Settling the Colonies: Step-by-Step Activities to Help Children

Experience Colonial America as they Draw Maps,

Create Timelines, and Hold a Colonial Job Fair While

Mastering the Common Core State Standards

Table of Contents

Acknowledgements 2

Unit Overview 3

History Social-Science Grade 5, Standard 4

Common Core State Standards

Lesson 1: Where to Build a Colony 6

Lesson 2: New England Colonies 11

Activity # 1 Map of the New England Colonies

Activity # 2 Settling the Colonies – A Timeline of Events

Activity # 3 Retrieval Chart – Settling the New England Colonies

Activity # 4 Let’s Write about It

Lesson 3: Middle Colonies 18

Activity # 1 Map of the Middle Colonies

Activity # 2 Settling the Colonies – A Timeline of Events

Activity # 3 Retrieval Chart – Settling the Middle Colonies

Activity # 4 Let’s Write about It

Lesson 4: Southern Colonies 20

Activity # 1 Map of the Southern Colonies

Activity # 2 Settling the Colonies – A Timeline of Events

Activity # 3 Retrieval Chart – Settling the Southern Colonies

Activity # 4 Let’s Write about It

Lesson 5: The Thirteen Colonies 22

Activity # 1 Settling the Colonies – A Timeline of Events

Activity # 2 A Colonial Job Fair

Activity # 3 Product Map

Activity # 4 Let’s Write about It

Extended Activities 27

Resources for Settling the Colonies 27

Settling the Colonies: Step-by-Step Activities to Help Children

Experience Colonial America as they Draw Maps,

Create Timelines, and Hold a Colonial Job Fair While

Mastering the Common Core State Standards

Acknowledgements

AUTHOR

Dr. Priscilla H. Porter was a classroom teacher for over 20 years and is the author of

numerous curriculum guides and publications for teachers. Dr. Porter is the senior author of

Reflections, a Kindergarten to Grade 6 social studies textbook series published by Harcourt

School Publishers @2007 and adopted by the State of California. She serves as the Director

of the Priscilla and Charles Porter History-Social Science Resource Room located on the

Palm Desert Campus of California State University San Bernardino.

Special thanks to the teacher contributors to this curriculum guide:

Tracie Dohrman, Desert Sands Unified School District

Todd Dougherty, Desert Sands Unified School District

Valentina Dowdle, Desert Sands Unified School District

Kirsten Hill, Desert Sands Unified School District

Nicole Phillips, Desert Sands Unified School District

Diane Claypool, Mountain View School District

Susan Hewitt, Lakeside, California

Linda Reeves (In Memorial)

Notes from the Author

To hear about my latest books first, sign up for my exclusive New Release Mailing List by

sending me an email at [email protected].

The books available in the Step-By-Step Activities Series for 5

Grade Teachers include:

The American Indians

Early Explorations of the Americas

Settling the Colonies

The next book in the series, The American Revolution, will be released later this year.

Permission is hereby granted to reproduce and distribute

this publication for educational and research purposes.

Direct inquiries to:

Dr. Priscilla Porter

Palm Desert Campus, California State University San Bernardino

37-500 Cook Street

Palm Desert, California 92211

[email protected]

Unit Overview: Settling the Colonies

The unit begins with a simulation in which students work in groups to select a location to build

a colony. Three major projects are then developed in Lessons 2-4 and culminate in Lesson 5.

These projects include an illustrated timeline from 1600 to 1750, a Colonial Job Fair, and a

product map of the colonies. To keep track of their research and sources, students create an

interactive notebook that contains their work, including maps of the colonies, the retrieval

charts (graphic organizers) where they summarize their research, and the informative/

explanatory writing tasks completed at the end of Lessons 2-4.

Compelling Questions: Why did different people come to the colonies and where did they

settle? What is your evidence?

Supporting Questions:

 What was the reason for founding the colonies and who were the key people involved?

 What was the influence of the geography (location and physical setting) on the founding of

the colonies?

 What religious practices and allegiances developed and how did this lead to the growth of

religious toleration and the free exercise of religion?

 What was daily life like for those who settled in the colonies?

 What were the major occupation (jobs) in the American colonies and what goods were

produced?

 How did the new colonies impact American Indian groups?

This curriculum guide supports the attainment of the following Grade 5 History-Social Science

Standards for California Public Schools and the Common Core State Standards.

History-Social Science Content Standards

Standard 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.

Common Core State Standards

A variety of strategies and activities are included that support and develop reading, writing, language,

speaking, and listening standards. The abbreviations for the standards are included below. For

example, RL5.1 refers to Reading Standards for Informational Text, Grade 5, Standard 1.

Reading Standards for Information Text

RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key

details; summarizes the text.

RI 5.3 Explain the relationships or interactions between two or more ideas in a historical text

based on information in the text.

RI 5.4 Determine the meaning of general academic and domain-specific words or phrases in

a text relevant to a grade 5 topic or subject area.

RI 5.5 Compare and contrast the overall structure (e.g., comparison) of information in two or

more texts.

RI 5.6 Analyze multiple accounts of the same topic, noting important similarities and

difference in the point of view they represent.

RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly.

RI 5.9 Integrate information from several texts on the same topic in order to write or speak

about the subject knowledgeably.

Common Core State Standards: Writing Standards

W 5.2 Write informative/explanatory text to examine a topic and convey ideas and information

clearly.

W 5.4 Produce clear and coherent writing, including multiple paragraph text, in which the

development and organization are appropriate to task, purpose, and audience.

W 5.5 With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach.

W 5.6 With some guidance and support from adults, use technology, including the internet, to

produce and publish writing as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

W 5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic.

W 5.8 Gather relevant information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources.

Common Core State Standards: Speaking and Listening Standards

SL 5.1 Engage effectively in a range of collaborative discussions building on others’ ideas

and expressing their own clearly.

SL 5.2 Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.

SL 5.4 Report on a topic or text, sequencing ideas logically and using appropriate facts and

relevant descriptive details to support main ideas; speak clearly at an understandable pace.

SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or themes.

SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation.

Visual and Performing Arts: Visual Arts Content Standards

Creative Expression 5.2.6. Use perspective in an original work of art to create a real scene.

Historical and Cultural Context 5.3.3. Identify and compare works of art from various regions

(New England Colonies, Middle Colonies, and Southern Colonies).

Connections and Applications 5.5.1. Use linear perspective to depict geometric objects in

space.

Visual Literacy 5.5.2. Identify and design icons, logos, and other graphic devices as symbols

for ideas and information.

Depth of Knowledge (DOK)

This curriculum guide includes notations for Norman Webb’s Depth of Knowledge schema to

identify the cognitive expectations of the standards and the curricular activities (Hess, 2013).

DOK Level

Description of the Level

Recall & Reproduction

Skills & Concepts

Strategic Thinking and Reasoning

Extended Thinking

The DOK level is assigned based on the cognitive demand (mental processing) required by

the central performance described in the activity or task.

Hess, Karin, Ed.D. A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards. The

Common Core Institute, 2013.

Lesson 1: Where to Build a Colony

Materials needed: For each student, a copy of Map of the Colony (Handout #1.1 on page 7)

and a copy of the worksheet Where to Build a Colony (Handout #1.2 on page 8).

For each group of 6 students, a letter-size envelope and a copy of Occupation Cards

(Handout #1.3, page 10), cut apart, and placed in an envelope for each colony.

Procedure:

Step 1: Divide the class into colony groups with 6 members in each group.

Distribute a copy of the Map of the Colony (Handout #1.1) to each group member. Students

color the map to identify land and water.

Distribute the worksheet, Where to Build a Colony (Handout #1.2).

Within each group, each person selects a different Occupation Card (Handout #1.3).

Step 2: Each person moves to a new location and meets with others who have the same

occupation (jigsaw). During this meeting, participants should study the map and discuss what

geographical factors are important for their occupation. Complete Part A of the worksheet,

Where to Build a Colony (Handout #1.2).

Step 3: Students return to their colony group.

Colony groups hold collaborative conversations to discuss where they think on the map they

should locate their colony. Each person should have a chance to “lobby” for where he/she

thinks the colony should be located based upon his/her occupational needs.

Once the group determines their colony’s location, record its’ “letter” in Section B of the

worksheet next to “First Choice.” Up to 6 reasons should be listed for their choice. Also,

groups should select their second choice with reasons and record it on page 2 of the Where

to Build a Colony worksheet. Finally, the group’s selection for “worst site” should be listed

along with reasons for this choice.

Each colony should determine a name for their colony and record it in Section B on the

worksheet.

Step 4: On the chalkboard or whiteboard, record the name of each colony along with their

first choice, second choice, and choice for the worst site. Group members should present

their reasoning for their choices to the entire group. (DOK 3)

Complete the lesson with a comparison of the group’s choices and a discussion of their

rationale.

Optional: Complete the activity listed at the bottom of page 2 on the worksheet Where to

Build a Colony (Handout #1.2).

Source: Linda Reeves. Original Source Unknown. If available, please contact pris[email protected]

Handout #1.1 Map of the Colony

Handout #1.2

Where to Build a Colony

Name:_________________________

A. Occupation:_________________________________________________

Important geographical factors:

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

-----------------------------------------------------------------------------------------------------------------------------

B. Colony Name:_______________________________________________

_____ First Choice

Reasons for choice:

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

4._________________________________________________________

5._________________________________________________________

6._________________________________________________________

_____ Second Choice

Reasons for choice:

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

4._________________________________________________________

_____ Worst Choice

Reasons for choice:

1._________________________________________________________

2._________________________________________________________

----------------------------------------------------------------------------------------------------------

Activity: Using a sheet of paper, sketch the colony area, enlarging it to show

how each occupation will use the site, e.g., where the fisherman will fish. Be

sure to include housing and any other important structures.

Handout #1.3

Occupation Cards

Lesson 2: The New England Colonies

Lessons 2 to 4 of this unit begin with where? and when? To identify where?, student draw

(sketch) a map of the colonies and to identify when?, students construct a timeline to show

when key dates and events occurred. These two activities provide an overarching scaffold for

the research that follows in the remaining activities. (DOK 1)

Interactive Notebook In this unit, it is recommended students create an interactive notebook

using a spiral bound notebook or composition book, or, staple together 20 pages of ruled

paper. Explain to students that they will use the notebook to keep track of information they

learn about the American Colonies. On page 1, have students write Table of Contents.

For the first item in the Table of Contents, have students write the following title: Map of the

New England Colonies. At the bottom of the page, write the page number (page 1).

The interactive notebook should contain the following topics:

Maps of the New England Colonies, the Middle Colonies, and the Southern Colonies;

timeline dates; retrieval charts for each of the colonies’; Write about It! (a choice of

writing informative/explanatory activities using multiple print or digital sources found at

the end of each lesson); and, any additional items added at the teacher’s discretion.

As the unit progresses, add topics and the page numbers to the Table of Contents.

Activity # 1 Map of the New England Colonies

Materials needed: Interactive notebook, a map of the New England

Colonies, pencil, colored pencils or pen.

Procedure: Blank outline maps for the 13 colonies are easy to find.

However, geographers prefer that students draw their own maps

thereby developing their spatial thinking skills. It is recommended you

locate a map for the New England Colonies in your social studies

textbook or online and have your students sketch the map in their

interactive notebook, labeling each of the colonies. This also addresses

the Visual Arts standard to use linear perspective to depict geometric

objects in space (Connections and Applications 5.5.1). A website you

may like is http://mrnussbaum.com/new-england-colonies/ (DOK 1)

Step 1: The first step in any map is to create a sketch using a pencil. Ask yourself questions

such as Does it fit the page? or Am I cramping the detail in some regions? If the answer is

yes, rework your map.

Step 2: Now switch to a colored pencil or pen and lightly trace over the borders of each

colony. Add the name of each colony. If space is tight, create an abbreviation for each colony

and make a legend. If time and space allow, add a few details such as the Atlantic Ocean,

major rivers, and landforms.

Step 3: The map should include a title, legend, north arrow, and if available, the source,

author, and date of production.

http://classroomclipart.co

m/ clipart-search/all-

phrase/New+ England

+Colonies/

Activity #2 Settling the Colonies - A Timeline of Events

Materials needed: For each student, 3 sheets of 5 ½” x 17” white construction paper; a copy

of Settling the Colonies – A Timeline of Events (Handout #2.1, page 15); a ruler and pencil;

and, masking tape.

Procedure:

Step 1: On each of the 3 sheets of construction paper, students use a ruler to draw a line

horizontally across the long side of the paper about 1 inch down from the top. Divide the line

into 6 equal segments, one for each decade. Begin the first decade on the left edge of the

paper and the final decade on the right edge of the paper. Subdivide each decade into 10

segments, one for each year.

On the 1st page, label the decades beginning with 1600 and ending with 1650.

On the 2nd page, label the decades beginning with 1650 and ending with 1700.

On the 3

page, label the decades beginning with 1700 and ending with 1750.

When completed, tape the timeline segments together on the back side of the paper. When

not in use, the timeline can be folded at the taped creases.

Step 2: The abbreviations on the right column of Handout #2.1 are NE for the New England

Colonies, MC for the Middle Colonies, and SC for the Southern Colonies.

Using the dates and events for the New England Colonies (abbreviated NE), record each

date on the timeline along the short description of the event. If there is more than one event

per date, add additional events below the first date. (DOK 1)

Note: During subsequent lessons, the additional dates and events will be added to the

timeline. During Lesson 5, each student will select 5 events to illustrate and add to their

timeline. Using colored pencils, students will then decorate the rest of the timeline.

Activity # 3 Retrieval Chart – Settling the New England Colonies

Materials needed: For each student, a copy of Settling the ______ Colonies (Handout # 2.2,

page 16). Write New England in the blank. A grade level specific social studies textbook and

two or more informational texts and/or digital sources about the New England colonies.

Step 1: What was the reason for founding the New England Colonies and

who were the key people involved?

Preview the Text: Students preview the section on the New England colonies in

their social studies textbook, reviewing the text features (illustrations, maps),

section headings, and domain-specific vocabulary (RI 5.4).

Scan and Write a Fact: (The teacher should model for students how to complete

this activity.) Students scan the textbook lesson to find the names of the New

England Colonies, the dates they were settled, the names of important people, and write their

answers on the copy of their retrieval chart, Settling the New England Colonies (Handout

#2.2). (DOK 1)

Determine an abbreviation for the name of the textbook and note the abbreviation in

parenthesis following the answers written on the retrieval chart (Handout #2.2)

Step 2: Read and Summarize

Read with the students the lesson on the New England Colonies in the textbook to look for

information related to the topics listed. Model for students how to summarize the information

(RI 5.2) on their retrieval chart and quote accurately from the text (RI 5.1). As students study

each section of the text, help them to search for information related to the following text

dependent questions and record the information on their copy of the retrieval chart. (DOK 1)

 What were the reasons for settlement of the colonies?

 What was the influence of the geography (location and physical setting) on the

founding of the colonies?

 What were the major occupation (jobs) and what goods were produced?

 What was daily life like for those that settled in the colonies?

 What evidence was there of self-government or democratic ideals and practices?

 What religious practices and allegiances developed and how did this lead to the

growth of religious toleration and the free exercise of religion?

Step 3: Compare and Contrast – What is Your Evidence?

Using multiple print and/or digital sources, model for students how to draw additional

information and note it on their retrieval chart, demonstrating the ability to locate an answer

quickly (RI 5.7) and being sure to note the source of their information.

Help students compare and contrast the overall structure of information in the different

informational texts and/or digital sources (RI 5.5) and analyze multiple accounts of the same

topics, noting similarities and differences in the point of view they represent (RI 5.6). Describe

the connection between a series of historical events in a text (RI 5.3). (DOK 2)

Step 4: How did the new colonies impact American Indian groups?

Materials needed: Construct a large poster with two columns. Label the first column,

COOPERATION and the second column CONFLICT.

Procedure: Review the study of the New England Colonies to identify the cooperation and

conflict that existed among the American Indians and between the Indian nations and the

new settlers (Standard 5.3). Record the information on the “Cooperation and Conflict” chart.

As each item is recorded, ask students to state their evidence and the specific source of their

information. Keep the chart and add to it in subsequent lessons. (DOK 2)

Activity # 4 Let’s Write about It

Materials needed: For each student, a copy of Let’s Write About It (Handout #2.3, page 17);

their Retrieval Chart – Settling the New England Colonies; multiple print and digital sources.

Writing Activity: Select one of the following topics:

Why was New England settled as a religious refuge?

Why did the Puritans banish Hutchinson and Williams?

Procedure: Distribute to each student a copy of Let’s Write About It, Handout #2.3. Review

the writing activity for Lesson 1 and carefully review each part of the prompt. (DOK 3)

Prompt for Students: On a new page in your interactive notebook, use the information you

have recorded on your retrieval chart to write an informative/ explanatory paragraph about

one of the writing topics. Properly document the sources you have used. (Reminder: Add this

text to the Table of Contents in your interactive notebook.)

 Gather relevant information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources (W 5.8).

 Draw on information from multiple print or digital sources, demonstrating the ability to locate

an answer to a question quickly (RI 5.7).

 Integrate information from several texts in order to write about the subject knowledgeably

(RI 5.9).

 Write informative/explanatory text to examine a topic and convey ideas and information

clearly (W 5.2).

 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text (RI 5.1).

 Analyze multiple accounts of the same topic, noting important similarities and difference in

the point of view they represent (RI 5.6).

Teacher: In this lesson, model for students how to use relevant information from their retrieval

chart and other written or digital sources to write an informative/ explanatory text that

examines the topic selected. Demonstrate how to summarize or paraphrase information from

the students’ notes into sentences that convey ideas coherently and clearly.

Write the sentences together with the students. (Note: Later in the unit, students will write

more independently; but, at this time, it is strongly advised that you and the students write the

sentences together.)

Handout #2.1 Settling the Colonies – A Timeline

Date

Event

Colony

1619

First African slaves arrive in Virginia.

1630

English Puritans sail to Massachusetts.

1630

The Massachusetts Colony is founded.

1632

Lord Baltimore founds the Maryland Colony.

1635

Roger Williams is expelled from Massachusetts.

1636

Roger Williams founds Providence.

1636

Harvard College is founded.

1647

Massachusetts passes the first public school law.

1647

Peter Stuyvesant arrives in New Netherland.

1664

England takes over New Netherland and

renames it New York.

1664

The New York Colony is established.

1664

The New Jersey Colony is established.

1675

King Philip’s War begins.

1681

The Pennsylvania Colony is founded by William

Penn.

1682

William Penn arrives in Philadelphia.

1700s

Triangle trade routes are established.

1712

The North Carolina and South Carolina Colonies

are formed.

1729

Baltimore, Maryland is founded.

1730s

The Great Awakening spreads through the

colonies.

1733

James Oglethorpe founds the Georgia Colony.

1740s

Charles Town exports 30 million pounds of rice

per year.

1750

Boston’s population reaches more than 15,000.

1750

New York becomes the second-busiest port in

the Middle Colonies.

1750

About 200,000 slaves live in the Southern

colonies.

Handout # 2.2 Settling the _____________Colonies

Names of the

Colonies and

Dates settled

Important

People

Major individuals &

groups responsible

for founding

Reasons for

Settlement

Religious?

Economic? Other?

Geography

Influence of the

location and physical

setting on the

founding of the

colonies

Economics

Occupations/jobs;

products produced;

the creation of a

free- market

economic system

Daily Life

Political

Development of

self-government or

democratic ideals

and practices

Other

Religious practices &

growth of religious

tolerance; the Great

Awakening;

Struggles over

slavery

Handout # 2.3 Let’s Write About It

Prompt for Students: On a new page in your interactive notebook, use the information you

have recorded on your retrieval chart to write an informative/ explanatory paragraph about

one of the writing topics listed below. Properly document the sources you use. (DOK 3)

(Reminder: Add this text to the Table of Contents for your interactive notebook.)

 Gather relevant information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources (W 5.8).

 Draw on information from multiple print or digital sources, demonstrating the ability to locate

an answer to a question quickly (RI 5.7).

 Integrate information from several texts in order to write about the subject knowledgeably

(RI 5.9).

 Write informative/explanatory text to examine a topic and convey ideas and information

clearly (W 5.2).

 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text (RI 5.1).

 Analyze multiple accounts of the same topic, noting important similarities and difference in

the point of view they represent (RI 5.6).

Lesson 2 Writing Activity - Select one of the following topics:

 Why was New England settled as a religious refuge?

 Why did the Puritans banish Hutchinson and Williams?

Lesson 3 Writing Activity

 Why did seaport cities become more prominent in New England and the Middle Colonies,

and what effect did this have on commerce in the region?

Lesson 4 Writing Activity - Select one of the following writing activities.

 Why did indentured servitude start and how did it transition to slavery?

 How did Virginia’s status as a royal charter and government affect the political rights of the

settlers? Who was allowed to vote? Who was excluded?

 Why was tobacco grown on large plantations? What type of work force was required? What

was the social life of the plantation?

Lesson 5 Writing Activity - Select one of the following topics:

 What was daily life like for those who settled in the southern colonies as opposed to New

England colonies?

 Why did plantations dominate in the South while family farms flourished in New England?

 How did the New England colonies compare to Virginia in terms of economy, political

organization, and social groups?

 How did the religious ideas and practices in the Middle Colonies differ from New England

and the southern colonies?

 How did people work in the New England colonies and in the Middle colonies? What were

the major industries and what did they produce?

Lesson 3: The Middle Colonies

Activity # 1 Map of the Middle Colonies

Materials needed: Interactive notebook, a map of the Middle

Colonies, pencil, colored pencils or pen.

Procedure: Students sketch a map of the Middle Colonies by

following the steps outlined on page 11. Use linear perspective to

depict geometric objects in space. (Connections and Applications

5.5.1.) (DOK 1)

Activity #2 Settling the Colonies - A Timeline of Events

Materials needed: For each student, a copy of Settling the Colonies – A Timeline of Events

(Handout #2.1, page 15) and the timeline begun in Lesson 2.

Procedure: Using the dates and events listed for the Middle Colonies on Handout #2.1

(abbreviated MC), record each date on the timeline along with a description of the event. If

there is more than one event per date, add additional events below the first date. (DOK 1)

Note: During Lesson 5, each student will select 5 events to illustrate and add to their timeline.

Using colored pencils, students will then decorate the rest of the timeline.

Activity # 3 Retrieval Chart – Settling the Middle Colonies

Materials needed: For each student, a copy of Settling the ______ Colonies (Handout # 2.2,

page 16). Write Middle in the blank. A grade level specific social studies textbook and two or

more informational texts and/or digital sources about the New England colonies.

Step 1: What was the reason for founding the Middle Colonies and who

were the key people involved?

Preview the Text: Students preview the section on the Middle Colonies in their

social studies textbook, reviewing the text features (illustrations, maps), section

headings, and domain-specific vocabulary (RI 5.4).

Scan and Write a Fact: Students scan the textbook lesson to find the names of

the Middle Colonies, the dates they were settled, the names of important people, and write

their answers on their copy of Settling the Middle Colonies (Handout #2.2). (DOK 1)

Step 2: Section, Summary, Share

Divide the class into groups, with one or two groups for each section of the textbook lesson.

Have each group study their section to look for information related to the following text

dependent questions and record the information on their copy of the retrieval chart. (DOK 1)

 What were the reasons for settlement of the colonies?

 What was the influence of the geography (location and physical setting) on the

founding of the colonies?

http://classroomclipart.com/c

lipartview/History/United_Sta

tes/Colonial_America/map_of

_the_middle_colonies_1217_j

pg.htm

William Penn

 What were the major occupation (jobs) and what goods were produced?

 What was daily life like for those that settled in the colonies?

 What evidence was there of self-government or democratic ideals and practices?

 What religious practices and allegiances developed and how did this lead to the

growth of religious toleration and the free exercise of religion?

Students summarize the information gathered from their section of the text on the retrieval

chart Settling the Middle Colonies and note the source (RI 5.2). Each group shares a

summary of what they learned while other students record notes on their copy of the chart.

Step 3: Compare and Contrast – What is Your Evidence?

Using multiple print and/or digital sources, each group draws additional information and notes

it on their retrieval chart, demonstrating the ability to locate an answer quickly (RI 5.7) and

being sure to note the source of their information.

As each group shares the information they retrieved, they compare and contrast the overall

structure of information in the different informational texts and/or digital sources (RI 5.5) and

analyze multiple accounts of the same topics, noting similarities and differences in the point

of view they represent (RI 5.6). Describe the connection between a series of historical events

in a text (RI 5.3). (DOK 2)

Step 4: How did the new colonies impact American Indian groups?

Materials needed: Large poster constructed during Lesson 2 (see page 13) with the first

column labeled COOPERATION and the second column labeled CONFLICT.

Procedure: Review the study of the Middle Colonies to identify the cooperation and conflict

that existed among the American Indians and between the Indian nations and the new

settlers (Standard 5.3). Record the information on the “Cooperation and Conflict” chart begun

in Lesson 2. As each item is recorded, ask students to state their evidence and the specific

source of their information. Keep the chart and add to it in subsequent lessons. (DOK 2)

Activity # 4 Let’s Write about It

Materials needed: For each student, a copy of Let’s Write About It (Handout #2.3, page 17);

their Retrieval Chart – Settling the Middle Colonies; multiple print and digital sources.

Procedure: Distribute to each student a copy of Let’s Write About It, Handout #2.3. Review

the writing activity for Lesson 3 and carefully review each part of the prompt. (DOK 3)

Writing Topic: Why did seaport cities become more prominent in New England and the

Middle Colonies, and what effect did this have on commerce in the region?

Teacher: Assist students in how to use relevant information from their retrieval chart and

other written or digital sources to write an informative/ explanatory text that examines the

topic. As needed, demonstrate how to summarize or paraphrase information from the

students’ notes into sentences that convey ideas coherently and clearly.

If needed, write the sentences together with the students. (Note: In the next lesson, students

will write more independently, but at this time, they may still need your guidance.)

Lesson 4: The Southern Colonies

Activity # 1 Map of the Southern Colonies

Materials needed: Interactive notebook, a map of the Southern

Colonies, pencil, colored pencils or pen.

Procedure: Students sketch a map of the Southern Colonies by

following the steps outlined on page 11. Use linear perspective to

depict geometric objects in space. (Connections and Applications

5.5.1.) (DOK 1)

Activity #2 Settling the Colonies - A Timeline of Events

Materials needed: For each student, a copy of Settling the Colonies – A

Timeline of Events (Handout #2.1) and the timeline begun in Lesson 2.

Procedure: Using the dates and events listed for the Southern Colonies

on Handout #2.1 (abbreviated SC), record each date on the timeline along with a description

of the event. If there is more than one event per date, add additional events below the first

date. (DOK 1)

Note: During Lesson 5, each student will select 5 events to illustrate and add to their timeline.

Using colored pencils, students will decorate the rest of the timeline.

Activity # 3 Retrieval Chart – Settling the Southern Colonies

Materials needed: For each student, a copy of Settling the ______ Colonies (Handout # 2.2,

page 16). Write Southern in the blank. A grade level specific social studies textbook and two

or more informational texts and/or digital sources about the New England colonies.

Step 1: What was the reason for founding the Southern

Colonies and who were the key people involved?

Preview the Text: Students preview the section on the Southern

colonies in their social studies textbook, reviewing the text features

(illustrations, maps), section headings, and domain-specific vocabulary (RI 5.4).

Scan and Write a Fact: Students scan the textbook lesson to find the names of the Southern

Colonies, the dates they were settled, the names of important people, and write their answers

on their copy of Settling the Southern Colonies (Handout #2.2). (DOK 1)

Step 2: Section, Summary, Share

Divide the class into groups with one or two groups for each section of the textbook lesson.

As each group of students studies their section of the text, they should search for information

related to the following text dependent questions and record the information on their copy of

the retrieval chart. (DOK 1)

 What were the reasons for settlement of the colonies?

 What was the influence of the geography (location and physical setting) on the

founding of the colonies?

http://classroomclipart.com/cli

part-view/History/United_

States/ Colonial_America/

map_of_the_southern_colonies

_1217_jpg.htm

 What were the major occupation (jobs) and what goods were produced?

 What was daily life like for those that settled in the colonies?

 What evidence was there of self-government or democratic ideals and practices?

 What religious practices and allegiances developed and how did this lead to the

growth of religious toleration and the free exercise of religion?

Students summarize the information gathered from their section of the text on the retrieval

chart Settling the Southern Colonies and note the source (RI 5.2). Each group shares a

summary of what they learned while other students record notes on their copy of the chart.

Step 3: Compare and Contrast – What is Your Evidence?

Using multiple print and/or digital sources, each group draws additional information and notes

it on their retrieval chart, demonstrating the ability to locate an answer quickly (RI 5.7) and

being sure to note the source of their information.

As each group shares the information they retrieved, they compare and contrast the overall

structure of information in the different informational texts and/or websites (RI 5.5) and

analyze multiple accounts of the same topics, noting similarities and differences in the point

of view they represent (RI 5.6). Describe the connection between a series of historical events

in a text (RI 5.3). (DOK 2)

Step 4: How did the new colonies impact American Indian groups?

Materials needed: Large poster constructed during Lesson 2 (page 13) with the first column

labeled COOPERATION and the second column labeled CONFLICT.

Procedure: Review the study of the Southern Colonies to identify the cooperation and

conflict that existed among the American Indians and between the Indian nations and the

new settlers (Standard 5.3). Record the information on the “Cooperation and Conflict” chart

begun in Lesson 2. As each item is recorded, ask students to state their evidence and the

specific source of their information. (DOK 2)

Activity # 4 Let’s Write About It

Materials needed: For each student, a copy of Let’s Write About It (Handout #2.3, page 17);

their Retrieval Chart – Settling the Southern Colonies; multiple print and digital sources.

Procedure: Distribute to each student a copy of Let’s Write About It, Handout #2.3. Review

the writing activities for Lesson 4 and carefully review each part of the prompt. (DOK 3)

Teacher: Monitor students to see how they use relevant information from their retrieval chart

and other written or digital sources to write an informative/ explanatory text that examines the

topic they selected. As needed, assist selected students as they summarize or paraphrase

information from their notes into sentences that convey ideas coherently and clearly.

Students should be encouraged to write their text independently; although, you may work

with selected students and write the sentences together with them.

Lesson 5: The Thirteen Colonies

Activity #1 Settling the Colonies - A Timeline of Events

Using colored pencils and their copy of the timeline completed during Lessons 2-4, have

each student select 5 events to illustrate. Identify works of art from the regions to use as a

model (VAPA Historical and Cultural Context 5.3.3). Students should use perspective in their

original work of art to create real scenes (VAPA Creative Expression 5.2.6). Add the

illustrations to their copy of Settling the Colonies Timeline and decorate the rest of the

timeline to give it an artistic flair! (DOK 2)

Activity #2 A Colonial Job Fair

Step 1: Distribute to each student a copy of A Colonial Job Fair (Handout #5.1 on page 24),

Colonial Jobs (Handout #5.2 on page 25), and Eighteenth Century Names (Handout #5.3 on

page 26).

Discuss the requirements listed on Handout #5.1, including the due dates for each section.

Determine the procedure you will use for each student to select their

colonial job and their last and first name. For example, cut apart Handout

#5.2 keeping the wife and apprentice titles attached with the job title. Place

the job title slips into a container and have each student draw a colonial

job. Generally, boys become the job holder or an apprentice, whereas girls take on the role of

the wife and describe the work her husband performs.

Cut apart Handout #5.3 keeping the last name, and two columns of first names together.

Last Name

Male First Name

Female First Name

Anderson

Aaron

Alice

Place the name slips in a container and have each student draw a name. Boys use the last

name and the first name in the 2

column. Girls use the last name and the first name in the

column.

Step 2: Prior to the event, have students create posters to advertise the Colonial Job Fair to

other classes, and write invitations to encourage parents and VIPs to attend. Determine the

location for the Colonial Job Fair; for example, a Multipurpose Room or outdoors on the

playground or a blacktop area. Post signs to direct your guests to the Colonial Job Fair.

Assign each student a location for his/her presentation.

Step 3: Hold the Colonial Job Fair. If desired, invite visitors to complete an evaluation form

indicating the most effective presentations. (DOK 4)

Activity #3 Product Map

Materials needed: For each group of 3, a large sheet of poster paper; colored pencils; access

to a computer and digital sources; and, if desired, assorted products such as corn, rice, etc.

Apothecary

Wife

Apprentice

Step 1: Explain to students that most of the colonies were formed to benefit England and the

proprietors. Their purpose was to send back to England farm products and raw materials.

Ships sailed from colonial harbors loaded with exports.

Have students refer to their retrieval charts and discuss the products that were produced in

the different colonies.

Step 2: Divide students into groups of 3. Using their social studies textbook, retrieval charts,

and digital sources, students create a list of the major products produced by each colony.

Step 3: Students identify and design icons…and other graphic devices as symbols to provide

a product legend for the different colonies (Visual Literacy 5.5.2). As they create their

designs, students should engage effectively in a range of collaborative discussions building

on others’ ideas and expressing their own clearly (SL 5.1) until they reach consensus on a

product legend.

Step 4: Using a large sheet of poster board, each group of students works collaboratively to

draw a map of the 13 colonies, using linear perspective to depict the colonies (Visual Arts:

Connections and Applications 5.5.1). Leave space for a Product Legend and title of the map.

(DOK 3)

Activity #4 Let’s Write about It

Materials needed: For each student, a copy of Let’s Write About It (Handout #2.3, page 17);

their completed Retrieval Charts for Lessons 2-4; and, multiple print and digital sources.

Procedure: Distribute to each student a copy of Let’s Write About It, Handout #2.3. Review

the writing activities for Lesson 4 and carefully review each part of the prompt. (DOK 3)

Teacher: There is a wide selection of writing topics for this final lesson. You may give

students the choice of a topic or select one topic for all students to address.

You may wish to expand the expectations by having students produce a multiple paragraph

text, in which the development and organization are appropriate to task (W 5.4).

If time allows, it is recommended that with guidance and support from peers and adults,

students follow the stages of the writing process to develop and strengthen their writing as

needed by planning, revising, editing, and rewriting (W 5.5).

With some guidance and support from adults, you may wish to have students use technology,

including the internet, to produce and publish their writing as well as to interact and

collaborate with others (W 5.6).

It is also a potential time for students to demonstrate a sufficient command of their

keyboarding skills by typing a minimum of two pages in a single setting (W 5.6).

Handout #5.1 A Colonial Job Fair

Prompt: Select and research one typical job of an early American colonist (Handout #5.2).

Then, complete the following steps.

 Identify yourself and describe in writing your age, the year, where you live, and who your

family members are. Refer to Handout #5.3. Due Date:___________

 Describe in detail the type of work you do, the goods you produce, and at least 3 steps

required to complete your job. Due Date:___________

 Make a list of all the necessary tools or supplies you use in your job and a list of the skills

required to complete your work. Due Date:___________

 Come to school prepared to demonstrate how to do your job. Wear a simple costume that

represents what the historic person may have worn in his or her work. Date:__________

 For extra credit, provide or construct props that can be used in your demonstration.

Step 1: Research your topic

 Conduct a short research project to build knowledge through investigation of the topics

listed in the prompt (W 5.7).

 Integrate information from several texts on the topics listed in the prompt in order to write

and speak about your job knowledgeably (RI 5.9).

 Determine the meaning of general academic and domain-specific words or phrases needed

to describe your job (RI 5.4).

 Summarize the information presented in the written text and in diverse media and digital

formats (SL 5.2).

Step 2: Write your information

 Using the first person, write an informative/explanatory oral speech to examine the topics

listed in the prompt and to convey the ideas and information clearly (W 5.2).

Step 3: Present your information

 Report on your job at the Colonial Job Fair, including the topics listed in the prompt,

sequencing your ideas logically and using appropriate facts and relevant descriptive details

to support your main ideas (SL 5.4).

 Speak clearly and loudly enough at an understandable pace (SL 5.4).

 Adapt your speech to the task, using formal English when appropriate to the task and the

situation (SL 5.6).

 When appropriate, include a multimedia component (e.g., graphics, sound) and/or a visual

display in your presentation to enhance the development of the main ideas (SL 5.5).

 Practice your presentation out loud and if possible, in front of someone else.

 Keep your listeners interested in your report by using facial expressions and hand

movements.

 Do not put your hands in your pockets while speaking.

 Look at your audience while you speak, even if you are holding a prop.

Handout #5.2 Colonial Jobs*

Apothecary

Wife

Apprentice

Baker/Cook

Wife

Apprentice

Barber/Wigmaker

Wife

Apprentice

Blacksmith

Wife

Apprentice

Bookbinder

Wife

Apprentice

Brickmaker/Stonemason

Wife

Apprentice

Cabinetmaker

Wife

Apprentice

Carpenter

Wife

Apprentice

Carriagemaker

Wife

Apprentice

Cobbler/Shoemaker

Wife

Cooper

Wife

Apprentice

Farmer

Wife

Apprentice

Glassmaker/Glassblower

Wife

Apprentice

Harnessmaker/Saddler

Wife

Apprentice

Leatherworker/Tanner

Wife

Apprentice

Miller

Wife

Apprentice

Milliner

Apprentice

Merchant/Storekeeper

Wife

Apprentice

Papermaker

Wife

Apprentice

Potter

Wife

Apprentice

Printer

Wife

Apprentice

Sailmaker

Wife

Apprentice

Shipwright

Wife

Apprentice

Silversmith

Wife

Apprentice

Tavern/Innkeeper

Wife

Apprentice

Serving Girl

Tutor/Teacher

Wife

Apprentice

Weaver

Apprentice

Wheelwright

Wife

Apprentice

*Based on the work of

Diane Claypool

Handout #5.3 Eighteenth Century Names*

Anderson

Aaron

Alice

Ayscough

Adam

Amy

Blair

Amos

Anne

Boone

Andrew

Ariana

Botetourt

Anthony

Betsey

Bowry

Benjamin

Betty

Braxton

Caesar

Charity

Bryan

Charles

Christina

Burwell

Christopher

Clementina

Byrd

Daniel

Constant

Campbell

David

Deborah

Cole

Edmond

Dorothy

Cripps

Edward

Elizabeth

Deane

Francis

Emily

Dickinson

Frederick

Esther

Dunmore

George

Frances

Everland

Gilbert

Grace

Farquier

Giles

Hannah

Ford

Henry

Isabel

Franklin

Jacob

Jane

Frayser

James

Jean

Greenhow

Jeremiah

Jenny

Grissell

John

Judith

Henderson

Jonathan

Katherine

Jefferson

Joseph

Kitty

Ludwig

Joshua

Lucy

Miller

Luke

Lydia

Nicholson

Matthew

Marcy

Pearson

Michael

Margaret

Prentis

Nathaniel

Martha

Randolph

Orlando

Mary

Reynolds

Paul

Molly

Rind

Payton

Nancy

Satterwhite

Phillip

Patience

Shields

Pompey

Rachel

Tucker

Samuel

Rebecca

Waller

Stephen

Ruth

Woodsen

Thomas

Sally

*Based on the research of Diane Claypool

Extended Activities

Identify and compare works of art from various regions (New England Colonies, Middle

Colonies, and Southern Colonies) of the United States (Visual Arts Content Standards

Historical and Cultural Context. 5.3.3).

Use perspective in an original work of art to create a real scene that depicts daily life in a

New England, Middle, or Southern Colony (Visual Arts Content Standards Creative

Expression 5.2.6).

Slavery – Study maps, ship’s logs, and other primary sources to clarify the eighteenth-century

trans-Atlantic slave trade that linked Africa, the West Indies, the British colonies, and Europe.

Slavery – Read excerpts from slave narratives like Olaudah Equiano’s, historical newspaper

ads, handbills, and southern laws concerning the treatment of slaves.

Resources for Settling the Colonies

Bordessa, Kris. Great Colonial America Projects: You Can Build Yourself. Nomad Press

(2006)

Carbone, Elisa. Blood On The River: James Town, 1607. Puffin Books, (2007).

Carlson, Laurie. Colonial Kids: An Activity Guide to Life in the New World. Chicago Review

Press, (1997)

Govern, Ann. If You Lived in Colonial Times.

Isaacs, Sally Senzell. Life in a Colonial Town. Heinemann (2001)

Isaacs, Sally Senzell. Life on a Southern Plantation. Heinemann, (2001)

Kalman, Bobby. A Colonial Town: Williamsburg. Crabtree Publishing Company, (1991).

King, David C. Colonial Days: Discover the Past with Fun Projects, Games, Activities, and

Recipes. Jossey-Bass, (1997).

Knight, James E. The Farm: Life in Colonial Pennsylvania (Adventures In Colonial America).

Troll Communications, (1982).

Maestro, Betsy and Guilio. The New Americans: Colonial Times: 1620-1689. HarperCollins, (

2004).

Samuel, Charlie. Home Life in Colonial America. PowerKids Press, (2002).

Silver, Donald M. Wynne, Patricia. Easy Make & Learn Projects: Colonial America: 18 Fun-to-

Create Reproducible Models that Bring the Colonial Period to Life. Teaching Resources

(2002).

Waters, Kate. Mary Geddy’s Day. Photographs by Russ Kendall. Scholastic Press, (1999).