III. BACKGROUND KNOWLEDGE E. For teachers: F. For students 1. Early Exploration and Settlement from First Grade in the Core Knowledge series.

Transcription

1 Southern Colonies Presented by: Marie Buchanan, City Heights, Van Buren, AR Angela Allen, Waldron Elementary, Waldron, AR Grade level: Third Grade Length of Unit: Eight Lessons I ABSTRACT A. This unit covers part of the Thirteen Colonies with a focus on the Southern Colonies. Students are given many opportunities to discuss and write about life and times in early colonial days. II. OVERVIEW B. Concept Objectives 1. Develop an awareness of place. 2. Understand comparative economic systems. 3. Relate to the hardships of the colonists. 4. Understand the meaning of time and chronology. C. Specific Content 1. American History and Geography: The Thirteen Colonies: Southern Colonies D. Skills will be addressed in individual lesson plans. III. BACKGROUND KNOWLEDGE E. For teachers: F. For students 1. Early Exploration and Settlement from First Grade in the Core Knowledge series. IV. RESOURCES Making Thirteen Colonies African-Americans in the Thirteen Colonies: Cornerstones of Freedom The New Americans The Jamestown Colony: Cornerstones of Freedom Colonial America: Thematic Unit Colonial America: Literature-Based Activities for Thematic Teaching V. LESSONS A. Lesson One: Settlement of Jamestown (1) Jamestown (1) The students will develop an awareness of place (1) The students will identify lands and rivers on a world map. a. world map b. copy of The Jamestown Colony c. chart paper d. popsicle sticks 1

2 e. milk cartons f. paints a. London Company b. Chesapeake Bay c. James River d. continuous English colony e. peninsula f. council a. Read pages 3-5 from The Jamestown Colony. b. List on chart paper the reasons the settlers chose the peninsula for Jamestown. c. Discuss the function of the council. d. Brainstorm why the council was so important to Jamestown. e. Using world maps, have students locate important landmarks, for example: James River, Chesapeake Bay, and Jamestown. f. Make a model of Jamestown with popsicle sticks, milk cartons, and paint. a. Write a journal entry on the important events that lead to the settlement of Jamestown. B. Lesson Two: Settlers Meet Indians (1) Settlers and Indians (1) Understand the meaning of time and chronology. (1) The children will create a time line. a. Butcher paper a. Powhatan Indians b. Powhatan Confederacy c. Peace of Pocahontas a. Explain that some Indians were friendly and others were not. b. Describe the following for the time line. (1) May 13, 1607-London Company drops anchor in the New World. (2) December John Smith captured by Powhatan Indians. (3) December Pocahontas saves Smith and becomes peacemaker between settlers and Indians. (4) September 10, Smith elected president of Jamestown's council. (5) Smith suffers burns and returns to England. Pocahontas stops visiting Jamestown and peace ends. (6) 1613-Pocahontas captured by Captain Samuel Argall (7) April 5, Pocahontas marries John Rolfe. A Peace of Pocahontas begins. a. Students will create a time line on butcher paper with the information given in procedures and activities. 2

3 C. Lesson Three: Hardships of Jamestown (1) Problems facing the colonists 3

4 (1) The students will relate to the hardships of the colonists. (1) State in your own words the hardships of the colonists. a. Copy of The Jamestown Colony. a. marshland b. malaria c. mainland d. low-tide e. high-tide a. Brainstorm about the hardships of Jamestown and write on a K-W-L chart. b. Read pages from The Jamestown Colony about the hardships of the colonists. c. Add to time line A Starving Time: winter of a. Write in journal a short summary about the hardships of the colonists. D. Lesson Four: Jamestown becomes self-supporting; indentured servants (1) Tobacco and servants (1) Understand comparative economic systems. (1) The students will compare and contrast an indentured servant and free a man. a. Chart paper a. Tobacco b. Plantation c. Indentured servant a. Explain how John Rolfe developed the Caribbean tobacco seed into a cash product for Virginia. b. Discuss that an indentured servant was a person who worked for a term of 4-7 years in return for passage from England, food, clothing, and shelter. c. Explain that as the demand for tobacco grew, farms grew into plantations. d. List on chart paper the pros and cons of hiring an indentured servant verses a free man. a. Finished chart paper of pros and cons and student input. E. Lesson Five: First Slaves (1) Slaves to North America (1) Understand comparative economic systems 4

5 (1) The students will be able to read and answer questions from a Venn Diagram. a. Copy of African-Americans in the Thirteen Colonies b. Appendix A - Middle Passage worksheet. a. tobacco b. Caribbean Islands c. cultivation d. harvesting e. Middle Passage f. Triangles of Trade a. Read and discuss pages 3-8 in African-Americans in the Thirteen Colonies about the first slaves in the colonies. b. Discuss the reasons why the Indians were not used as slaves. c. Add to time line: First slaves brought to Virginia. d. Discuss the Middle Passage using Appendix A. e. Students will model how the slaves came over on the slave ships. f. Make a Venn Diagram comparing slaves and indentured servants. a. Children s responses to the Venn Diagram. F. Lesson Six: Establishment of Maryland (1) Maryland (1) Develop an awareness of place. (1) The students will relate symbols to meaning. a. paper b. crayons c. world map a. Catholics b. Lord Baltimore a. Discuss Lord Baltimore s religious reasons for founding Maryland. b. Find Maryland on the world map. c. Brainstorm symbols that could be used to represent this colony on a flag, remember colors are important. a. Group students and instruct them to create a flag to represent Maryland. G. Lesson Seven: Establishment of the Carolinas (1) The Carolinas (1) Develop an awareness of place. 5

6 (1) A written summary a. paper b. world map a. Seaport b. Rice c. Indigo a. Discuss and list the reasons on the board for Charleston s success. b. Find Charleston on a world map. c. Explain how rice plantations caused the importation of slaves. d. Discuss and list the reasons for North Carolina not having success in development. a. Write journal entry explaining why South Carolina prospered and North Carolina did not. H. Lesson Eight: Establishment of Georgia (1) Georgia (1) Develop an awareness of place (1) Design a plan a. paper b. chalkboard c. world map d. Playdough a. debtor b. debtor s prison c. James Oglethorpe a. Discuss the conditions of debtor s prison. b. Explain Oglethorpe s plan for establishing Georgia for debtors. c. Add to time line: Oglethorpe and 35 families sail to new land. d. Discuss conditions under which the colonists received land. e. Brainstorm on board ways for others to get out of debtor s prison. f. Find Georgia on the World Map. g. Make a relief map of the Southern Colonies with playdough. a. Write journal entry on another plan to get people out of debtor s prison. b. Final Assessment (1) See Appendix B VI. CULMINATING ACTIVITY A. Day One 6

7 1.The students will develop a colony. They will choose leaders and make laws for their colony. They will also name it and think of a reason for its establishment. They can describe the surroundings and the Indians they meet. This will all be recorded on chart paper for the class to look at. B. Day Two 2. The students will dress up like settlers and have a feast with foods from the time. They can play games and sing songs from the time. VII. BIBLIOGRAPHY 1. Hakim, J., (1993). Making Thirteen Colonies. New York: Oxford University Press. ISBN Kent, D., (1996). African-Americans in the Thirteen Colonies: Cornerstones of Freedom. United States of America: Children s Press. ISBN Maestro, Betsy, (1998). The New Americans: Colonial Times New York: Lothrop, Lee and Shepard Books. ISBN Sakurai, G., (1997). The Jamestown Colony: Cornerstones of Freedom. United States of America: Children's Press. ISBN X 5. Sterling, M.E., (1995). Colonial America:Thematic Unit. U.S.A.: Teacher Created Materials, Inc. ISBN X 6. Wyma, B., (1992). Colonial America: Literature-Based Activities for Thematic Teaching. CA: Creative Teaching Press. 7

8 Appendix B Final Assessment on the Southern Colonies Name Choose the correct word and fill in the blank. London Company James River continuous council Powhatan Confederacy Peace of Pocahontas malaria tobacco plantation indentured servant Middle Passage Catholics Lord Baltimore debtor s prison James Oglethorpe 1. Many settlers became sick from carrying mosquitoes. 2. Jamestown was the first English colony. 3. The demand for tobacco caused farms to grow into. 4. After the marriage of John Rolfe and Pocahontas, a peace developed that was called. 5. The suffering the slaves endured from Africa to North America was called. 6. The were not receiving religious freedom in England. 7. was the founder of Georgia. 8. became a cash crop for Virginia. 9. Though he died, was the founder and owner of Maryland. 10. A was required to work four to seven years before being freed. 11. A was a group of men who took control once they arrived in Virginia. 12. supplied the three ships for the founding of Virginia. 13. The was the name given to the Indians in the Virginia area. 14. The settlers traveled the and founded the settlement of Jamestown. 15. Someone who owed money and could not pay it went to. 8

9 Answer the following in complete sentences. 16. Pick a colony and write why it was established. 17. Write about the difference is between an indentured servant and a slave. 18. Name two things the settlers grew on their plantations. 19. What was the purpose of Jamestown's council? 20. Explain why Georgia was founded. 9