Waynesburg University TPS Unit Outline Title of Learning Unit: Early

Waynesburg University TPS Unit Outline

Title of Learning Unit: Early America/Thirteen Colonies

Subject(s): American History

Grade Level/Range: 8

Grade

Overarching Goal/Concept/Skill: To acquire an understanding of our

early history, and to study the people, places and ideas that have shaped

America.

Overview: The main goal of this unit is to give the students a fundamental

understanding of the early American history. This unit includes five lessons

having to do with early American history and the original thirteen colonies.

The five lessons include: lesson one: an early American history overview,

lesson two: the New England Colonies, lesson three: the Middle Colonies,

lesson four: the Chesapeake Colonies, and lesson five: the Southern

Colonies. Each lesson is supplemented with a Power Point presentation

and primary source material to enhance the lesson. The unit also includes

a pre-assessment activity, pre-test, and a post-instruction assessment, unit

test.

Written By: Steve Hubsch

Date: March 7, 2010

Pre-instruction Assessment

I will assess the students’ pre-existing knowledge of the subject by giving the class a pre-test. This

assessment will only be a ten question quiz about the main topics of the unit. The assessment will not

count towards the students’ grade.

Waynesburg University TPS Unit Outline

Name______________________________________

Early America/Thirteen Colonies Pre-Test

1. Who first controlled much of the Middle Colonies?

A. Spanish

B. French

C. Dutch

D. Portuguese

2. What colony did the Puritans establish in the New World?

A. Massachusetts Bay Colony

B. Colony of Rhode Island

C. Connecticut Colony

D. New Hampshire Colony

3. Which English King granted the first charters to establish colonies in the New World?

A. King Charles I

B. King Charles II

C. King James I

D. None of the Above

4. Which explorer originally explored and discovered the Middle Colonies?

A. William Penn

B. Henry Hudson

C. John Rolfe

D. None of the Above

5. The Province of Pennsylvania served as a safe haven for what English outlaw group?

A. Puritans

B. Pilgrims

C. Quakers

D. Protestants

Waynesburg University TPS Unit Outline

6. What does the word “Pennsylvania” mean?

A. “Penn’s Rivers”

B. “Penn’s Woods”

C. “Penn’s Mountains”

D. “Penn’s Lowlands”

7. In the early years of the Virginia Colony, who could vote?

A. All Men and Women alike

B. Only White Men and Women

C. Only White Men

D. None of the Above

8. In what year did the Provinces of North and South Carolina become royal colonies?

A. 1725

B. 1698

C. 1701

D. 1729

9. In what year did the Province of New Jersey split East and West?

A. 1674

B. 1654

C. 1701

D. 1689

10. Who was the first governor of New York?

A. William Penn

B. Peter Stuyvesant

C. John Wheelwright

D. Richard Nicolls

Waynesburg University TPS Unit Outline

Lesson#1

TitleofLesson:ComingtoAmerica



OverviewofLesson:Thislessonwillgivethestudentstheproperbackgroundknowledgedealingwith

theEuropeanssettlingintheNewWorld.MainideaswillincludeinformationabouttheAgeof

Exploration,Columbus,andreasonsforcomingtoAmerica.Thislessonwillallowthestudentstostart

intotheunitwithanunderstandingofbasicbuildingblockinformation.



PRE‐INSTRUCTIONALPLANNING



A. PAStandard:

8.3.3

A.IdentifycontributionsofindividualsandgroupstoUnitedStatesHistory

B.Identifyanddescribeprimarydocuments,materialartifactsandhistoricalsites

importantinUnitedStateshistory



8.3.6

A.Identifyandexplainthepoliticalandculturalcontributionsofindividualsandgroups

toUnitedStateshistoryfrombeginningsto1824

B.Identifyandexplainprimarydocuments,materialsartifactsandhistoricalsites

importanttoUnitedStateshistoryfrombeginningsto1824.



B. InvestigativeQuestion/OverallGoal:

ToteachthestudentsbackgroundinformationinorderforunderstandingofEarly

AmericaandtheoriginalThirteenColonies.

C. Objective(s):

1. ThestudentswillbeabletounderstandandexplaintheAgeofExploration.

2. ThestudentswillbeabletounderstandandexplaintheroleofChristopherColumbus.

3. ThestudentswillhaveabriefunderstandingofthepeopleslivinginNorthAmericabefore

Europeanarrival.

4.ThestudentswillbeabletounderstandthereasonsforEuropeanexploration



5.Thestudentswill beexposedtoprimarysourcesthatcanbeusedtosupplementinformation

throughoutthelesson.



Waynesburg University TPS Unit Outline

D. Materials:

1. PrintSources:

a) ComingtoAmericaPowerPointhandout

2. OnlineCollections/Exhibits/Websites:

a) 1492:AnOngoingVoyageExhibit

b) ExploringtheAmericasExhibit



DURINGINSTRUCTION





A.Motivator/AnticipatorySet:StudentswillbeinstructedtopickuptheEarlyAmericapacketonarrival

toclass;thepacketwillbelocatedatthefrontoftheroom.Onceclasshasstarted,theteacherwill

informthestudentsthattheywillbestudyingimportantbackgroundknowledgeofAmericaandthe

settlementoftheNewWorld.Theteacherwillstresstheimportanceofthelessonbecausethislessonis

thebuildingblocktothefuturelessonsoftheunit.



B.StudentLearningActivities:



DescriptionofProcedureorActivity KeyInstructionalDiscussion

Questions:

InquiryCycle

Action:

1. BegintheComingtoAmericaPowerPoint

WhywouldEuropeanpeoples

beinterestedincomingto

America?

Wonder

2. DiscussionofWesternHemispherebefore

EuropeanArrival

Cananyonenamesomeofthe

civilizationsintheWestern

Hemispherewhothrivebefore

Europeanarrival?

Connect

3. DiscussionofNorthAmericabeforeEuropean

Arrival

Whatistheimportanceof

agriculturetotheNative

Americanpeoples?

Construct

4. DiscussionofSecotanVillagePrimarySource

Whywasitimportantfor

nativetribestobeorganized

whenusingtheirlands?

Investigate

5. DiscussionoftheAgeofExplorationby

Europeans

Cananyonenamesomeof

reasonsforEuropeansto

exploretherestoftheworld?

Whowerethefirstcountriesto

takepartinthisexploration?

Construct

6. DiscussionofChristopherColumbus

InwhatyeardidColumbussail

westwardtofindroutes

towardsAsia?



Connect

Waynesburg University TPS Unit Outline

7. DiscussionofColumbus’JournalPrimary

Source

WhywouldColumbussend

backawrittenjournalto

Spain?

Whatistheimportanceof

writtendocumentationofthe

NewWorld?

Investigate



8. DiscussionofColumbus’Legacy

HowimportantisColumbus’

legacytotheexplorationof

America?

Connect

9. DiscussionofEuropeanClaimsofAmerica

WhatimpactdidEuropeans

haveonthenativepeoplesin

America?



Construct



C.Closure:Theteacherwillconcludethelessonbyinformingthestudentsthatthenextclass periodwill 

includediscussionsabouttheEnglishcolonizationofNorthAmerica.Thelessonwillalsomarkthe

beginningofdiscussionsabouttheoriginalthirteencolonies.



D.InclusionTechniquesforStudentswithSpecialNeeds:



1.Enrichment:StudentscouldbeinstructedtoperformfurtherresearchontheAgeofExplorationand

EuropeanexplorationtoNorthAmerica.



2.Modifications/Accommodations:Studentswhoneedaccommodationswillbegivenahandoutwith

theteacher'scompletenotessothattheycanfollowdiscussionmoreefficiently. 



AssessmentofStudentLearning





1.FormalAssessment(rubrics,worksheets,tests):Noformalassessment



2.InformalAssessment(teacherobservation,participation,cooperation,etc.):Participationin

discussionswillcountaspartofthestudents’overallgrade,especiallyinthecriticalthinkingabout

primarysources



Waynesburg University TPS Unit Outline

Lesson#2



TitleofLesson:NewEnglandColonies



OverviewofLesson:Thislessonisthebeginningofexposingthestudentstotheoriginalthirteen

coloniesinAmerica.ThislessonwillfocusontheNewEnglandco lonies:NewHampshire,

Massachusetts,Connecticut,andRhodeIsland.ThelessonwillbetaughtwithaPowerPoint

presentationandseveralprimarysourcesupplements.Eachindividual colonyoftheNewEngland

colonieswillbestudiedindepth.



PRE‐INSTRUCTIONALPLANNING



A. PAStandard:

8.3.3

A.IdentifycontributionsofindividualsandgroupstoUnitedStatesHistory

B.Identifyanddescribeprimarydocuments,materialartifactsandhistoricalsites

importantinUnitedStateshistory



8.3.6

A.Identifyandexplainthepoliticalandculturalcontributionsofindividualsandgroups

toUnitedStateshistoryfrombeginningsto1824

B.Identifyandexplainprimarydocuments,materialsartifactsandhistoricalsites

importanttoUnitedStateshistoryfrombeginningsto1824.

B. InvestigativeQuestion/OverallGoal:Toteachthestudents abouttheNewEnglandcoloniesinthe

NewWorldthroughaPowerPoint,photos,andprimarysourcematerials.

C. Objective(s):

1. Thestudentwillbeabletoreviewtheimportanceofexplorationinthesettlementofthethirteen

coloniesintheNewWorld.

2. ThestudentwillbeabletoidentifytheNewEnglandColoniesandtheirimportance.

3. ThestudentwillbeabletoidentifyimportantindividualsandgroupsthroughouttheNewEngland

Colonies.

4.Thestudentwillbeabletodistinguishprimarysourcesandusethemtosupplementtheinformation

learnedthroughoutthelesson.



Waynesburg University TPS Unit Outline



D. Materials:

1. PrintSources:

a) NewEnglandcoloniesPowerPointhandout

b) EnrichmentWorksheet



c)NewEnglandColoniesWorksheet



2. OnlineCollections/Exhibits/Websites:

a) DetroitPublishingCompanyPhotoCollections

b) AmericanMemoryMapCollections



DURINGINSTRUCTION





A.Motivator/AnticipatorySet:TheclasswillbeginwiththeteacherpassingoutthePowerPoint

handouttothestudents,whileinformingthestudentsthatinclasstheywillbelearningabouttheNew

EnglandcoloniesintheNewWorld.Theteacherwilldisplayamapoftheareawitha projector;this

mapisalsoincludedinthestudentsPowerPointhandout.Thisisappropriatefo rthestudentstoseea

visualofthetopicbeingdiscussedinclass.



B.StudentLearningActivities:



DescriptionofProcedureorActivity KeyInstructionalDiscussion

Questions:

InquiryCycle

Action

1. AgeofExplorationReview

Whatwerethemain

purposesofEuropean

explorationtotheAmericas?

WhatEuropeanswerehighly

involvedintheAmericas,and

where?

Reflect

2.DiscussionofNewEnglandMapPrimary

Source

Whatistheimportanceof

earlymapsoftheNew

EnglandArea?

Investigate

3.DiscussionofBritishDominanceMap

PrimarySource

Whatconclusionscanbe

madefromthismapin

regardstoBritishlandinthe

NewWorld?

Investigate

4.DiscussionofEarlyAttemptstocolonize

NewEngland

Whyweretheearlyattempts

bytheEnglishafailure?

Express

Waynesburg University TPS Unit Outline

5.DiscussionofPlymouthRockPrimarySource

WhywasPlymouthRockso

importancetothe

colonizationofNewEngland?

Investigate

6.DiscussionofthearrivalofthePilgrimsand

Puritans

Whydidthesepeoplescome

totheNewWorld?

Construct

7.DiscussionofthePuritansandthe

MassachusettsBayColony

HowwerethePuritansable

tosetupasuccessfulcolony

intheNewWorld?

Howdidthepeoplesinthe

MassachusettsBayColony

viewreligion?



Connect

8.Discussionofprofounddissentersofthe

MassachusettsBayColony

Whywereearlydissenters

importantintheNewWorld?

Whyweretheseindividuals

dissentingfromthe

MassachusettsBayColony?

Express

9.DiscussionofRogerWilliamsPrimarySource

WhydidRogerWilliams

dissentagainstthe

MassachusettsBayColony?

Investigate

10.DiscussionRogerWilliamsandRhode

IslandColony

WhywasWilliamsbanished

fromMassachusettsBay?

HowwasWilliams’new

colonyofRhodeIsland

unique?

Construct

11.DiscussionofThomasHookerand

ConnecticutColony

WhydidHookerleavethe

MassachusettsBayColony?

Whatwasthemaintownin

theConnecticutColony?

Express

12.DiscussionoftheNewHampshireColony

Whowasamajorfigurein

thecreationoftheNew

HampshireColony?

Whydidthisareaseparate

fromthecontrolofthe

MassachusettsColony?

Construct



C.Closure:Afterthelectureisfinished,theteacherwillpassoutthestudents’assignmentforthenight.

TheteacherwilltellthemthattheassignmentgoesalongwiththePowerPointandthatalltheanswers

forthehomeworkareinthePowerPointpresentation.Withtheremainingtimethestudentsmay work 

ontheirhomework.



D.InclusionTechniquesforStudentswithSpecialNeeds:



Waynesburg University TPS Unit Outline

1.Enrichment:Theenrichmentforthislessonisthecompletionofashortessayassignment.This

assignmentwillallowthestudenttousetheinformationfromcl assandalsoresearchthetopicwiththe

internettoconstructanessay.Theessayquestionis:Inyouropinion,whatwasthemainreasonwhy

theEnglishmadeitoneoftheirprioritiestosetupcoloniesintheNewEnglandArea?Theessayisto

bearound150words,andinternetsourcesmaybeappropriate.



2.Modifications/Accommodations:Studentswhoneedaccommodationswillbegivenahandoutwith

theteacher'scompletenotessothattheycanfollowdiscussionmoreefficiently. 



AssessmentofStudentLearning





1.FormalAssessment(rubrics,worksheets,tests):

‐NewEnglandColoniesWorksheet

‐Enrichmentassignment (optional)



2.InformalAssessment(teacherobservation,participation,cooperation,etc.):

Participationindiscussionswillcountaspartofthestudents’overallgrade,especiallyinthecritical

thinkingaboutprimarysources

Waynesburg University TPS Unit Outline

Lesson#3



TitleofLesson:MiddleColonies



OverviewofLesson:Thislessonwillcontinuewiththethirteencoloniesunit,andwillbediscussingthe

MiddleColonies.Thesecoloniesinclude:NewYork,NewJersey,Pennsylvania,andDelaware.The

lessonwillbesupplementedwithseveralprimarysourcetoolsandaPowerPointpresentationforthe

students.



PRE‐INSTRUCTIONALPLANNING



A. PAStandard:

8.3.3

A.IdentifycontributionsofindividualsandgroupstoUnitedStatesHistory

B.Identifyanddescribeprimarydocuments,materialartifactsandhistoricalsites

importantinUnitedStateshistory



8.3.6

A.Identifyandexplainthepoliticalandculturalcontributionsofindividualsandgroups

toUnitedStateshistoryfrombeginningsto1824

B.Identifyandexplainprimarydocuments,materialsartifactsandhistoricalsites

importanttoUnitedStateshistoryfrombeginningsto1824.



B. InvestigativeQuestion/OverallGoal:Toinformthestuden tsabout theMiddleColoniesintheNew

World,thesecoloniesinclude:NewYork,NewJersey,Pennsylvania,andDelaware.Also,toallowthe

studentstoworkwithprimarysourcesforsupplementaltoolstotheirlearning



C. Objective(s):

1. Thestudentwillbeabletorecognizeimportantpeopleanddatesthroughouttheestablishmentof

theMiddleColonies.

2. Thestudentwillbeabletoidentifythemiddlecoloniesonamap. 

3. Thestudentwillbeabletoidentifyprimarysources,andexplaintheirimportancetohistorical

events.



D. Materials(ListindividualLibraryofCongressresourcesonBibliographicOrganizer):

1. PrintSources:(Includereferencetoanyhandoutsorworksheets.)

a) MiddleColoniesPowerPointHandout



Waynesburg University TPS Unit Outline

2. OnlineCollections/Exhibits/Websites:

a) AmericanMemoryMapCollections

b) Prints&PhotographsReadingRoom



DURINGINSTRUCTION





A.Motivator/AnticipatorySet:Thestudentswill pickupaMiddle ColoniesPowerPointpacketupon

arrivaltoclass.Oncethestudentsareintheirseats,theywillgetouttheirassignmentfromthe

previouslessonandexchangewithanotherstudentinclass.Asaclass,theassignmentwillbediscussed

andcorrectanswerswillbegiventothestudents.Theassignmentwillonlycountforcompletionpoints.



B.StudentLearningActivities:



DescriptionofProcedureorActivity KeyInstructionalDiscussion

Questions:

InquiryCycle

Action

1. DiscussionofHenryHudsonPrimary

Source

Whatwastheimportanceof

HenryHudsonexplorationin

theNewWorld?

Wonder

2. OverviewoftheMiddleColonies

Whatcountryoriginally

controlledthisland?

Whatwerethemajor

industriesofthisarea?

Howwasthisareaethnically

different?

Express

3. DiscussionoftheDelawareColony

Whowerethefirstwhite

settlersinthisarea?

Whenwasthisarea

conqueredbytheEnglish?

Construct

4. DiscussionoftheNewJerseyColony

Thisareawasoriginally

controlledbywhatcountry?

Inwhatyearisthisarea

recognizedasaroyalEnglish

colony?

Construct

5. DiscussionofNewJerseyMapPrimary

Source

Whowasthemainfigurethat

unitedEastandWestJersey?

Investigate

6. DiscussionofWilliamPennPrimarySource

Whatwastheimportanceof

WilliamPennintheNew

World?

WhatwasaQuaker?

Investigate

Waynesburg University TPS Unit Outline

7. DiscussionofthePennsylvaniaColony

Whatare“Penn’sWoods”?

Whatsortofcolonywas

Pennsylvania?

Connect

8. DiscussionoftheNewYorkColony

Thisareawasoriginally

controlledbywhatcountry?

WhowasthefirstEnglish

governorofNewYork?

Express



C.Closure:Studentswillbeencouragedtoreviewthelastthreelessontaughtinclass.Theywillalsobe

encouragedtoreviewallprimarysourcematerialsbecausetheywillbeseenagainontheunit

assessment.



D.InclusionTechniquesforStudentswithSpecialNeeds:



1.Enrichment:StudentswillbeencouragetodofurtherresearchontheMiddleColonies.Theywillbe

informedtoexploretheinternetandtofindinformationaboutthetopic.Theymayfindadditional

informationnotcoveredinclass,andbringthatinformationtoclasstoberewardwithextrapoints.



2.Modifications/Accommodations:Studentswhoneedaccommodationswillbegivenahandoutwith

theteacher'scompletenotessothattheycanfollowdiscussionmoreefficiently. 



AssessmentofStudentLearning





1.FormalAssessment(rubrics,worksheets,tests):noformalassessment



2.InformalAssessment(teacherobservation,participation,cooperation,etc.):Participationin

discussionswillcountaspartofthestudents’overallgrade,especiallyinthecriticalthinkingabout

primarysources



Waynesburg University TPS Unit Outline

Lesson#4



TitleofLesson:ChesapeakeBayColonies



OverviewofLesson:ThislessonconsistsofprimarysourcesthataresupplementedwithaPowerPoint

presentationthatprovidesthestudentswithvariesopportunitiestoexploretheChesapeakeColonies.

Thelessoncoversmanyimportantdates,individuals,andideasdealingwiththecoloniesinthisregion.

Thestudentswillbegivenopportunitiestoexploreprimarysourcesthatmayenhancethe

understandingofthesubject.



PRE‐INSTRUCTIONALPLANNING



A. PAStandard:



8.3.3

A.IdentifycontributionsofindividualsandgroupstoUnitedStatesHistory

B.Identifyanddescribeprimarydocuments,materialartifactsandhistoricalsites

importantinUnitedStateshistory



8.3.6

A.Identifyandexplainthepoliticalandculturalcontributionsofindividualsandgroups

toUnitedStateshistoryfrombeginningsto1824

B.Identifyandexplainprimarydocuments,materialsartifactsandhistoricalsites

importanttoUnitedStateshistoryfrombeginningsto1824



B. InvestigativeQuestion/OverallGoal:Thegoalofthislessonistobuilduponthestudent’sknowledge

oftheoriginalthirteencoloniesintheNewWorld.Thislessonwillconcentrateontheimportanceofthe

ChesapeakeColoniesintheNewWorld.



C. Objective(s):



1. Thestudentwillbeabletorecognizeimportantpeople,dates,andinformationinregardstothe

ChesapeakeColonies(VirginiaandMaryland).

2. ThestudentwillbeabletouseprimarysourcestosupplementlearningabouttheChesapeake

Colonies.

3. ThestudentwillbeabletodiscusstheeconomicpropertiesoftheChesapeakeColonies.



Waynesburg University TPS Unit Outline

D. Materials(ListindividualLibraryofCongressresourcesonBibliographicOrganizer):

1. PrintSources:(Includereferencetoanyhandoutsorworksheets.)

a) ChesapeakeBayPowerPointHandout



2. OnlineCollections/Exhibits/Websites:

a) AmericanMemoryMapCollections

b) Prints&PhotographsReadingRoom



DURINGINSTRUCTION





A.Motivator/AnticipatorySet:StudentswillcomeintoclassandpickupaChesapeakeBayColonies

packet.



B.StudentLearningActivities:



DescriptionofProcedureorActivity KeyInstructionalDiscussion

Questions:

InquiryCycle

Action

1. Backgroundinformationtothe

ChesapeakeColonies

Whatistheimportanceof

theChesapeakeBaytothe

economyofthecolonies?

Wonder

2. DiscussionofChesapeakeColoniesPrimary

Source

Howwereearlymaps

importanttothediscoveryof

certainaspectsofthe

Chesapeakeregion?

Investigate

3. DiscussionofMapofVirginiaPrimary

Source

Howdoyoubelievethatearly

settlerswereabletomap

areassuchasVirginia?

Wonder

4. DiscussionoftheColonyofVirginia

Whatwastheimportanceof

Jamestown?

Whatwastheimportanceof

JohnRolfeandPocahontas?

Express

5. DiscussionofRolfeandPocahontas

PrimarySource

Whatwastheimportanceof

thismarriagebetweena

EuropeansettlerandaNative

America?

Investigate

6. DiscussionofJamestownin1607

Fromthephoto,what

conclusionscanbemade

aboutJamestowninregards

tolocation?

Connect

Waynesburg University TPS Unit Outline

7. DiscussionofReligiousandCivilLiberty

PrimarySource

Whatwastheimportanceof

religiousandcivillibertiesin

theMarylandColony?

Investigate

8. DiscussionoftheMarylandColony

Whatwastheimportanceof

LordsBaltimore?

WhatistheMaryland‐

TolerationAct?

Express



C.Closure:StudentswillbeinformedthattheunitwillcontinuewiththestudyoftheSouthernColonies

inthenextclassperiod.Theteacherwillassurethatallquestionsaretakencareofbeforetheendof

class.



D.InclusionTechniquesforStudentswithSpecialNeeds:



1. Enrichment:

Toexpandfurtheronthetopic,studentscansearchtheLibraryofCongresswebsitetofind

photos,documents,andexhibitsaboutdifferentaspectsnotcoveredinclassaboutthe

ChesapeakeColonies.



2. Modifications/Accommodations:

Studentswhoneedaccommodationswillbegivenahandoutwiththeteacher'scompletenotes

sothattheycanfollowdiscussionmoreefficiently. 



AssessmentofStudentLearning





1.FormalAssessment(rubrics,worksheets,tests):

 Noformalassessmentforthislesson



2.InformalAssessment(teacherobservation,participation,cooperation,etc.):

 Participationindiscussionswillcountaspartofthestudents’overallgrade,especiallyinthe

criticalthinkingaboutprimarysources



Waynesburg University TPS Unit Outline

Lesson#5



TitleofLesson:SouthernColonies



OverviewofLesson:Thisisthefinallessonoftheoriginalcoloniesunit,andthislessonisacontinuation

frompreviouslesson.StudentswillstudytheSouthernColoniesoftheNewWorld.Withthehelpofa

PowerPointpresentationandseveralprimarysourcedocuments,thestudentswillbeabletocritically

thinkaboutthetopic.

PRE‐INSTRUCTIONALPLANNING



A. PAStandard:



8.3.3

A.IdentifycontributionsofindividualsandgroupstoUnitedStatesHistory

B.Identifyanddescribeprimarydocuments,materialartifactsandhistoricalsites

importantinUnitedStateshistory



8.3.6

A.Identifyandexplainthepoliticalandculturalcontributionsofindividualsandgroups

toUnitedStateshistoryfrombeginningsto1824

B.Identifyandexplainprimarydocuments,materialsartifactsandhistoricalsites

importanttoUnitedStateshistoryfrombeginningsto1824



B. InvestigativeQuestion/OverallGoal:Theoverallgoalofthislessonistoprovidestudentswith

informationabouttheSouthernColonies.Thisinformationwillbepresentedthroughdifferent

supplementsincludingaPowerPointandprimarysources.



C. Objective(s):

1. Thestudentwillbeabletorecognizeimportantpeople,dates,andinformationinregardstothe

SouthernColonies.

2. Thestudentwillbeabletocompleteahomeworkassignmentdealingwiththeinformationlearned

inclass.

3. Thestudentwillbeabletousesthisinformationtocompletetheunittest



4.Thestudentwillbeabletounderstandprimarysourcesandcriticallythinkabouttheirimportanceto

theinformationathand.



Waynesburg University TPS Unit Outline

D. Materials(ListindividualLibraryofCongressresourcesonBibliographicOrganizer):

1. PrintSources:(Includereferencetoanyhandoutsorworksheets.)

a) SouthernColoniesPowerPointhandout

b) SouthernColonieshomeworkworksheet



2. OnlineCollections/Exhibits/Websites:

a) AmericanMemoryMapCollections

b) Prints&PhotographsReadingRoom



DURINGINSTRUCTION





A.Motivator/AnticipatorySet:StudentswillpickupaSouthernColoniespacketastheyentertheroom.

Theteacherwillasktheclassiftheyha veresearchedandfoundanyinformationabouttheChesapeake

Coloniesthatwasnotcoveredinclass.Ifso,theteacherandstudentswillexpanduponthosefindings.

TheteacherwillinformthestudentsthattheywillbestudyingtheSouthernColonies ofearlyAmericain

thisclassperiod.



B.StudentLearningActivities:



DescriptionofProcedureorActivity KeyInstructionalDiscussion

Questions:

InquiryCycle

Action

1. DiscussionofSouthernColoniesMap

PrimarySource

WhatdidtheEnglish

persuadepeoplewithto

traveltotheSouthern

Colonies?

Wonder

2. BackgroundInformationofSouthern

Colonies

WhatwastheSouthern

economydrivenby?

Construct

3. DiscussionofTobaccoFarmingPrimary

Source

Whatwasthesignificanceof

tobaccototheSouthern

Colonies?

Whoharvestedthistobacco

intheSouthernColonies?

Investigate

4. DiscussionoftheNorthCarolinaProvince

Whochartedthelandforthe

CarolinaProvince?

WhendidtheCarolina

ProvincesplitNorthand

South?

Express

Waynesburg University TPS Unit Outline

5. DiscussionoftheSouthCarolinaProvince

Whydidthecolonistrebel

againsttheproprietors?

Whatisthesignificanceof

theYamaseeWar?



Express

6. DiscussionofCharlesTownPrimarySource

Whatwasthesignificanceof

CharlesTowntoSouth

Carolina,andtheSouthern

Colonies?

Whatwasthesignificanceof

CharlesTownduringthe

French‐IndianWar?



Investigate

7. DiscussionofMapofGeorgiaPrimary

Source

Whatwasthemainpurpose

oftheProvinceofGeorgia?

Investigate

8. DiscussionoftheProvinceofGeorgia

Whowasthelandgranted

to?

Whatwastheoriginal

purposeofthisland?

Whatdiditturninto?

Express

9. DiscussionofJamesOglethorpePrimary

Source

WhatwasOglethorpe’s

importancetotheProvinceof

Georgia?

Investigate



C.Closure:

Theteacherwillthenpassoutthestudents’homeworkassignmentontheSouthernColonies.The

teacherwilldiscussanyquestionsthatthestudentsmayhavewiththeinformationpresented.The

studentswillhavetheremainderofclasstoworkontheworksheet.Theteacherwillinformthe

studentsthattheywillbehavingaunittestonEarlyAmericainthefuture.Theteacherwillplanfora

reviewdayinthefuturebeforethetestday.



D.InclusionTechniquesforStudentswithSpecialNeeds:



1.Enrichment:



StudentswillbeinstructedthattheycanfurtherresearchontheProvinceofGeorgiainaddition

tothehomeworkworksheet.Thestudentswillbeaskedtoprintoutwebsites/articlesand

highlightanyfactsthattheclassdidnotcoverduringthelecture/discussion.Theclasswill

discussthefindingsofanyoftheenrichmentasreviewfortheunittest.



Waynesburg University TPS Unit Outline

2.Modifications/Accommodations:



Studentswhoneedaccommodationswillbegivenahandoutwiththeteacher'scompletenotes

sothattheycanfollowdiscussionmoreefficiently. 



AssessmentofStudentLearning





1. FormalAssessment(rubrics,worksheets,tests):

Studentswillhavetocomp letetheSouthernColoniesworksheetforhomework



2. InformalAssessment(teacherobservation,participation, cooperation, etc.)

Participationindiscussionswillcountaspartofthestudents’overallgrade,especiallyinthe

criticalthinkingaboutprimarysources



Post‐instructionAssessment



StudentswillbeassessedthroughaunittestonalloftheinformationpresentedaboutEarly

America/ThirteenColonies.Theunitexamwilltestthestudents’knowledgeontheinformationaswell

asanunderstandingoftheprimarysourcesthatwerepresentedduringeachlesson.Theunittestwill

compriseofmultiplechoicequestion,true‐falsequestions,matchingquestions,fill‐intheblank

questions,andshortanswerquestionsdealingwiththeprimarysourcesthatwereexploredinclass.



Waynesburg University TPS Unit Outline

Name______________________________________ Date____________________

Early America/ Thirteen Colonies Unit Test

Directions: Please match the appropriate individual(s) with the colony/province in which the

individual was significantly influential. Terms from Column B can only be used once.

___G____1. Province of North Carolina A. George Carteret

___B____2. Province of Georgia B. James Oglethorpe

____D

___3. Colony of Virginia C. John Cotton

____F

___4. Province of Maryland D. John Rolfe

____L___5. Province of Pennsylvania E. John Wheelwright

___A___6. Province of New Jersey F. Lords Baltimore

___H____7. Delaware Colony G. Lords Proprietors

___I

____8. Province of New York H. Peter Stuyvesant

___E

___9. New Hampshire Colony I. Richard Nicolls

___J____10. Rhode Island Colony J. Roger Williams

K. Thomas Hooker

L. William Penn

Directions: Please circle the appropriate answer for the following multiple choice questions.

11. Who first controlled much of the Middle Colonies?

E. Spanish

F. French

G. Dutch

H. Portuguese

12. Who was the first governor of New York?

E. William Penn

F. Peter Stuyvesant

G. John Wheelwright

H. Richard Nicolls

Waynesburg University TPS Unit Outline

13. What colony did the Puritans establish in the New World?

E. Massachusetts Bay Colony

F. Colony of Rhode Island

G. Connecticut Colony

H. New Hampshire Colony

14. Which English King granted the first charters to establish colonies in the New World?

E. King Charles I

F. King Charles II

G. King James I

H. None of the Above

15. In what year did the Province of New Jersey split East and West?

E. 1674

F. 1654

G. 1701

H. 1689

16. Which explorer originally explored and discovered the Middle Colonies?

E. William Penn

F. Henry Hudson

G. John Rolfe

H. None of the Above

17. In the early years of the Virginia Colony, who could vote?

E. All Men and Women alike

Waynesburg University TPS Unit Outline

F. Only White Men and Women

G. Only White Men

H. None of the Above

18. In what year did the Provinces of North and South Carolina become royal colonies?

E. 1725

F. 1698

G. 1701

H. 1729

19. The Province of Pennsylvania served as a safe haven for what English outlaw group?

E. Puritans

F. Pilgrims

G. Quakers

H. Protestants

20. What does the word “Pennsylvania” mean?

E. “Penn’s Rivers”

F. “Penn’s Woods”

G. “Penn’s Mountains”

H. “Penn’s Lowlands”

Directions: Please circle either true or false for the following statements.

21. True False The Popham Colony, in 1607, was a complete success.

22. True False The Massachusetts Bay Colony had very strict religious standards.

23. True False The Province of New York was originally part of the Spanish new world.

Waynesburg University TPS Unit Outline

24. True False In 1681, the Delaware Colony became part of the new Province of

Pennsylvania until 1704.

25. True False Charles Town was a significant town throughout the Southern Colonies.

26. True False The Middle Colonies was the most ethnically diverse region of the New

World.

27. True False The Maryland Toleration Act stated that Catholics and Protestants had to

live separate from one another.

28. True False In 1624, the Virginia Colony became a royal colony.

Directions: Please answer the following questions below; keep your answers concise and to the

point in the space provided under the question.

29. The Southern Colonies were known for five major cash crops, list at least two of the five

cash crops.

Tobacco, Rice, Cotton, Indigo, Sugar Cane

30. List two purposes of the establishment of the Province of Georgia.

-Buffer State between Spanish Florida and the rest of the British Colonies.

-Colony where criminals and debtors were sent to do service.

31. What did the new Colony of Rhode Island offer to its communities?

Offered religious freedoms

Waynesburg University TPS Unit Outline

32. When the Province of New Jersey was reunited in 1702, who was its first governor?

Edward Hyde, 3

Earl of Clarendon

33. Why did the settlers of the Virginia Colony set up their fort at Jamestown?

Jamestown was protected by the water, with shallow sea ports and many other

defensible points.

34. Discuss the relationship between the settlers and the Native Americans around the

Colony of Virginia.

Relationship was strengthened by John Rolfe, but after Rolfe left the relationship

worsened once Chief Opchanacanough took control of the Powhatan Confederacy.

The Indians began attacking Virginian settlements.

Directions: Fill in the blank provided with the appropriate term from the class notes.

35. Lord Baltimore possessed ____________ power over the Province of Maryland.

Absolute

36. The Province of Carolina was separated North and South in ____________. 1712

37. The Province of Pennsylvania was a/an ______________ colony, meaning that taxes

were enforced by the British. Proprietary

38. Later renamed Hartford, _____________, was a significant settlement in the Connecticut

Colony. Newton

Waynesburg University TPS Unit Outline

39. After receiving a charter from King James I, Captain Christopher Newport and the

________________ of London sailed to the New World. Virginia Company

40. In the Southern Colonies only _______________ could vote. Landowners

Directions: Please discuss the importance of the following Primary Source documents and

photos. Your discussion should include why these sources were important to Early America

and the Thirteen Colonies that we covered in class.

41.

Columbus’ Account of His Journey to America

Waynesburg University TPS Unit Outline

42.

Plymouth Rock

Waynesburg University TPS Unit Outline

43.

William Penn’s Conference with Colonials

Waynesburg University TPS Unit Outline

44.

Civil and Religious Liberties in Maryland

Waynesburg University TPS Unit Outline

45.

Charles Town in South Carolina

Waynesburg University TPS Unit Outline

Bibliographic Organizer of Library of Congress Sources

Name of Learning Unit: Early America/Thirteen Colonies

Created by: Steve Hubsch

Date: March 7, 2010

Thumbnail Image Document Title,

Author/Creator, Date

Library of Congress URL

Lesson #1: Coming to America

Columbus’s Account of 1492

Voyage

Christopher Columbus

(1451–1506).

http://www.myloc.gov/Exhibitio

ns/EarlyAmericas/Explorations

andEncounters/Columbusandt

heTaino/ExhibitObjects/Colum

bussAccountof1492Voyage.as

Secotan Village Showing Space

Utility

Theodor de Bry

c1619.

http://www.loc.gov/exhibits/149

2/images/secotan.jpg

Lesson #2: New England Colonies

United States-New

England States

Nicolaes Visscher

c1685.

http://hdl.loc.gov/loc.gmd/

g3715.ct000001

This plan of the British

dominions of New England in

North America

William Douglas

c.1750

http://hdl.loc.gov/loc.gmd/

g3720.ar079600

Waynesburg University TPS Unit Outline

Roger Williams Statue

Detroit Publishing Company

c.1900-1910

http://hdl.loc.gov/loc.pnp/d

et.4a17975

Plymouth Rock

Detroit Publishing Company

c.1900-1920

http://hdl.loc.gov/loc.pnp/d

et.4a27751

Lesson #3: Middle Colonies

The First Visit of William Penn

to America - A Conference

with the Colonists

Howard Pyle

1883

http://hdl.loc.gov/loc.pnp/

cph.3a50073

Sir Henry Hudson Entering

New York Bay

Edward Moran

c.1898.

http://hdl.loc.gov/loc.pnp/

cph.3c07822

New York & New Jersey

Commissioners Line from 41

on Hudson's River Taken in

1769

Peter Force Map Collection

1769

http://hdl.loc.gov/loc.gmd/

g3811f.ar124300

Lesson #4: Chesapeake Bay Colonies

Waynesburg University TPS Unit Outline

A New Map of Virginia,

Maryland, and the

improved parts of

Pennsylvania & New

Jersey

John Senex

c.1719.

http://hdl.loc.gov/loc.gmd/g379

0.ct002126

A Map of Virginia

John Overton

c.1667

http://hdl.loc.gov/loc.gmd/g388

0.ct000903

The Wedding of

Pocahontas with John

Rolfe

Geo Spohni

c1867

http://hdl.loc.gov/loc.pnp/pga.0

3343

Religious & Civil Liberty

Established in Maryland

in 1649

James Barry

1793

http://hdl.loc.gov/loc.pnp/pga.0

0132

Lesson #5:Southern Colonies

A New and Accurate Map of the

Province of Georgia in North

America

Universal Magazine of

Knowledge and Pleasure

1779

http://hdl.loc.gov/loc.gmd/g392

1p.ar156900

Waynesburg University TPS Unit Outline

James E. Oglethorpes's Council

with the Indian Chiefs

No author on record

c. 1730

http://loc.gov/pictures/item/200

5688536/

A View of Charles Town the

Capital of South Carolina in

North America

Pierre Charles Canot

1778

http://loc.gov/pictures/item/200

4672416/?sid=0e952ce495d511

557d0d4f72db5afcc7

Southeastern United States

Willm. Henry Toms & R.W.

Seale

1733

http://hdl.loc.gov/loc.gmd/g3300

m.gct00061

Four People Working with

Harvested Tobacco in Shed

No author on record

c. 1700

http://loc.gov/pictures/item/994

06790/