm.
Teacher Reference
Hakim, Joy. Making Thirteen Colonies: A History of US. New York:
Oxford University Press, 1993. (0-669-36833-4)
Strohl, Mary and Susan Schneck. Colonial America: Cooperative Learning
Activities. New York: Scholastic, 1991. (0-590-49133-4)
Procedure
Ask the students to recall that in the last lesson they learned the
location of the Thirteen Colonies within three regions of the Atlantic
coast. Ask: What are the names of the three regions? (New England, Middle
Atlantic, and Southern) Ask the students to think about what they know
regarding the climate in places in the northern part of the United States
versus the climate in places in the southern part of the United States.
Ask: How would the climate in New England be different from the climate
in the southern colonies? (It would be colder in New England than it would
be in the southern colonies.)
Explain to the students that the climate throughout the year was generally
colder in New England than it was in the Middle Atlantic and Southern colonies,
making it a harder place to farm because there was less time during the
year that was good for farming. The Middle Atlantic and Southern colonies
had a longer time for farming, which meant the colonies in those regions
had a longer growing season for crops.
Tell the students that in addition to not having the perfect climate
for farming, New England did not have the kind of land that was good for
farming. Instead of having smooth soil, the land in New England was very
rocky. Explain that although colonists in the North did grow vegetables
and grains, such as wheat, it was not on a large scale; they grew just
enough to feed their families. Instead, New England's biggest industries
were fishing and shipbuilding. Looking at a U. S. map, show the students
that the extensive New England coastline gave fisherman access to very
good fishing waters and the forests that existed provided the lumber to
build ships.
Explain that the Southern colonies had a warm climate that was perfect
for farming, so large farms called plantations became the main industry
in the Southern colonies. Tell the students that the main crops that were
raised were large crops of corn, tobacco, rice, and indigo. Explain that
indigo was a plant that produced a blue dye used to make ink.
Tell the students that the Middle Atlantic colonies had the best of
both worlds. They had a warm enough climate for farming and access to coastal
seaports for fishing. The main crops that were grown in the Middle Atlantic
colonies were corn and grains.
If possible read Colonial Farm by June Behrens and Pauline Brower
aloud to the class. It gives an overview of life on a colonial farm and
is accompanied by nice color photographs.
Give each student a map of the Thirteen Colonies and a question sheet.
Have the students use the map and map key to gather information regarding
the products produced in each of the colonies.
Answer key
1. grain
2. fish
3. grain
4. fish
5. fish, tobacco
6. grain, tobacco
7. North Carolina
8. Massachusetts
9. New Hampshire
10. Georgia
11. Rhode Island, Massachusetts, Connecticut
12. Rhode Island
Third Grade - Geography - Lesson 7 - Farming in the Thirteen Colonies
Name __________________________________________________
Directions: Referring to the map and map key, list the main product or products that came from the following colonies.
1. New York ___________________________
2. New Jersey __________________________
3. Pennsylvania _________________________
4. Delaware ____________________________
5. Maryland ___________________________, ___________________________
6. Virginia ____________________________, ____________________________
Directions: Refer to the map and map key to identify the colony or colonies.
7. Which colony grew indigo, rice, grain, and tobacco ______________________
8. Which colony is made up of two separate areas?
______________________________________
9. Which colony does not produce any of the products shown in the map key?
___________________________________
10. Which colony is furthest south? _____________________________________
11. Which colonies were part of the shipbuilding industry?
__________________________________, ______________________________,
__________________________________
12. Which is the smallest colony?_______________________________________