II. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 1

Transcription

1 Our Colonial Heritage Grade Level or Special Area: Third Grade Written by: Wendy S. Hyndman, The Classical Academy, Colorado Springs, CO Length of Unit: Six lessons approximately days 45 minutes each day I. ABSTRACT Third graders will go back to the early days of their great nation and learn about how it all began. Building upon their studies of Native Americans and Early Explorers they will journey across the Atlantic with the Mayflower, build the first settlement at Jamestown, and learn how the colonies developed from the north to the south. They will meet famous faces like John Smith and William Penn as they learn of the ideals that helped to make us great and the mistakes that helped to make us better. From thirteen to one how our country was begun. II. OVERVIEW A. Concept Objectives 1. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. (Colorado Model Content Standards for Geography, Standard 1) 2. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. (Colorado Model Content Standards for Geography, Standard 4) 3. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. (Colorado Model Content Standards for Civics, Standard 1) 4. Students understand that societies are diverse and have changed over time. (Colorado Model Content Standards for History, Standard 3) 5. Students recognize that religious and philosophical ideas have been powerful forces throughout history. (Colorado Model Content Standards for History, Standard 6) B. Content from the Core Knowledge Sequence 1. History and Geography: American History and Geography: The Thirteen Colonies: Life and Times Before the Revolution: Geography (page 72) a. The thirteen colonies by region: New England, Middle Atlantic, Southern b. Differences in climate from north to south: corresponding differences in agriculture (subsistence farming in New England, gradual development of large plantations in the South) c. Important cities in the development of trade and government: Philadelphia, Boston, New York, Charleston 2. History and Geography: American History and Geography: The Thirteen Colonies: Life and Times Before the Revolution: Southern Colonies (page 72) a. Southern colonies: Virginia, Maryland, North Carolina, South Carolina, Georgia b. Virginia i. Chesapeake Bay, James River ii. 1607: three ships of the London Company (later called the Virginia Company) arrive in Virginia, seeking gold and other riches iii. Establishment of Jamestown, first continuous English colony in the New World Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 1

2 iv. Trade with Powhatan Indians v. John Smith vi. Pocahontas, marriage to John Rolfe vii. Diseases kill many people, both colonists and Indians viii. The Starving Time ix. Clashes between American Indians and English colonists x. Development of tobacco as a cash crop, development of plantations xi. 1619: slaves brought to Virginia c. Maryland i. A colony established mainly for Catholics ii. Lord Baltimore d. South Carolina i. Charleston ii. Plantations (rice, indigo) and slave labor e. Georgia i. James Oglethorpe s plan to establish a colony for English debtors f. Slavery in the Southern colonies i. Economic reasons that the Southern colonies came to rely on slavery (for example, slave labor on large plantations) ii. The difference between indentured servant and slaves: slaves as property iii. The Middle Passage 3. History and Geography: American History and Geography: The Thirteen Colonies: Life and Times Before the Revolution: New England Colonies (page 73) a. New England colonies: Massachusetts, New Hampshire, Connecticut, Rhode Island b. Gradual development of maritime economy: fishing and shipbuilding c. Massachusetts i. Colonists seeking religious freedom: in England, an official established church (the Church of England), which did not allow people to worship as they chose ii. The Pilgrims a) From England to Holland to Massachusetts b) 1620: Voyage of the Mayflower c) Significance of the Mayflower Compact d) Plymouth, William Bradford e) Helped by Wampanoag Indians: Massasoit, Tisquantum (Squanto) iii. The Puritans a) Massachusetts Bay Colony, Governor John Winthrop: We shall be as a city upon a hill. b) Emphasis on reading and education, the New England Primer d. Rhode Island i. Roger Williams: belief in religious toleration ii. Anne Hutchinson Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 2

3 3. History and Geography: American History and Geography: The Thirteen Colonies: Life and Times Before the Revolution: Middle Atlantic Colonies (page 73) a. Middle Atlantic colonies: New York, New Jersey, Delaware, Pennsylvania b. New York i. Dutch settlements and trading posts in New Netherland ii. Dutch West India Company acquires Manhattan Island and Long Island through a (probably misunderstood) purchase from the Indians; Dutch establish New Amsterdam (today, New York City) iii. English take over from the Dutch, and rename the colony New York c. Pennsylvania i. William Penn ii. Society of Friends, Quakers iii. Philadelphia C. Skill Objectives 1. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. (adapted from Colorado Suggested Grade Level Expectations for History, Standard 3, Fifth Grade) 2. Student will describe the religious traditions of various ethnic groups in the Colonial United States. (adapted from Colorado Suggested Grade Level Expectations for History, Standard 6, Fifth Grade) 3. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. (adapted from Colorado Suggested Grade Level Expectations for Geography, Standard 1, Third Grade) 4. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. (Colorado Suggested Grade Level Expectations for Geography, Standard 4, First through Fourth Grade) 5. Students will explain the configuration of a town/city within a county, within a state, within a country, on a continent, and on the Earth. (adapted from Colorado Suggested Grade Level Expectations for Geography, Standard 4, First through Fourth Grade) 6. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. (adapted from Colorado Suggested Grade Level Expectations for Civics, Standard 1, Third Grade) 7. Students will describe and discuss the reasons for human migrations such as slave trade, wars, and persecution. (adapted from Colorado Suggested Grade Level Expectations for Geography, Standard 4, Fifth through Eighth Grade) III. BACKGROUND KNOWLEDGE A. For Teachers 1. Hakim, Joy. A History of US: Making Thirteen Colonies 2. Pearson Learning Group. Pearson Learning Core Knowledge History and Geography: Level Three (pp ) (a free sample copy of Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 3

4 this book can be obtained by contacting your local Pearson Learning representative; see and follow the link to the Pearson Learning website) B. For Students 1. Student will have prior experience with spatial sense related to geography topics. (Core Knowledge Sequence, Third Grade, page 69) 2. Student will have prior knowledge of the Earliest Americans to include the Eastern Woodland Indians. (Core Knowledge Sequence, Third Grade, page 71) 3. Student will have prior knowledge of the Early Exploration of North America to include early Spanish, French, and English exploration and settlement. (Core Knowledge Sequence, First Grade, page 29 Third Grade, pp ) 4. Students will have knowledge about the lost colony of Roanoke from First grade. (Core Knowledge Sequence, First Grade, page 29) IV. RESOURCES A. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group (Lessons One-Six) B. The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky (Lesson Two- Three) C. Adventures in Colonial America: Jamestown New World Adventure, by James E. Knight (Lesson Two-Three) D. James Towne: Struggle for Survival, by Marcia Sewall (Lesson Two-Three) E. Cornerstones of Freedom: The Jamestown Colony, by Gail Sakurai (optional) (Lesson Two-Three) F. Roanoke: The Lost Colony, by Bob Italia (optional) (Lesson Two) G. Roanoke: The Lost Colony, by Brooke Coleman (optional) (Lesson Two) H. Junior World Explorers: John Smith, by Charles P. Graves (Lesson Two-Three) I. A History of US: The Thirteen Colonies, by Joy Hakim (Lesson Three-Six) J. The Colony of Virginia, by Brooke Coleman (Lesson Three) K. Pocahontas: Daughter of a Chief, by Carol Greene (Lesson Three) L. How We Lived In the Southern Colonies, by Deborah Kent (Lesson Three-Four) M. The Colony of Maryland, by Brooke Coleman (Lesson Four) N. The Colony of South Carolina, by Susan Whitehurst (Lesson Four) O. The Colony of North Carolina, by Susan Whitehurst (Lesson Four) P. Life on a Plantation, by Bobbie Kalman (Lesson Four) Q. Life on a Southern Plantation, by Sally Senzell Isaacs (Lesson Four) R. The House on Stink Alley: A Story about the Pilgrims in Holland, by F.N. Monjo (optional) (Lesson Five) S. On the Mayflower: Voyage of the Ship s Apprentice and a Passenger Girl, by Kate Waters (Lesson Five) T. The Colony of Massachusetts, by Susan Whitehurst (Lesson Five) U. Finding Providence: The Story of Roger Williams, by Avi (Lesson Five) V. Old Silver Leg Takes Over: A Story of Peter Stuyvesant, by Robert Quackenbush (Lesson Six) W. On the Day Peter Stuyvesant Sailed into Town, by Arnold Lobel (optional) (Lesson Six) X. The Colony of New York, by Susan Whitehurst (Lesson Six) Y. William Penn: Founder of Pennsylvania, by Steven Kroll (Lesson Six) Z. The Colony of Pennsylvania, by Susan Whitehurst (Lesson Six) AA. The Colony of New Jersey, by Susan Whitehurst (Lesson Six) BB. Adventures in Colonial America: The Village, by James E. Knight (Lesson Six) CC. The Colony of Delaware, by Susan Whitehurst (Lesson Six) Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 4

5 V. LESSONS Lesson One: The English Settle Their Claim (45 minutes 1 hour) A. Daily Objectives 1. Concept Objective(s) a. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. b. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: Geography i. The thirteen colonies by region: New England, Middle Atlantic, Southern ii. Differences in climate from north to south: corresponding differences in agriculture (subsistence farming in New England, iii. gradual development of large plantations in the South) Important cities in the development of trade and government: Philadelphia, Boston, New York, Charleston 3. Skill Objective(s) a. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. b. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. c. Students will describe and discuss the reasons for human migrations such as slave trade, wars, and persecution. d. Students will explain the configuration of a town/city within a county, within a state, within a country, on a continent, and on the Earth. B. Materials 1. Copy book or folder to build a unit notebook (for all lessons in this unit -see Appendix A) 2. Pencil for each student (for all lessons in this unit) 3. Appendix B Thirteen Colonies Map one per student trimmed to fit in copy book 4. Glue stick for each student 5. Transparency Appendix B Thirteen Colonies Map 6. Overhead markers (for all lessons in this unit) 7. Overhead projector (for all lessons in this unit) 8. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group (single copy for teacher or copies for each student if available) 9. White board or chalk board and markers or chalk (for all lessons in this unit) 10. Wall map of the U.S. 11. Colored pencils for each student red, green, yellow, and blue 12. Appendix B-1 Thirteen Colonies Map Checklist copy for each student Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 5

6 C. Key Vocabulary 1. Colonization the process of people settling in a distant land but remaining connected to their homeland 2. Region an area whose landscape, climate, soil, and way of life make it different from other areas 3. Harbor a place where ships can land easily and safely 4. Port a town or city with a harbor where ships can dock and load and unload cargo D. Procedures/Activities 1. Introduce this unit by reviewing what your students know about settlement in the New World. They have already studied Exploration and know that Spain had claimed land in the south and southwest parts of North America. France has made claims to lands to the north in what is now Canada. It was now time for England to take their part in this adventure. Talk to students about what life was like in England at this time, the early 17 th century. Explain that England was crowded. Wood for homes was scarce. Farmland was hard to find and the streets of London were full of beggars. There were many people in England who thought that this new world would hold a lot of opportunity. Explain to students that this thinking is what began what we call the colonization of North America. 2. Have students open their copybook and make the first page a title page for The Thirteen Colonies. This can be done on notebook paper if you are using a folder. You could also provide them with a pre-printed title page. Hand out student copies of Appendix B - Thirteen Colonies Map. Have students glue this map on the next page of their copybook using a glue stick. Using the transparency, have students title this map The Thirteen Colonies on the lines to the left of the Great Lakes. 3. Tell students that they will be using this map throughout today s lesson as they learn a bit of background about the geography of the Thirteen Colonies and the reasons why the colonies were settled. 4. Instruct students to take out Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. (If student books are not available, you will read to students from your copy.) Read together pp , stopping before The New England Colonies. Discuss with students the reasons that the early settlers came to the colonies. (to seek their fortune, to worship as they pleased, to earn money to survive, to be slaves) Write these four reasons on the board to refer back to later in the lesson. 5. Continue reading on pp , The New England Colonies. As you read with students, point out the New England area on the wall map. Have students point to the New England area on the map in their book and then have them find the New England area on their map in their copy book (step 2). 6. Discuss the terms region and harbor with students as you encounter them in the reading. Have students read the definitions from the book, or write them on the board for them to see. 7. As you finish reading this section, discuss with students the way in which the natural resources of New England affected the lifestyle that the people had there. (Rocky soil and short growing season meant farming was not ideal. Good forests meant they could build ships and homes. Good fishing provided them with food for themselves and something to trade with other colonies and countries.) 8. Before going on to The Middle Colonies, have students turn to their map and using the overhead, guide them in labeling New Hampshire, Massachusetts, Rhode Island, and Connecticut. They should label these neatly, in pencil. Then Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 6

7 have students write New England Colonies in the Map Key at the bottom. (Guide them to write small and close to the top line, as they will also write the titles for the other two sections of the colonies later on.) Using a red colored pencil, instruct students to draw a small, red, rectangular box after these words. 9. Have students go back to the text and read The Middle Colonies together. Again, point out the states as you discuss them on the various maps. Also discuss the resources of the middle colonies and how they affected the lives of the people. Discuss how the middle colonies were different from the New England colonies. (Growing season was longer due to milder climate so crops grew well. Soil was more fertile and less rocky. Good coastline for fishing and harbors.) Emphasize the nickname Bread Colonies and discuss its origin with the class. 10. Again, have students now label the middle colonies on their copy book maps. They should label New York, Pennsylvania, New Jersey, and Delaware. Have them write Middle Colonies in the map key with a small green box next to it. 11. Read with students, page 164, The Southern Colonies and follow the same process for discussion, labeling the states, and labeling and coloring the key yellow. Be sure to mention the warmer climate of the south which allows for a much longer growing season. Tell students that this will be important for them to remember later on when they study the southern colonies in more detail and learn about the type of farming that was prevalent there. 12. Now tell students that there are several other things they need to label on their map, and these are some of the major cities that were very important to the colonies for trade with one another and with England. Read together, pp , Port Cities and Centers of Trade. Ask students to brainstorm about what kinds of things the colonies had to get from England that they were not able to provide for themselves. Explain to them that almost all manufactured goods, such as furniture, guns, books, and clothing were purchased from England for quite a while until the colonists were able to set up their own shops and factories to produce them on their own. They also got things like tea, spices, and sugar from other countries, because they could not grow them in the colonies. 13. Have students label the city of Boston, Massachusetts. Remind them that Boston was built on a bay that provided a good harbor. Next, have them label New York City, also discussing the advantage of a good harbor and access to rivers to take goods inland. Have students point to the state of Pennsylvania and then have them label Philadelphia. Point out on your wall map that Philadelphia sits on the shores of the Delaware River which flows into the Atlantic Ocean. Have students label the Atlantic Ocean on their map at this time as well. Show them that a ship could sail from Philadelphia, down the Delaware, and directly to the Atlantic, which would enable them to sail on to England. Remind them that Philadelphia became a very large port city. Finally, have students label Charleston, South Carolina. Tell them that Charleston was to become the only big city in the southern colonies and will serve as a port of entry for many slaves that will come to America later on in our study. 14. Now have students go back to their copy book maps and color the colonies according to the key that they made at the bottom. Instruct them to neatly and quickly color the four New England states red. Be sure they know to leave the State of Vermont white. It was not a separate colony but was originally part of New York at one time. Then have students color the middle colonies green and the southern colonies yellow. Also instruct students to color the two Great Lakes and the Atlantic Ocean blue. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 7

8 15. As students finish coloring their maps, encourage them to chat with a partner about the things they learned in today s lesson as a review. 16. Wrap-up the lesson by writing three headings on the board, New England, Middle Atlantic, and Southern. Have students give you facts that they remember about the three colonial regions. Write these facts on the board to review the main points. Include information regarding state names, resources, major cities, etc. 17. Tell students that in the next lesson, they will learn about the beginnings of the Virginia Colony. 18. Hand out Appendix B-1 Checklist for Thirteen Colonies Map and have students self-evaluate their copy book map (Appendix B). When complete, students should have a peer review their map and checklist to double-check and then turn in their checklist for grading. E. Assessment/Evaluation 1. Student accurate completion of Appendix B Thirteen Colonies Map will be evaluated using Appendix B-1 Checklist for Thirteen Colonies Map, first by self-checking, then peer-checking, and finally teacher review. 2. Student knowledge of material covered in Lesson One will be reviewed and evaluated on a pop quiz in Lesson Two (Appendix B-2 Lesson One Pop- Quiz). Lesson Two: John Smith Helps a Colony Survive (three days 45 minutes each day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. b. Students understand that societies are diverse and have changed over time. c. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: Southern Colonies (page 72) i. Southern colonies: Virginia, Maryland, North Carolina, South Carolina, Georgia ii. Virginia a) Chesapeake Bay, James River b) 1607: three ships of the London Company (later called the Virginia Company) arrive in Virginia, seeking gold and other riches c) Establishment of Jamestown, first continuous English colony in the New World d) John Smith 3. Skill Objective(s) a. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 8

9 Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. b. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. c. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. d. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. B. Materials 1. Appendix B-2 Pop-Quiz Lesson One Content one copy per student (be sure to cover key before copying) (Day One) 2. Transparency Appendix B Thirteen Colonies Map (Day One and Three) 3. The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky 4. Adventures in Colonial America: Jamestown New World Adventure, by James E. Knight 5. James Towne: Struggle for Survival, by Marcia Sewall 6. Cornerstones of Freedom: The Jamestown Colony, by Gail Sakurai (optional) 7. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group 8. Several copies of photographs or pictures of English gentlemen from the early 1600 s 9. Several samples of pure wool and/or linen clothing or fabric for students to feel. 10. Wall map of the U.S. 11. Several pictures or prints of forts built during the Colonial or early Revolutionary era 12. Appendix C Ship Web one copy per student (Day One) 13. Colored pencils for each student 14. Scissors for each student 15. Glue stick for each student 16. Appendix C-1 one copy (half sheet) for each student Rubric for Ship Web (Day One) 17. Appendix D Fort at Jamestown one copy for each student (Day Two) 18. Appendix D-1 The Fort at Jamestown overhead transparency (Day Two) 19. Appendix D-1 two copies of Rubric for each student (if chosen) (Days Two and Three) 20. Appendix B Thirteen Colonies Map one NEW copy for each student 21. Roanoke: The Lost Colony, by Bob Italia (optional Day Three) 22. Roanoke: The Lost Colony, by Brooke Coleman (optional Day Three) 23. Appendix E John Smith Picture copy for each student (Day Three) 24. Junior World Explorers: John Smith, by Charles P. Graves 25. Appendix E-1 Character Map for each student (Day Three) C. Key Vocabulary 1. Gentleman in England in the 1600 s, a man who belonged to the upper class 2. Palisade a fence of large pointed stakes, or posts, to protect against attack D. Procedures/Activities 1. Day One - Review Lesson One with students, discussing and reviewing the reasons that the early settlers came to America. Review the three regions that were discussed, using their copy book maps and overhead transparency of Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 9

10 Appendix B Thirteen Colonies Map. Review also the major cities that were discussed and their locations. After a thorough review of all material has been discussed, tell students that they will have a pop-quiz to determine their understanding of the content from Lesson One. 2. Hand out student copies of Appendix B-2 Pop-Quiz Lesson One Content. Explain directions to students thoroughly. Allow sufficient time for all students to complete this review quiz and collect for evaluation. 3. Tell students that in this lesson they will be learning about the first colony that was begun in the New World. Begin by asking students what the New World looked like to those first people who stepped foot on the land. They should remember that the Explorers found Indians. They should also remember that the land was wild and untamed. Ask students how they think the first settlers felt when they stepped foot on the land. What kinds of things would they need to do to survive? Brainstorm with students and journal responses on the board. 4. Read The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky, pp This passage gives students a good background for what Virginia was like before the first settlers arrived. 5. Tell students that you have a book called Adventures in Colonial America: Jamestown New World Adventure, by James E. Knight that you will be reading to them from over the next few days. Explain that this book is a reproduction of a journal that was written by a Jamestown settler when the colony began. 6. Read pp from Adventures in Colonial America: Jamestown New World Adventure, by James E. Knight. Discuss what it must have been like to be on those ships and to be at the new settlement. You could also read James Towne: Struggle for Survival, by Marcia Sewall, pp right now before going on. It tells the story from another interesting perspective. Cornerstones of Freedom: the Jamestown Colony, by Gail Sakurai also has good information on pp related to this topic if you have time to include it, but it is mostly review. 7. Have students read Pearson Learning History and Geography: Level Three, by Pearson Learning, pp , stopping before An Unusual Friend. Discuss with students the concept of the English gentleman. Ask them if they think these gentlemen were dressed appropriately for what they encountered in Virginia? Show pictures or paintings of English gentlemen. Let students decide if these types of clothing were appropriate for the living conditions they would soon encounter. Also, let students know that the clothing these gentlemen wore was made of wool or linen. Ask if they think that wool, after feeling it, would be very comfortable in the climate of Virginia. Using the wall map point out the State of Virginia. Point out to students that it borders the Atlantic Ocean and is one of the southern colonies. Ask what they think the climate is like in this area. Encourage them to figure out that wool and linen clothing would be hot and sticky. The style of their clothing was also not very appropriate for the land that they had come to. It was covered with dense forests and brush. Their clothing would have caught on branches and bushes, etc. It would have been warm, causing them to sweat a lot in warm weather, and probably drew more mosquitoes toward them as well. 8. Have students continue reading pp , stopping before Jamestown. Talk with students about John Smith. Encourage them to tell you all they know about who he was. Students should have some prior knowledge from their study in 1 st grade. Record student observations on the board. 9. Ask students if they can think of why John Smith and Mr. Edward Wingfield might have had the disagreement. See if students can figure out that John Smith Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 10

11 was a very practical man and he saw the demise of the colony coming. See if they can predict that the other men are so used to their gentlemanly lives, that John Smith s practicality in many matters irritated them. He was not of the same stock as they were and his experiences on other voyages had taught him many things about the new world. This will be to their advantage later on. Tell students that they will learn more about John Smith later on in this unit. 10. Reread pp , beginning with the last two paragraphs. Ask students why they think John Smith was chosen as one of the rule makers by the Virginia Company. Encourage students to figure out that the Virginia Company had selected Smith for this voyage for a reason. He had experience. Ask what they think might happen because the other men would not accept him as an equal? (The colony might get into real trouble.) 11. Have students read on, beginning on page 168, Jamestown and finish reading through the end of page 169. Discuss the way that Smith helped Thomas learn how to survive and how he used the natural resources available to him to begin work on the fort, etc. Also, discuss the meaning of the word palisade with class. Have them point out the palisade around the fort in the picture at the bottom of the page. If you have other pictures of forts available, show them to students at this time. Have them compare the fences around the forts or the other ways in which the forts were fortified. Discuss the need for this and the ways that the fortification improved over time. Ask students if they think that these improvements had anything to do with the Indians that lived around the forts. (Over time, the colonists learned how to better fortify to prevent against Indian attack.) 12. Point out to students that now the council was ready and willing to listen to John Smith. Talk with students about how people s perceptions of situations can change once tragedy strikes. Now the council members were more than willing to let John Smith lead. Tell students they will learn more about how John Smith proved to be a great leader for the colony in the next lesson. 13. Hand out Appendix C- Ship Web to each student. Tell students that they will now summarize the material that they have just read about the beginnings of the Virginia Colony on this web. Writing in the sails of the ship, have students tell you what year the English sailed to Virginia. (1607) Ask them the name of the company that paid for, or sponsored, the trip. (Virginia Company of London) Ask what kind of people made this trip. (English gentlemen) Can anyone remember the names of the three ships? (Godspeed, Susan Constant, Discovery) Write these names all in one sail. Ask students what the waterways were called that they first sailed into. (Chesapeake Bay, James River) Put these in the same sail. Ask who the man was that had an argument with Mr. Wingfield and ended up in chains. He later became the leader of the colony. (John Smith) Finally, ask students what Smith taught Thomas to build around the fort that helped to protect the fort from Indian attack. (palisade) 14. After students have finished writing in the main sails of the ship, have them glue the ship to the next clean page of their copybook. They can title the page, A Colony Begins. Using colored pencils instruct students to color the ship and the water neatly. If they would like to add people to the ship they can to make it look more realistic. 15. As students color, walk around and ask them questions to review the facts covered in this lesson. Have them also share with a neighbor by retelling the story of the beginnings of the settlement. Remind students that they will be learning more about John Smith in the next lesson. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 11

12 16. Day Two - Introduce today s lesson by asking students to recall information that they discussed yesterday regarding the Fort at Jamestown. See how many details they can remember, especially related to John Smith building the palisade for protection. Hand out copies of Appendix D Fort at Jamestown and have students trim it to the shape of the triangle and glue it to the top of the next clean page of their copy book. 17. Tell students that now you would like them to write a short paragraph detailing all of the facts that they remember about the beginnings of Jamestown. You may show them the transparency of Appendix D-1 The Fort at Jamestown as an example, or have them just copy it if you prefer. If you are having students write a paragraph on their own, use the web from Day One or whatever other method you have established for writing informative paragraphs with them already. A sample rubric for grading is also included in Appendix D Day Three - Review information with class regarding the settlement at Jamestown. If paragraphs did not get finished in the last lesson, complete them now or review any additional reading material you did not get to in Day One. 19. Hand out Appendix B Thirteen Colonies Map NEW copy to each student. 20. Have students trim map and glue onto next clean page in their copy book. Have students label this map The Southern Colonies on the lines to the left of the Great Lakes. 21. Ask students what the name of the first permanent English settlement in Virginia was. (Jamestown) Have students use a pencil and label Jamestown on their map. (See page 163 in Pearson Book for map for reference.) 22. Ask students what the name of the river was that the Jamestown settlers decided to build their Fort near for fresh water. (James River) Using a blue colored pencil, have them label the James River. Ask them what major body of water is located right near the James River that provided a waterway access from the Atlantic Ocean to the James River. (Chesapeake Bay) Have students label Chesapeake Bay and the Atlantic Ocean and use their blue colored pencil to color both. Then ask students to label the five southern colony states again; Maryland, Virginia, North Carolina, South Carolina, and Georgia. They will color these later after they label some cities, so make sure they do not color now, or labeling will be more difficult. 23. Tell students that now they will learn a bit more about John Smith, what kind of man he was, and some of the major contributions he made to the success of the Jamestown colony. 24. Have students take out their Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. Prior to reading, tell students about the failed colony of Roanoke. Help students find Roanoke Island on a map and remind them that the English colony there had been set up twenty years before Jamestown. They should remember this from First grade. (If students do NOT have background about Roanoke yet, read Roanoke: the Lost Colony, by Brooke Coleman or Roanoke: the Lost Colony, by Bob Italia now to give students a bit of background.) Discuss with them a bit about why the colony failed. Make sure they understand that we really don t know exactly what happened, but we assume that they ran out of food, were attacked, or maybe died of disease. We don t really know. Have them tell you why they think that Jamestown was more successful and write predictions on the board to review later. 25. Read together pp of Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. As you are reading, Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 12

13 discuss the process that John Smith went through to get the colonists to work and why he was so successful. Use the reading as a spring board to discuss the leadership qualities that John Smith possessed. Ask students what the reasons were that Jamestown survived. (Smith made everyone work. He made them finish the Fort for protection. He learned the ways of the Indians and learned how to trade with them for things that they needed.) 26. Hand out student copies of Appendix E Picture of John Smith. Have students glue picture onto the next clean page of their copybook. Under the picture, have students title this page Captain John Smith. Ask students to use colored pencil and color the picture of John Smith while you read to them a bit more about his life. Read Junior World Explorers: John Smith, by Charles P. Graves, pp This book gives a great background for students as to why John Smith was so prepared to be a leader in Jamestown. 27. Using Appendix E-1 Character Map, have students describe John Smith, filling in one section for each characteristic. Students should fill in things such as good leader, soldier at a young age, fought the Turks, taken a slave by Turks, sailed for Virginia Company in 1607, built Fort at Jamestown, rule: no work, no eat, and became leader of Jamestown. 28. Using their web, have students write a paragraph about John Smith. Follow your established method for writing informative paragraphs with your class. Final copies of paragraphs should be copied into copy book under the picture of John Smith when students are finished. Paragraphs should be graded for accuracy of information. (Appendix D-1 Informative Paragraph Rubric may be used.) E. Assessment/Evaluation 1. Student s completion of Appendix C Ship Web will be evaluated for correct completion using Appendix C-1 Rubric for Ship Web. 2. Student paragraphs The Fort at Jamestown will be assessed (if chosen) using Appendix D-1 Rubric. 3. Student paragraphs John Smith will be assessed using Appendix D-1 Rubric. 4. Students understanding of the beginnings of the Jamestown Colony will be evaluated with a quiz in Lesson Three. Lesson Three: The Starving Time (three days - 45 minutes each day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. b. Students understand that societies are diverse and have changed over time. c. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: Southern Colonies i. Southern colonies: Virginia, Maryland, North Carolina, South Carolina, Georgia Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 13

14 ii. Virginia a) Chesapeake Bay, James River b) 1607: three ships of the London Company (later called the Virginia Company) arrive in Virginia, seeking gold and other riches c) Establishment of Jamestown, first continuous English colony in the New World d) Trade with Powhatan Indians e) John Smith f) Pocahontas, marriage to John Rolfe g) Diseases kill many people, both colonists and Indians h) The Starving Time i) Clashes between American Indians and English colonists j) Development of tobacco as a cash crop, development of plantations k) 1619: slaves brought to Virginia 3. Skill Objective(s) a. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. b. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. c. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. d. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. B. Materials 1. Junior World Explorers: John Smith, by Charles P. Graves 2. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group 3. A History of US: The Thirteen Colonies, by Joy Hakim 4. James Towne: Struggle for Survival, by Marcia Sewall 5. Adventures in Colonial America: Jamestown New World Adventure, by James E. Knight 6. The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky 7. Cornerstones of Freedom: The Jamestown Colony, by Gail Sakurai 8. The Colony of Virginia, by Brooke Coleman 9. Pocahontas: Daughter of a Chief, by Carol Greene 10. How We Lived In the Southern Colonies, by Deborah Kent 11. Appendix A How to Make a Mini-Booklet instructions for teacher X 17 paper (copy bond) for each student 13. Scissors for each student 14. Colored pencils for each student 15. Glue stick for each student 16. Appendix F Rubrics one copy of each per student 17. Appendix F-1 Virginia Quiz one copy per student 18. Appendix F Virginia Quiz Answer Key Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 14

15 C. Key Vocabulary 1. Governor a leader who is either appointed or chosen by the people 2. Cash crop a crop that a farmer grows in large amounts to sell 3. Massacre the deliberate killing of a large group of people D. Procedures/Activities 1. Day One - Tell students that today, they will be learning the rest of the story about John Smith and talking about a very difficult time for the Virginia settlers. 2. Read Junior World Explorers: John Smith, by Charles P. Graves, pp Discuss the situation of John Smith leaving the colonies and the colonies need to take care of themselves. Ask students what they think might happen while John Smith is gone. (colony may have failed) 3. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp You may also read passages from The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky, pp , Adventures in Colonial America: Jamestown-New World Adventure, by James E. Knight, pp , James Towne: Struggle for Survival, by Marcia Sewall, pp , and Cornerstones of Freedom: The Jamestown Colony, by Gail Sakurai, pp After you have done sufficient reading and discussion regarding The Starving Time, have students take out their copy books, rulers, and colored pencils. 5. Direct students to open to the next clean two page spread in their copybook. Instruct them to divide both pages in half horizontally, using their ruler and pencil. Next, ask them to divide the bottom half of the left hand page into half vertically as well. They should then divide the right hand page into half vertically, so that they have four equally sized boxes on that page. 6. Instruct students to put a title for these two pages in the large half page section at the top of the left hand page. They should title these pages The Starving Time. Under that they should write Jamestown and under that the years Next, have students number six boxes from bottom left to bottom right and then from top to bottom and left to right on the right hand page. They should have the boxes labeled #1-6 when they are finished. Direct students to retell the story for you and encourage them to tell the story in the proper sequence of events. Have students dictate the six main events in this story of Jamestown. You can have the students write their own captions, or copy these: 8. In box #1, have students write John Smith made sure things went well for the colony. He made friends with and traded with the Indians. 9. In box #2, have them write John Smith was hurt when gun powder exploded. He had to go back to England to get well. 10. In box #3, they should write The new leader was not as strong as John Smith. The colonists got lazy and didn t work hard. 11. In box #4 write They tried to trade, but were unfair to the Indians. The Indians got mad and kept the colonists captive inside of their Fort. 12. Box #5, They could not get enough food and many starved to death. By spring, only 60 people were still alive. 13. Box #6, Ships arrived from England with a new governor and supplies. Virginia had been saved! 14. When students are finished writing the captions for each box, have them illustrate each part of the story. They should draw pictures in the boxes and then color them neatly. Pictures should correspond to the topic of each box. 15. Tell students that the next lesson will be about how Virginia survives this difficult time and about an old friend of John Smith s that they know a lot about! Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 15

16 16. Day Two Review the information from the last lesson about The Starving Time by having students look back over their copy book page drawings and retelling the story to the class. Tell students that some of the settlers did indeed survive and that the ships that came from England with more people and settlers were very important to their survival. You can review with students by reading excerpts from The Colony of Virginia, by Brooke Coleman, pp Beginning on page 13, begin discussion and reading with students about the success of the colony after tobacco became a cash crop. Read pp quickly and save discussion for later on. You can also add to student s background knowledge by reading Cornerstones of Freedom: the Jamestown Colony, by Gail Sakurai, pp , Junior World Explorers: John Smith, by Charles P. Graves, pp , and The Settling of Jamestown, by MaryLee Knowlton and Janet Riehecky, pp Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp Discuss how the colony went on to survive and prosper. Students will be familiar with the story of Pocahontas and the legend surrounding her saving of John Smith s life. You could read Pocahontas: Daughter of a Chief, by Carol Greene to students at this time if they do not seem to have any background on Pocahontas and the legend surrounding her saving of John Smith s life. Current thought is that this event might not really have happened, but you can explain to students that John Smith was known to exaggerate at times, and perhaps this story has lasted due to this. Whatever the case, many believe that if Pocahontas had not urged her father Powhatan to trade food for other goods with the English that the colonists would have indeed starved to death in the winter of Discuss the importance of the tobacco industry to the colony of Virginia at this time. Your students will most likely think that tobacco is a bad thing. It is true that tobacco has been found to be a very unhealthy product and you should not make light of that with your students. Explain to them that even King James, the king of England at the time felt that tobacco was very bad for people. Help students to understand, that even though we know, as King James did, that tobacco is bad for us, that it was very important to the survival of Virginia. Many people planted tobacco and traded it for other things that they needed. Huge plantations developed because of tobacco and slavery began in the colonies to help the owners make a better profit. It is difficult for children to see any benefit to any of this, but if it had not been for this industry, history may have read quite a bit differently. Be sure in your discussion that you explain the meaning of the term cash crop to students. You are sure to encounter some lively discussion and opinions from your students regarding this topic. Allow them to share, but try not to sway too much from the factual information that they need to understand. 20. Also discuss with students the wars that developed with the Indians over the fight for land on which to grow the tobacco. Point out that the Indians lost, as many died from disease. The English also had weapons that were not available to the Indians, which gave them a great advantage. 21. Explain to students that the growth of large plantations made it necessary for the second evil of the colonies, slavery. Your students will also probably have strong opinions about this! This would be a good time to read How We Lived In the Southern Colonies, by Deborah Kent, pp This book gives a good overview of what plantation life was like and why plantations were important to the tobacco industry. It will help them understand slavery a bit Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 16

17 better. Again, avoid getting into controversy over right and wrong here, but discuss that slavery was the early colonists answer to the problem of how to make the most money with the smallest amount of work on their part! Right or wrong, it is a fact of history. 22. Hand out one sheet of 11 X 17 white copy bond paper to each student and have them make a mini-booklet according to Appendix A instructions. Have students draw a cover on their booklet titled Virginia Succeeds. They can put their name on the bottom right corner, written by their name. Have them illustrate the cover with a picture of Virginia or something else that they choose. Retell the story with students beginning with Pocahontas meeting John Smith. Have students retell the story to you and have them label and illustrate a page in their book for each major event as follows: 23. On the inside cover, page one of their booklet have students neatly write Pocahontas was a friend of John Smith. They should draw a picture of Pocahontas and John Smith and color them. 24. Instruct students to label page two, on the right. They should write John Rolfe arrives in Virginia. Have them draw a picture of a gentleman-looking man smoking a pipe. 25. On page three, discuss what John Rolfe did for the colonies, namely, developing tobacco. Have them label the page tobacco and draw a field of tobacco growing. 26. After John Rolfe begins growing tobacco, he falls in love with Pocahontas. On page four, instruct students to label the top of the page Pocahontas marries John Rolfe. Then have them label at the bottom of the page Son Thomas is born. Pocahontas dies in England. In the space in the middle of the captions, have students draw two vertical lines to divide the remaining space into thirds. In the first section on the left, they should draw the marriage of Pocahontas and Rolfe. In the center section, they should draw baby Thomas, and in the third section, a representation of Pocahontas grave. 27. Next, talk with students about how tobacco became a cash crop for Virginia. On page five, instruct students to draw a diagonal line from top right to bottom left to divide the page in half. Have them label the top half John Rolfe grows tobacco as a cash crop and have them draw a picture of tobacco and paper money. Have them label the bottom half Indian Wars and talk about how the growing of the tobacco caused the Indians to fight with the English over the need for their land. Have students draw a picture of the English fighting with the Indians. 28. On the last page, discuss that out of this, Plantations were formed. Have students label this last page Plantations and Slavery. Have them draw a picture of a large manor house, a large grassy field in the center and slave quarters surrounding the field. They can draw slaves in the field to add to the picture. 29. Students should color all of their pictures with colored pencil. When they are finished, they should glue their booklet to the next clean page in their copy book. 30. Day Three Review material with students covered in Lessons Two and Three related to the beginnings of Virginia, John Smith, Pocahontas, John Rolfe, the Starving Time, etc. 31. Give quiz Appendix F-1. Collect to be graded. 32. Tell students that in the next lesson, they will be learning about another of the southern colonies, the colony of Maryland. E. Assessment/Evaluation 1. Student copy book pages for The Starving Time will be evaluated using a rubric (Appendix F). Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 17

18 2. Student mini-booklet Virginia Succeeds will be evaluated using a rubric (Appendix F). 3. Students understanding of material covered about Virginia, John Smith, Pocahontas, and John Rolfe will be assessed using a quiz. (Appendix F-1) Lesson Four: The South Religion, Plantations, Debtors, and Slaves (five-six days 45 minutes each day [see note on Day Five]) A. Daily Objectives 1. Concept Objective(s) a. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. b. Students recognize that religious and philosophical ideas have been powerful forces throughout history c. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. d. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. e. Students understand that societies are diverse and have changed over time. 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: Southern Colonies i. Southern colonies: Virginia, Maryland, North Carolina, South Carolina, Georgia ii. Maryland a) A colony established mainly for Catholics b) Lord Baltimore iii. South Carolina a) Charleston b) Plantations (rice, indigo) and slave labor iv. Georgia a) James Oglethorpe s plan to establish a colony for English debtors v. Slavery in the Southern colonies a) Economic reasons that the Southern colonies came to rely on slavery (for example, slave labor on large plantations) b) The difference between indentured servant and slaves: slaves as property c) The Middle Passage 3. Skill Objective(s) a. Student will describe the religious traditions of various ethnic groups in the Colonial United States. b. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 18

19 c. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. d. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. e. Students will describe and discuss the reasons for human migrations such as slave trade, wars, and persecution. f. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. B. Materials 1. The Colony of Maryland, by Brooke Coleman 2. Appendix G Maryland Venn Diagram one copy for each student 3. Appendix G-1 Teacher overhead of Maryland Venn Diagram one transparency 4. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group 5. Teacher transparency of Appendix B Map of Thirteen Colonies 6. Wall map of U.S. 7. Student copies of Appendix G-2 Pictures of Calverts only 8. Transparency of Appendix G-2 9. Student copies of rubrics Appendix G Bag of M&M s (enough for each child to have a few) unopened 11. Student copies of Appendix H Colonial Trade Map 12. Transparency of Appendix H-1 Plantations and Slavery 13. Colored pencil for each student 14. The Colony of South Carolina, by Susan Whitehurst 15. The Colony of North Carolina, by Susan Whitehurst 16. Life on a Plantation, by Bobbie Kalman 17. Life on a Southern Plantation, by Sally Senzell Isaacs 18. How We Lived In the Southern Colonies, by Deborah Kent 19. Student copies of Appendix H-2 Plantation Activity 20. Scissors for each student 21. Glue stick for each student 22. Transparency of Appendix H-3 Plantations in Carolina 23. Transparency of Appendix I The Story of Georgia 24. Student copies of Appendix I Rubric for Informative Paragraph (optional) 25. Student copies of Appendix J Review Sheet Southern Colonies (two pages) 26. Student copies of Appendix J-1 Test Southern Colonies (four pages) 27. Appendix J-2 Test Key Southern Colonies C. Key Vocabulary 1. Catholic Christians who believe that the Pope is the head of the Church 2. Protestant a Christian who is not part of the Catholic religion 3. Tolerate to accept someone or something that is different 4. Bond servant people who have to work for someone for a certain number of years 5. Charter an official paper giving someone permission to do something 6. Discriminate to treat unfairly Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 19

20 7. Indenture the length of time a bond servant has to work for a master 8. Lord of a manor someone given a large area of land 9. Plantation very large farm where crops like tobacco and cotton were grown; many used slaves to work these large farms 10. Worship to pay great honor and respect to someone or something 11. Indigo a plant that can be sued to make blue dye D. Procedures/Activities 1. Day One - Tell students that today they will be learning about another of the southern colonies (this is sometimes considered a middle colony) that was very important to the formation of our country. This colony was the colony of Maryland, and unlike Virginia, Maryland was started for religious reasons, not in a search for gold and riches. 2. Read The Colony of Maryland, by Brooke Coleman, page 5, explaining the terms Protestant and Catholic to students as you read. After reading, hand out student copies of Appendix G Maryland Venn Diagram. Tell students that we are going to do a comparison of these two groups in the colonies today and how Maryland was the colony that helped both groups to live in peace and harmony. 3. Explain to students that Protestants at this time were people who believed that the King of England was the head of the church. Most people in England belonged to the Church of England. There came a time when if you did not belong to this church, you were severely persecuted by both the church and the government. The King said that everyone had to be Protestant and belong to the government church. 4. Show students the first comment under Protestant on your overhead of the Venn diagram (Appendix G-1) and have them copy it onto their own copy. Encourage them to write small so that everything fits. 5. Ask students if anyone knows what the Catholics believe with regard to who is the head of the church. If no one knows, explain to them that they believed that the Pope, in Rome, was the head of the church. Explain that this is a person who is in charge and makes all of the decisions for the church and policies related to the church. Again, show that section of your transparency, and have students copy the first bullet under Catholics. 6. Referring back to page 5 of The Colony of Maryland, by Brooke Coleman, ask students if they can figure out the stand that the colony of Maryland would have taken on this issue. Lead students to see that Maryland provided toleration for all. Show the first bullet for Maryland and have students copy. 7. Read The Colony of Maryland, by Brooke Coleman, pp Ask students why some people left England to come to Maryland. Explain that some left for religious freedom. Catholics left so that they could continue to practice the Catholic religion instead of attending the Church of England. Show the second bullet under Catholics and have students copy. Explain that some of the others left for religious freedom too, but many of the Protestants who left, left so that they could improve their lives. They were very poor and could not make a good living in England. They had their trip over paid for by the wealthy Catholics who in turn had them work for them for a number of years to pay them back. They were called indentured servants. Show the second bullet under Protestants and have students copy. Discuss with students that both of these groups were happy to leave England for one reason or another. Show the second bullet under Maryland and have students copy. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 20

21 8. Review with students that many wealthy Catholics moved to Maryland. Have them copy that (third bullet). Review that many Protestants worked for the wealthy Catholics and have them copy that bullet (third). 9. Ask students who the colony of Maryland truly belonged to at this point. They need to understand that the Calvert family was given a charter to begin the colony, but they were not given any money with which to do so. Explain to students what a charter is and how they work. Explain that Maryland actually belonged to the Calvert family. Have them copy the third bullet under Maryland. Explain that the Calvert family was concerned about the freedom of all people, and even did not approve of slavery in the colony for a long time. Over time, however, it became nearly impossible for them to continue with this policy due to the growth of the plantations and the need for slavery to keep them productive. 10. Have students copy the last two bullets under Maryland explaining that tobacco plantations and slavery became the livelihood of the colony of Maryland, despite the Calvert s desire for it to be a colony that endorsed toleration. 11. Finish reading The Colony of Maryland, by Brooke Coleman. This book gives a good understanding of toleration in the colony of Maryland and the founding of the colony by the Calvert family. 12. Instruct students to trim their Venn diagram page to fit on the next clean page of their copybook. They can cut around the circles, but should leave the circle lines visible. Have them glue this page to the next clean page in their book. 13. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp as a review of the material covered about the Calvert s and the Colony of Maryland. 14. Have students turn to their map of the Southern Colonies (second copy) that they have labeled only the southern colonies and Jamestown, James River, and Chesapeake Bay on. Using a wall map or your transparency, point out the place where St. Mary s City was located. (see Pearson, page 163 map) 15. Hand out copies of the pictures from Appendix G-2 George and Cecil Calvert. Have students cut these out and paste at the very bottom of the next clean page of their copy book. Have students either leave the name labels with the pictures or have them label the pictures above each picture. 16. Using transparency of Appendix G-2, have students copy the paragraphs about the colony of Maryland as review. 17. Tell students that in the next lesson, they will learn more about plantations in the colony of South Carolina. 18. Day Two (Before beginning class, hide the bag of M&M s in a convenient location, out of your student s sight.) Read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp After reading page 183, have students turn to their map of the southern colonies (Appendix B second copy). Have them label the city of Charleston, South Carolina and the Cooper River on their map. Ask students why they think that the city of Charleston was built on the river. (good transportation to the coast; fresh water available) Explain to students that proximity to the Atlantic Ocean was important to the colonists so that they could continue to trade with England. 19. As you read pages , also discuss the need for trade with Africa for slaves. 20. Hand out student copies of Appendix H Colonial Trade. Have students glue this map to the next clean two-page spread of their copy book, on the left hand page, and title the page Colonial Trade. Explain to students that Charleston was a major port city in the slave trade route. Ask students what types of Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 21

22 products the colonists had to trade. (rice, indigo, tobacco) Ask who they traded it with. (England) Explain to students that the colonists received other things that they needed in exchange for the indigo, tobacco, and rice, such as guns and cotton cloth. They then traveled to the coast of Africa, called the Gold Coast, and traded these guns and cotton cloth for slaves that would be used on the plantations in the colonies. They then traveled back to Charleston. Charleston was the biggest city in the Carolina colony and more slave trading was done there than any other place in the colonies. 21. Have students label the city of Charleston in South Carolina. Next, have students locate and label England on their map. Instruct them to draw a line from Charleston to England with an arrow pointing toward England. Have them label this line Tobacco, indigo, and rice. Explain again that these were the things from the colonies that the colonists took to England to trade. 22. Next, have students label the Gold Coast of Africa. (see page 184, Pearson) Again, have students draw a curved line from England around the bend of Africa to the Gold Coast area, with the arrow pointing toward Africa. Have students label this line Guns and Cotton Cloth. Explain that the things they got in England were now going to Africa to be traded. Ask students what they were going to trade for? (slaves) 23. Draw a third line going from Africa s coast back to Charleston with the arrow pointing west toward North America. Have students label this line Slaves. Discuss with class that this was the final leg of what we call the Middle Passage. This type of triangular trade is used whenever someone has something that you want, but they don t want anything that you have. 24. Use an illustration with students with real life objects to illustrate this. For example, choose one student and have him/her hold up a pencil. Call on another student, and tell him/her that he wants that pencil really badly! Explain that the first student is willing to give it up but only for a bag of M&M s. Ask the second student if he/she has any M&M s? (not likely!!!) At this point, pull out your bag of M&M s from hiding! Wave them in the air! Tell the second student that you will trade the M&M s with him/her but only for a really cool eraser! When the second student locates an eraser, make the trade. You will now have to reconvince the student that the pencil is better than the M&M s! Ask the students if they are prepared to make the trade at this point? Now that student #2 has the valuable trade item, student #1 will willingly give up the pencil. Everyone is happy and has what they want. (Tell students that they will all get to share the M&M s at the end of class if they will continue to focus on the lesson at this point!) 25. Explain to students that this was called Triangular Trade. It is trading with someone to get something that someone else wants so that you can ultimately get what you want! The colonists had tobacco, rice and indigo. They wanted slaves. They couldn t trade directly with Africa with the products they had because the African traders had all of those goods that they needed. What they didn t have were guns and cotton cloth. These were valuable to them. England happened to have these items so those were what the colonists traded for to, in turn, trade in Africa. Everyone got what they wanted. Slave trade became an enterprise. 26. Instruct students to now title the facing page Plantations and Slavery. Using the overhead, ask students to copy the two paragraphs (Appendix H-1- Plantations and Slavery) underneath the title. As students are copying, you may hand out their M&M reward! Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 22

23 27. Instruct students to color the Colonial Trade Map when they are finished copying. As students are finishing their copying and coloring, read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp orally to them. You have discussed much of this material already, but the rest of this story will now make more sense to them. Highlight the information about Carolina becoming two separate colonies and tell students that in the next lesson, they will talk a bit more about the Carolinas and plantations. 28. Day Three Review the previous two days material related to Maryland and slave trade in the colonies. Ask students what the colony was that they discussed in the last lesson related to slave trade. (Carolina) Remind students that Carolina eventually ended up being two separate colonies. 29. Read The Colony of South Carolina, by Susan Whitehurst, pp (There is no need to finish the book, as it takes you into the Revolutionary War period.) This will review the information for students that you have already discussed and give them an idea of what it would have been like to live in Carolina colony. You can also read excerpts from The Colony of North Carolina, by Susan Whitehurst, pp. 5-10, especially. (Again, the rest of the book really focuses on the Revolutionary Period.) 30. Depending upon how much background your class has on slavery and plantation life from second grade, you might want to read and show them photos from these two books at this time: Life on a Southern Plantation, by Sally Senzell Isaacs and Life on a Plantation, by Bobbie Kalman. Make sure you show students pp. 6-7 from Kalman s book and discuss the layout of the plantation and how it was absolutely self sufficient. Explain that everything that the people who lived there needed had to be produced by them at that location. Explain how this was accomplished as you look at the buildings together. 31. You can also read selections and show photos from How We Lived In the Southern Colonies, by Deborah Kent at this time. 32. Hand out student copies of Appendix H-2. Instruct students to cut out the large plantation drawing on the left hand side and to glue it neatly on the left hand side of the next clean two-page spread in their copy book. Then instruct students to color the small building and field pictures that were remaining on Appendix H-2, with colored pencil. When they are finished coloring, they should carefully cut the buildings and fields out and glue them in appropriate places around the plantation. Kalman s book, pp. 6-7 will be helpful as students try to determine what each building might be. They can be creative with this, and everyone s plantation does not need to be done exactly the same. Encourage individual choices and sharing information to complete the task. When students are finished locating all of the pieces, they should finish coloring the main picture page background. (note this should be done last to make gluing possible first) 33. When students have completed their plantation illustration, instruct them to title the facing page Plantations in Carolina. Using the overhead, have students copy Appendix H-3. When students are finished, explain that in the next lesson, they will learn about the last of the southern colonies, Georgia, and how it was started for very different reasons than all of the others had been. 34. Day Four Review the southern colonies that have been studied so far. Have students list the names as you record them on the board and then have them recall why each colony was begun. (Virginia sought gold and riches, Maryland religious toleration, Carolinas profit from plantations) Tell students that today, Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 23

24 they will be learning about the final southern colony, Georgia. Tell them that although plantations and money were certainly as evident in Georgia, that it s biggest draw was that its founder, James Oglethorpe, desired to find a way to assist English debtors to find a better way of life. He did so by getting permission from the king to start a colony in the New World. 35. Instruct students to take out their Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. Read together pp Discuss Oglethorpe s original plan for starting the colony and ask students if that plan included slavery. (no) Explain that as people came, rules were made about how much land a person could own and that everyone would have an opportunity to succeed. Unfortunately, with the competition from the other colonies, Georgia found it hard to survive under this ideal situation, and eventually resorted to slavery and plantations like their neighbors. 36. Read The Colony of Georgia, by Brooke Coleman. This book gives a little more background knowledge and a good overview of the Pearson material. After reading and discussing, have students open their copybooks to their map of the southern colonies (Appendix B second copy). Help students locate Georgia and to label Savannah. Again, discuss the proximity of Savannah to the coast and the advantage of that for the colony. Instruct students to now lightly color the five southern colonies yellow, without covering up any of the labeling that they have done. Encourage them to do this neatly to finish up their map. The Ocean and Gulf of Mexico should also be colored blue at this time if not done previously. They may color the Great Lakes blue as well, but should leave all of the other land areas white. 37. Instruct students to open to the next clean page of their copy book and have them title it The Story of Georgia. You may have your students write an original paragraph about the founding of the Georgia colony at this time, or simply have them copy Appendix I The Story of Georgia. If you choose to have them write independently, use whatever method you have established for informative paragraph writing at this time. A rubric has been included for evaluation in Appendix I, as well. 38. When students are finished, hand out student copies of Appendix J Review Sheet Southern Colonies. Tell students that they will review in the next lesson and have a quiz covering all of the material related to the southern colonies the lesson following that. 39. Day Five Using Appendix J Review with students for their southern colonies quiz. You may choose to play a review game or just 20 questions with students. Remind them to study at home for the quiz. (You may be able to combine days five and six if you feel your students are very well prepared and do not need the study time.) 40. Day Six Review Appendix J briefly. Administer Appendix J-1 Thirteen Colonies Quiz Southern Colonies (Key Appendix J-2) E. Assessment/Evaluation 1. Student Venn diagram will be evaluated using rubric (Appendix G-3). 2. Student Colonial Trade map and Plantations and Slavery pages will be evaluated using rubrics (Appendix G-3). 3. Student copy pages for Maryland, Carolina and Georgia will be evaluated using rubrics (Appendix G-3). 4. Student understanding of the southern colonies will be evaluated using a paper and pencil test (Appendix J-1). Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 24

25 Lesson Five: Coming to Worship Freely The Pilgrims and the Puritans (five days 45 minutes each day) A. Daily Objectives 1. Concept Objective(s) a. Students understand that societies are diverse and have changed over time. b. Students recognize that religious and philosophical ideas have been powerful forces throughout history. c. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. e. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: New England Colonies i. New England colonies: Massachusetts, New Hampshire, Connecticut, Rhode Island ii. Massachusetts a) Colonists seeking religious freedom: in England, an official established church (the Church of England), which did not allow people to worship as they chose b) The Pilgrims 1) From England to Holland to Massachusetts 2) 1620: Voyage of the Mayflower 3) Significance of the Mayflower Compact 4) Plymouth, William Bradford 5) Helped by Wampanoag Indians: Massasoit, Tisquantum (Squanto) c) The Puritans 1) Massachusetts Bay Colony, Governor John Winthrop: We shall be as a city upon a hill. 2) Emphasis on reading and education, the New iii. England Primer Rhode Island a) Roger Williams: belief in religious toleration b) Anne Hutchinson 3. Skill Objective(s) a. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. b. Student will describe the religious traditions of various ethnic groups in the Colonial United States. c. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 25

26 d. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. e. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. f. Students will describe and discuss the reasons for human migrations such as slave trade, wars, and persecution. B. Materials 1. Appendix B Thirteen Colonies Map New Copy for each student 2. Glue stick for each student 3. The House on Stink Alley: A Story about the Pilgrims in Holland, by F.N. Monjo (optional, but recommended) 4. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group 5. Ruler for each student 6. Transparency of Appendix K Virginia/Plymouth Comparison 7. On the Mayflower: Voyage of the Ship s Apprentice and a Passenger Girl, by Kate Waters 8. Appendix K-1 copy for each student 9. Transparency of Appendix K Colored pencils for each student 11. Scissors for each student Post-It notes with lines for each student (6 sheets 3 X 3 ) 13. A History of US: Making Thirteen Colonies, by Joy Hakim 14. The Colony of Massachusetts, by Susan Whitehurst 15. Finding Providence: The Story of Roger Williams, by Avi 16. Student copies of pictures of Roger Williams and Anne Hutchinson (Appendix L-3) 17. Transparency of Appendix L-3 C. Key Vocabulary 1. Contract a written agreement that the law can enforce 2. Congregation a group of people who worship together 3. Dame in colonial America, a respectful word for a woman who was married or whose husband had died 4. Sin an act that breaks God's law 5. Puritans a group of Christians who wanted religion in England to be simpler 6. Pilgrims the first group of Puritans to leave England and come to America D. Procedures/Activities 1. Day One Tell students that today they will be leaving the southern colonies and traveling north to learn now about what has been going on in New England while the south was being settled. Explain to students that although we tend to group the colonies together in regions, that people were busy settling the entire Atlantic coastal area at relatively the same time, as will be evident soon when we start talking about dates again. They will see that we are backing up in time a bit as we begin. Hand out student copies of Appendix B Thirteen Colonies Map (new copy) to students. Have them turn to the next clean right hand page in their copy book, and they should title it The New England Colonies. After titling this page, have students turn the page and glue the map on the next clean right hand page. Title the map The New England Colonies near the lakes. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 26

27 2. Tell students that they will be studying the northernmost region of the colonies now for several days, and using a wall map, point out the area of the New England Colonies to the class. 3. Ask students to list ways that they think the New England colonies might be different from the southern colonies due to their physical position on Earth. Discuss with class that because they are farther north, the climate is different. It is colder there. The growing season will be much shorter. Refer back to the first lesson when they talked about the things that grew there and why farming was difficult, etc. 4. Assist students in labeling the four New England colonies neatly on their map again. They should use the abbreviations for the states, so that they fit well in the small areas. Have them make a key at the bottom for the abbreviations; MA = Massachusetts, NH = New Hampshire, CT=Connecticut, and RI=Rhode Island. Also have students label the Atlantic Ocean at this time. Do not allow them to color now, as more labeling will be done later on. 5. Next, have students turn to the next clean page, and using their ruler, have them divide the page in half from top to bottom by drawing a straight line with their ruler. Also have them trace the first blue line on the page using their ruler to form a two column chart. Instruct students to title the first column Virginia Colony and the second column Plymouth Colony. 6. Ask if anyone remembers where Plymouth Colony was or who started it. Students might remember the Pilgrims from Kindergarten. If they do, encourage them to give you some facts. If not, tell them that today they will be learning about a group of people who came to this country mainly for religious freedom. We call them the Pilgrims and that is what our lesson will be about today. 7. If you are able to locate the book The House on Stink Alley, by F.N. Monjo, begin reading that to students now. Tell them it is a story (historical fiction) about a young boy named Love (or Love-of-God Brewster), who lives in Leyden, Holland. Explain that his family is originally from England, but they had to leave there because they were not allowed to worship in the way that they wanted to while they were living there. Explain to the class that at this time, King James of England was in power and there were many people who did not think he was a very good man. Read only the first chapter, and continue reading daily until the book is finished, as you have time. It will give the class a good idea of why the Pilgrims left England and why freedom was so important to them. 8. Read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp , stopping before Trouble for the Separatists with students. Direct students back to their page that they divided into two columns. Using your overhead transparency (Appendix K), have students discuss and journal the differences and similarities between the Virginia Colony and the Plymouth Colony. Have students skip a line between each line on the table. 9. Finish reading Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp Discuss the information about the Mayflower and the Mayflower Compact with students. They should remember covering this material in first grade. 10. Read On the Mayflower: Voyage of the Ship s Apprentice and a Passenger Girl, by Kate Waters to students. The information at the back of the book is interesting, and if you have time share it with the class. 11. Hand out student copies of Appendix K-1 The Mayflower. Before cutting the ship out, have students write the titles in the sails. On the left most sail, instruct Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 27

28 students to write The Mayflower. On the right most sail, instruct them to write November Using your transparency of Appendix K-2, instruct students to copy the information about the Mayflower voyage onto the lines of the ship. They should begin in the middle sail and continue on down into the boat when they run out of space in the sail. 12. When students are finished copying, instruct them to lightly color the ship brown. They can color over their writing as long as they color very lightly. They should also color the masts brown. The sails should be left white. The flags at the top can be colored any color they would like. 13. When coloring is complete, instruct students to cut out the ship pattern and paste it to the next clean page in their copy book. 14. Tell students that in the next lesson they will discuss the Mayflower Compact briefly and then learn more about the colony at Plymouth. 15. Day Two - Review material about the Pilgrims with students. Note that in the last lesson, we saw the Pilgrims arriving in Massachusetts on the Mayflower. Have students read the information from their ship pattern that they put in their copybooks in the last lesson. 16. Hand out student copies of Appendix K-3 Classroom Compact. Review with students what the Mayflower Compact was. Read the Classroom Compact together and have student describe what it is saying. (basically, that we will all do things to work together; do what we are told) Assist students in filling out the blanks at the top appropriate to your classroom. 17. Using your transparency of Appendix K-4, instruct students to title the bottom section of the compact The Mayflower Compact. Then instruct students to copy the short paragraph. 18. Have students take out Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. Have them turn to page 196 and explain to them that today, they will be learning how to summarize information from a book into a shorter paragraph written in their own words. 19. Hand out 6 Post-it notes to each student. Instruct them to lay the notes out on their desk in two columns of three notes each. Instruct them to title the first note (top left) The Pilgrim Colony at Plymouth or something similar to that. They should then number the remaining notes #1-5 from top to bottom. 20. Now begin reading Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp together. As you read together, use transparency of Appendix L to assist students in getting the proper information on their sticky notes. 21. Using their sticky notes, students should now construct a five paragraph informative about the Pilgrims of Plymouth. Follow your standard procedures for student writing and grade according to normal grading procedures for writing. 22. Students should copy their final draft of The Pilgrim Colony at Plymouth onto the next clean page of their copy book. 23. Day Three Review the story of the Pilgrims with students from the last lesson. Tell students that the Pilgrims were a group of Puritans who left England for religious freedom. Explain to them that there were many groups who left for the same reasons. Though they all believed basically the same things, the Pilgrims are set apart from the others because they were the first group to set out and do something that had not been done before, for religious reasons. That is why we call them Pilgrims. 24. Explain to students that ten years later, another major group of Puritans came to New England. Have students read Pearson Learning Core Knowledge History Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 28

29 and Geography: Level Three, by Pearson Learning Group, pp Discuss John Winthrop as you read page 200 helping students to understand that many Christians today also believe that they have a strict calling to do what God has called them to do. Explain as you read page 208 the saying we must be as a city upon a hill. Discuss with students the meaning of this phrase and ask if they can think of common examples from today where they could be cities on a hill? Emphasize the fact here that the Puritans felt that all they did was being observed by others and it was their duty before God to always be above reproach in thought, word, and deed. Ask children if they think this kind of life would be hard to lead. Encourage them to consider living such a pure and perfect life. 25. Read The Colony of Massachusetts, by Susan Whitehurst at this time, pp only. The rest of the book goes beyond what is necessary for third grade. This will serve as a good review of everything you have taught about the Pilgrims and Puritans. 26. Instruct students to open to the next clean, two page spread in their copybook. 27. Hand out student copies of Appendix L-1, Against Idleness and Mischief. Have students cut the poem out and glue it to the next left hand page of their copy book. Discuss this poem with the class and point out that the author has used the common example of an insect in nature to teach a powerful lesson to the reader. Refer students back to page 208 of Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group. As you read the poem together with the class, point out here the strict teaching of the Puritans that if your hands are idle (or you are wasting time) that you are sure to become the victim of the devil (you will get in trouble if you don t keep busy!). Remind students that often, in Colonial America, children and adults alike were taught many good lessons through poetry or lessons they learned to recite. This poem is one of those good virtue lessons. Reiterate with students that by following the rules and doing their best at all times, the Puritans were encouraged to become that city on a hill for the world to look up to. 28. Now instruct students to title the facing page Massachusetts Bay Colony. Using transparency of Appendix L-2 Massachusetts Bay Colony have students copy this paragraph into their copy book. 29. Tell students that in the next lesson, they will learn about some people who, even though they were very religious by nature, did not fit in to the Puritan ideal of what life should be like. Because of them, several more colonies were formed in America. Next, they will study about the colony of Rhode Island. 30. Day Four - Review with students the information you have covered related to the Pilgrims and the Puritans. Remind students that the Massachusetts Bay Colony was started for religious freedom and the people who settled there are called Puritans. 31. Ask students to recall for you what was special about the Puritans. Record their answers on the board. What kinds of things did they believe? (They did not want to be a part of the Church of England. They believed that the way that the Church of England did things was too fancy. They believed that God wanted them to worship in a simpler way. They also believed that they could read their Bibles and interpret them for themselves. They did not need to have a preacher to interpret for them.) Tell students that today, they are going to learn about a man who was a Puritan, but he believed a bit differently than the Puritans did, and this got him into some trouble. Point out here that the Puritans left England because the Church there was not allowing them freedom in their beliefs, and now they are in Massachusetts and persecuting others for the very same thing. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 29

30 Help children to see that sometimes people think they are free, but that the rules they set for themselves and those around them are actually taking that very freedom away from them! 32. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp Discuss Roger Williams and what a brave man he was. He did not agree with the way the Puritans decided to run their church either, and spoke out against it. This got him in trouble, to the point of being imprisoned, but he escaped and moved to what is now Rhode Island. Ask students if any of them have ever heard an adult talk about the separation of church and state? Chances are, students might not have heard this, but explain to them that it is a law in our country even today that state owned agencies must keep their policies and practices separate from those of the church. Tell class that this comes in to play to a great extent in the public school system. There used to be a day when children were taught the Bible in school, or they were allowed to have prayer during the day for certain reasons. Because of the separation of church and state, and many people who feel that it is very important, like Roger Williams, they are no longer allowed to do those things in school. 33. Explain to students that Roger Williams didn t want the government involved in the running of the church, because that gave them control over how things were done in the church, and it allowed them to take money from the people to run the church. He felt this was wrong and that churches should support themselves. That way, people would be truly free, because the state would not be able to impose their beliefs on all of the people. This is still in practice in our country today and makes the United States unique from most other countries of the world. 34. Read Finding Providence: The Story of Roger Williams, by Avi, another version of the story of Roger Williams. Discuss with students how Roger Williams s bravery helped to make our country fair to all people, like it is today. Also read The Colony of Rhode Island, by Susan Whitehurst, pp This book gives a good overview of the beginnings of the colony. Do not read on, as the remainder of the book heads toward Revolutionary days again. 35. Discuss briefly the information in Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group related to Anne Hutchinson. Explain to students that at this time, women were not allowed by society to have opinions and certainly not about religious matters. Women were also never allowed to argue or contradict anything that a man said. It was very wrong of Anne Hutchinson to speak out about her faith and to speak against what the church leaders said. After being removed from the colony, she went to Rhode Island also, as she knew she would be accepted there and started her own colony of Portsmouth. If you have time, read Anne Hutchinson: Fighter for Religious Freedom, by Dennis Brindell Fradin. This is a quick read and will give students even more background into the life of Hutchinson and her beliefs. 36. Have students turn to their map of New England (Appendix 2 second new copy). Instruct them to label Portsmouth, the colony that Anne Hutchinson began and Providence, the colony begun by Roger Williams. Point out that if it hadn t been for these two thinkers that the colony of Rhode Island may not have begun at all. Students should now lightly color the New England colonies with their red colored pencil on their map. Make sure they are careful not to color too darkly over their labeling. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 30

31 37. Hand out pictures of Roger Williams and Anne Hutchinson (Appendix L-3) and have students cut them out and paste them to the top of the next clean page in their copybook. Next have them copy the short paragraph below their pictures. 38. Review this information with students briefly and tell them that in the next lesson they will learn a bit more about the other New England colonies of Connecticut, and New Hampshire. They will also have a quiz covering the material about the New England colonies that they have discussed. Hand out student copies of Appendix L-4 Review Sheet for New England Colonies quiz. Have students begin working on this as time allows and finish it as a review for homework tonight. You will go over it in the next lesson with them. You may spend the next lesson totally in review for the quiz, or if you feel that your students are well prepared, give the quiz in the next lesson after a brief review and move on. 39. Days Five and Six Have students take out their review sheets for the New England quiz. Go over these review sheets, being sure that students correct their errors and understand the material fully prior to giving the test. If you feel they are ready for the quiz, administer it (Appendix L-5). If not, play a review game or review with them according to your standard review procedures and give the quiz in the next lesson. 40. Students are now finished studying about the New England colonies. If you would like to give them just a bit more information related to the two New England colonies that you have not really discussed, Connecticut and New Hampshire, you can read The Colony of Connecticut, by Susan Whitehurst and The Colony of New Hampshire, by Susan Whitehurst. Both of these books expand upon the information about the founding of New England by the Pilgrims and Puritans and it will give them a little more closure related to these two colonies. This is not specified in the Core Knowledge Sequence, but is interesting information for your students if time allows. E. Assessment/Evaluation 1. Student s knowledge of the New England colonies will be evaluated using a paper and pencil quiz. (Appendix L-5) 2. Student copy work will be assessed using a rubric. (Appendix L-6) Lesson Six: The Bread Colonies New York, Pennsylvania, New Jersey, and Delaware (six days 45 minutes per day) A. Daily Objectives 1. Concept Objective(s) a. Students understand that societies are diverse and have changed over time. b. Students recognize that religious and philosophical ideas have been powerful forces throughout history. c. Students develop an awareness of how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. e. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 31

32 2. Lesson Content a. The Thirteen Colonies: Life and Times Before the Revolution: Middle Atlantic Colonies i. Middle Atlantic colonies: New York, New Jersey, Delaware, Pennsylvania ii. New York a) Dutch settlements and trading posts in New Netherland b) Dutch West India Company acquires Manhattan Island and Long Island through a (probably misunderstood) purchase from the Indians; Dutch establish New Amsterdam (today, New York City) c) English take over from the Dutch, and rename the iii. colony New York Pennsylvania a) William Penn b) Society of Friends, Quakers c) Philadelphia 3. Skill Objective(s) a. Student will describe the physical, cultural, historical, and economic differences among the three colonial regions including the New England Colonies, Middle Colonies, and Southern Colonies. b. Student will describe the religious traditions of various ethnic groups in the Colonial United States. c. Student will demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, the Middle Atlantic colonies, and the Southern colonies. d. Student will guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. e. Students will identify American leaders in American political culture, such as Pocahontas, Massasoit, Squanto, John Smith, John Rolfe, Anne Hutchinson, Roger Williams, William Penn, Peter Stuyvesant, William Bradford, John Winthrop, James Oglethorpe, and Lord Baltimore. f. Students will describe and discuss the reasons for human migrations such as slave trade, wars, and persecution. B. Materials 1. Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group 2. Appendix B Thirteen Colonies Map one for each student (New Copy!) 3. Glue stick for each student 4. Colored pencils for each student 5. Transparency of Appendix M The Middle Colonies Overview 6. Transparency of Appendix M-1 The Middle Colonies 7. Old Silver Leg Takes Over: A Story of Peter Stuyvesant, by Robert Quackenbush 8. On the Day Peter Stuyvesant Sailed into Town, by Arnold Lobel (optional) 9. The Colony of New York, by Susan Whitehurst 10. Transparency of Appendix M-2 New York 11. Transparency of Appendix M-3 Three Column Notes of New York 12. Transparency and student copies of Appendix M-4 Quaker Cards copied on colored paper Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 32

33 13. Small white envelope for each student 14. Scissors for each student 15. William Penn: Founder of Pennsylvania, by Steven Kroll 16. The Colony of Pennsylvania, by Susan Whitehurst 17. The Colony of New Jersey, by Susan Whitehurst 18. Adventures in Colonial America: The Village, by James E. Knight 19. The Colony of Delaware, by Susan Whitehurst 20. Student copies of Appendix M-5 Middle Colonies Review Sheet (two pages) 21. Appendix M-5 pp. 3-4 Review Sheet Key 22. Transparency of Appendix M-6 Pennsylvania 23. Transparency of Appendix M-7 New Jersey and Delaware 24. Student copies of Appendix M-8 Middle Colonies Quiz (4 pages) 25. Appendix M-8 page 5 Quiz Key 26. Student copies of Appendix P Rubrics for Middle Colonies C. Key Vocabulary 1. Merchant someone who makes a living by buying and selling large quantities of goods 2. Aristocracy people in the highest social class, who usually have the most power 3. Independence not being ruled by another country D. Procedures/Activities 1. Day One - Tell students that today, they will begin their study of the last major group of colonies in the New World, the Middle Colonies. Hand out student copies of Appendix B Thirteen Colonies Map (new again!). Have them turn to the next clean right hand page of their copybook and title it The Middle Colonies. Then have them glue this blank map on the back of this title page. Have students once again point out where each of the middle colonies is located. Have them label the colonies of New York, New Jersey, Pennsylvania, and Delaware, using abbreviations as necessary. Tell students that they will be adding some important cities and rivers later on. You can also have them label the Atlantic Ocean at this time. 2. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp As you are reading together, discuss the mixing of cultures and explain to students that this is why America is often called a melting pot. Many different cultures have come together to form the culture that we know called the American culture. 3. Talk about farming in the Middle Colonies and make sure that students understand that this is how the Middle Colonies got their name the bread colonies. 4. As you read about the River Highways, have students draw in the Delaware and Hudson Rivers with their blue colored pencil. They should label these rivers with their regular pencil. Discuss how important these two rivers were to the economic growth of the region. 5. Also as you are reading, have students label the cities of New York and Philadelphia. Discuss how these cities became very important port cities and how many people settled here, making the cities very diverse. Be sure to define and clarify the meaning of the word merchant at this time as you read with your students. 6. Using transparency of Appendix M, have students create three columns on the next clean page of their copy book. As you are reading through these pages have students fill in the column in their book as you have on the overhead, as an overview. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 33

34 7. When you have finished reading and discussing, have students title the next clean page of their copy book The Middle Colonies and instruct them to copy Appendix M Tell students that in the next lesson, they will learn about the first middle colony, New York and about a crazy guy who helped it grow and prosper. 9. Day Two Review the middle colonies map with students and the information from the last lesson, briefly. Tell students that they will be learning today about the colony of New York and how it was founded. 10. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp to give students a brief overview of the founding of New York. They will remember Henry Hudson from the unit on exploration so you can discuss this briefly. Stress with students that New York was made up of many Europeans, especially those from the Netherlands, Germany and England. Help them see that this mixing is again what we call a melting pot of cultures. After you finish reading have students turn to the next clean page in their copy books and have them copy Appendix M- 2 New York as background for the beginnings of the colony. 11. Next, have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp Ask students how they would like having Peter Stuyvesant as their mayor, or the person running their town? Explain that Stuyvesant had a big job to do when he got to New York. Explain that the previous people in charge of the colony had not been doing a very good job. The people had become pretty stubborn and didn t want to work hard to keep things going. Just like John Smith had to do in Jamestown, Stuyvesant had to be pretty firm with the people and had to put his foot down in order for them to work and build the place back up. 13. Read Old Silver Leg Takes Over: A Story of Peter Stuyvesant, by Robert Quackenbush and/or On the Day Peter Stuyvesant Sailed into Town, by Arnold Lobel. (The first book is best!) Help children to see that though Stuyvesant was pretty harsh and demanding, it was necessary for the colony to survive. He governed well and helped preserve New York. Even though New York came under English rule, they survived as a colony and prospered into the large city we know today, by learning to get along and working together for everyone s benefit. 14. You can also read The Colony of New York, by Susan Whitehurst at this time. This book sheds a little more light on the development of New York and the importance it played in the development of the nation. You can read the whole book, even though it does go into revolutionary times. It will help students understand the entire picture. 15. When you are finished reading and discussing New York, have students turn to the next clean page in their copy book and using the overhead, have them copy Appendix M-3, three column notes for New York. 16. After copying, review the main points with students and tell them that in the next lesson, they will learn about another of the Middle Colonies, Pennsylvania that was set up mainly by the English. It was another colony that began for religious freedom. 17. Day Three Tell students that today they will be learning about the colony of Pennsylvania. Explain to students that unlike New York, Pennsylvania did not start out like a melting pot. In contrast, Pennsylvania was begun for religious reasons, and many people of the same culture and religion came to live there together to escape persecution in England for their beliefs. Ask if they remember Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 34

35 what other colonies were begun for this reason? (Plymouth, Massachusetts Bay Colony, Rhode Island Providence and Portsmouth) 18. Hand out student copies of Appendix M-4 Quaker Cards and explain to students that Pennsylvania was begun by a religious group called the Quakers. Tell them that as they read today, they will be learning more about the Quakers and recording some information on these cards as they go along. 19. Instruct students to neatly and carefully cut out the nine cards on the handout. Hand out one envelope to each child and instruct them to glue it to the next clean page in their copybook with the opening facing up. They will store their Quaker Cards in this envelope when complete. Have them title this page Who Were the Quakers? 20. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp (up to Settling Pennsylvania ) Using your transparency of Appendix M-4, assist students in taking notes related to the Quakers. In box #1, they should add notes that say Quaker a religion - also called The Society of Friends. In box #2, have them write All people should be treated with respect, even Native Americans. Next, be sure students understand the meaning of the word aristocracy. Discuss what the aristocracy in England was and how this did not exist in Penn s colony. For box #3, have students write no aristocracy; no king, queen, lords, or ladies. 21. Next, talk about the language that the Quakers used. Explain that the Quakers believed that the Bible was the rule for life, and even used words like Thee and Thou in their normal conversation, because those were the formal words used in their Bibles. They never addressed people by using their formal titles, but only with thee and thou. Have students fill in box #4, considered very old fashioned language; taken from the Bible 22. In box #5, have students write all wars were wrong; Quakers believed in the Bible as it was literally written. Explain to students that Quakers believed that ministers were not necessary and that they were not directed by God. God would never put one person in that type of authority over another. Explain that they believed that each person could talk to God directly, and that God could speak to them through prayer. Ask if they remember anyone else they have studied who had similar beliefs to this and it got her in a lot of trouble? (Anne Hutchinson) Have students write in box #6, God spoke directly to people through prayer; people quaked when He spoke Explain that when the people prayed fervently, their bodies often shook or quivered, and that is how they got the name Quakers. 23. In box #7, emphasize the fact that the Quakers were at odds with England for many reasons, but mostly because they were very firm in their religious convictions. Have them write in box #7, thought of as troublemakers; government did not like them because they said war was wrong. Explain that at this time, countries were at war with each other most of the time. They were all fighting for more land and more territory, and since they did not believe they were allowed to go to war or fight, the Quakers were looked upon as traitors to their country. Many of them were put in prison for their strong beliefs. Have students write in box #8, some were whipped; some had their ears cut off. Explain to them that they were persecuted greatly for believing what they did. 24. Ask students what they would do if they had to live like this? If they had the opportunity to leave their country and go somewhere where they would be free to live as they wanted to, would they go? Instruct students to write in box #9, William Penn began a colony for Quakers; all people lived in peace. Help Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 35

36 them understand Penn s desire to build a peaceful and loving community. Instruct students to put all nine cards into the envelope in their copy book at this time and read to them William Penn: Founder of Pennsylvania, by Steven Kroll. This book goes into a lot of details about the struggles Penn had building Pennsylvania, so just focus on the big idea that he started the colony for Quakers. It is interesting to see that he was kicked out of college for his beliefs and imprisoned several times. Try to impress upon your students that his strong beliefs in community and equality for all were his driving factors and that the colony became a success because of Penn s dedication to these ideals. Tell students that in the next lesson, they will wrap up their study of the colony of Pennsylvania. 25. Hand out student copies of Appendix M-5 Middle Colonies review sheet and tell students that they should start looking this over for a quiz that will be coming up in two lessons. 26. Day Four Introduce today s lesson by reviewing the material about William Penn and the Quakers from the last lesson. 27. Have students read Pearson Learning Core Knowledge History and Geography: Level Three, by Pearson Learning Group, pp to finish up this study of Pennsylvania. Also read to them The Colony of Pennsylvania, by Susan Whitehurst. Focus your reading to the beginning pages and the parts dealing with the planning of Philadelphia. 28. When you are finished reading and discussing, have students turn to their maps of the Middle Colonies and with their pencil, have them label the city of Philadelphia. Point out to students that Philadelphia was located on the Delaware River which made it accessible to many people. It was also easily accessed from the Atlantic Ocean. Talk to children about the importance of this great city for trade and commerce. Ask them what other large city was formed earlier that was also important to the middle colonies? (New York City) Have students also label New York City at this time. They can color their maps at this time. Have them color the middle colonies green and the water areas blue. Be sure they color lightly so their labeling can still be seen. 29. When students are finished coloring, have them turn to the next clean page in their copybook and copy Appendix M-6 Pennsylvania. Tell students that in the next lesson they will learn a little bit about the other two Middle Colonies, New Jersey and Delaware, and they will review for their upcoming quiz. Make sure they have their review sheets in class for the next lesson. 30. Day Five Tell students that today you will read to them a bit about the colonies of New Jersey and Delaware. Read The Colony of New Jersey, by Susan Whitehurst and discuss. Read also The Colony of Delaware, by Susan Whitehurst. You could also read to students at this time Adventures in Colonial America: The Village, by James E. Knight. It gives a good illustration of life in colonial New Jersey. Have students copy Appendix M-7 New Jersey and Delaware. 31. When students are finished copying, go over the review sheet with them, Appendix M-5, and review for the quiz which will be in the next lesson. Have them take their review sheets home to study after you have checked them for completion. 32. Day Six Review briefly with students to prepare them for the quiz. Administer Appendix M-8 Middle Colonies Quiz. Collect to grade. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 36

37 33. This ends the formal unit study of the Thirteen Colonies. As a final event for this unit, prepare Culminating Activity and possibly invite parents for presentation of Personalities of the Thirteen Colonies. E. Assessment/Evaluation 1. Student knowledge about the Middle Colonies will be assessed using a paper and pencil test (Appendix M-8). 2. Student copy books will be evaluated using the rubric for the Middle Colonies (Appendix P). VI. VII. CULMINATING ACTIVITY A. Personalities of the Thirteen Colonies Assign one of the following personalities to each student in your class. This could be assigned at the beginning of the unit and due at the end, or somewhere in the middle of the unit (see Appendix N). 1. William Penn, John Smith, John Rolfe, Pocahontas, James Oglethorpe, Anne Hutchinson, Cecilius Calvert (Lord Baltimore), Massasoit, William Bradford, John Winthrop, Roger Williams, Peter Stuyvesant, Squanto, Samoset, Peter Minuit, King James I, The Duke of York (King James II), Miles Standish, John Carver, Mary Dyer, John Cotton (you can add your own or partner students). 2. Each student will be required to draw an original portrait of this personality. These may be copied or traced, but should not be printed or photocopied from the internet or books. They should be in full color (using colored pencil or pastel) and on 8 ½ x 11 white paper. 3. Each student should read a biography or sufficient other material to gain a good background on the life of this personality, in addition to the material covered in this unit. 4. Each student should write a one page informational report on this personality. They should include as much biographical information as possible, information on what makes this person famous in history, and something about an outstanding character trait that this person possessed. 5. Students should use a manila file folder for a cover. Have them mount the drawing on the left hand side (inside) of the folder and mount their report to the right hand side. 6. Assign a due date for these reports. Have a Colonial Personalities Day where students can dress up and report on their personalities to the class. 7. You could also make a class book out of the student reports instead of collecting them in file folders. 8. Assessment- Student reports will be graded according to standard classroom procedures for grading informative reports/presentations. HANDOUTS/WORKSHEETS A. Appendix A: Teacher Helps B. Appendix B: Thirteen Colonies Map C. Appendix B-1: Thirteen Colonies Map Checklist D. Appendix B-2: Pop-Quiz Lesson One Content E. Appendix C: Ship Web F. Appendix C-1: Rubric Ship Web G. Appendix D: Fort at Jamestown Picture H. Appendix D-1: The Fort at Jamestown Copy Book page and Rubric I. Appendix E: Picture of John Smith J. Appendix E-1: Character Map Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 37

38 K. Appendix F: The Starving Time and Virginia Succeeds Rubrics and Virginia Quiz Key L. Appendix F-1: Virginia Quiz M. Appendix G: Maryland Venn Diagram N. Appendix G-1: Teacher Overhead of Maryland Venn Diagram O. Appendix G-2: George and Cecil Calvert Pictures and Maryland Copy page P. Appendix G-3: Rubrics Maryland, Carolina, Plantations, Georgia, Colonial Trade Q. Appendix H: Colonial Trade Map R. Appendix H-1: Plantations and Slavery S. Appendix H-2: Plantation Activity T. Appendix H-3: Carolina U. Appendix I: The Story of Georgia and Rubric V. Appendix J: Review Sheet Southern Colonies (two pages) W. Appendix J-1: Test Southern Colonies (4 pages) X. Appendix J-2: Test Key Southern Colonies Y. Appendix K: Virginia/Plymouth Comparison Z. Appendix K-1: The Mayflower AA. Appendix K-2: The Mayflower Story BB. Appendix K-3: Classroom Compact CC. Appendix K-4: The Mayflower Compact DD. Appendix L: Sticky Note Examples EE. Appendix L-1: Against Idleness and Mischief, by Isaac Watts FF. Appendix L-2: Massachusetts Bay Colony GG. Appendix L-3: Roger Williams and Anne Hutchinson HH. Appendix L-4: Review Sheet for New England Colonies Quiz (4 pages) II. Appendix L-5: New England Colonies Quiz (6 pages) JJ. Appendix M: The Middle Colonies KK. Appendix M-1: The Middle Colonies Copy page LL. Appendix M-2: New York MM. Appendix M-3: New York Three Column Notes NN. Appendix M-4: Quaker Cards OO. Appendix M-5: Middle Colonies Review Sheet (4 pages) PP. Appendix M-6: Pennsylvania QQ. Appendix M-7: New Jersey and Delaware RR. Appendix M-8: Middle Colonies Quiz (5 pages) SS. Appendix N: Culminating Activity Colonial Personalities TT. Appendix O: Great Web Sites UU. Appendix P: Rubrics for Middle Colonies VIII. BIBLIOGRAPHY A. Avi. Finding Providence: The Story of Roger Williams. USA: Harper Collins, B. Behrens, June and Brower, Pauline. Pilgrims Plantation. Chicago: Children s Press, C. Coleman, Brooke. Roanoke: The Lost Colony. New York: Rosen Publishing Group, Inc., D. Coleman, Brooke. The Colony of Maryland. New York: Rosen Publishing Group, Inc., E. Coleman, Brooke. The Colony of Virginia. New York: Rosen Publishing Group, Inc., Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 38

39 F. Core Knowledge Sequence. Charlottesville, VA: Core Knowledge Foundation, G. Dunnahoo, Terry. Plimoth Plantation. New Jersey: Dillon Press, H. Foster, Genevieve. The World of Captain John Smith. New York: Charles Scribner s Sons, I. Fradin, Dennis Brindell. Anne Hutchinson: Fighter for Religious Freedom. USA: Enslow Publishers, Inc., J. Graves, Charles P. Junior World Explorers: John Smith. New York: Chelsea House Publishers, K. Gravois, Michael. Hands on History: Explorers. New York: Scholastic Professional Books, X. L. Greene, Carol. Pocahontas: Daughter of a Chief. Chicago: Children s Press, M. Hakim, Joy. A History of US: Making Thirteen Colonies. New York: Oxford University Press, N. Italia, Bob. Roanoke: The Lost Colony. Minnesota: ABDO Publishing Group, X. O. Kent, Deborah. How We Lived In Colonial New England. New York: Benchmark Books, X. P. Kent, Deborah. How We Lived In the Middle Colonies. New York: Benchmark Books, Q. Kent, Deborah. How We Lived In the Southern Colonies. New York: Benchmark Books, R. Knight, James E. Adventures in Colonial America: Jamestown New World Adventure. USA: Troll Communications L.L.C., S. Knight, James E. Adventures in Colonial America: The Village Life in Colonial Times. USA: Troll Communications L.L.C., T. Knowlton, MaryLee and Riehecky, Janet. The Settling of Jamestown. Milwaukee: Gareth Stevens Publishing, U. Kroll, Steven. William Penn: Founder of Pennsylvania. New York: Holiday House, V. Lobel, Arnold. On the Day Peter Stuyvesant Sailed Into Town. New York: Harper and Row Junior Books, W. Monjo, F.N. The House on Stink Alley: A Story about the Pilgrims in Holland. New York: Holt, Rinehart and Winston, X. Pearson Learning Group. Pearson Learning Core Knowledge History and Geography: Level Three. New Jersey: Pearson Education, Inc., Y. Pearson Learning Group. Pearson Learning Core Knowledge History and Geography: The Thirteen Colonies Teacher Guide. New Jersey: Pearson Education, Inc., Z. Quackenbush, Robert. Old Silver Leg Takes Over! A Story of Peter Stuyvesant. New Jersey: Prentice-Hall, Inc., AA. Sakurai, Gail. Cornerstones of Freedom: The Jamestown Colony. New York: Children s Press, BB. Sewall, Marcia. James Towne: Struggle for Survival. New York: Atheneum Books for Young Readers, CC. Stein, Conrad. Cornerstones of Freedom: The Pilgrims. Chicago: Children s Press, DD. Strohl, Mary and Schneck, Susan. Colonial America Cooperative Learning Activities. New York: Scholastic Professional Books, Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 39

40 EE. FF. GG. HH. II. JJ. KK. LL. MM. NN. OO. Waters, Kate. On the Mayflower: Voyage of the Ship s Apprentice and a Passenger Girl. New York: Scholastic, Inc., Whitehurst, Susan. The Colony of Connecticut. New York: Rosen Publishing Group, X. Whitehurst, Susan. The Colony of Delaware. New York: Rosen Publishing Group, X. Whitehurst, Susan. The Colony of Massachusetts. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of New Hampshire. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of New Jersey. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of New York. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of North Carolina. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of Pennsylvania. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of Rhode Island. New York: Rosen Publishing Group, Whitehurst, Susan. The Colony of South Carolina. New York: Rosen Publishing Group, Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 40

41 Appendix A Teacher Helps Copy book/folder You should have some type of method for compiling material for students as you proceed through this unit. A black and white composition notebook works very well. Students will be able to paste items into the book and also write information related to what they are studying, etc. If you prefer to use a folder with brads and pockets, the lessons can be adjusted to accommodate this. A threering binder would also work well. The lessons in this unit will refer to the use of the composition book, called a copy book. How to Make a Mini-booklet (adapted from Hands on History: Explorers, by Michael Gravois, pg. 27 There are drawings in this book that make this easier to understand!) This may be a little difficult for all of your students to do. You might want to make them prior to the lesson or have a couple of parent volunteers to help students as they do this. 1. Give each student a sheet of 11 x 17 white copy bond paper and tell them to fold it in half the hamburger way (width-wise). Then have them fold it in half again in the same direction. (You can use larger, ledger size paper as well, but do not use construction paper.) 2. Now have them fold the long narrow strip they have in half in the opposite direction. Have them crease sides well. 3. Open the paper up so that it is only folded in half the hamburger way again (beginning of Step 1). 4. Have students cut halfway down the vertical fold so that when they open the paper completely, they will have a slit in the very center of the paper. 5. Now tell them to open the paper up and turn it horizontally. There should be a hole in the center of the paper where they made the cut. 6. Fold the paper in half the hot dog way (length-wise). 7. Push in on both ends of the paper so the slit opens up. Push until the center panels meet and fold the four pages into a book, creasing the edges. Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 41

42 Appendix B Thirteen Colonies Map Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 42

43 Appendix B-1 Thirteen Colonies Map Checklist Name Name States Labeled New Hampshire Massachusetts Rhode Island Connecticut New York Pennsylvania New Jersey Delaware Maryland Virginia North Carolina South Carolina Georgia Major Cities Labeled Boston New York City Philadelphia Charleston Key Labeled and Colored New England Colonies Red box Middle Colonies Green box Southern Colonies Yellow box Regions Colored New England red Middle Colonies green Southern Colonies yellow Oceans and Lakes Atlantic Ocean labeled Ocean colored blue Lakes colored blue Map Titled and Neatness The Thirteen Colonies Coloring and labeling is my best! Final Grade /30 = % States Labeled New Hampshire Massachusetts Rhode Island Connecticut New York Pennsylvania New Jersey Delaware Maryland Virginia North Carolina South Carolina Georgia Major Cities Labeled Boston New York City Philadelphia Charleston Key Labeled and Colored New England Colonies Red box Middle Colonies Green box Southern Colonies Yellow box Regions Colored New England red Middle Colonies green Southern Colonies yellow Oceans and Lakes Atlantic Ocean labeled Ocean colored blue Lakes colored blue Map Titled and Neatness The Thirteen Colonies Coloring and labeling is my best! Final Grade /30 = % Third Grade, Our Colonial Heritage 2003 Colorado Unit Writing Project 43

44 Appendix B-2 Pop-Quiz Lesson One Content (adapted from Pearson Learning Core Knowledge History and Geography: The Thirteen Colonies Teacher Guide, Pearson Learning Group, page 42) Name Date Pop-Quiz Lesson One Thirteen Colonies Matching: Put the correct letter in the blank. You will use some answers twice and some won t be used at all. 1. What ocean is crossed from Europe to the colonies? 2. The port city of Boston is in what state? 3. What is one of the southern colonies? 4. What city is on the Delaware river? 5. Rhode Island is in what region? 6. What country did most colonists come from? 7. Charleston is the only big city in which colony? 8. What was the largest and wealthiest city in the colonies? 9. What is a place where ships can safely land called? 10. Which colonies were called the bread colonies? a. New York b. New England c. harbor d. Massachusetts e. the southern colonies f. Philadelphia g. the middle colonies h. Atlantic i. England j. Georgia Key: 1. h 4. f 7. e 10. g 2. d 5. b 8. f 3. j 6. I 9. c Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 44

45 Appendix C Ship Web (adapted from Colonial America Cooperative Learning Activities, by Mary Strohl and Susan Schneck, p. 7) Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 45

46 Name Appendix C-1 Ship Web Checklist Ship Web Checklist 1607 labeled Virginia Company of London English Gentlemen John Smith Godspeed, Susan Constant, & Discovery Chesapeake Bay & James River Palisade Ship glued on page Ship colored neatly Title on page A Colony Begins /2 /2 /2 /2 /2 /2 /2 /1 /5 /2 Grade /22 = % Added people to ship (extra credit) /+5 Final Grade % Name Ship Web Checklist 1607 labeled Virginia Company of London English Gentlemen John Smith Godspeed, Susan Constant, & Discovery Chesapeake Bay & James River Palisade Ship glued on page Ship colored neatly Title on page A Colony Begins /2 /2 /2 /2 /2 /2 /2 /1 /5 /2 Grade /22 = % Added people to ship (extra credit) /+5 Final Grade % Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 46

47 Appendix D Fort at Jamestown Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 47

48 Appendix D-1 The Fort at Jamestown The Fort at Jamestown In 1607, three ships, the Discovery, the Susan Constant, and the Godspeed sailed into Chesapeake Bay from England. The Virginia Company of London had sent a group of English gentlemen to build a permanent settlement in the new world. About sixty miles up the James River from where the three ships carrying John Smith and the others landed, the settlers built the first Fort, and called it Jamestown, after King James of England. The Fort at Jamestown had several buildings and a palisade was built around the Fort for protection from the Indians. The men tired of working on the fort and wanted to explore upriver even though John Smith told them it was important to finish the Fort first. Instead of listening to John Smith, many of the men went exploring and while they were gone, Indians attacked the Fort. The men listened to John Smith now and made him a part of the council. They finished the Fort at Jamestown, and though life was hard, it became the first permanent English colony. Name Date Informative Paragraph Rubric Main/Topic Idea Sentence Supporting Detail Sentence(s) Total Main/Topic idea Main/Topic idea Main/Topic idea Main/Topic idea sentence is clear, sentence is clear, sentence is unclear sentence is unclear correctly placed, correctly placed, but and incorrectly and incorrectly and is restated in the is not restated in the placed, and is placed, and is not closing sentence. closing sentence. restated in the restated in the closing closing sentence. sentence. Paragraph(s) have three or more supporting detail sentences that relate back to the main idea. Paragraph(s) have two supporting detail sentences that relate back to the main idea. Paragraph(s) have one supporting detail sentence that relates back to the main idea. Paragraph(s) have no supporting detail sentences that relate back to the main idea. Legibility Legible handwriting. Marginally legible handwriting. Writing is not legible in places. Writing is not legible. Mechanics and Grammar Paragraph has no errors in punctuation, capitalization, and spelling. Paragraph has one or two punctuation, capitalization, and spelling errors. Paragraph has three to five punctuation, capitalization, and spelling errors. Paragraph has six or more punctuation, capitalization, and spelling errors. Totals Final Grade /16= % Adapted from TeAch-nology.com- The Web Portal For Educators! ( Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 48

49 Appendix E Picture of John Smith Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 49

50 Appendix E-1 Character Map John Smith Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 50

51 Name Appendix F The Starving Time and Virginia Succeeds & Virginia Quiz Key The Starving Time Page CATEGORY TITLE Copy work 100% accurate Copy work mostly accurate Less than 10 errors Copy work adequate errors Copy work poor More than 15 errors Copy work incomplete SIX BOXES Captions Caption accurately describes event drawn in proper sequence Caption mostly describes events in proper sequence Caption occasionally describes events in sequence Caption seldom describes events in sequence No Captions SIX BOXES Drawings SIX BOXES Colored Exceptional Good Satisfactory Poor Unacceptable Exceptional Good Satisfactory Poor Unacceptable SCORE: /20 Virginia Succeeds Booklet CATEGORY BOOKLET MADE Directions followed and cover designed Directions followed but no cover designed Book not made according to directions SIX PAGES COMPLETED Captions Caption accurately describes event drawn in proper sequence to include: Pocahontas John Rolfe Tobacco Pocahontas Tobacco/War Plantations Four-Five Pages completed properly Two Three Pages completed properly One Page completed properly No Captions SIX PAGES COMPLETED Drawings SIX PAGES Colored OVERALL NEATNESS Exceptional Good Satisfactory Poor Unacceptable Exceptional Good Satisfactory Poor Unacceptable Exceptional Good Satisfactory Poor Unacceptable SCORE: /20 Adapted from TeAch-nology.com- The Web Portal For Educators! ( Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 51

52 Appendix F-1 Virginia Quiz Name Date Quiz Virginia Colony Matching: Put the letter of the correct answer in the blank to the left. 1. First permanent settlement a. John Rolfe in the English colonies 2. Strong wooden wall that b. Palisade protected the Fort 3. Name for the winter of 1609 c. Tobacco when many colonists died 4. Led Jamestown through its first d. Pocahontas hard years (hint: called Captain) 5. Married Pocahontas e. Discovery 6. Large farms where cash crops f. Starving Time were grown 7. Chief Powhatan s daughter g. Jamestown 8. Name of a ship that sailed to the h. Plantations Virginia colony in River the settlement was built near i. James 10. Cash crop begun by the English j. John Smith Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 52

53 Appendix F-1 p. 2 Virginia Quiz Key Virginia Quiz Key 1. g 6. h 2. b 7. d 3. f 8. e 4. j 9. i 5. a 10. c Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 53

54 Appendix G Maryland Venn Diagram Protestants Maryland Catholics Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 54

55 Appendix G-1 Teacher Overhead of Maryland Venn Diagram Protestants Most believed the King of England is the head of the church. Some left England for religious freedom. Others left to improve their lives and get rich. Many worked for wealthy Catholics in Maryland. Maryland Tolerance for everyone s beliefs Both groups of settlers are glad to leave England. Colony belonged to the Calvert family Grew tobacco Servants/ Slavery Catholics Believed the Pope in Rome was the head of the church Left England for religious freedom Wealthy one s lived in Maryland. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 55

56 Appendix G-2 George and Cecil Calvert Pictures and Maryland Copy page Maryland The colony of Maryland was begun to allow religious freedom for English Catholics. In 1634, Leonard Calvert and 200 settlers sailed into Chesapeake Bay. They moved into an Indian village which later became Saint Mary s City. Both Protestants and Catholics lived in Maryland and had respect for each others religious beliefs. Tobacco was grown on plantations and slavery began to help the growers make enough money to survive. George Calvert Cecil Calvert Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 56

57 Appendix G-3 Rubrics Maryland, Carolina, Plantations, Georgia, Colonial Trade Name Maryland, Carolina, Plantations, Georgia, & Colonial Trade CATEGORY Venn Diagram Protestant/Catholic/ Maryland Glued properly Protestant 4 facts Maryland 5 facts Catholics 3 facts Three of four items complete Two of four items complete One of four items complete Not complete Plantations Carolina Georgia Plantation Illus. Glued Plantation Illus. Compl. Background Colored Carolina Copy page Georgia Copy page Four of Five Items complete Three of Five Items complete Two of Five Items complete Less than two items complete Maryland Pics. Glued Pics. Colored Pics. Labeled Copy page Three of Four Items complete Two of Four Items complete One of Four Items complete Not complete Colonial Trade Map Plantations Map glued Slave route Charleston Indigo Rte. England Guns Rte. Gold Coast Colored Six-Seven Items Complete Four-Five Items Complete Two-Three Items Complete Less than Two Items Complete Slavery Paragraph Copy work 100% accurate Copy work mostly accurate Less than 10 errors Copy work adequate errors Copy work poor with more than 15 errors Copy work incomplete OVERALL NEATNESS Exceptional Good Satisfactory Poor Unacceptable SCORE: /25 Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 57

58 Appendix H Colonial Trade Map Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 58

59 Appendix H-1 Plantations and Slavery Plantations and Slavery Large plantations in the Southern Colonies raised crops like rice, indigo, and tobacco. Workers were needed to run these plantations. Owners hired indentured servants at first, but soon, people decided this was not the life they wanted and owners had to get cheaper labor. The slave trade, across the Middle Passage, brought slaves from Africa to work the plantations of the south. The colonists used a method called Triangular Trade with England to get what the Africans wanted in exchange for the slaves that they needed. Plantation owners did not value human life, only the money they could get from using the slaves they purchased. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 59

60 Appendix H-2 Plantation Activity (adapted from Colonial America: Cooperative Learning Activities, by Mary Strohl and Susan Schneck, pp ) Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 60

61 Appendix H-3 Carolina Carolina In 1663, King Charles II of England gave land to some rich English gentlemen. These men settled a colony called Carolina after King Charles (Carolus is Latin for Charles). They set up plantations, or large farms, which grew enough food to feed the owners and all the workers. The plantation owners made money by growing cash crops. They did not grow tobacco because the land was too wet. They did grow rice and indigo, a plant from which bluegreen dye is made. The plantation owners were able to take these goods to England and trade them for things like guns and cotton cloth. They would then send their ships to Africa and trade for slaves. They brought the slaves back to the colonies to sell for profit or to work their own plantations. This made plantation owners very rich. North and South Carolina became two separate colonies in 1712 after the people in those two areas began to live very different lives and had different interests. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 61

62 Appendix I The Story of Georgia The Story of Georgia In 1732, James Oglethorpe, an English gentleman, had a grand idea to create a place where English debtors and poor people could get a new start. He built the city of Savannah where people could live on small farms instead of large plantations. Unfortunately, many poor people were afraid of the wild lands of Georgia and would not come. It ended up becoming like the other southern colonies, building large rice plantations and using slavery to run them. By 1752, Georgia had become another wealthy southern colony. Name Date Informative Paragraph Rubric Main/Topic Idea Sentence Supporting Detail Sentence(s) Total Main/Topic idea Main/Topic idea Main/Topic idea Main/Topic idea sentence is clear, sentence is clear, sentence is unclear sentence is unclear correctly placed, correctly placed, but and incorrectly and incorrectly and is restated in the is not restated in the placed, and is placed, and is not closing sentence. closing sentence. restated in the restated in the closing closing sentence. sentence. Paragraph(s) have three or more supporting detail sentences that relate back to the main idea. Paragraph(s) have two supporting detail sentences that relate back to the main idea. Paragraph(s) have one supporting detail sentence that relates back to the main idea. Paragraph(s) have no supporting detail sentences that relate back to the main idea. Legibility Legible handwriting. Marginally legible handwriting. Writing is not legible in places. Writing is not legible. Mechanics and Grammar Paragraph has no errors in punctuation, capitalization, and spelling. Paragraph has one or two punctuation, capitalization, and spelling errors. Paragraph has three to five punctuation, capitalization, and spelling errors. Paragraph has six or more punctuation, capitalization, and spelling errors. Totals Final Grade /16= % Adapted from TeAch-nology.com- The Web Portal For Educators! ( Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 62

63 Appendix J, page 1 Review Sheet Southern Colonies Name Quiz Date Review Sheet Southern Colonies I. Study your maps of the Southern Colonies only. - know the names of the five colonies and where they are located - know the names of the major cities or settlements that were in some of the colonies - know the names and locations of all rivers and other bodies of water labeled on your maps that are in the Southern Colonies II. Know the famous people we have talked about related to the Southern Colonies. Know what colonies they were involved with. - John Smith - James Oglethorpe - Powhatan - Pocahontas - John Rolfe - The Calvert family - Rich English gentlemen III. Jamestown, Virginia - settled in settled by the English - on the banks of the James River - John Smith became the leader. - If you don t work, you don t eat. - Pocahontas met the colonists here. Her father was Powhatan. - John Smith was hurt by a gunpowder explosion and went back to England. - The starving time was when the colonists almost died for lack of food and bad relationships with the Indians. - John Rolfe came and grew tobacco, the first cash crop of the colonies. - He married Pocahontas. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 63

64 Appendix J, page 2 Review Sheet Southern Colonies IV. Maryland - started by the Calvert Family, of England. - Started to give religious freedom to Catholics - Many Protestants came to live here too. - St. Mary s City was built on the Chesapeake Bay - Tobacco was grown on plantations and slavery was used. V. The Carolinas - started by rich English gentlemen - large farms called plantations were built that grew mainly one cash crop - Charleston was the major city - Tobacco did not grow well in South Carolina - Rice and indigo were the major cash crops in South Carolina - Indentured servants were people from England that came to work in the colony for plantation owners for about 5 years and then were freed to settle their own farm. They were given food, clothing, and shelter in exchange for their work. - These products were used for trade to bring slaves from Africa to the colonies to help on the plantations. - Slave trade was very important the plantation owners. - North Carolina became a separate colony in VI. Georgia - started in 1732 by James Oglethorpe - He was an English gentleman. - Created as a place where debtors and poor people could come and get a new start. - Savannah was the first settlement of small farms instead of a large plantation. - Oglethorpe did not like slavery and tried to prevent it in Georgia. - Georgia was not very successful because people were afraid to come there. - Georgia finally became like the other Southern Colonies with large plantations and slavery. - Rice was the cash crop of Georgia. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 64

65 Appendix J-1, page 1 Test Southern Colonies Name Date Thirteen Colonies Quiz Southern Colonies I. Using the map on page 4, match the correct letter to the following colonies, settlements, or bodies of water. Virginia Savannah Jamestown Chesapeake Bay Maryland South Carolina Georgia St. Mary s City Atlantic Ocean James River North Carolina Cooper River II. Match the following names of people with the colonies that they are associated with. Put the letter of the correct colony in the blank. You MUST use some of the colonies more than once. John Smith James Oglethorpe the Calvert family Pocahontas a. Virginia b. Maryland c. North and South Carolina d. Georgia John Rolfe some rich English gentlemen III. Choose the best answer to complete each question. Put the letter of that answer in the blank in front of the number. 1. In 1607, the English started the colony of on the James River. a. Chesapeake b. Florida c. Jamestown d. England 2. became the leader of this colony and said, If you don t work, then you don t eat. a. James Oglethorpe b. Pocahontas c. Powhatan d. John Smith Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 65

66 Appendix J-1, page 2 Test Southern Colonies 3. John Smith was hurt by. a. a gunpowder explosion b. a poison Indian arrow c. a disease d. drinking dirty water 4. The time when Jamestown almost didn t survive was called. a. the failing time b. the starving time c. the wasting time d. the terrible time 5. What became the first cash crop for the colonies? a. cotton b. peanuts c. tobacco d. rice 6. Who did Pocahontas marry? a. Powhatan b. John Smith c. James Oglethorpe d. John Rolfe 7. Maryland was founded as. a. a colony for debtors b. a colony for religious freedom c. a colony for rich lawyers d. a colony for growing tobacco 8. Slave trade was very important to. a. religious people b. the English c. the plantation owners d. the Africans 9. An indentured servant. a. did not get paid or have his needs met b. worked for a while and then was rewarded with freedom c. was a rich person from England who helped in the colonies d. was a debtor who worked as a slave in the colonies Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 66

67 Appendix J-1, page 3 Test Southern Colonies 10. Plantations were. a. large farms in the southern colonies b. farms that usually grew only one large cash crop c. successful because of slavery d. all of the above Bonus 1. There was a letter you did not need to use on the map. If you can tell me what that letter is and why that place was really important to the Colonies, you will get 3 bonus points! 2. Explain the Middle Passage completely and tell me why it was important. (2 points) Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 67

68 Appendix J-1, page 4 Test Southern Colonies Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 68

69 Appendix J-2 Test Key Southern Colonies Answer Key for Thirteen Colonies Quiz Southern Colonies I. Map Key A Virginia G Savannah I Jamestown M Chesapeake Bay C Maryland B South Carolina D Georgia H Atlantic Ocean K James River F St. Mary s City E North Carolina L Cooper River II. Matching a John Smith d James Oglethorpe b the Calvert family a Pocahontas a John Rolfe c some rich English gentlemen Bonus III. Multiple Choice 1. c 5. c 9. b 2. d 6. d 10. d 3. a 7. b 4. b 8. c 1. The letter not used is J. This is the city of Charleston, South Carolina. Charleston was very important to the colonies because it was the main city in the colonies where slaves entered from Africa. Slave trading and slave auctions were held here. This was the starting place for slavery in the Thirteen Colonies. 2. The Middle Passage was the route from Charleston to England, from England to the Gold Coast of Africa, and from Africa back to Charleston. It was the route taken as a means to obtain slaves from Africa for use in the colonies. Triangle Trade was used. The colonies had things that England wanted. They traded those things for things that England had that the slave traders in Africa wanted. Then they took those things to Africa and traded them for slaves. The slaves were brought back to Charleston to work in the colonies. It was important for the colonies to have the slaves to help run the plantations to make the money they needed to survive at this time. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 69

70 Appendix K Virginia/Plymouth Comparison Virginia Colony Plymouth Colony - wanted gold and riches - were not looking for gold - refused to do hard work - worked hard - did not want to build houses - wanted to build homes - did not want to or know how to grow crops - wanted to start farms - did not come for religious freedom - came to leave the Church of England - called Separatists - wanted to return to England as rich men - never wanted to return to England Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 70

71 Appendix K-1 The Mayflower Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 71

72 Appendix K-2 The Mayflower Story The people on the Mayflower left their homes in England for a better life. The Pilgrims left so they could worship God in their own way. There were 102 passengers and 30 sailors on the long, hard journey. The trip took two months. The Mayflower landed in Massachusetts instead of in Virginia as planned. The people lived on the ship until good houses were built. They named the settlement Plymouth. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 72

73 Appendix K-3 Classroom Compact Classroom Compact Whose names are underwritten, the loyal subjects of ye teacher of our school (teacher s name) (name of school) Having undertaken ye advancement of education, do by these presents solemnly and mutually in ye presence of ye teacher and one of another, covenant, and combine ourselves together into a Civill body politick; for our better ordering, and preservation and furtherance of ye ends aforesaid; and by virtue hereof to enacte, constitute and frame such just and unsuall Lawes, ordinances, Acts., constitutions and offices, from time to time as shall be thought most mete and convenients for ye generall good of ye classroom: unto which we promise all due submission and obedience. In witness whereof we have hereunder subscribed our names at ye of in ye (city) (day) (month) year of (year) (signature) The Mayflower Compact Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 73

74 Appendix K-4 The Mayflower Compact The Mayflower Compact When the Mayflower landed at Plymouth, some people began arguing right away. The Pilgrim leaders knew they needed rules and laws to live peacefully in their new land. They wrote the Mayflower Compact, all the men signed it, and they agreed to live by what it said. The Mayflower Compact helped the people to get along. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 74

75 Title Sticky Note The Pilgrim Colony at Plymouth Lesson 5 Appendix L Sticky Note Examples Sticky Note #3 Samoset visited settlement Spoke English Told Gov. John Carver that Massasoit would visit Told about Squanto and the death of his complete tribe Sticky Note #3 Sticky Note #1 Pilgrims people who left England for religious reasons Lived on Mayflower until men and boys built houses ½ the Pilgrims died harsh, cold winter Indians watched from the woods Sticky Note #1 Sticky Note #4 Massasoit visits Plymouth Makes peace treaty with John Carver Squanto stays with the Pilgrims and helps them learn to fish, hunt, plant, etc. Sticky Note #4 Sticky Note #2 Common House first building Used as shelter and later a church Got land ready for farming - corn Preserved foods for winter Sticky Note #2 Sticky Note #5 John Carver dies. William Bradford elected as governor. Invites Indians to a feast with the colonists to give thanks to God Feast lasted 3 days Became the first Thanksgiving we still celebrate today. Sticky Note #5 If you would like the actual PowerPoint presentation ed to you, contact the author at [email protected] and it will be sent as an attachment. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 75

76 Appendix L-1 Against Idleness and Mischief, by Isaac Watts Against Idleness and Mischief How doth the little busy bee Improve each shining hour, And gather honey all the day, From every opening flower! How skillfully she builds her cell! How neat she spreads the wax! And labours hard to store it well With the sweet food she makes. In works of labor or of skill I would be busy, too; For Satan finds some mischief still For idle hands to do. In books, or work, or healthful play, Let my first years be past; That I may give for every day Some good account at last. - Isaac Watts Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 76

77 Appendix L-2 Massachusetts Bay Colony Massachusetts Bay Colony The Puritans were another group of people who left England for religious reasons in Their leader, John Winthrop, said that their colony would be a city on a hill. Everyone would be watching them to see if they would succeed. The Puritans held very strict religious beliefs. They used poems and other lessons to teach their moral values to their children. People who did not follow the rules were punished, sometimes severely. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 77

78 Appendix L-3 Roger Williams and Anne Hutchinson Roger Williams Two Troublemakers? Anne Hutchinson Roger Williams was a Puritan minister who moved to Massachusetts to be free from the king and the church leaders in England. He did not believe that the king owned the land in Massachusetts. He said the king had no right to take land from the Indians. He did not believe that the Puritans could change the Church of England. He thought they should just leave it. He also spoke out against making everyone pay taxes to the churches. This made the Puritan leaders unhappy with Roger Williams. They decided to send Roger Williams back to England. He escaped and ran away to what is now Rhode Island and started the colony of Providence there. Anne Hutchinson was a Puritan woman who also got kicked out of Massachusetts for her beliefs. She believed that she could read her Bible and that God would speak directly to her from the Bible. She said she didn t need the Puritan ministers telling her what to believe. She moved to Rhode Island too and started another colony, called Portsmouth. She left Rhode Island when there was fear that Massachusetts would take over the colonies and she moved to New York. She was killed by Indians in New York after the English had had many innocent Indians killed for no reason. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 78

79 Appendix L-4, page 1 Review Sheet for New England Colonies Quiz Name Date History Third Grade Review Sheet for New England Colonies Quiz 1. Study the map of New England. Know these places: a. New Hampshire f. Plymouth b. Massachusetts g. Salem c. Connecticut h. Providence d. Rhode Island i. Portsmouth e. Boston j. Atlantic Ocean 2. Know these things about the Pilgrims: a. They sailed on the from England, to Holland, and then to Massachusetts in b. They were called because they wanted to separate from the Church of England. c. They settled at. d. They wrote and signed a contract called the. e. They met Native in the New World. f. They became friends with, who introduced them to and, the chief of the Wampanoag. g. They became friends with, who taught them several survival tips. h. Their first governor was. i. Their second, and the most famous leader, was. j. Their feast with the Indians became what we call today. 3. Know these things about the Puritans: a. Their colony was called the. b. Their governor was. c. He told the Puritans they would be which meant that the whole world would be watching them to see if they would succeed or fail. They would for perfect living to everyone around them. d. They were in their religious beliefs. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 79

80 Appendix L-4 page 2 Review Sheet for New England Colonies Quiz e. Anyone who broke the rules of the colony could be whipped, publicly punished, hung, or most often. f. Children studied the in school and learned their letters, how to read, and memorized many poems and verses. They had a book called the. g. They built their communities around a grassy area called a. Everyone in town could use this land to graze their animals. h. The Puritan minister who spoke against paying taxes to pay for Puritan congregations was. i. The Puritans wanted to him from the colony for his rebellious attitude. j. He escaped and went to what is now and started another colony that tolerated many different religious beliefs. k. A very brave woman named moved to Rhode Island too to escape the Puritan s persecution. l. Anne Hutchinson later moved to and was killed by. 4. Massachusetts Pilgrims Plymouth Colony religious freedom Separatists William Bradford 1620 a. Boston large city and seaport fishing b. Plymouth original colony c. Salem Puritan Colony north of Boston 5. New Hampshire and Connecticut further expansion of the Plymouth Colony people spread out for more space Plymouth was getting very crowded. 6. Rhode Island Roger Williams religious toleration Anne Hutchinson a. Providence town started by Roger Williams after he fled Massachusetts. b. Portsmouth town started by Anne Hutchinson when she was forced to leave Massachusetts. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 80

81 Appendix L-4, page 3 Key - Review Sheet for New England Colonies Quiz Name History Date Review Sheet for New England Colonies Quiz 1. Study the map of New England. Know these places: a. New Hampshire f. Plymouth b. Massachusetts g. Salem c. Connecticut h. Providence d. Rhode Island i. Portsmouth e. Boston j. Atlantic Ocean 2. Know these things about the Pilgrims: a. They sailed on the Mayflower from England, to Holland, and then to Massachusetts in b. They were called Separatists because they wanted to separate from the Church of England. c. They settled at Plymouth. d. They wrote and signed a contract called the Mayflower Compact. e. They met Native Americans in the New World. f. They became friends with Samoset, who introduced them to Squanto and Massasoit, the chief of the Wampanoag. g. They became friends with Squanto, who taught them several survival tips. h. Their first governor was John Carver. i. Their second, and the most famous leader, was William Bradford. j. Their feast with the Indians became what we call Thanksgiving today. 3. Know these things about the Puritans: a. Their colony was called the Massachusetts Bay Colony. b. Their governor was John Winthrop. c. He told the Puritans they would be A City Upon a Hill which meant that the whole world would be watching them to see if they would succeed or fail. They would set an example for perfect living to everyone around them. d. They were very strict in their religious beliefs. e. Anyone who broke the rules of the colony could be whipped, publicly punished, or even hung. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 81

82 Appendix L-4, page 4 Key - Review Sheet for New England Colonies Quiz f. Children studied the Bible in school and learned their letters, how to read, and memorized many poems and verses. They had a book called the New England Primer. g. They built their communities around a grassy area called a common. Everyone in town could use this land to graze their animals. h. The Puritan minister who spoke against paying taxes to pay for Puritan congregations was Roger Williams. i. The Puritans wanted to banish him from the colony for his religious attitude. j. He escaped and went to what is now Rhode Island and started another colony that tolerated many different religious beliefs. k. A very brave woman named Anne Hutchinson moved to Rhode Island too to escape the Puritan s persecution. l. Anne Hutchinson later moved to New York and was killed by Indians. 4. Massachusetts Pilgrims Plymouth Colony religious freedom Separatists William Bradford 1620 a. Boston large city and seaport fishing b. Plymouth original colony c. Salem Puritan Colony north of Boston 5. New Hampshire and Connecticut further expansion of the Plymouth Colony people spread out for more space Plymouth was getting very crowded. 6. Rhode Island Roger Williams religious toleration Anne Hutchinson a. Providence town started by Roger Williams after he fled Massachusetts. b. Portsmouth town started by Anne Hutchinson when she was forced to leave Massachusetts. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 82

83 Name Date Appendix L-5, page 1 New England Colonies Quiz Thirteen Colonies New England Quiz Using the map below, match the number on the map to the proper place. 1. New Hampshire Massachusetts Connecticut Rhode Island Boston Plymouth Salem Atlantic Ocean Providence Portsmouth Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 83

84 11. New England Colonies Quiz The Mayflower voyage began in the country of a. Spain b. England c. France d. Iraq Appendix L-5, page The Pilgrims were called because they wanted to be separated from the Church of England. a. separatists b. Quakers c. crazy d. spiritualists The Pilgrims settled at a. Boston Harbor b. Portsmouth c. Plymouth d. Chesapeake Bay The Pilgrims signed a contract called the a. Constitution b. Emancipation Proclamation c. Mayflower Compact d. Massachusetts Agreement The native American who visited the colony and taught them several survival tips was a. Samoset b. Pocahontas c. Powhatan d. Squanto Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 84

85 16. Appendix L-5, page 3 New England Colonies Quiz After a year the Pilgrims wanted to give thanks for the blessings in the new land. Today we celebrate and call this holiday a. Christmas b. Memorial Day c. Thanksgiving d. Puritan Day After John Carver fell sick and died, was the next governor of Plymouth for 35 years. a. John Smith b. William Bradford c. John Winthrop d. William Penn The Puritans lived in what New England colony? a. Massachusetts Bay Colony b. Jamestown Colony c. Virginia Colony d. Plymouth Colony Who was the Puritans governor? a. John Smith b. John Rolfe c. John Winthrop d. John Brown Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 85

86 Appendix L-5, page 4 New England Colonies Quiz 20. Who was a Puritan minister who spoke against paying taxes to pay for Puritan congregations? a. Anne Hutchinson b. Roger Williams c. Billy Graham d. John Winthrop 21. What would happen to a Puritan who broke the very strict rules of the colony? 22. What did children of the Puritan colony study in school? 23. What is a common and what was it used for? By whom? 24. What did the Puritans want to do to Roger Williams because of his rebellious attitude? 25. Where did Roger Williams go to escape persecution? Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 86

87 Appendix L-5, page 5 New England Colony Quiz 26. A very brave woman named eventually moved to Rhode Island to escape the Puritan s persecution. 27. What happened to Anne Hutchinson because of her behavior? BONUS QUESTION: John Winthrop told the people in his colony that they would be A City upon a Hill. In a few good sentences, explain what he meant by this and how he expected the people to live. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 87

88 Appendix L-5, page 6 Key New England Colony Quiz New England Colony Quiz Key Map Matching Multiple Choice 11. b 16. c 12. a 17. b 13. c 18. a 14. c 19. c 15. d 20. b Short Answer 21. Puritans who broke the very strict rules of the colony were punished severely. They might be publicly punished, whipped, hung, or possibly banished from the colony. (kicked out) 22. Children of the Puritan colony studied the Bible. They learned ABC s and numbers. They memorized Bible verses, poetry, and other wise sayings. They also studied and learned to read from a book called the New England Primer. 23. A common is a large grassy area in the center of a town or village that was used by all of the people of the community to graze their animals. It was also used for large community events. 24. The Puritans wanted to banish Roger Williams from the colony because of his rebellious attitude and ideas. 25. Roger Williams went to what is now the state of Rhode Island. He started the colony there called Providence. 26. Anne Hutchinson 27. Anne Hutchinson was kicked out of the Massachusetts colony because of her beliefs and because of her rebellion against the Puritan leader s rules. She also moved to Rhode Island and started the colony called Portsmouth. (She later moved to New York because she was afraid Massachusetts would take over Rhode Island. She was killed by Indians when they fought back against the colonists for killing innocent Indians.) Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 88

89 Appendix L-6 New England Colonies Rubrics Name Date New England Colonies Rubric New England Map Virginia vs Plymouth Colony Copy Work Mayflower and Mayflower Compact / Pilgrims at Plymouth Totals All items done to 100% accuracy: States/Ocean Labeled Cities/Places Labeled Colored Key Copy work 100% accurate Title and Columns correctly done Total All pages complete with 100% accuracy: Mayflower Mayflower Compact Pilgrims at Plymouth Against Idleness Massachusetts Bay Roger Williams pic Anne Hutchinson pic Two Troublemakers Three of four done correctly Copy work 75% accurate Title and Columns correctly done Six of eight pages done with 100% accuracy Two of four done correctly Copy work 50% accurate Title and Columns correctly done Four of Eight pages done with 100% accuracy One of four done correctly Copy work less than 50% accurate AND Title and Columns not correctly done Less than four pages done with 100% accuracy Final Grade /12= % Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 89

90 Farming and Industry Appendix M The Middle Colonies The Middle Colonies River Highways Important Cities - forests for lumbering and shipbuilding - very good farming - soil rich - climate mild - warm, rainy summers - fruits and vegetables - grains - cash crops - The Bread Colonies - Delaware River in Pennsylvania - Hudson River in New York - Philadelphia - New York City - Shipped goods to other colonies, to England, or to other European countries - New York City - Philadelphia - Centers for trade and shipping - Centers for mixing culture Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 90

91 Appendix M-1 The Middle Colonies Copy Page The Middle Colonies New York, New Jersey, Delaware, and Pennsylvania make up the Middle Atlantic Colonies. People from many different parts of Europe came to the middle colonies. They came from Germany, Holland, and Sweden. They came for religious freedom, as fur traders, and for farmland to grow crops. They had different languages, religions, and customs. They worked together, taught each other, and tolerated one another s differences. This mixing of cultures helped the middle colonies grow and prosper. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 91

92 Appendix M-2 New York New York Henry Hudson sailed into the Hudson River in 1609 and claimed a large area of this land for the Dutch. The Dutch built a trading post here and called it New Netherland, after their homeland, the Netherlands. In 1621, a group of wealthy Dutchmen formed the Dutch West India Company. They sent 110 settlers to the new land. Many of them settled in what is now Albany, New York, to trade with the Indians there. Others settled on Manhattan. They built a small fort here. Later, the fort grew into a small town called New Amsterdam. The Governor bought the land from the Native Americans by trading things like beads, cloth, and knives, which added up to about $ People from many countries started coming to settle in the new colony. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 92

93 Peter Stuyvesant - 2 nd governor of New Amsterdam - strong leader - wooden leg - did not get along well with others - said he would send people back to Netherlands if they did not agree with him Appendix M-3 New York Three Column Notes The English war between England and Holland - King of England wanted New Netherland to be an English Colony - Duke of York (King s brother) - Fought the Dutch to gain New Netherland - No one in New Netherland would fight - Peter Stuyvesant lost because no one liked him - Colony was renamed New York after the Duke of York. New York City - Dutch and English got along well. - Dutch had built a wall on Manhattan - Still called Wall Street today - Billions of dollars in business deals are made each day - Dutch had farms called bouweries - This area is now called the Bowery. - very busy and important port city - largest city in the United States today Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 93

94 William Penn was a Quaker Appendix M-4 Quaker Cards All People are Equal Would not bow to anyone 1 Thee and Thou 2 Thou shalt not kill 3 No ministers 4 Enemies in England Would not join armies or 5 wars. Put in prison for beliefs Prayed silently anyone 6 could speak Left England for Freedom Went to Pennsylvania Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 94

95 Appendix M-5, page 1 Middle Colonies Review Sheet Name Date Review sheet for Middle Colonies Quiz 1. Study the Middle Colonies map in your copybook. 2. Know where the settlers of the Middle Colonies came from and the reasons that they came to settle. 3. Understand the meaning of the word tolerance. 4. Know what was grown in the Middle Colonies and why they were called the Bread Colonies. 5. Know that New York City and Philadelphia were the two major port cities where trade occurred. 6. Know that the Hudson and Delaware Rivers were important routes for trade to the port cities. 7. Know about Henry Hudson, the settlement of New York, including how much the settlers paid for it and how they paid. 8. Know about Peter Stuyvesant. 9. Know about the Duke of York and what he did. 10. Know about William Penn and the founding of Pennsylvania. 11. Know what a Quaker was and what they believed in or didn t believe in. 12. Know how New Jersey and Delaware became colonies. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 95

96 Appendix M-5, page 2 Middle Colonies Review Sheet 13. Understand how William Penn designed Pennsylvania, including details about how the streets were laid out, how he put in parks and gardens, and how no walls were built around it or in it. 14. Know what famous event occurred in Philadelphia in 1776 and the name of the building that it took place in. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 96

97 Appendix M-5, page 3 Middle Colonies Review Sheet - KEY Name Date Review sheet for Middle Colonies Quiz 1. Study the Middle Colonies map in your copybook. 2. Know where the settlers of the Middle Colonies came from and the reasons that they came to settle. Germany, Holland, and Sweden. They came to settle for religious freedom, fur trade, and more farmland. They came for a better life. 3. Understand the meaning of the word tolerance. Tolerance means that you accept other people s beliefs and live with them in peace, even though you may not believe the same things yourself. Someone who is not tolerant of other people s beliefs is considered a bigot. 4. Know what was grown in the Middle Colonies and why they were called the Bread Colonies. The middle colonies grew lots of grains, such as rye, wheat oats, barley, etc. They became known as the Bread Colonies because of all the grain that they produced, which is used in making bread. 5. Know that New York City and Philadelphia were the two major port cities where trade occurred. 6. Know that the Hudson and Delaware Rivers were important routes for trade to the port cities. 7. Know about Henry Hudson, the settlement of New York, including how much the settlers paid for it and how they paid. Henry Hudson explored and claimed the land that is now New York for the Dutch. A small group of Dutch settlers, including Peter Minuet, bought the land that is now Manhattan Island from the Indians for about $24 worth of cloth knives, beads and other small items. 8. Know about Peter Stuyvesant. Peter Stuyvesant was a firm leader. He was the second governor of New Amsterdam (New York). He had a peg leg that he stamped when he got angry. He had to be tough on the people of New York in order to keep their colony clean and strong. When England came to take over, the people didn t support him well, and they willingly submitted to English rule. 9. Know about the Duke of York and what he did. The Duke of York was from England. He came and took over control of New York from the Dutch with little or no fight. 10. Know about William Penn and the founding of Pennsylvania. William Penn was the founder of Pennsylvania. Pennsylvania means Penn s Woods. He was given the land as payment for money the king owed his family. He wanted to start a colony where people could be free to believe in what they wanted and where everyone, even the Indians, were treaded fairly and equally. 11. Know what a Quaker was and what they believed in or didn t believe in. The Quakers were a religious group that believed that all people were equal and should be treated with respect. They did not believe that they needed ministers. They believed that God spoke directly to people. They got the name Quakers because they shook as they prayed. They did not believe in war or violence and would not fight for the colonies. They used old fashioned words like thee and thou and did not believe in social classes or the aristocracy. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 97

98 Appendix M-5, page 4 Middle Colonies Review Sheet KEY 12. Know how New Jersey and Delaware became colonies. New Jersey became a colony when the Dutch built a fort on the Delaware River. Peter Stuyvesant attacked and took it over. Then when England came and took New York, New Jersey became English as well. In 1664, the king gave this part of New York to two friends from the Isle of Jersey in England. To get people to move there, they offered cheap land and freedom of religion. Then some Quakers bought part of New Jersey. It never became very successful, but grew as a colony of farmers. Delaware became a colony in 1631 when 30 Dutchmen started a settlement there. They had left Pennsylvania because they did not agree with everything that William Penn was doing in that colony. They traded with the Indians, but were later killed in a battle with the Indians over a silly mistake. In 1637, Peter Minuit brought settlers there from Sweden. He bought the land back from the Indians for a copper kettle. The Swedes built the first log cabins in Delaware, modeled after their homes in Sweden. For years, there were fights over ownership of Delaware. Finally, England took control and made it a royal colony. Most of Delaware s colonists were farmers. Others lived in towns and ran shops, etc. There were many mills built on the Delaware River and towns grew around the mills. 13. Understand how William Penn designed Pennsylvania, including details about how the streets were laid out, how he put in parks and gardens, and how no walls were built around it or in it. The streets were laid out like a checker -board. The streets going one way were numbered. The streets going the other way had tree names. There was a central square where people could meet. He planned many parks and gardens. There were no walls or stockades. It grew so quickly that people lived in caves along the Delaware River until their homes were built. 14. Know what famous event occurred in Philadelphia in 1776 and the name of the building that it took place in. The signing of the Declaration of Independence; This was signed in what is now called Independence Hall. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 98

99 Appendix M-6 Pennsylvania Pennsylvania In 1681, William Penn was given a charter by the King of England to start a colony in America. This was in exchange for a lot of money that the King owed his father. The colony was to be called Pennsylvania, which means Penn s Woods. Penn wanted to start a colony that would live in harmony with the Native Americans in that area. William Penn was a Quaker. He was a good person to lead a colony. He was a lawyer and a town planner. Philadelphia was the first major city. The streets were laid out like a checker -board. There were no walls or stockades. It grew so quickly that people lived in caves along the Delaware River until their homes were built. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 99

100 Appendix M-7 New Jersey and Delaware New Jersey and Delaware New Jersey became a colony when the Dutch built a fort on the Delaware River. Peter Stuyvesant attacked and took it over. Then when England came and took New York, New Jersey became English as well. In 1664, the king gave this part of New York to two friends from the Isle of Jersey in England. To get people to move there, they offered cheap land and freedom of religion. Then some Quakers bought part of New Jersey. It never became very successful, but grew as a colony of farmers. Delaware became a colony in 1631 when 30 Dutchmen started a settlement there. They had left Pennsylvania because they did not agree with everything that William Penn was doing in that colony. They traded with the Indians, but were later killed in a battle with the Indians over a silly mistake. In 1637, Peter Minuit brought settlers there from Sweden. He bought the land back from the Indians for a copper kettle. The Swedes built the first log cabins in Delaware, modeled after their homes in Sweden. For years, there were fights over ownership of Delaware. Finally, England took control and made it a royal colony. Most of Delaware s colonists were farmers. Others lived in towns and ran shops, etc. There were many mills built on the Delaware River and towns grew around the mills. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 100

101 Appendix M-8, page1 Middle Colonies Quiz Name Date History Middle Colonies Quiz Using the map, match the place below with the correct letter on the map. 1. New York (state) 2. Pennsylvania 3. Delaware 4. New Jersey 5. New York City 6. Philadelphia 7. Delaware River 8. Hudson River 9. Atlantic Ocean Put the letter of the correct answer in the blank before the number. 10. What countries did most of the colonists that settled in the middle colonies come from? a. England, Spain, and France b. England, Russia, and Turkey c. Germany, Holland, and Sweden d. Sweden, Finland, and Norway 11. What was the reason these settlers came to the New World? a. religious freedom b. fur trade c. farmland d. all of the above Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 101

102 Appendix M-8, page 2 Middle Colonies Quiz When people choose to respect each others differences and live together peacefully we say they are. a. crazy b. bigots c. tolerant d. truthful The Middle Colonies were a good place to. a. farm b. grow indigo c. catch codfish d. plant cotton The Delaware and Hudson Rivers were used as highways to take to the port cities to be sold. a. peanuts b. grains c. merchants d. boats Things like wheat, rye, and oats grew so well in the Middle Colonies that they became known as the. a. plantations b. grain colonies c. bread colonies d. flour colonies The most important city in Pennsylvania for trade and shipping was. a. New York City b. Pittsburgh c. Philadelphia d. Savannah Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 102

103 Appendix M-8, page 3 Middle Colonies Quiz Henry Hudson explored and claimed the land that is now for the Dutch. a. Pennsylvania b. New Netherland c. New Jersey d. New York A small group of Dutch settlers bought the land that is now Manhattan Island from the Indians for. a. cloth, knives, beads, and other small items worth about $24 b. $24 in Dutch money c. $24 in coins and paper bills d. $24 worth of grains The second governor of New Amsterdam (New York) was a stern man named. a. Peter the Great b. Peter Piper c. Peter Stuyvesant d. Peter Pan The came from England to take over New York and no one would fight against him. a. King of Hearts b. Queen of Diamonds c. Duke of York d. Duke of Earl Answer the following questions with a short answer. 21. was the founder of Pennsylvania. 22. Pennsylvania means. 23. The were a religious group that believed that all people were equal and should be treated with respect. Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 103

104 Appendix M-8, page 4 Middle Colonies Quiz 24. The Quakers used old fashioned words like and to address other people. 25. The Quakers did not believe it was right to fight in. 26. When England took over New York the king made an English colony too. 27. Some people who couldn t get along with William Penn formed the new colony of. 28. William Penn helped design the city of Philadelphia. Explain to me what the city looked like and how it was designed. BONUS! What famous event happened in Philadelphia in 1776? What is the name of the building that it happened in, today? Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 104

105 Appendix M-8, page 5 Middle Colonies Quiz KEY Map: 1. E 2. A 3. C 4. G 5. H 6. I 7. B 8. F 9. D Multiple Choice: 10. c 11. d 12. c 13. a 14. b 15. c 16. c 17. d 18. a 19. c 20. c Short Answer: 21. William Penn 22. Penn s Woods 23. Quakers 24. thee and thou 25. wars 26. New Jersey 27. Delaware 28. It was set up like a grid with streets going east to west and north to south. All the streets going one way were numbered. The others were named after trees. There were many parks and gardens. There was a central place for meeting together. It was very organized and safe. BONUS! The signing of the Declaration of Independence; Independence Hall Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 105

106 Appendix N Culminating Activity Colonial Personalities Name Date Thirteen Colonies Culminating Activity Personalities of the Thirteen Colonies Your personality is. 1. Find a book or get on the internet and READ READ READ as much as you can about your personality. You may also take some information from your copy book or history book that we have already studied. 2. Find a good portrait or picture of your personality that you can copy or trace. (You can t Xerox it or download if from the internet it must be drawn or traced by you.) You must draw this on 8 1/2 X 11 white paper. When you are finished drawing, color it neatly with colored pencil. 3. Gather information, plan, and write a good informational report on your personality. Use the format for writing informatives that is standard for your class. Proofread check proofread again!!! And then write your final copy. This report should be at least 5 paragraphs long (three or more sentences each). You must include information about this person s life, why they are famous in history, and something about their character that made them the person they are in history. 4. Using a manila file folder, mount the portrait to the left hand side (inside) and the report to the right hand side. You may decorate your cover as you wish. Your report should be handwritten, not word processed. It should be neat and error free. It should be interesting and fun to read. Practice reading your report out loud to your family. On our Colonial Personalities Day we will dress up like our personality and present our reports to the class. Your final project will be due on. Parent signature Date signed Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 106

107 Appendix O Great Web Sites Jamestown artifacts and photos Jamestown - Univ. of Virginia Virtual Jamestown project - Virginia - Roanoke (interactive) - Roanoke - Roanoke - Virginia - Maryland - Maryland Historical Society - South Carolina - North Carolina - Georgia - Plimoth Plantation - Puritans; Mayflower Compact; Plymouth Plantation - Massachusetts - Rhode Island - Rhode Island Historical Society - Connecticut - New Hampshire - New York - New York Historical Society - click on Pennsylvania History - Pennsylvania - Delaware - New Jersey - Colonial Life Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 107

108 Appendix P Rubrics for Middle Colonies Name Date Middle Colonies Rubric Middle Colonies Map Middle Colonies Totals Total All items done to 100% accuracy: States/Ocean Labeled Cities/Places Labeled Colored Key All pages complete with 100% accuracy: Middle Colonies Copy Page Three Column Facts New York Copy Page Three Column N.Y. William Penn/ Quakers Quaker Cards Pennsylvania New Jersey/ Delaware Three of four done correctly Six to Eight items completed with 100% accuracy. Two of four done correctly Four to SIx items completed with 100% accuracy One of four done correctly Less than Four items completed with 100% accuracy Final Grade /8= % Third Grade, The Thirteen Colonies 2003 Colorado Unit Writing Project 108