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Grade: Elementary
Subject: History

#3739. The Thirteen Colonies

History, level: Elementary
Posted Sun Apr 16 00:10:40 PDT 2006 by Daniel Martinez (DanielM_8807@hotmail.com).
Still in school, Whittier, United States
Materials Required: 5th grade history textbook
Activity Time: during class
Concepts Taught: Foundation of the thirteen colonies

Unit Concept: The Thirteen Colonies

Unit Goal: Students will understand the influence of the locations and settings of the thirteen colonies. Identify them on the map as well as natives that inhabit that area as well. Students are expected to identify major individuals of the colonies, describe religious aspects and understand the significance of the First Great Awakening. Furthermore the students will understand how British control created a basis for self-government, the introduction of slavery into America, and explain early democratic ideas.

The New England Colonies:
Lesson 1: Puritans and a new society
Tasks: Teachers will go into depth on these topics:
· 1629 Puritans come to America and form Massachusetts
· Arrive in great numbers
· Explain significance of John Winthrop
· Natives of land are Algonquians
· Geography was hard and rigid; difficult for farming
· Farming was difficult but fish and game were plentiful.
· Had meetings to face town issues
· Reading was required
· Selected few had opinions heard at town meetings
· 1638 first slaves arrive in Boston, 1641 slavery is made legal.
Time: One to Two days of teaching lesson 1
Methods (Strategies): Textbook usage is recommended. In addition to textbook, handouts and worksheets are also allowed.
Homework: Based upon what is taught, homework will be assigned. Textbooks will be issued and children might be required to read chapters in the book to complete class and homework assignments.
Lesson 2: Expansion of the New England Colonies
Tasks: Teachers will go into depth on these topics:
· Leadership roles of Roger Williams, Anne Hutchinson, and Thomas Hooker and how were separatists from the Puritans. How their views inspired new colonies ect.
· Explain how Roger Williams views on toleration of different faiths led to banishment of Salem and Plymouth.
· Explain the events that took lace in Roger’s life that led tto the establishment of Providence.
· Thomas Hooker and the establishment of Connecticut.
· Anne Hutchinson’s role in the foundation of Rhode Island
· Her views on the Puritans
· The Pequot War of 1637, explaining colonists attack on natives.
· Colonists push to Maine, New Hampshire, and Vermont.
· King Philip (Metacomet) and preparation for war on colonists.
· 1692, Salem Witch trials.
Time: Two to three days on lesson 2.
Methods (Strategies): Class discussions on important people, handouts and worksheet. Main focus is to create an environment for simple class discussion.
Homework: A reading assignment will be assigned based in the important people taught in the lesson. They will read from their textbook and answer the questions from the textbook.
Lesson 3: New England Life
Tasks: Teachers will go into depth on these topics.
· Treatment of children in the New England Colonies
· Examples such as chores and lives of the children
· Expectations were high for everybody; adults and kids were treated the same
· All children went to school
· Introduce the Horn Book and the New England Primer
· Boys who want to be ministers went to grammar school, those who wanted to trade went to become apprentices
· Religion was tied into everyday life
Time: One to two days on lesson three.
Methods (Strategies): Any method that suites the teacher to complete the lesson
Homework: Review for chapter exam

The Middle Colonies:
Lesson 1: New Colony, New Netherlands
Tasks: Teachers will go into depth on these topics
· 1621, Dutch Wets India Company develops trade in America
· Foundation of the New Netherlands Colony.
· Explain climate conditions, ideal farming conditions ect.
· 1629, Peter Minuit 1st governor of colony
· 1647, Peter Stuyvesant took over as governor
· Explain native hostilities and later native peace treaties
· Explain English hostilities and English empowerment of New Netherlands
Time: Two to three days on lesson 1
Methods (Strategies): Any methods the teacher wishes to use
Homework: Assign homework in textbook
Lesson 2: Pennsylvania
Tasks: Teachers will go into depth on these topics
· Explain the Quakers view on life and how society is governed
· William Penn and Pennsylvania
· William Penn’s life
· Explain the “Frame of Government of the Providence of Pennsylvania”
· Explain how Penn acquired land for the colony with natives (Walking Purchase)
· Pennsylvania, foundation of Delaware
Time: One day for lesson 1
Methods (Strategies): have students discuss different life styles of the Quakers and the puritans
Homework: have students create a journal for future use and begin the first entry as “What would life be as a Quaker?”
Lesson 3: Life in the Middle colonies
Tasks: Teacher will go into depth on these topics:
· Explain the food s made, how religion influenced diversity
· Native encounters and how they taught colonists how to farm and build
· Inventions that made life easier in the middle colonies: Conestoga Wagon and the Kentucky Rifle.
· Education of children
Time: One to two days on lesson 3
Methods (Strategies): Show students pictures of lifestyle in middle colonies to give a visual on culture in colonial era.
Homework: Have students write in their journal on today’s lesson. Answer textbook questions. Review for chapter exam

The Southern Colonies:
Lesson 1: Creation of the Southern Colonies
Tasks: Teachers will go into depth on these topics
· Foundation of Maryland and its purpose.
· Explain who was Lord Baltimore
· Establishments of North and South Carolina
· Native alliances such as Iroquois
· Establishment of Georgia and its founder James Oglethorpe
Time: One day on lesson 1
Methods (Strategies): Any method the teacher sees fit to reach the students
Homework: Students will continue in their journals.
Lesson 2: Slavery and Plantations
Tasks: Teachers will go into depth on these topics
· Locations of southern settlers along coast and rivers
· Slavery was practiced the most in the southern colonies
· Explain the cash crops of southern colonies
· Explain hardships of slavery, what cultures it brought and the rebellions
· Plantation life styles
Time: One to two days on lesson 2
Methods (Strategies): Teacher’s goal is to demonstrate the evolution of slavery and the concept of why it was used. To do this, the teacher will use visuals, quotes, videos and the textbook.
Homework: Students journal entry will be “Life as a Slave” and create a short story of a slave.
Lesson 3: Life in the Southern Colonies
Tasks: Teachers will go into depth on these topics
· Southern Colonists lived in backcountry
· More colonists arrived, more clashes with natives.
· Wealthy planters lived on huge plantations
· Explain life of the wealthy and common man of southern colonies, including slaves
· Religion was more tolerant than puritans and Quakers
Time: One to two days on lesson 3
Methods (Strategies): Any method that the teacher feels necessary to teach the students
Homework: Students will answer textbook questions and write in their journals. Review for chapter exam

Life in the Thirteen Colonies:
Lesson 1: How They Came
Tasks: Teachers will go into depth on these topics
· Explain the journey to America
· Why they came
· Slaves journey to America
· Opportunities colonists had in new land
· Establishment of self-governed
· Privileges of landowners and lives of the workers
Time: Two to three days on lesson 1
Methods (Strategies): Use graphs and pictures to show population increases and different lifestyles of colonists.
Homework: Students will brainstorm for an in-class writing assignment. They will begin reviewing for unit exam
Lesson 2: Colonial Economy
Tasks: Teachers will go into depth on these topics
· By 1700s 9 out of 10 colonies made a living from agriculture
· Southern Colonies cash crops were tobacco, rice, and indigo
· Middle Colonies were “bread basket” of the colonies with wheat and grain
· New England Colonies had rough climate; they used forests, and had one of richest fishing areas in the world
· Explain in depth the Triangular Trade and Middle Passage
Time: One to two days on lesson 2
Methods (Strategies): Any that suit the teacher
Homework: Study for unit exam
Lesson 3: Major Cities
Tasks: Teachers will go into depth on these topics
· Philadelphia; fastest growing city
· Significance of Boston
· Benjamin Franklin and his role with Philadelphia
Time: One to two days on lesson 3
Methods (Strategies): Use handouts for reviewing the unit
Homework: Review for unit exam


By: Daniel Martinez