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Colonial America: The Original Thirteen Colonies Grade Level: Third Grade Presented by: Lisa Bates, Schertz Elementary, Schertz, Texas Deana Garza, Coronado Village Elementary, Universal City, Texas Length of Unit: Thirteen Lessons plus a Culminating Activity. (The unit is organized by
lessons rather than days. It will be up to the individual teachers to decide how much time to
spend on each lesson.)
I. OVERVIEW A. Concepts There are three main concepts students will understand about the colonization of the New World. 1. It is important to understand how a society's actions are affected by its belief systems, such as religion and philosophy. The most common reason people left England and traveled to the New World was the desire for religious freedom. For example, groups such as the Pilgrims left England to establish their own belief system when the laws of England prevented them from worshiping God in their own way. People also left in search of gold and other riches. Success stories shared by early explorers led many people in England to believe there was an abundance of wealth waiting for them in the New World. Upon arrival it became obvious that this was not the case. 2. The second concept developed within this unit is understanding cause and effect as it relates to Colonial America. A multitude of causes and effects occur throughout historical events, but many are not recognized until long after the events occurred. For example, the development of plantations led to a dependency on slavery, the effects of which are still being felt today. 3. Finally, it is essential to develop an awareness of place and time. Events occur in certain places and times for specific reasons. In order to understand why events occurred in a particular place and time, one must be familiar with characteristics such as geography, resources, etc. B. Unit Description This unit follows the development of Colonial America and includes the understanding of colonization, geography, and establishment of the original thirteen colonies. Included in this unit is a variety of interesting activities which include interpreting literature, dramatizing, building models, writing, classifying, map skills, creating class books, and more. C. Ongoing Projects To help with student organization, a research based colonial portfolio will be assembled. The portfolio will include maps (Appendix A), time lines, and detailed information about each colony. There will be an ABC vocabulary chart (Colonial Word Bank) posted in the room to add vocabulary words to as the unit progresses. Students will need to save projects and items made during the unit to display in the Colonial Museum, which will be the culminating activity. Students will keep a response journal to be written in on a daily basis. D. Assessment Assessment occurs within the unit through daily journal entries, student projects and activities, and teacher created materials. Each lesson provides a suggested journal prompt. E. Culminating Activities Each mini-unit provides its own culminating activity. Closure for the entire unit will consist of
student displays. This will provide an opportunity for students to share the wealth of knowledge
they have internalized throughout this unit.
II. RESOURCES A. Bibliography Barchers, Suzanne I. and Patricia C. Marden, Cooking Up U.S. History, Englewood, CO: Teacher Ideas Press, 1991. ISBN 0-87287-782- Benjamin, Cynthia, Literature-Based Map Skills, New York: Sniffin Court Books, 1994. ISBN 0-930790-29-4 Bontempts, Arna, Great Slave Narrative, Boston: Beacon Press, 1969 Brown, Karen & Holly Engel, Read & Respond: Colonial American Literature, Dana Point, CA: Edupress, 1994. ISBN 1-56472-028-4 Brown, Margaret Wise, The Important Book, Harper & Row, Publishers, 1949. ISBN 0-06-020720-5 Bunting, Eve, How Many Days to America?, New York, The Trumpet Club, 1988. ISBN: 0-440-84579-3 Charlip, Remy, Fortunately, New York: Macmillan Publishing Company, 1964 ISBN 0-02-718100-6 Clouse, Nancy L., Puzzle Maps U.S.A., New York: Scholastic Inc., 1990 ISBN 0-590-44211-2 Cooney, Barbara, Miss Rumphius, New York: The Trumpet Club, 1982 ISBN 0-440-84411-8 Copy Cat, Racine, WI: Copy Cat Press, Inc., 1985 Copy Cat, Racine, WI: Copy Cat Press, Inc., Nov/Dec 1995 de Angeli, Marquerite, Yonie Wondernose, New York: The Trumpet Club, 1944 ISBN 0-440-84286-7 Doherty, Brian, Pocahontas Coloring Book, New York: Dover Publications, Inc., 1994. ISBN 0-486-28040-3 Family Encyclopedia of American History, Pleasantville, New York: The Reader's Digest Association, Inc., 1975. Library No. 74-15994 Felicity's Cook Book, Middleton, WI: Pleasant Company Publications Inc., 1994. ISBN 1-56247-120-1 Felicity's Craft Book, Middleton, WI: Pleasant Company Publications Inc., 1994. ISBN 1-56247-121-X Gove, Philip Babcok, Ed., Webster's Third New International Dictionary, Springfield, MA: G. & C. Merriam Company, Publishers, 1966 Hakim, Joy, Making Thirteen Colonies, New York: Oxford University Press, 1993. ISBN 0-19-507748-2 Hall, Donald, Ox-Cart Man, New York: Scholastic Inc.,1979. ISBN 0-590-42242-1 Henrich, Steve and Jean, Story Starters on Colonial and Revolutionary America, Henrich Enterprises, 1988. ISBN 0-926473-01-8 Hernandez, Catherine, Maps & Geography Series: The Colonies, Torrance, CA: Frank Schaffer Publications, Inc., 1995. ISBN 0-86734-701-5 Hirsch, E. D., Jr., What Your 3rd Grader Needs to Know, New York: Dell Publishing, 1992. ISBN 0-385-31257-1 Isadora, Rachel, City Seen from A to Z, New York: The Trumpet Club, 1983. ISBN 0-440-84643-9 Jassem, Kate, Pocahontas Girl of Jamestown, Mahwah, New Jersey: Troll Associates, 1979. ISBN 0-893275-142-1 Jurca, Marsha Elyn, U.S. History Part I, Palos Verdes Estates, CA: Frank Schaffer Publications, Inc., 1992. Catalog No. FS-1715 Kalman, Bobbie, Historic Communities: A Child's Day, New York: Crabtree Publishing Company, 1994. ISBN 0-86505-514-9 Kalman, Bobbie, Historic Communities: A One-Room School, New York: Crabtree Publishing Company, 1994. ISBN 0-86505-517-3 Kalman, Bobbie, Historic Communities: Colonial Crafts, New York: Crabtree Publishing Company, 1994. ISBN 0-86505-510-6 Kalman, Bobbie, Historic Communities: Colonial Life, Crabtree Publishing Company, 1992. ISBN 0-86505-511-4 Kalman, Bobbie, Historic Communities: Tools and Gadgets, New York: Crabtree Publishing Company, 1994. ISBN 0-86505-508-4 Kalman, Bobbie, Historic Communities: Visiting a Village, New York: Crabtree Publishing Company, 1994. ISBN 0-86505-507-6 Kemp, Richard, Picture Atlas of the World, Chicago: Rand McNally, 1992. ISBN 0-528-83564-5 Kidd, Ronald, On Top of Old Smoky, Nashville, Tennessee: Ideals Children's Books, 1992. ISBN 0-8249-7513-8 Kroll, Steven, Oh, What a Thanksgiving!, New York: Scholastic Inc., 1988. ISBN 0-590-44874-9 Markham, Lois, Kids Discover: Colonial America, New York: Kids Discover, 1994. ISBN 1054-2868 McGovern, Ann, ...If You Lived in Colonial Times, New York: Scholastic Inc., 1964. ISBN 0-590-45160-X McGovern, Ann, ...If You Sailed on The Mayflower in 1620, New York: Scholastic Inc., 1969. ISBN 0-590-45161-8 Moore, Jo Ellen, Who Discovered America?, Monterey, CA: Evan-Moor Corp., 1991. ISBN 1-55799-218-5 Perfect-Miller, Suzanne, New Settlers in the New World, East Windsor Hill, CT: Synergetics, 1989. ISBN 0-945984-51-0 Pofahl, Jane, United States History: Puritans & Pilgrims, Minneapolis, Minnesota: T.S. Denison & Co., Inc., 1994. ISBN 513-02223-6 Raphael, Elaine and Don Bolognese, The Story of the First Thanksgiving, New York: Scholastic Inc., 1991. ISBN 0-590-44374-7 Reische, Diana, Founding the American Colonies, Franklin Watts, New York, 1989. ISBN 0-531-10686-1 Ryan, Concetta Doti, U.S. History, Huntington Beach, CA: Teacher Created Materials, Inc., 1994. ISBN 1-55734-472-8 Rybak, Bob, Life as a Colonist, Torrance, CA: Frank Schaffer Publication. Inc., 1994. ISBN 0-86734-562-4 Schell, Karen D., Colonies, The, Maps & Geography Series, Torrance, CA: Frank Schaffer Publications, 1995. ISBN 0-86734-706-6 Stein, Jess, Ed., The Random House Dictionary of the English Language, New York: Random House, Inc., 1967. Strohl, Mary & Susan Schneck, Colonial America: Cooperative Learning Activities, New York: Scholastic Inc., 1991. ISBN 0-590-49133-4 The World Book Encyclopedia, Chicago: World Book Inc., 1995. Traugh, Steven, Voices of American History Volume I, Cypress, CA: Creative Teaching Press, 1994. Catalog No. CTP 2513 Waring, Gilchrist, Three Ships Come Sailing, Richmond, VA: Dietz Press, Inc., 1991. ISBN 08-751-70137 Waters, Kate, Samuel Eaton's Day, New York: Scholastic Inc., 1993. ISBN 0-590-46312-8 Waters, Kate, Sarah Morton's Day: A Day in the Life of a Pilgrim Girl, New York: Scholastic Inc., 1989. ISBN 0-590-47400-6 Wyma, Brenda, Colonial America, Creative Teaching Press, Inc., Cypress, CA , 1992. Catalog No. CTP 2467 B. Literature The First Thanksgiving, Elaine Raphael and Don Bolognese (Scholastic) ...If You Lived in Colonial Times, Ann McGovern (Scholastic) ...If You Sailed on the Mayflower in 1620, Ann McGovern (Scholastic) Kids Discover Colonial America, Lois Markham Pocahontas: Girl of Jamestown, Kate Jassem Three Ships Come Sailing, Gilchrist Waring C. Teacher Activity Books Colonial America: Cooperative Learning Activities, Mary Strohl and Susan Schneck Read & Respond: Colonial American Literature, Karen Brown and Holly Engel Theme Series: Colonial America, Brenda Wyma D. Teacher Resource Books Making Thirteen Colonies, Joy Hakim United States History: Puritans & Pilgrims, Jane Pofahl What Your Third Grader Needs to Know, E. D. Hirsch, Jr.
III. BACKGROUND KNOWLEDGE A. Virginia 1. 1607: The London Company (later named the Virginia Company) 2. Establishment of Jamestown, the first successful English colony in the New World a. John Smith b. Powhatan Indians c. Pocahontas 3. Diseases and The Starving Time 4. Clashes between Native Americans and colonists, including the Jamestown Massacre 5. Tobacco and plantations 6. The House of Burgesses B. Massachusetts 1. Reasons for seeking religious freedom 2. Pilgrims a. From England to Holland to Massachusetts b. Voyage of the Mayflower c. Mayflower Compact d. Plymouth e. Wampanoag Indians (1) Massasoit (2) Squanto 3. The Puritans a. Massachusetts Bay Colony b. Education in the New World c. Salem witch trials
IV. ONGOING ACTIVITIES A. At the end of each lesson, add the knowledge learned to the K-W-L chart created in Lesson 1. B. During Lessons 1 and 8, add the colony and date settled to the time line, and important information to the Colonial Organizer in the students' Colonial America Portfolio. C. Throughout this mini-unit, add new vocabulary terms to the classroom ABC chart.
V. LESSONS A. Lesson 1: Introduction to Colonial America 1. Objectives a. To develop an interest in Colonial America. b. List what students think they know about Colonial America and what they hope to learn. 2. Materials Chart paper Markers Half-inch graph paper Construction paper Pencils & Markers (for students) Glue Colonial America Student Portfolios 3. Background Information Date Founded: 1607 Settlement: Jamestown, Virginia Founder: John Smith The colonization of Virginia was begun by the London Company (later named the Virginia Company), a business enterprise that paid for and ruled the voyage. Three ships of the London Co., the Susan Constant, the Discovery, and the Godspeed, landed at the mouth of the Chesapeake Bay in April, 1607. The settlers aboard the ships traveled to the New World for various reasons. Some were searching for gold and other riches, while others were wishing to bring their religion to the New World. When they arrived, they found, "...nothing worth the speaking of, but fair meadows and goodly tall trees...," according to the writings of George Percy. The London Co. made one large error upon funding the trip. They paid all settlers the same salary regardless of the amount of work they did and did not allow any of them to own property. As a result, the settlers did not have to work hard: Why should they? They were paid even if they did nothing! Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Brainstorm to generate lists of what students think they know about Colonial America (accept all suggestions). Document on teacher created KWL Chart. (Know - Want to Learn - Learn, Appendix B). b. Brainstorm to generate lists of what students hope to learn about Colonial America. Document on KWL chart. c. As a motivational activity for this unit, design samplers using colonial sayings. 1) Refer to p. 41 in Colonial America: Cooperative Learning Activities, for sampler cross stitch letters, numbers, and designs. 2) Assign each student a verse from p. 50 in Colonial America: Cooperative Learning Activities. 3) Provide sheets of half-inch graph paper to students. 4) Have students glue 4-5 sheets of graph paper (depending on length of verse) end to end. 5) Turn the graph paper so the long edge faces you. 6) Using the cross stitch letters on p. 41 as a guide, pencil in the letters of the verse leaving one row between each letter. 7) Trace over the letters of the verse with colored pencils or markers. 8) Glue the sampler to a piece of brightly colored construction paper. d. Using the product maps (Appendix A) in your Colonial America portfolio, identify important facts about the colonization of Virginia and document this information on the Colony Organizer in your portfolio. e. Complete ongoing activities. 5. Evaluation Activity a. Journal: Write a letter to a child in Colonial America. Include questions you have about his life, and tell him about yours. B. Lesson 2: Jamestown 1. Objectives a. Understand that the colonists chose sites to settle that they thought would meet their basic needs and offer protection. b. Analyze map features to determine the best place to locate a settlement. 2. Materials a. United States History: Puritans & Pilgrims, p.11, "Jamestown" b. Teacher-created "Locating a Colony" map (Appendix C) 3. Background Information Jamestown was the first continuous English colony in the New World. It was financed by The London Co., which instructed the settlers to go inland, up a river and find a suitable place for their colony. In addition, they were told to search for a passage to China. They left Chesapeake Bay and sailed up a river they named the James, to a place they called Jamestown. (Both the river and the town were named to honor King James I.) The site chosen had access to water from the river and was easy to defend, so the colonists thought they had made a good choice. They were not experienced at outdoor life, however, and did not realize they had built their fort on a swamp. In addition, the soil was sandy and not very suitable for growing crops. To make matters worse, the water was salty from the Atlantic ocean. Adapted from: Unites States History: Puritans & Pilgrims, Jane Pofahl 4. Procedures a. To build background for the following activity, read and discuss "Jamestown." 1) Why did the settlers choose the location they did? 2) Was it a good choice? Explain. b. Brainstorm what colonists probably looked for when establishing a possible site for a settlement (water source, food supply, protection, etc.). Keep in mind meeting basic needs. c. Give students the map activity sheet (Appendix C). In cooperative groups have them analyze the following: 1) If you were John Smith and had to choose a site to settle, which site would you choose: 1, 2, 3, or 4? a) Decide what your needs are as settlers. b) Decide if your site can fulfill those needs. c) Evaluate each site (what is good and bad about each?) 2) Share results with the whole class, listing reasons for and against each site. d. Complete ongoing activities. 5. Extension If you could choose anywhere in the world to live, where would you choose? Why? Be sure to keep in mind your basic needs vs. wants. PRIORITIZE!! 6. Evaluation Activity a. Assess cooperative group work and reasoning. b. Journal: If you had to choose between locating a settlement near a river or near mountains, which would you choose? Justify your choice. C. Lesson 3: John Smith & Pocahontas 1. Objectives a. Realize the potential for heroism in each of us. b. Develop a definition for "HERO" and determine whether or not John Smith and/or Pocahontas would meet the criteria developed. 2. Materials Pocahontas: Girl of Jamestown, by Kate Jassem Chart paper 3. Background Information The Jamestown Colony may not have survived without Captain John Smith (he was known as the Father of Virginia). As with any leader, he was loved by some and hated by others. In fact, he was locked up in the ship's belly on the voyage over and was going to be sent back to England. However, the London Company instructed the settlers to make him part of the governing council. He was a tough, no-nonsense man who worked hard and expected everyone else to do the same. His motto was, "If any would not work, neither should he eat." He went to the Powhatan Indians for food, learned their language and the ways they hunted and fished. The Powhatan Indians felt that he was fair and honest and referred to him as Chief of Jamestown. They could not, however, seem to make up their minds about him. The daughter of the leader of the Powhatan Indians was Pocahontas. Legend has it that she saved John Smith's life when he was captured by the Indians. Smith, in a history he wrote about Virginia's early years wrote, "Their clubs were raised, and in another moment I should have been dead, when Pocahontas, the king's dearest daughter, a child of ten years old,... darted forward, and taking my head in her arms, laid her own upon it, and thus prevented my death." Pocahontas eventually married John Rolfe, a tobacco plantation owner. She soon gave birth and John Rolfe took her and the child back to England, where she was a celebrity. She was baptized and given the name Rebecca. At age twenty-two she contracted smallpox and died in England. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Have students brainstorm to develop a list of characters (people, cartoons, etc.) they see as heroes. b. Have students brainstorm to identify characteristics of heroes. c. Based on the lists, students will develop a definition for "hero." d. Read and discuss Pocahontas: Girl of Jamestown, pp. 1-20. List personal characteristics of Pocahontas and John Smith. Do they meet the criteria to be considered heroes? Support your decision. e. Complete ongoing activities. 5. Extensions a. Go to the library and select a book about a person who is considered a hero. Enjoy the book, then decide whether or not you agree. b. Write a paragraph answering this question: Do you think fictional or non-fictional heroes have more influence? Why? 6. Evaluation Activity Journal: Describe your hero and explain why he qualifies as a hero.
D. Lesson 4: Survival in the Colonies 1. Objectives a. To realize that some elements of survival may be controllable while others may not. b. Compare and contrast bacteria growth and how it relates to the spread of disease. 2. Materials Pocahontas: Girl of Jamestown, by Kate Jassem Fortunately, Unfortunately, by Remy Charlip 4-5 Petri dishes Cotton swabs Teacher created Daily Observation sheets (Appendix D) 3. Background Information Diseases such as smallpox, malaria, typhoid, and yellow fever killed many people. The English brought some of these germs with them across the sea. Other diseases, such as dysentery, thrived in the waters near the settlement. Fewer than one-half of the men survived the first year. Diseases were not the only life-threatening obstacle the settlers were forced to overcome. In October of 1609, John Smith left for England believing, as did everyone, that there was enough food in the storehouses. He also expected the Indians to supply corn as they had in the past. However, some historians say the Starving Time was an Indian war against the English. Powhatan would not trade with Jamestown settlers. They would not let anyone in or out so the settlers could not hunt or fish. Soon there was nothing for anyone to eat. Some were so famished they ate the Indians they killed. It was not until May, 1610, seven months later, that relief ships from England arrived. By that time, of the 500 people in Jamestown in October, only 60 were still alive. This seven month ordeal is referred to as the Starving Time. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Teacher will provide background knowledge from above and define the following vocabulary: survival, disease, prevention, spread, responsibility. b. Choose 4-5 student volunteers to participate in an experiment. Use a permanent marker to draw a line across the bottom of each petri dish, dividing them into equal halves. Divide the class into small groups, assigning one student volunteer to each group. Give each student volunteer one petri dish and two cotton swabs. (Note: Be sure to instruct the students NOT to open their petri dishes or touch their cotton swabs until told to, otherwise they could become contaminated!) Have the students perform the following steps: 1) Gently but firmly rub one cotton swab across one hand several times. 2) Carefully open your petri dish and gently rub the cotton swab across the left surface of the material in the dish. 3) Close your petri dish and discard your cotton swab. 4) Thoroughly wash your hands with soap and rinse, but do NOT dry them with a paper towel. Let them air-dry unless you have access to a hand dryer, otherwise you could contaminate your hands with material from the paper towel. Try not to touch anything once you have washed your hands. 5) When your hands are dry, repeat steps 1-3 above using the same hand you used the first time. This time, however, use the right side of your petri dish. 6) In your groups, observe the growth in the petri dish over a period of one week. Record your daily observations on the activity sheet provided (Appendix D). 7) At the end of the week, discuss your observations with your group. Compare the growth on the left side with the growth on the right. Is there a difference? If so, how are they different and why? Share your findings with the class. c. Teacher lead discussion: Do you think this experiment relates to the spread of diseases? Explain your thoughts. 1) Read and discuss Pocahontas: Girl of Jamestown, pp. 21-48. 2) What factors do you think lead to the Starving Time? 3) Do you think the Starving Time could have been prevented? Why or why not? d. Using a Venn diagram, compare and contrast spread of disease vs. the Starving Time. (Be sure to address controllable elements and those beyond our control.) e. Complete ongoing activities. 5. Extensions a. Develop a plan of disease control using a cause and effect format: If ___, then___. b. Research diseases such as smallpox, malaria, typhoid, and yellow fever. Are these diseases still a threat today? 6. Evaluation Activity Write a class book based on "Fortunately, Unfortunately" model. E. Lesson 5: Jamestown Massacre 1. Objectives a. Understand ways different societies resolve conflicts. b. Consider and defend different points of view. 2. Materials Teacher-made Point of View game (Appendix E) 3. Background Information The settlers and the Indians tried to live in peace. They would begin trading, then something would happen such as an accidental death that was blamed on one side or the other and conflicts would begin. Arrogance, thinking you are better than others, was a major contributor to the conflicts. 17th century arrogance was often tied to religion. Many Christians believed anyone who was not a Christian was inferior. This led to racism on both sides. Some English wanted to kill all Indians while some Indians wanted to kill all English. The culmination of this problem was the Jamestown Massacre. Opechancanough, Pocahontas's uncle, was an old man who possibly thought the attack was his last chance to save his people. He planned a great massacre (to kill brutally and in large numbers). Indians knocked on colonists' doors pretending to be friendly. They then murdered and scalped the colonists. An Indian boy, Chanco, warned the people at Jamestown. Settlements outside Jamestown were not warned and hundreds were killed. King James was upset and closed down the Virginia Company. Virginia became a royal colony, however, he did not give the colony much thought because he had major problems at home. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Build understanding through teacher lead discussion using background knowledge from above. 1) Why did Opechancanough decide to attack the colonists? 2) Do you think the attack could have been prevented? Explain your answer. 3) How could Opechancanough have resolved this conflict in a different manner? 4) Pretend you are a colonist living in Jamestown. You have just been warned about the attack. How might you try to stop it from occurring? b. Play teacher created Point of View game: 1) Ask for two volunteers at a time to role play a conflict. Student A will pick a Conflict Card (Appendix E) and read it to the class. Student B will pick a Point of View Card. The remaining point of view will be played by Student A. 2) The students will then role play their point of view based on prior knowledge. 3) The rest of the class will observe. 4) Before continuing to the next Conflict Card, have the class discuss what they observed. Choose 2 new volunteers and continue until all Conflict Cards have been discussed. c. Complete ongoing activities. 5. Extension a. Pretend you are the Indian boy, Chanco. Explain why you chose to warn the settlers. b. Would you consider Chanco a hero? Explain. 6. Evaluation Activity Journal: Choose one, an Indian or a colonist, to complete this phrase: "If I were alive during this time, I would rather be a/an _______ because..." ELABORATE! F. Lesson 6: $$ Tobacco $$ 1. Objectives a. Understand how greed affects a society's actions. b. Distinguish between servant, slave, and indentured servant. 2. Materials What Your Third Grader Needs to Know, "Tobacco and the People of Pocahontas" Chart paper 3. Background Information King James hated tobacco and thought it was unhealthy (he was right!). But there is a limit to what even kings can do when money is involved. Growing tobacco was very profitable, especially after John Rolfe, Pocahontas's husband, developed a sweet variety that was all the rage in England. There were two main problems tobacco growers faced: a. It takes hard fieldwork to grown tobacco. b. Englishmen were not anxious to work in fields. In order to remedy these problems, plantation owners resorted to using servants, slaves, indentured workers, and anyone else they could. Sometimes so much money was offered that people were kidnapped from the streets of London and sent to work.. Indentured servants were too poor to pay their passage to the New World, so they would agree to work 4-7 years without pay for whoever would fund their crossing. The tobacco was grown on plantations, or self-sufficient settlements. Plantation owners grew their own fruits and vegetables, and owned their own cows, chickens, and pigs. The money from the tobacco harvest paid for the owners' imported clothes and college educations. The more people you had working, the more tobacco you could grow. The more tobacco you sold, the richer you would get. That made servants, slaves, indentured servants, and other workers invaluable in Virginia. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Read "Tobacco and the People of Pocahontas", pp. 131-132. Provide further background knowledge from the passage provided. Chart important facts. b. Define servants, slaves, and indentured servants. c. Web characteristics of each. d. Discuss how the demand for this cash crop and plantation owners' greed lead to slavery. e. Complete ongoing activities. 5. Extensions a. Read ...If You Traveled on the Underground Railroad, by Ellen Levine. b. Create a brochure that explains the hazards of smoking. 6. Evaluation Activity Journal: Write a paragraph explaining the differences between servants, slaves, and indentured
servants.
G. Lesson 7: Laws and Government 1. Objectives a. Understand the close relationship between society and the law. b. Define basic terms relevant to the House of Burgesses. 2. Materials a. ...If You Lived In Colonial Times, Ann McGovern. 3. Background Information In 1619 a group of lawmakers, known as burgesses, was elected to make laws. They were the first group of elected lawmakers and they formed an assembly called the House of Burgesses. This gave the Virginians their own form of Parliament, the governing body of England. England was letting colonists make laws for themselves. This gave America its first representative government and was the beginning of self-government in the European colonies. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. As a motivational activity, read pp. 36-38 in ...If You Lived in Colonial Times. Have students share their reactions to the laws described on these pages. How do these laws differ from today's laws? b. Provide background information about the House of Burgesses: assembly formed by the first group of elected lawmakers. (Keep in mind their duty was to represent the desires of the colonists.) c. Define the following terms: government representative assembly burgesses elected d. Discuss the importance of laws. Do you think it was important for colonists to make up their own laws or should they continue to abide by the laws of England? (Help students realize the importance of location when considering this question.) e. Complete ongoing activities. 5. Extensions a. Read pp. 40-41 in ...If You Lived in Colonial Times to find out what happened to people who broke the laws. Compare punishments of then and now. b. Compare the House of Burgesses to the House of Representatives. 6. Evaluation Activity Write a letter to a classmate sharing information you have learned in this lesson. Be specific. H. Lesson 8: Decision Making 1. Objectives a. Recognize effects on people's actions when freedom of choice is taken away. (For example, when King Henry VIII forced everyone to worship in the Church of England, some chose to leave because their religion was so important to them.) b. Identify and list important factors about the colonization of Massachusetts. 2. Materials a. Colonial America Student Portfolios b. Materials for "Making Choices" game (Appendix F) c. 3 color-coded containers d. 3 color-coded sets of teacher created Choice Cards 3. Background Information Date Founded: 1620 Settlement: Plymouth Founder: William Bradford Most colonists that left England were seeking religious freedom from the "established" church (the Church of England). King Henry VIII tossed the Catholic Church out of England because the head of the Catholic Church, the Pope, did not approve of the number of times King Henry was married. Once rid of the Catholic Church, King Henry established the Church of England and appointed himself leader. Although the Church of England and the Catholics were much alike, (except for the matter of control and leadership) the groups did not think they were and often hated and persecuted each other. One religious group in England wanted to totally separate themselves from both the Church of England and the Catholic Church because they believed people could speak directly to God without a priest or bishop at all. They called themselves Saints while others called them Separatists. King Henry would not let them practice their faith and sent them to jail if they would not go to the Church of England. Since their religion was so important to them, they decided to move to Holland, where they were promised religious freedom. Although they did have the religious freedom promised to them, they did not feel at home with the Dutch. They preferred their English language and customs. It is for this reason that they chose to travel to the New World. Since anyone who travels for religious purposes is a pilgrim, their name changed again. Although many groups of pilgrims came to the New World, it is this first group that is known as the Pilgrims. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedure a. Motivational activity: Tell the students they may no longer write with their dominant hand, they MUST switch and write with their other hand. Reinforce the idea that they DO NOT have a choice! In addition, their handwriting MUST be as legible as it was before. Assign a DOL exercise or some other short writing activity. When completed, have students share their feelings, frustration, anger, insecurity, etc.). Would you want to continue working under these restrictions? What possible choices could you make? b. Build interest by providing background information through storytelling. How does this information relate to the motivational activity? c. Gather materials for game, "Making Choices." Place materials in an accessible location (on a table in the front of the room). Explain procedures to students: 1) Choose a slip from one of the three containers provided. 2) Read the information on your choice slip, but DO NOT discuss it with anyone. 3) Decide whether or not you want to keep this choice slip or return it and choose another. You are only allowed ONE extra choice. a) If you decide to keep you first choice, quietly return to your seat and briefly write how you feel about the choice you made, and explain what led you to make the choice you did. Take time to think about it before you begin writing. b) If you decide to return your slip and make another choice, return it to the container you originally picked from and choose again from any of the three containers. Return to your seat and briefly write how you feel about the choice you made, and explain what led you to make the choice you did. Take time to think about it before you begin writing. 4) Allow time for all students to complete writing. 5) Share student responses, focusing on how they made their choice, how they felt during the activity, and whether or not they believe they made a good choice. Have students also consider whether discussing their first choice with a friend may have affected their decision to keep or return their choice. d. Relate this activity to the choices colonists made. (Refer to background information.) Do you think the decision to leave England was a difficult choice for the colonists? In your opinion, did they make the right choice? Justify your answer. e. Using the product maps in your Colonial America portfolio, identify important facts about the colonization of Massachusetts and document this information on the Colony Organizer in your portfolio. f. Complete ongoing activities. 5. Extension How might gathering information about a choice lead to more positive results? 6. Evaluation Activity Journal: You have to make a choice between going to the movies and spending the night with your best friend, or attending your younger sister's birthday party. You have already promised your sister you would be there to help her blow out the candles. Make a choice and explain how you came to this decision. Be sure to consider the consequences. Was it an easy choice to make? Explain. I. Lesson 9: The Mayflower 1. Objectives a. Develop a sense of empathy for the Pilgrims. b. Demonstrate understanding of another person's point of view. 2. Materials a. ...If You Sailed on the Mayflower in 1620, Ann McGovern. b. Colonial America: Cooperative Learning Activities, Mary Strohl and Susan Schneck. c. Kids Discover Colonial America, Kids Discover. d. 24 x 48 blue construction paper e. 9 x 12 white construction paper f. scissors & glue g. Teacher-created sail patterns (Appendix G) 3. Background Information In 1620, 102 people board the Mayflower to head for the New World. About half are searching for religious freedom (the Saints, or Pilgrims) while the rest are leaving for other reasons (these are called the Strangers). Although they are leaving for different reasons, they are very similar in social class and in ambition. The voyage takes sixty-six days and is more of an ordeal than any thought possible. All passengers are to remain below deck for the entire journey with little fresh air and even less space. Each adult is allocated a seven foot by two and a half foot space while children are given even less. Their fresh food reserve runs out quickly so they are left to eat hard bread and dried meat that is wet and moldy. They do, however, have a good supply of lemon juice, onions, and beer in order to avoid contracting scurvy: a disease caused from lack of vitamin C that causes a person's teeth to fall out and makes them bleed easily. Fortunately, only one person dies on the voyage and one baby, Oceanus Hopkins, is born. Just before they dock another child, Peregrine White, is born. They first sight land at Cape Cod, but sail around the Cape to a place they call Plymouth, after an England town. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Pre-reading motivational activity: Using pp. 11-13 from Colonial America: Cooperative Learning Activities, construct a cross-section of the Mayflower. This will help students visualize the extremely cramped conditions aboard the ship. Have the students try to imagine 102 people pictured on this ship. Mount the ship on a 24 x 48 piece of blue construction paper. Students will either create their own sails or use the teacher created patterns provided to complete the ship. Review reasons for coming to the New World and have students document these on the sails of the ship. b. Build background for activities by reading ...If You Sailed on the Mayflower in 1620, pp. 10-34. 1) Pretend you were a child on the Mayflower. What do you think was the most difficult part of the journey? Why? 2) Besides being extremely cramped, people aboard the Mayflower became violently ill and one passenger even died. How do you think you would feel if you were there? c. As a child, if you were told you could only bring one thing, what would it be and why do you feel that item is so important? (Imagine how difficult it must have been to leave so much behind.) d. Refer back to the ship that was constructed in step 1. Using pp. 8-9 in ...If You Sailed on the Mayflower in 1620, help students label the parts of the ship. e. Refer to the painting on pp. 2-3 of Kids Discover Colonial America. Discuss how the people may feel based on their expressions. Explain what feelings the artist may have been trying to convey. Justify your response. (Focus on colors used, facial expressions, body language, etc.) 6. Complete ongoing activities. 5. Extensions a. Write a letter to your best friend that stayed in England. Describe one day in your life aboard the Mayflower. Be sure to include how you feel as well as what you are doing. b. Mark off a seven by two and a half feet rectangle in the classroom. (The amount of space allocated to each adult on the ship.) Let the students take turns sitting in the space in order to help them feel what it was like aboard the Mayflower. Remind the students that the passengers remained there for sixty-six days and all of their belongings had to fit in the space with them! After everyone has had a turn, discuss how it felt. c. Locate on a map exactly where the Pilgrims landed. Draw a picture of how you visualize this site. d. Compare and contrast Jamestown and Plymouth, including location, relations with Native Americans, environment, and hardships. 6. Evaluation Activity Journal: Many people kept diaries (journals) about their daily lives aboard the ship. Write an entry in your diary describing a difficult day aboard ship. Share how you felt. Also, share what you may have done to make someone else's day a little brighter. J. Lesson 10: Mayflower Compact 1. Objectives a. Understand the necessity for laws/rules and compacts/agreements. b. Write an agreement and justify its value. 2. Materials a. Unites States History: Puritans & Pilgrims, Jane Pofahl. b. ...If You Sailed on the Mayflower in 1620, Ann McGovern. 3. Background Information The Mayflower Compact was a plan of government which established a governing body. The Saints (Pilgrims) and Strangers (those who came for reasons other than religion) drew up this document because there had been trouble between them. They had originally planned to land in Virginia, however, a storm blew them off course and they ended up in Cape Cod. Many of the Pilgrims wanted to stay, while the strangers wished to continue on to Virginia as planned. Each group needed the other, so they decided to draw up an agreement in order to help them live together peacefully. They drew up The Mayflower Compact which stated that for the good of the colony, everyone would stay together, start a settlement, and obey the leaders. The Mayflower Compact enabled the settlers to govern themselves (they will not be ruled by others) and it is considered one of the great documents in American history. Adapted from: United States History: Puritans & Pilgrims, Jane Pofahl 4. Procedures a. Read p.16 from United States History: Puritans & Pilgrims. Then read p. 35 from ...If You Sailed on the Mayflower in 1620. b. Brainstorm to create a list of reasons people need rules. c. Using p. 18 from United States History: Puritans & Pilgrims, students will write their own compact. d. As a whole group, discuss the problems faced when trying to write the agreement and how conflicts were resolved. e. Independently, students will write an explanation justifying the importance of their compact. f. Complete ongoing activities. 5. Extensions One reason the Mayflower Compact was necessary was because some settlers were ill and needed to stay while others, many who were hired workers, wanted to continue on to Virginia, their original destination. Explain why it was necessary for the two groups to remain together. Describe how history may have changed if the Mayflower Compact had not been written. 6. Evaluation Activity a. Assess cooperative group work. b. Journal: How would you explain the importance of laws/rules to a first grader? K. Lesson 11: Pilgrims at Plymouth 1. Objectives a. Sequence significant historical events and identify their effects. b. Compare and contrast fine art. 2. Materials a. ...If You Sailed on the Mayflower in 1620, Ann McGovern. b. Kids Discover Colonial America, Kids Discover. c. Peanut Butter cookies (made with salt instead of sugar) d. Chart paper e. scissors 3. Background Information Plymouth is the first permanent white settlement in New England, founded in 1620. The site was chosen because it had a large, freshwater brook and a broad, sheltered harbor. There were also stretches of land for farming and wooded hills for timber. Although they believed the site chosen was a good one, it proved to be a poor choice. The land was rocky, the soil was thin, and the New England coast was wind-whipped and cold. The first winter was a harsh one for the Plymouth Colony. Half of the settlers died of scurvy or pneumonia by the end of winter. The first governor, John Carver, died this winter. It was under the leadership of William Bradford, Plymouth's second governor, that the colony survived. The Wampanoag Indian tribe was Algonquians who were skilled hunters, fishermen, gatherers, and cooks. Without the help of these Native Americans, the Plymouth colony may not have survived. It was through Massasoit, an Indian chieftain, that the peace between the settlers and Indians was kept. One Indian, Squanto (whose real name was Tisquantum) stayed with the Pilgrims. The Pilgrims saw Squanto as "... a special instrument sent of God for their good beyond their expectation... He directed them how to set [plant] their corn, where to take [catch] fish, and to procure other commodities, and was also their pilot to bring them to unknown places." It was in 1621, after the first harvest, that the Pilgrims invited the Indians to a three-day feast of Thanksgiving. Although the Pilgrims are frugal, the celebration was a generous feast. They accomplished a tremendous amount in one year, so they had good reason to give thanks. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Motivational activity: Provide peanut butter cookies for the class which were made using salt instead of sugar. This will help dramatize the idea that things are not always as they seem. To help students appreciate this demonstration, share the first paragraph of the background information provided above. Discuss reactions and feelings students encountered. Relate these to the way the Pilgrims may have felt. 1) Why did the Pilgrims decide to settle at Plymouth? (freshwater brook, sheltered harbor, land for farming, wood for timber, etc.) 2) Did this site appear to meet their needs? Explain. (Focus on basic needs: water, food, shelter, etc.) 3) Did this site actually meet their needs? Explain. b. To help students develop a better understanding of the hardships the Pilgrims faced the first year in addition to their dependency on the Native Americans, share remaining background knowledge provided above. c. Read pp. 6-7 in Kids Discover Colonial America. Draw attention to excerpt about Squanto and Samoset at the bottom of p. 6. Read pp. 52-55 in ...If You Sailed on the Mayflower in 1620 which provides information about the relationship developing between the Pilgrims and Native Americans. d. Continue reading in ...If You Sailed on the Mayflower in 1620, pp. 72-80. (Draw attention to the information at the bottom of p. 72. The Pilgrims were offered an opportunity to return to England, but ALL chose to stay. Considering the hardships they had faced, what conclusions could you draw about their character?) e. Whole class discussion: On chart paper, generate a list of the most significant events from the time the Pilgrims landed at Plymouth through the first Thanksgiving. Cut apart the list and allow students to sequence those events. f. Look at the painting on pp. 10-11 in Kids Discover Colonial America. Discuss how the people may have felt based on their expressions. Explain what feelings the artist may have been trying to convey. Justify your response. (Focus on colors used, facial expressions, body language, etc.) g. Compare and contrast the painting on pp. 2-3 to the painting on pp. 10-11. A Venn diagram would work well for this activity. Please take time to allow students to appreciate this fine art. h. Complete ongoing activities. 5. Extensions a. Discuss elements of art as they relate to previously viewed paintings. b. Paint a picture which illustrates your impression of the first Thanksgiving or the voyage of the Mayflower. c. Would you classify Squanto or Samoset as heroes? Justify your answer. d. Dramatize the Pilgrims' First Thanksgiving or the voyage of the Mayflower. e. Do you think Native Americans celebrate Thanksgiving? 6. Evaluation Activity Create a comic strip illustrating the sequence of significant events from landing at Plymouth to the Pilgrims' First Thanksgiving. L. Lesson 12: Colonial Life 1. Objectives a. Understand how values and belief systems influence lifestyles. b. Compare and contrast lifestyles of the seventeenth and twentieth century. 2. Materials a. Sarah Morton's Day, Kate Waters. b. Kids Discover Colonial America, pp. 12-15. c. Teacher created "Then & Now" chart (Appendix H) d. Materials for primer activity (paper, crayons, etc.) 3. Background Information The Massachusetts Bay Colony was settled by the Puritans for political and religious freedom. John Winthrop was their chosen governor. The Puritans wanted to build a community where people would live by the rules of the Bible. They expected to provide an example for all others to follow by living good lives and by raising their children in a very strict manner. John Winthrop said, "We must consider that we shall be as a city upon a hill. The eyes of all people are upon us." The Puritans came to find religious freedom, for themselves exclusively because they felt their way was the only way. Puritan parents raised their children to be respectful by providing a very strict environment and harsh punishments. The most important goal was for their children to learn and follow the word of God. By the age of six, Puritan children were dressed like adults and were expected to act like adults. Tasks performed by children depended on age. Younger children gathered berries or fed livestock while older children cut wood, made soap, cleaned the fireplace and performed other, more responsible tasks. By the age of thirteen, boys were sent to learn a trade and girls were sometimes offered as household servants or apprenticed as seamstresses or cooks. Education was very important so that everyone could read the word of God. The New England Primer used rhymes to help children remember letters. This helped build a foundation for reading. In 1636, the Puritans founded the first college in America, Harvard University. Adapted from: Making Thirteen Colonies, Joy Hakim 4. Procedures a. Introductory activity: Read and discuss Sarah Morton's Day. b. Build background for activities by reading and discussing Kids Discover Colonial America pp. 12-15. NOTE: Be sure to include emphasis on values and belief systems. For example, discuss possible reasons for differences in discipline. Why do you think some choose not to use the same type of discipline today? Which style do you prefer? Explain. c. Using the "Then & Now" graphic organizer, compare and contrast food, clothing, schools, chores, and discipline of the seventeenth century Colonial America and today. (This may be accomplished individually or in small groups.) d. Initiate class discussion about information produced on the "Then & Now" charts. 1) How do you think values and belief systems affect individual lifestyles? 2) In your opinion, what do you think is the most significant difference you identified? 3) Which lifestyle do you prefer? Explain your answer. e. Create an ABC primer. 1) Explain how Puritans used the New England Primer to learn the alphabet (see background information provided for this lesson). 2) Review rhyme by providing an example: A - An apple is sweet and good to eat. 3) Assign each student 1-2 letters of the alphabet. 4) Students will generate and illustrate a rhyme. 5) Combine students' rhymes and assemble a class book. 6) Briefly, compare and contrast the primer to today's textbooks. f. Complete ongoing activities. 5. Extensions a. Construct a paper doll (Appendix I) and clothing (Appendix J) using colonial patterns to help students appreciate the abundance of clothing worn during this period. Do you think all of the clothing was necessary? Why or why not? b. Construct a colonial hornbook (Appendix K; see Kids Discover Colonial America p. 13). Do you know why they call it a hornbook? c. Compare and contrast Sarah Morton's Day and Samuel Eaton's Day using a Venn diagram. d. Have students read ...If You Lived in Colonial Times. 6. Evaluation Activity a. Assess content of "Then & Now" charts. b. Journal: Predict what a day in a child's life might be like twenty years from now. Describe that day. M. Lesson 13: Salem Witch Trials 1. Objectives a. Explain social responsibility: owning up to one's actions. b. Understand cause and effect. 2. Materials a. United States History: Puritans & Pilgrims, "Salem Witch Trials", p. 22. b. Student Response Journal c. Teacher-created discussion cards (Appendix L) 3. Background Information In 1692, several young girls learned about witchcraft from a slave woman named Tituba. The girls began to pull pranks by acting as if they were possessed by witches. They would throw fits, moan and groan, and pretend they were totally out of control. Tituba was beaten and told to leave Salem. The girls continued to accuse other people of witchcraft, thus the Salem Witch Trials began. If an accused person admitted to being a witch, they were expected to leave forever. If they did not confess to witchcraft, they were hanged, drowned, or stoned. Within a year, nineteen women, one man, and two dogs were executed. This was another dreadful mistake caused by fear and taking action before thinking things through. Adapted from: United StatesHistory: Puritans & Pilgrims, Jane Pofahl 4. Procedures a. Read and discuss "Salem Witch Trials" 1) When the girls realized that people were being hurt, why do you think they kept acting strangely? 2) Why do you think everyone believed the girls instead of the adults they had known for years? 3) Compare and contrast the effects of lying vs. owning up to your actions. 4) Do you think this type of situation could happen again today? Explain your answer. b. Divide the class into small groups. Each group will receive a set of discussion cards. Students will exchange ideas and opinions. c. Each group will present their responses to the class. As the students share their ideas, the teacher will web their answers on the board or butcher paper. d. Discuss possible reasons for differences in opinion. e. Complete ongoing activities. 5. Extensions a. If someone accused you of doing something you did not do, how would you defend yourself? b. Have you ever been accused of something you did not do? How did it make you feel? 6. Evaluation Activity a. Assess cooperative group work and reasoning. b. Journal: Your friend is getting a glass out of the cupboard. As a joke, you come up behind him and scream. He drops the glass, shattering it on the kitchen floor. You both run away. Meanwhile, your mother walks in and cuts her foot. When asked about the broken glass, you blame your younger sister, who ends up being punished. How do you think this would make you feel? Explain how the outcome may have been different if you had accepted responsibility for your actions. How do you think you would feel then? N. Culminating Activity 1. Colonial Day! a. The following are suggestions for Colonial Day activities:
b. Activities can be organized in a variety of ways. For example, whole class activities may be rotated through the grade level, or self contained activities where the class is divided into centers. Keep in mind, you'll need plenty of volunteers to help!! Refer to Colonial America: Cooperative Learning Activities, by Mary Strohl and Susan Schneck for specific instructions on activities. 2. Jeopardy Game a. Divide a poster board into three sections labeled New England, Middle, Southern. b. Under each division place index cards with the value amount for each question. Ex. $100, $200, $300, $400 and $500. c. As students select a value card, read the question for that value. If they get it correct, place the value card on a second poster board under their team's score. (After students have completed this unit, they will be able to write their own questions for the game.) 3. Class Colonial Newspaper: Colonial Times Review Select an editor and news reporters. Assign a variety of articles to be written: *Agriculture report from Southern Colonies *Editorial page about John Smith or William Penn *News article about England's civil war or the Wampanoag Indians *Weather report for fishing in New England colonies *Kid's Corner: Colonial games *Birth Announcement: Virginia Dare, first child born in North America of English parents 4. Colonial Post Rider Game a. On index cards, write beginning and ending destinations for different places in the 13 colonies. Place these in a bag or leather pouch. As the students draw one out of the bag, they must trace their route on a large map, and tell one thing about the colony where the trip ends. (Resource: Colonial America, Scholastic, pp.96-97) b. Place students in a circle facing each other. Each student will draw the name of a colony or town out of a box. Place one student in the center to be the mail carrier. As the postman calls out, "I have a letter from Pennsylvania to South Carolina!" those students must change places while the postman tries to take their place. The student left standing is the new postman. 5. Colonial Postcards a. Give each student an 8 x 11 sheet of construction paper. b. On the front, draw the shape of one colony. Inside the shape write this information: 1) Date founded 2) Founder 3) Important fact or crop 4) Include illustrations of colonial life c. On the back side, draw a dividing line down the middle. In the right panel, address the postcard to a colonial friend. On the left write a message to your friend telling them why you like that colony. Invite them for a visit! 6. Colonial & State Flags a. Research the flags of states that were once colonies. Find out if the flags reflect the early colonial history of those states? Explain you findings. b. Design a colonial flag for each of the 13 colonies. 7. Giant Colonial Game Board Enlarge the 13 colonies map and trace onto a shower curtain liner. Using colonial artifacts as game pieces, let students answer questions about each colony. The team that moves from New Hampshire to Georgia first is declared winner. (This game could also be played at individual desks using student maps. Students color each colony as they give the correct answer.) 8. Colonial Museum Throughout this unit, save samples of activities and projects students have completed. In
different locations around the room, set up museum displays. Beside each display have students
write out an information plaque, explaining their work. Assign students to stand beside museum
exhibits to explain their work. Have them wear their colonial hats or wigs. Invite other classes or
parents to visit.
APPENDIX E Point of View Game
Conflict Cards
Point of View Cards
APPENDIX F
Choice Cards
APPENDIX H
Then & Now Chart
APPENDIX J
Colonial clothes
APPENDIX J
Colonial clothes
APPENDIX L
Social Responsibility Cards
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