begladtraining.com · Web view1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical

The Thirteen Colonies(level 5)Project G.L.A.D.

Vacaville Unified School DistrictRegina Rosenzweig, Kate Wyffels, Nancy Riebeek

Idea PagesI. Unit Theme Political, religious, social and economic institutions of the 13 colonies Focus: 13 original colonies Focus: Geographical influence Identify tribes inhabiting the area

II. Focus/Motivation Observation Charts Inquiry Chart Big Book Songs

III. Concepts Europeans leave their countries for the New World 1620s-1750s Similarities between the groups that immigrated during this period Colonies were influenced by religion, geography, economics, politics, and

interactions with Native Americans.

HISTORY STANDARDS

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America. 2. Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges). 3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War). 4. Discuss the role of broken treaties and massacres and the factors that led to the Indians defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears). 5. Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).

6. Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas. 2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts). 3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania). 4. Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion. 5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems. 6. Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. 7. Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

5.5 Students explain the causes of the American Revolution.

1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). 2. Know the significance of the first and second Continental Congresses and of the Committees of Correspondence. 3. Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain. 4. Describe the views, lives, and impact of key individuals during this period

(e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

ELA STANDARDS GRADE 5

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development 1.2 Use word origins to determine the meaning of unknown words.1.3 Understand and explain frequently used synonyms, antonyms, and homographs.1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).1.5 Understand and explain the figurative and metaphorical use of words in context.

2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials 2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique 2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main problem or conflict of the plot and explain how it is resolved.3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

Literary Criticism 3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives. Writing

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus 1.1 Create multiple-paragraph narrative compositions:a. Establish and develop a situation or plot.b. Describe the setting.c. Present an ending.

1.2 Create multiple-paragraph expository compositions:a. Establish a topic, important ideas, or events in sequence or chronological order.b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).1.5 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:a. Establish a plot, point of view, setting, and conflict.b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:a. Demonstrate an understanding of a literary work.b. Support judgments through references to the text and to prior knowledge.c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using

the following guidelines:a. Frame questions that direct the investigation.b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.4 Write persuasive letters or compositions:a. State a clear position in support of a proposal.b. Support a position with relevant evidence.c. Follow a simple organizational pattern.d. Address reader concerns.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure 1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Grammar 1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise), modifiers, and pronouns.

Punctuation 1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Capitalization 1.4. Use correct capitalization.

Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Listening and Speaking

1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension 1.1 Ask questions that seek information not already discussed.1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.1.3 Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication 1.4 Select a focus, organizational structure, and point of view for an oral presentation.1.5 Clarify and support spoken ideas with evidence and examples.1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

Analysis and Evaluation of Oral and Media Communications 1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:a. Frame questions to direct the investigation.b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.3 Deliver oral responses to literature:a. Summarize significant events and details.b. Articulate an understanding of several ideas or images communicated by the literary work.c. Use examples or textual evidence from the work to support conclusions.

SCIENCE STANDARDS

Investigation and Experimentation

6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

b. Develop a testable question.

c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

d. Identify the dependent and controlled variables in an investigation.

e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

MATHEMATICS STANDARDS

Mathematical Reasoning

1.0 Students make decisions about how to approach problems:

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. 1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:

2.1 Use estimation to verify the reasonableness of calculated results.2.2 Apply strategies and results from simpler problems to more complex problems.2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. 2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations:

3.1 Evaluate the reasonableness of the solution in the context of the original situation.3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. 3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Vocabulary for ColonizationaffectedagreementallegianceAnglicanismaspectsassemblybakerbayblacksmithbutchercarpentercash cropCatholicismcattlechartercharterclimatecolonycouncilcropsculturedealingsdefeat

Dutcheconomic opportunityenslaveestablishexportfairfertilefounderfrontierfundamental ordersfurgrantedguaranteeHouse of Burgesseshuntinghuskingimmigrantsimportindigoinfluenceinhabitlumber Massasoit

Mayflower compactministerobjectoccupationoriginalpermanentPlymouth plantationpoliticalproduceproducedprofitsproprietorcolonyproprietorprosperPuritanismQuakerismraiseraisingrefugerefuge

Resources and Materials

Banks, James A. et al. A New Nation: Adventures in Time and Place. New York: McGraw-Hill School Division, 2000.

Bernstein, Vivian. America’s Story. Austin, Texas: Steck-Vaughn, 1995.Boehm, Richard Dr. G et al. Earl United States. New York: Hartcourt Brace and Co.,

2000.Carson, Mary Kay. Colonial America. New York: Scholastic, Inc., 1999.Copeland, Peter

F. Great Native Americans. New York: Dover Publications, Inc. 1997.Copeland, Peter F. Everyday Dress of the American Colonial Period. New York: Dover

Publications, Inc. 1975.Copeland, Peter F. Early American Crafts and Occupations. New York: Dover

Publications, Inc. 1994.

Donald, Rhonda Lucas. American History Crafts and Games. New York: Scholastic, Inc., 2001.

Egan, Lorraine Hopping and Spigarelli, Louise. American History Games. New York: Scholastic, Inc., 2000.

Glasscock, Sarah. 10 Easy-to-Read American History Plays. New York: Scholastic, Inc., 2001.

Harness, Cheryl I. Three Young Pilgrims. New York: First Aladdin Paperbacks, 1992.

January, Brendan. Colonial Life. New York: Children’s Press, 2000.January, Brendan. The Thirteen Colonies. New York: Children’s Press, 2000.Lasky, Kathryn. Dear America, A journey to the New World: The Diary of Remember

Patience Whipple. New York: Scholastic, Inc., 1996.McGovern, Ann. …If You Lived in Colonial Times. New York: Scholastic, Inc., 1964.Miranda, Anne. The Pilgrims. New York: Newbridge Educational Publishing, 2001.Sanders, Jeff and Nancy I. 15 Fun to Read American History Mini Books. New York:

Scholastic, Inc., 2000.Sanderson, Jeannette. Teaching with Dear America Books. New York: Scholastic, Inc.,

2001.Sands, Stella, Ed. Kids Discover Colonial America. 2000: 1-19.Sands, Stella, Ed. Kids Discover American Revolution. 1999:1-19.Tierney, Tom. American Family of the Colonial Era. Toronto: General Publishing

Company, Ltd., 1983.Tryckare Company, The. Historic Sailing Ships Coloring Book. New York: Dwer

Publications, Inc.,1982.West, Tracey. Teaching America History with Favorite Folk Songs. New York:

Scholastic, Inc., 2001.Wroble, Lisa A. Kids in Colonial Times. New York: Newbridge Educational Publishing,

1997.

Read Alouds and Other BooksDear America SeriesMy Name is America The Journal of Jasper Jonathon PierceA Jouroney to the New World The Diary of Remember Patience Whipple

American Kids in History: Colonial Days, by David C King

A Day in the Life of a Colonial Silversmith, by Kathy WilmoreA Day in the Life of a Colonial Printer, by Kathy WilmoreA Day in the Life of a Colonial Blacksmith, by Kathy WilmoreA Day in the Life of a Colonial Inn Keeper, by Kathy WilmoreA Day in the Life of a Colonial Wigmaker, by Kathy WilmoreA Day in the Life of a Colonial School Teacher, by Kathy Wilmore

The Believers by Diana Star Helmer

The Braviest Blacksmith by Thomas Owens

Crossing the Delaware by Louise Peacock

Emma’s Journal by Marissa Moss

What do Historians do? By Brenda Parks

Websites for Colonizationhttp://www.cgps.org/cgslab/cabot.gifhttp://www.esd.k12.ca.us/Cadwallader/Room%2020/Colonies/SC/Jamestown%20Settlement.GIJamestownhttp://library.thinkquest.org/20619/media/eng2.jpghttp://www.nyhistory.org/BuyingManhattansm.jpghttp://www.culturalresources.com/images/LordBaltimore.jpghttp://users.erols.com/igoddard/roger.jpghttp://www.oberlin.edu/history/GJK/H148S02/Puritans-praying.jpghttp://xroads.virginia.edu/~CAP/PENN/penn2.gifhttp://www.cr.nps.gov/seac/pulaski/1-before/oglethorpe.jpghttp://www.virtualtourist.com/p/.124498/tn_t-1692-12-4440.jpghttp://www.americaslibrary.gov/assets/jb/jb_0914_harvard_1_m.jpghttp://www.rootsweb.com/~neresour/OLLibrary/Montgomery/pics/mahi096.jpg

http://www.rootsweb.com/~neresour/OLLibrary/Montgomery/pics/mahi096.jpg

http://www.americaslibrary.gov/assets/jb/jb_0914_harvard_1_m.jpg

http://www.virtualtourist.com/p/.124498/tn_t-1692-12-4440.jpg

http://www.cr.nps.gov/seac/pulaski/1-before/oglethorpe.jpg

http://xroads.virginia.edu/~CAP/PENN/penn2.gif

http://www.oberlin.edu/history/GJK/H148S02/Puritans-praying.jpg

http://users.erols.com/igoddard/roger.jpg

http://www.culturalresources.com/images/LordBaltimore.jpg

http://www.nyhistory.org/BuyingManhattansm.jpg

http://library.thinkquest.org/20619/media/eng2.jpg

http://www.esd.k12.ca.us/Cadwallader/Room%2020/Colonies/SC/Jamestown%20Settlement.GIJamestown

http://www.esd.k12.ca.us/Cadwallader/Room%2020/Colonies/SC/Jamestown%20Settlement.GIJamestown

http://www.cgps.org/cgslab/cabot.gif

Thirteen ColoniesProject G.L.A.D.

Vacaville Unified School DistrictRegina Rosenzweig, Kate Wyffels, Nancy

RiebeekPlanning Pages

I. Focus and Motivation Daily Read Aloud Inquiry Charts Observation Charts Exploration Chart Big Book

II Input Timeline Comparative Input-

religions, founders, colonies

Graphic Organizer-Venn Diagram-Puritan/Catholic

World Map Narrative-Puritans,

Settlement, Native Americans

Expert Groups Colonial Map with

tribal nations Picture File Cards CCD

III Guided Oral Practice Lecture with 10/2 Picture File Cards

T-graph Process Grid CCD Where’s My Answer?

(for practice test)

IV Reading/Writing Total Class

o Cooperative Strip Paragraph-transitions, conclusions

Group Practiceo Team Taskso Team Writing

Workshopo Ear to Ear

Readingo Expert Groupso 10/2/2 with

Memory Bank Individual

o Learning Logso Text and Youo Interactive

Journalo Writer’s

Workshopo Individual

Taskso Team Writing

Workshop Write a

persuasive letter

o Research Backgro

und subject

King, colonies, colonists

o Research Custom

s, religion, origin, colony

o Write persuasive letter to the Kind of England

o Develop letter with presentation-plays, videos, reports in costume

V. Extended Activities Make Big Book Posters 20 Questions Jeopardy Music/songs from 13

Colonies period Museum

VI. Closure Present Letter Process All

Learning/Inquiry 13 Colonies Test Colonial Feast

Student Generated Tests

Graffiti Wall Where’s My Answer? Required Expository

to Rubric Required Poetry

Piece Team Feud Personal Exploration

The Thirteen Colonies

Project G.L.A.D.Sample Daily Lesson Plans

Grade 5Day 1

Focus and Motivation CCD/signal word -

Colonies Personal Standards

& Reinforcers Observation Chart Inquiry Chart – What

do you know about the 13 Colonies?

Big Book and Personal Interaction

Review Inquiry Chart Portfolios & team

organization

Input World Map 13 Colonies Map –

just begin by filling in New England

Guided Oral Practice Here, There Chant

Input Timeline

Reading and Writing Learning Log

Input Narrative

¨Remember¨

Reading and Writing Learning Log on

narrative

Guided Oral Practice T-Graph -

cooperation Exploration Report –

daily life and occupations

Poetry/Chant: Yes, Ma’am

Reading and Writing Journal Home/School

Connection



Grade 5

Day 2

Focus and Motivation Thematic music to

enter by CCD – Review

meaning of signal word, choose new word

Review Home/School Connection

Review Narrative and Maps with word cards

Guided Oral Practice Poetry/Chant –

Bugaloo – highlight words

Input New England

Colonies Map

Reading and Writing Learning Log on Map

Input Pictorial

Guided Oral Practice Poetry/Chant –

Sound Off! Farmer in the Dell –

make, read, trading game, show flip chants

Team Tasks – introduce procedures: World Map, 13 Colonies Map, Timeline, Chant,

Pictorial, Farmer in the Dell, Flip Chants

Expert Groups – New York, New Jersey and Delaware

Reading and Writing Writer’s Workshop –

genres – mini-lessono Author’s Chair

Home/School Connection



Grade 5

Day 3

Focus and Motivation Pass back journals

CCD – Review meaning of signal word, choose new word


Review 13 Colonies Map, Pictorial with word cards

Reading and Writing Story Map of the

narrative from Narrative Input Chart

Guided Oral Practice & Reading/Writing

Expert Groups – Pennsylvania

Team Tasks – review list of tasks

Team Evaluations - Oral check in

Process Grido Choral

response for New England Colonies

o Numbered heads for accountability of experts for Middle Colonies

Writer’s Workshop o Read a Loud-

mini lesson- adaptations

o Author’s Chair

Home/School Connection



Grade 5

Day 4

Focus and Motivation CCD – Review

meaning of signal

word, choose new word


Reading and Writing Cooperative Strip

Paragrapho Read o Revise o Edit -- Editing

Checklist is modeled

Team Tasks – review list of tasks

Leveled Reading Groups

o ELD Group Frame

Can be a story retell

o Clunkers and Links

With a group at or above level reading

Read the Walls Personal CCD Journals

Guided Oral Practice Poetry/Chant



Grade 5

Day 5Focus and Motivation

Review/Process the Inquiry Chart

Review Big Book

Reading and Writing Team Tasks – review

list of tasks Leveled Reading

Groupso Cooperative

Strip Paragraph

With strugglin

g readers

Ear to Ear – read textbook

Listen/sketch Writer’s Workshop

o Read aloud-mini lesson- historical fiction

o Author’s Chair

Guided Oral Practice Team Presentations Poetry/Chant

Closure Where’s My Answer?

Yes, Ma’amby Regina Rosenzweig

Is this a New England Colony?Is this a New England Colony?How do you know?From where did they come?When did they come?Who sent them?Why did they come?What did they teach?What else did they do?Where did they settle?Where did they settle?Who were the founding fathers?Who were the founding fathers?

What did they establish?What were the Puritans expected to do?Were they forced to obey?And if they didn’t?And if they didn’t?Is this a New England Colony?Is this a New England Colony?

Yes, ma’amYes, ma’amThey’re Puritans.England in fleets of 11 shipsIn 1620

Sound Off- Colonization

We just know that the colonists cameTo break away from England’s nameTraversed by boat across the seaFor political, religious autonomy

Sound Off – ColonistsSound Off- EnglandSound off – 1-2-3-4… They came!

Puritans established and freedom they sawFree to worship from England’s lawQuakers left them and off they wentTo settle Rhode Island they were sent

Sound Off – ColonistsSound Off- PuritansSound off – 1-2-3-4… They thrived!

Massachusetts, Connecticut, New Hampshire, tooRhode Island in New England, it’s trueNew York, New Jersey, Pennsylvania, DelawareThe Middle Colonies, they were thereVirginia, Carolinas, Georgia, MarylandThe Southern Colonies they began

Sound Off – ColonistsSound Off- QuakersSound off – 1-2-3-4… They established!

Their life here was hard but goodThey farmed the land for their foodTraded with Indians, disease they spreadWiped out tribes, it was said

Sound Off – ColonistsSound Off- A New LifeSound off – 1-2-3-4… They struggled!

Colonistsby Regina Rosenzweig

Colonists here, Colonists thereColonists, colonists everywhere!

Immigrant colonists traversed,Religious colonists proclaimed,Influential colonists convinced,

And ambitious colonists established!


Colonists in New England!Colonists in the Middle ColoniesColonists in the Southern ColoniesAnd Colonists in all 13 colonies!


Colonists! Colonists! Colonists!

Project GLAD, R Rosenzweig

Colonial BugalooBy Regina Rosenzweig

I’m a colonist and I’m here to sayI left England and I’m here to stayTraveled across the Atlantic seaEstablished religious freedom for you and me

New England, Middle, Southern they’re namedSettling along coasts, mountains and plains.Puritans, Quakers, Catholics tooWe’re doing the Colonial Bugaloo

The strict New England Puritans were the onesFollowing the laws, having no funWanted everyone to follow their leadGave land and voice in the community

Roger Williams rebelled and was voted to leaveNeeded more freedom, established Rhode Island ColonyAnne Hutchinson began to question authorityForced out and headed for economic opportunity


Pennsylvania Quakers with William PennSearched for equality for women and menMore of a connection with God they saidSo far from those Puritans they sure fled

In England Catholics to jail they wentSo Lord Baltimore for all of them he sentCome to Maryland and you’ll be freeSo 300 Catholics traversed the sea


King Charles IReligious FreedomThe BibleTaught school, logged, & trapped furIn Massachusetts and Rhode IslandIn Connecticut and New HampshireJohn Winthrop and Roger WilliamsAnne Hutchinson, William Bradford, and John Mason A governmentFollow the laws of the ChurchYes, ma’amThey were criticized.Ostracized & forced to leave the colonyYes, ma’amYes, ma’am

Did you know? The Pilgrims

landed at Plymouth Rock, Massachusetts in 1620.

Many of the plants that grew there were different and new to them.

For example, corn is native to North America. People from England did not have corn.

The Indians taught the Pilgrims how to plant corn.

Did you know? New England had many trees and forests. Some trees native to New England are Oak and Maple. The business of cutting trees to make buildings and ships is called logging. New England became famous for shipbuilding.

Did you know? New England had many trees and forests. Some trees native to New England are Oak and Maple. Maple trees also provide food. Native Americans taught the colonists how to make a sugary syrup from the sap of the maple tree.

Did you know? Hunting whales is

called whaling. Whales have been

hunted for hundreds of years.

Whales have been hunted for food, but colonists hunted them for other products.

Whale blubber was turned into oil for burning in lamps, cooking, leather tanning, and making soap and paint.

Whale’s bones were used for ladies collars and corsets, fishing rods, umbrella ribs, decorative carvings, and whips.

http://coloringpages.net/pages/boats-cars/ship5-sm.gif

http://www.rivalquest.com/color/whales/index2.html

http://www.rivalquest.com/color/whales/index2.html

Narrative

Rememberadapted from Cheryl Harness

Remember stood on the deck of a boat in the middle of the dark blue ocean. She was watching for mermaids, whales, pirates and most of all land.

It had been 60 days since the ship had sailed from England. They hoped to find a land where they could worship freely. They also wanted to own their land. The King of England, his nobles and the King's church owned all of the land in England.

Finally, one cold November morning, there was a shout: "Land, Land Ho!" 'Tis America!"

The pilgrims strained to see a pale ribbon of land. Every morning the thin line on the horizon was thicker. Capt. Jones told the sailors to drop the Mayflower's iron anchor into the sea.

Remember's papa said,” Tomorrow we will row ashore to see if all is safe. We will find the best place for our colony."To make sure everyone would stick together once they reached shore; the Pilgrims wrote an agreement called the Mayflower Compact. This compact said that they were there to build a colony for the glory of God and to honor King and Country. Together the Pilgrims would be a civil body politic, which means making and obeying laws for the common good.

It was scary getting into the little boat. Everyone's legs were wobbly after so many weeks at sea, but how wonderful to run on solid land. That afternoon the Pilgrims returned to the Mayflower. It would be their shelter until the place to settle was found.

Finally, just before Christmas Papa said to Mama, "We found a fine place to build. We will call it Plymouth colony." Mama smiled but Remember saw that her face was thin and pale. She was worried. Everyone was hungry and tired of living crowded together on the damp, smelly ship.

Remember could hear the ringing of axes and pounding of hammers from the Mayflower. Papa and the others were building shelter as fast as they could. In the next few weeks, those who were strong enough moved their belongings from the ship to the Common House and to their own half-built houses.

In the darkest winter half of the Pilgrims died of the Great Sickness. Mama and the new baby died too.

One day while planting herbs Remember looked up and saw an Indian. He was tall with dark eyes and his skin was copper. Remember ran to find Papa who was breaking up the rocky soil of their garden. "Papa, come quick, there is an Indian!" They saw the tall man walk up to Mr. Hopkins and Mr. Bradford who were in charge of the settlement.

"Welcome, Englishmen," he said in a loud, deep voice. "My name is Samoset."

The thin, sad Pilgrims came out of their fields and houses to see the mysterious man. Samoset stayed the night with Pilgrims, and the next day set off for his home in the forest.

When he returned, he brought his friend Squanto with him. They brought food and later showed the settlers how to plant corn a new way.

In each hill of corn they buried a small fish. The fish would act as fertilizer and encourage crop growth and new

life. When no one was looking Remember also buried a fish under her herbs.

That fall they knew there was going to be a rich harvest. The Pilgrims worked together gathering the squash, peas, beans, barley and corn. Herbs for medicines and seasonings were tied into sweet smelling bunches. After the Sabbath prayers and hymns, Gov. Bradford stood before the congregation.

"We will invite our Indian brothers to feast with us and offer prayers of thanksgiving to God for a bountiful harvest."The Pilgrims thought that this was a fine idea for nobody had forgotten how if felt to be cold and hungry.

For days Plymouth was filled with the good smells of cooking. A company of men were sent to the Indian village with an invitation to the feast. Massasoit, the chief or sachem of the Wampanoag People, Samoset,

Squanto and nearly 90 other Indians came to the feast. The celebration lasted for three days.

Not long after the days of feasting a ship was sighted. The Fortune brought new settlers but no food to feed them. There followed a hungry winter and more hard times. The Pilgrims good friend Squanto died. Slowly the hungry years passed and the colony grew as the land became prosperous. The Pilgrims and their children moved to their own farms in newly created townships. Remember got married and moved to Salem where she had her own family. Many nights she would go out on her farm and remember all the hardships and joys of coming to the New World. Like the fish she had planted as girl, her new life was enriched with new possibilities and opportunities.

North American Colonies (page 1)En

glish

1497 John Cabot lands in North America, claiming it for England.

1587 Colonists settle on Roanoke Island and then disappear

.

1500

1600

Span

ish

1492 Columbus sails from Spain to the Americas.

1500Spanish rulers take control of Santo Domingo.

1505First colonies in Caribbean are set up.

1508 Ponce de Leon takes control of Puerto Rico.

1538Juan Garrido receives an estate in Hispaniola.

1540Coronado searches the seven cities of gold.

1545Silver is discovered near Mexico City.

1565The first Spanish mission is built in St. Augustine, Florida.

1500

1600

Fren

ch

1500

1600

North American Colonies (page 2)

Engl

ish1620 The Pilgrims land in Mass-achusetts.

1623New Hamp-shire founded.

1624Dutch traders buy Manhattan Island from Native Americans.

1629Mass-achu-settsfound-ed.

1634Maryland is settled under leadership of Lord Baltimore.

1635 Roger Williams arrives in Rhode Island.jjjjjjjjjjjjjjj

1636Rhode Island & Conn-ecticut founded

1638Swedish settlers arrive in present-day Delaware and New Jersey.

1630s-1640sThe Great Migration brings thousands of Puritans to Mass- achusetts.

1649Maryland passes Act of Toleration.

1653N. Carol-ina found-ed

1660Virginia law says African slaves are slaves for life.

1625

Span

ish

1625

Fren

ch

1625


Engl

ish1664The English take over the New Netherlands from the Dutch, renaming it New York.

1664New York, New Jersey & Delaware are founded.

1670S. Carolina founded.

Virginia's slave population is 2,000.

1672Royal African Company is set up to expand England's role in slave trade.

1675 Native Americans rise up against the colonists in "King Philip's War."

1681William Penn founds the colony of Penn-sylvania.

Span

ish

1680Native Americans drive Spanish from Santa Fe in Popé's Rebellion.

1687Father Kino sets up Mission north of Mexico City.

Fren

ch

1663Louis XIV takes direct control over New France.

1682La Salle reaches the Gulf of Mexico.


Engl

ish

1733James Oglethorpe founds Georgia.

1736Puritans found Harvard College. First college in British Colonies.

1740sThe Great Awaken-ing movement promotes religious toleration.

1750Virginia's slave population increases to 120,000.

1763Pontiac's War. Native Americans fight British expansion.

1776British colonies declare indepen-dence in North America.

1750

Span

ish

1750

Fren

ch

1754Fighting breaks out in North America between Britain and France.

1759British conquer Quebec.

1763France turns over most of its North American empire to Britain.

1750

Date:_____________

Project GLADThirteen Colonies Unit

Home/School Connection #2

Sketch /write and tell your parents about the Puritans.

Parent signature:________________ Student Signature:_____________________

Fecha:_____________

Proyecto GLADUnidad de Los Colonias

Conexión entre Hogar y Escuela #2

Dibuje y cuente a sus padres acerca de los Puritanos.

Firma de padre:________________ firma del estudiante:_____________________

Date:



Interview your parents or an older person you know. Ask them what they know about what was happening 400 years ago in their country of origin.

Fecha:

Proyecto GLADUnidad de Las Colonias Británicas en Norte América


Entrevista sus padres u otra persona en su familia. Pregunte si saben lo que estaba sucediendo en su país nativo 400 anos atrás acerca de 1600.

Date:



Tell your parents about the relationship between the colonists and the Native Americas.

Fecha:



Cuénteles a sus padres acerca de la relación entre las colonistas y los americanos indígenas.

Date:



Sketch/write and tell your parents about how the Quakers in Pennsylvania created a fair and democratic society.

Fecha:



Dibuje/escribe y cuéntele a sus padres acerca de como los Quakers en Pensilvana empezaron una sociedad justa y democrática.

Date:



Sketch/Write and tell your parents about two of the founders of the Thirteen Colonies.

Fecha:



Dibuje/escribe y cuéntele a sus padres acerca de dos de los fundadores de las colonias británicas.

Region by region the colonies grew. From dreams to reality, there was much work to do.

What do you think it was like to go across an ocean hundreds of years ago? Europeans began coming to North America hundreds of years ago. You would not see land for many days. No one would come to help you if you lost your way. You might get sick. Rats might eat the food on your ship. Yet many brave people took this dangerous trip to come to America.

They came for three reasons. Some people came to get rich. Others wanted freedom of religion. Many others came because they thought they could have a better life in America.


Region by region the colonies grew. From dreams to reality, there was much work to do.Southern ColoniesVirginia

The English started Jamestown in the Virginia Colony. This was the first successful English colony in North America. They came to find gold and become rich. They were hungry in their first winter and many died. They came for economic opportunities.

Georgia In 1733, James Oglethorpe went to Georgia with 120 people. These people had

been in jail in England because they were in debt. Europe came to live and work in the Georgia colony.

Maryland In 1634, 300 Catholics came and started a colony called Maryland. They left

England because they were sent to jail if they prayed in Catholic churches. They came for religious freedom.

North Carolina and South Carolina In 1670, King Charles II gave property rights to some of his friends. These

friends named their colony after their King. These two settlements became North Carolina and South Carolina. Charleston, also named for King Charles, became their most important port city. They came for economic opportunity, both for themselves and for King Charles II.

Region by region the colonies grew. From dreams to reality, there was much work to do.Region by region the colonies grew. From dreams to reality, there was much work to do.

Middle ColoniesNew York

Peter Minuet settled on Manhattan Island with other Dutch settlers and bought the island from the local Indians. He named the island New Amsterdam. In 1664, Peter Stuyvesant surrendered to English forces and New Amsterdam was renamed New York.

Delaware In 1631, the Dutch attempted the first settlement in Delaware. In 1638, Peter

Minuet, led a group of Swedish settlers to the Delaware River area under a grant from the New Sweden Company. After defeating the Dutch in 1664, the English obtained Delaware.

New Jersey The Duke of York made a land grant, to Sir George Carteret and Lord Berkeley. He

gave them the land between the Hudson and the Delaware Rivers. The new grant was named New Jersey for Carteret, who was governor of the Isle of Jersey, in England.

Pennsylvania The Quakers were another group of people who would not pray in the Church of

England. William Penn was a Quaker. In 1681 William Penn started the Pennsylvania colony. There was peace and everyone had freedom of religion in the Pennsylvania colony.



New EnglandNew Hampshire

John Mason came in 1623 to establish a fishing colony. He named the colony of New Hampshire after Hampshire his home county in England. King James I allowed the colonists to own their own land as long as the colony was forever under English rule.

Massachusetts The Puritans were a group of people who did not want to pray in the Church of

England. In 1628 a group of Puritans came to Massachusetts for freedom of religion. The Puritans did not let other people have freedom of religion.

Rhode Island Roger Williams lived with the Puritans. He told them that everyone should have

freedom of religion. Roger Williams met Native Americans who helped him on his way traveling through the forests. He bought land from them. Roger Williams

started the Rhode Island colony on that land in 1636. Providence was the first city in America where there was freedom of religion for all.

Anne Hutchinson was a woman who lived in Massachusetts. Her religious ideas were different from the Puritan ideas. Anne Hutchinson left Massachusetts. She went to Rhode Island in 1638 and started a new town.

Connecticut English Puritans made the first settlements in Connecticut from Massachusetts, starting in 1633. Minister Thomas Hooker and his followers arrived in 1636 in Hartford. These settlers formed the Connecticut colony. They had left Massachusetts Bay colony because the Puritan leaders controlled their lives.


Written by N. Riebeek, R. Rosenzweig, K. Wyffels

Expert Group Reading for Thirteen Colonies Unit:Middle Colonies

New York, New Jersey and Delaware

Names and Dates:New York and New Jersey were chartered in 1664. Delaware was chartered in

1701.

Founders:New York was founded by the Duke of York. New Jersey and Delaware were part of

the land belonging to the Duke of York. He named part of his land Delaware and it to become part of Pennsylvania.

Reasons for Establishment:The Dutch had a colony in New York. They wanted to establish a fur and timber

trade throughout the region.

Religious Aspects and Beliefs:New York, New Jersey and Delaware were not founded for religious reasons.

However, many of the colonists there belonged to the Church of England, also called the Anglican Church.

Location and Physical Setting: Lake Ontario and Lake Erie were to the west of New York. The Saint Laurence,

Susquehanna and Hudson Rivers provided transportation between settlements. The Adirondack Mountains were a barrier to settling the central part of New York. The most important port city was New York City on Manhattan Island. New Jersey was surrounded by water on three sides: The Atlantic Ocean was on one side and the Delaware River on the other. The Delaware River separated New Jersey from Pennsylvania. Two important cities in this region were Albany, New York and Trenton, New Jersey.

Trade and Products:The land was rich and fertile, unlike the rocky soil in New England. New

York, New Jersey and Delaware were able to grow wheat, rye, hay and corn. Trade included shipping, fishing, and whaling.

Indian Nations:New York Indians included the Iroquois Nation, whose tribes were the Senecas,

Cayugas, Onandagas and Oneidas. Other natives in New Jersey, New York and Delaware included the Lenape, Susquehannock, and Lenni.

Abridged and adapted by N. Riebeek and K. Wyffels from: A New Nation: Adventures in Time and Place, edited by James Banks et al, from McGraw-Hill And also from: America’s Story by Vivian Bernstein, from Steck-Vaughn.

Expert Group Reading for Thirteen Colonies Unit:Middle Colonies

Pennsylvania

Name and Date:Pennsylvania was founded in 1682.

Founder and Reason for Establishment:William Penn was a Quaker who wanted land in the American colonies. He wanted

to build a colony where Quakers could live in. King Charles II of England owed money to William Penn’s father. Instead of repaying him with money, the king gave him land.

Religious Aspects and Beliefs:All Quakers believed in living simply and peacefully with all people. Because of his

beliefs, William Penn treated the local Indians with respect and friendship. Quakers believed in toleration of people who were different from themselves. They also allowed colonists from different religious groups to settle in their colony. There were many Quakers, but there were also Jews and Catholics who settled in Pennsylvania. They believed that everyone was equal, even women and African-Americans.

Location and Physical Setting:The land that King Charles II gave to William Penn was west of New Jersey and

continued up into the Appalachian Mountains. The land had many beautiful forest areas. The Susquehanna River ran through the middle of Pennsylvania. The most important city in this colony was Philadelphia.

Trade and Products:The land was excellent for farming and was called the “breadbasket” of the

colonies. This meant that many of the crops grown were grains, like wheat, which could be milled into flour and baked into bread.Indian Nations:

An important tribe in the Pennsylvania area was the Lenape. Because of his Quaker beliefs, William Penn treated them fairly.

Abridged and adapted by N. Riebeek and K. Wyffels from: A New Nation: Adventures in Time and Place, edited by James Banks, et al, from McGraw-Hill And also from: America’s Story by Vivian Bernstein, from Steck-Vaughn.

Expert Group Reading for Thirteen Colonies Unit:Southern Colonies

Virginia

Name and Date:The first permanent English settlement in North America was Jamestown, Virginia.

It began in 1606.The colony of Virginia was chartered in 1607. It was the first English colony founded in America.

Founders:After the Sir Walter Raleigh’s failure with the first settlement at Roanoke, a group

of businessmen and merchants sent colonists to establish Jamestown, Virginia.

Reasons for Founding: Sir Walter Raleigh and the merchants who founded Jamestown wanted to gain

power and wealth from the natural resources in America. They all wanted to become rich by finding gold. Without the skills needed to survive in the American wilderness, their leader, Captain John Smith, told them to stop looking for gold, and to work to help the settlement to survive.

Religious Aspects and Beliefs: Virginia was not founded for religious reasons; however, most people in this

colony were members of the Anglican Church, the Church of England.

Location and Physical Setting: Virginia’s first settlements were along the Atlantic Coast and the Chesapeake Bay.

Virginia’s capital was moved from Jamestown to Williamsburg because of the swamps around Jamestown. The Appalachian Mountains crossed Virginia the colony from north to south.

Trade and Products: John Rolfe became the governor. He realized that tobacco grew well in

Virginia and could bring wealth to the colony. Tobacco was a labor-intensive cash crop. Eventually slavery became an essential part of production and the buying and selling of slaves was an important business.

Indian Nations:The first British settlement in Virginia was called Roanoke Colony. Roanoke is a

native Algonquian word for “shell money”. Algonquian is one of the two languages that were spoken by Native Americans in the Eastern Woodlands of North America. One of the tribes that spoke this language included the Powhatan chiefdom.



Maryland

Names and Dates:Maryland was chartered in 1634.

Founder:George Calvert was an English noble with the title of Lord Baltimore. He was given

land in North America for a new colony, but he soon died. His son, Cecilius, inherited the title of Lord Baltimore and founded the colony of Maryland in 1634.

Reasons for Establishment:Lord Baltimore, a Catholic living in England, wanted a place where Catholics could

practice their religion openly. King Charles I gave Lord Baltimore the land to start a Catholic colony.

Religious Aspects and Beliefs:Maryland was established so that Catholics could worship openly, but people of all

faiths were accepted there. Eventually, there were more Protestants than Catholics. The Church of England eventually became the colony’s established or official church.

Location and Physical Setting:Maryland is south of Virginia. Chesapeake Bay divided the colony into eastern and

western halves. The west was the Potomac River. The important town was Baltimore.

Trade and Products:With Chesapeake Bay dividing the colony, fishing and shipping were important.

Tobacco was an important cash crop. Indigo, a plant used for making blue dye, was also grown in southern colonies, like Maryland.

Indian Nations:When Governor Leonard Calvert met with local Native American groups, such as

the Yaocomico, he exchanged axes, blankets, and other items for land. In this way he tried to keep the peace with the natives while taking their land.

Abridged and adapted N. Riebeek and K. Wyffels from: A New Nation: Adventures in Time and Place, edited by James Banks, et al, from McGraw-Hill And also from: America’s Story by Vivian Bernstein, from Steck-Vaughn.

Group Reading for Thirteen Colonies Unit:Southern Colonies

North and South Carolina

Names and Dates:North Carolina was chartered in 1653, but South Carolina was chartered in 1670.

Founders:In 1663, King Charles II gave huge parcels of land in America to eight of his friends.

They became Carolina’s proprietors or property owner.

Reasons for Establishment: The proprietors ruled the colonies like a business. When some problems arose, the

proprietors did not help. They also refused to pass laws that the colonists had requested. The colonists rebelled against them and asked the king for help. After waiting ten years, a new king was crowned in England. He bought back the land from the proprietors and chartered the land as two colonies, North Carolina and South Carolina.

Religious Aspects and Beliefs:Most of the colonists in the north of Carolina had come from Virginia and Maryland

to find land for their new farms. Most colonists in those colonies were members of the Anglican or Catholic Church. In the south many of the colonists came from France, Germany, and Switzerland. They were members of many denominations and faiths. These colonies were not founded for religious reasons.

Location and Physical Setting:The Southern Colonies were a place of great geographical diversity. The

Appalachian Mountains were a barrier. There were also swamps, long sandbars along the coast, and the Atlantic Coastal Plain, a large flat area. The humid climate combined with this large, flat, fertile area made these colonies perfect for agriculture.

Trade and Products: Much of the land that the proprietors gave to early colonists was for family

farms. Later the areas given to colonists were much larger, especially in South Carolina. Colonists were able to establish huge farms. There they were able to grow such cash crops as indigo (a plant used for making blue dye), rice, cotton and tobacco. These large plantations were also important to the growth of the slave trade in North America. These cash crops were labor intensive and the plantation owners wanted the cheap labor provided by slavery.

Indian Nations:As more colonists arrived in the Carolinas, Native Americans lost more land. Some

were also captured and enslaved. The Tuscarora and the Yamasee, fought the colonists and lost. The Cherokee suffered more than the loss of the lands. They had no resistance to diseases that the colonists brought with them, and many died.

Abridged and adapted by N. Riebeek K. Wyffels from: A New Nation: Adventures in Time and Place, edited by James Banks, et al, from McGraw-Hill And also from: America’s Story by Vivian Bernstein, from Steck-Vaughn.


Georgia

Names and Dates:In 1732, James Oglethorpe and his followers sailed from England and landed in the

new colony, which they named Georgia after King George II. Their first settlement was Savannah. The colony was chartered in 1733.

Founders and Reasons for Establishment:James Oglethorpe was a wealthy member of the English government who asked

King George II for a charter to start a colony for debtors and the poor. The king granted Oglethorpe a charter for the land between present-day Florida and South Carolina.

Religious Aspects and Beliefs:Most of the colonists were members of the Anglican Church, but the colony was

not founded for religious reasons.

Location and Physical Setting:Georgia is on the southern coast of North America and has the Okefenokee

Swamp. Georgia was the last colony chartered, and the farthest south. The Savannah River was an important seaport at Savannah.

Trade and Products: They grew cash crops such as tobacco and cotton.

Indian Nations:Georgia was home to the Muscogee, Cherokee, Choctaw, and Chickasaw.


Expert Group Reading for Thirteen Colonies Unit:New England

Rhode Island

Names and Dates Established:Rhode Island was established in 1636.

Founders:Roger Williams founded Providence, Rhode Island. Anne Hutchinson and her

followers founded Portsmouth, Rhode Island. Roger Williams was given the charter to the colony of Rhode Island.

Reasons for Establishment:Roger Williams was a minister who questioned the Puritan leaders. He felt that

New England colonists should tolerate different religious beliefs. He and his followers founded Providence, Rhode Island. They welcomed people of all religions and worshiped as they wanted.

Anne Hutchinson was another Puritan who disagreed with the Puritan leaders. The leaders brought her to trial, and decided she was a dangerous influence and a threat to their leadership. After the trial, they told her she had to leave the colony. She and her followers founded Portsmouth, Rhode Island.

Religious Aspects and Beliefs:Life in the settlements founded by Roger Williams and Anne Hutchinson was not as

strict as in the Puritan colony of Massachusetts. Williams believed that the Native Americans should be treated fairly. He respected their religious beliefs. He also believed in separation of church and state. Anne Hutchinson believed that holiness was a matter of inner faith, not good works. Location & Physical Setting:

Rhode Island is south of Massachusetts. It is the smallest colony. An important feature of Rhode Island is Narraganset Bay, on the Atlantic Ocean. Providence was an important city in the colony.

Trade and Products:Because Narraganset Bay was such a large geographical feature in the colony of

Rhode Island, fishing was a natural trade for many colonists.

Indian Nations:Because Roger Williams was unlike most Puritans, he respected people of different

faiths and backgrounds, including Native Americans. He traded with and visited the Wampanoag and Narragansett. He believed that the colonists should not take the Indian lands without paying for them fairly.

Abridged and adapted by N. Riebeek K. Wyffels from: A New Nation: Adventures in Time and Place, edited by James Banks, et al, from McGraw-Hill And also from: America’s Story by Vivian Bernstein, from Steck-Vaughn.


New Hampshire and Connecticut

Names and Dates Established:New Hampshire was established in 1623. Connecticut was established in 1636.

Founders:After serving as governor of Newfoundland, John Mason and Sir Ferdinando Gorges

received a charter for a colony to the north of Massachusetts. In 1629 they divided the grant and Mason took New Hampshire.

Thomas Hooker, a Puritan who disagreed with the Puritan leaders, was given the charter to Connecticut.

Religious Aspects:New Hampshire was not established for religious purposes, but after the Pequot

war, many settlers moved north into New Hampshire from Massachusetts.In Connecticut Thomas Hooker believed that individual communities should have

more control over decisions that affected them. They did not want the Puritan leaders from larger settlements, like Boston, to control everything.

Reasons for Establishment:Mason and Gorges wanted to exploit the natural resources available in their New

England lands. New Hampshire was founded to gain power and wealth. Thomas Hooker left Massachusetts by choice. In 1636, Thomas Hooker and about

60 followers founded the settlement of Hartford in the new colony of Connecticut. Connecticut was founded as a place to live and worship freely.

Religious Aspects:New Hampshire was not established for religious purposes; many settlers moved

north into New Hampshire from Massachusetts.In Connecticut Thomas Hooker believed that individual communities should have

more control over decisions that affected them. They did not want the Puritan leaders from larger settlements, like Boston, to control everything.

Location and Physical Setting:The land between the Merrimack and Piscataqua Rivers is New Hampshire. New

Hampshire had many forests, and its southern border is the Atlantic Coast. Connecticut was established south of Massachusetts, and east of Rhode

Island. The Atlantic Ocean bordered Connecticut on the south. There were many small lakes in Connecticut, and the Connecticut River flowed to Long Island Sound.

Trade and Products:

New Hampshire was known for forest products, such as maple sugar, maple syrup and logging. Long Island Sound, in Connecticut, was a good place for fishermen. Small farms also dotted the landscape.

Indian Nations:As the New England colonies grew, disagreements arose between colonists

and Native American tribes like the Pequots and the Wampanoag.



Massachusetts

Names and Dates:Massachusetts was chartered in 1629.

Founders: The two colonies of Plymouth Colony and Massachusetts Bay Colony were

combined under one charter; the colonists elected John Winthrop as governor.

Reasons for Establishment:Pilgrims and Puritans left England because they wanted a place where they could

worship in their own way. In England, everyone had to worship how the King of England worshiped. Members of both groups had been jailed for their religious practices because they were different from the king’s church. They wanted to create a colony where the government allowed them to worship in the way they believed was right.

Religious Aspects and Beliefs:The first group to come to New England was the Pilgrims. They had a plan for

government called the Mayflower Compact. The plan said the Pilgrims would work together to make laws. The laws would be fair to all. The Pilgrims would not have a king in America.

The Puritans were a much larger group. They believed many of the same things as Pilgrims, but they were still part of the Church of England. The Puritans decided to create a government where there would be a group of leaders and the people would have a voice in the government.

Both Puritans and Pilgrims believed in hard work and simple living. They valued education. Every member of the community had to be able to read

The Bible. Because of this, they created the first public schools in the colonies.

Location and Physical Setting:Massachusetts was located on the Atlantic Coast. The Connecticut and Merrimac

Rivers ran through the state. The land was rocky. Important settlements included Salem and Boston, which had an important harbor.

Trade and Products:The sea provided a way for trade in logging, fur trapping, whaling,

sailing, and shipbuilding. The Indians also helped the colonists to farm.

Indians Nations:

When the Pilgrims landed near Plymouth, Indians came and helped the Pilgrims. The Pilgrims met a Wampanoag Indian named Samoset. He and his friend Squanto taught the Pilgrims how to plant corn, catch fish, and hunt for deer and turkeys.


13 Colonies Process Grid

Names & Dates Established

Region Founders Reasons for Establishment

Religious Aspects and Beliefs

Location & Physical Setting

Trade & Products

Indian Nations

New Hampshire (NH) 1623Massachusetts (MA) 1629Rhode Island (RI) 1636Connecticut (CT) 1636

New England

NH- Ferdinand Gorges & John MasonMA- (Plymouth) William Bradley(Mass Bay) John WinthropRI- Roger Williams (rebelled against Anne Hutchinson)CT- Thomas Hooker

RI- Roger Williams (rebelled against Anne Hutchinson)

MA- religious freedom

CT religious freedom (Thomas hooker-local church should be free to elect own leaders)

NH – part of a land grant given in 1622 to Gorges and Mason.

MA- PURITANS: wanted to worship their way, not possible in England; believed everyone needs education to read the Bible; estab. first college at Harvard; follow religious teachings and you received land and power

Connecticut RiverMerrimac RiverRocky LandBorders Atlantic OceanMajor Cities: Concord, Boston, Hartford, Providence

CT Atlantic Ocean, Long Island Sound, Connecticut river

RI Atlantic Ocean, Providence Bay

NH Atlantic Ocean, Merrimack River

lumberrumfishingsailingshipbuildingloggingfurwhalingcattleagriculture

MA-WampanoagCT-Pequots

NH Choctaw

RI NarragansettsWampanoagsNipmucksNiantics

New York (NY) 1664New Jersey (NJ) 1664Delaware (DE) 1664

MiddleColonies

NY- Dutch called it New Amsterdam (Peter Stuyvesant -1st gov.- was the head of Dutch colony) gave to Duke of York; renamed New York; NJ- Duke of York; puritans and Quakers

NY Dutch wanted more fur trade – exploit natural resources for wealth DE – Taken from Dutch by York, given to Penn for coast access, chartered as ind. colony in 1701

Anglican NY- Hudson RiverMild climate, rich soilNJ-Appalachian Mountains/ Atlantic CoastDE-coast, Delaware Bay, Atlantic Coast

wheatcornryecash cropsmanufacturing

farming esp family farms

NY-Iroquois Nation: SenecasCayugasOnandagasOneidas

NJ Nanticoke, Lenni, Lenape

DE - Lenape

Pennsylvania (PA) 1682

Middle Colonies

PA-William Penn-QuakersDE-New Sweden, British 1664

PA – place to be Quakers in peace

QUAKERS: 1688 German Quakers passed first law prohibiting black slavery. Their descendents, both free blacks and Quakers) lead the Abolitionist movement.many faiths & beliefsmore tolerant than New England; Quakers, Jews and Catholics

PA Appalachian Mt, Susquehanna RiverExcellent farming, Albany NYTrenton NJPhiladelphia, PA

PA – farmers, merchants, silversmiths, bankers

“breadbasket”grow grains

PA- Susquehanna

Virginia (VA) 1607

Southern Colonies

VA- John Smith,Jamestown

VA-settled by private co., London Co. and Plymouth Co. for profit.

Official church: The Church of England (Anglican); slaves attended same church as masters; then later developed own churches and spirituals

VAAppalachian MountainsJamestown, VA

VA-tobacco VA- Shawnee

Maryland (MD) 1634

Southern Colonies

MD- George Calvert, Catholics (Calvert founded MD

MD -Catholics (Calvert founded MD as a Catholic refuge)as a Catholic refuge)

Catholic ChurchChurch of England

MD-coast, Chesapeake BayBaltimore, MD

MD-fishing, shipping, tobacco, indigo

MD- Yaocomico

North Carolina (NC) 1653South Carolina (SC) 1670

Southern Colonies

SC,NC- King Charles II

NC-Virginia colonists began to settle in 1653 as better for the southern farmerSC-first settled by people from Hispaniola 1526. Then in 1663 Charles II granted territory to supporters.

Anglican and Catholic Church

SC-Atlantic OceanNC -Appalachian Mountains

NC-small farmsSC-huge farms like Spanish plantations-rice, indigo, cotton, tobacco

NC, SC- CherokeeYamaseeTuscaroras

Georgia(GA) 1733

Southern Colonies

James Oglethorpe

Olgethorpe asked King George II for debtors’ colony

Anglican GA-farmland, Appalachians, swamps, Savannah, GA

GA-tobacco and cotton

GA- Muscogee, Cherokee, Choctaw, Chicksaw

Expert Group -- Graphic OrganizerExpert Group -- Graphic Organizer

Names and Dates:

Founders:

Trade & Products:

Location & Physical Setting:

Religious Aspects and Beliefs:

Indian Nations:

Region

Reasons for Establishment:Names and Dates:

Founders:

Trade & Products:

Location & Physical Setting:

Religious Aspects and Beliefs:

Indian Nations:

Region

Reasons for Establishment:

Story Map Name: ________________________

Title: ________________________________ Author: ________________________________Genre: (circle one) Fiction, non-fiction, historical fiction, poetry, drama

Project GLAD, Wyffels, Rosenzweig and Riebeek, 2002

MAIN CHARACTER:

Action:Motive:

Minor Characters:

PLOT:

CONFLICT:

RESOLUTION:

CONCLUSION:

AUTHOR’S PURPOSE:

EXAMPLES OF FIGURATIVE LANGUAGE AND MEANING:

SETTING:

Documents

begladtraining.com · Web view1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical