lesson 3 the english colonies in...

The English Colonies in America

OverviewIn this lesson, students learn about the similarities and differences among the New England, Middle, and Southern Colonies. In a Problem Solving Groupworkactivity, students work in groups of four to create a Colonial Fair booth that promotesone of eight colonies. Students then visit the booths and evaluate the pros and cons ofliving in each colony. Afterward, students read about the colonies and reconsider theirinitial evaluation. Finally, students apply their learning in a Processing assignment.

ObjectivesStudents will• distinguish between New England, Middle, and Southern Colonies.• understand the emergence of major regional differences in the colonies. • work collaboratively to create a booth to promote the best features of a colony,

including the economic, political, and religious features.

Materials• History Alive! The United States Through Industrialism• Interactive Student Notebooks• Graphic Organizer Placard 3• Student Handout 3 (one per group)

36 The English Colonies in America © Teachers’ Curriculum Institute

Lesson 3

© Teachers’ Curriculum Institute Lesson 3 37

Lesson 3

PreviewProject Transparency 3: Colonial America in 1770. Explain that the early

English colonies are often divided into New England, Middle, and Southern Coloniesbased upon unique characteristics of each region. Have students work in pairs to com-plete Preview 3 in their Interactive Student Notebooks. Afterward, have them share theiranswers. Then, tell students that in this lesson they will learn about three New EnglandColonies, two Middle Colonies, and three Southern Colonies. Information from this mapwill help them understand the development of each colony.

Graphic Organizer1 Have students read Sections 3.1 and 3.2 in History Alive! The United

States Through Industrialism. Remind students that important terms appear in coloredtype (teal). Each term is defined in the Glossary. After students have completed the read-ing, ask, What are the three distinct regions into which the colonies can be grouped?What was the climate like in the New England Colonies? How would you describe theland in the New England Colonies? In the Middle Colonies? What was the climate likein the Southern Colonies? How would you describe the land in the Southern Colonies?What is a charter? What did assemblies do? Who was denied the right to vote in thecolonies? (Note: you may want to have students use the Prereading Handout on page xvof the lesson guide to conduct a prereading of the chapter.)

2 Introduce Graphic Organizer Placard 3. Explain that the graphic organizer is aspoke diagram. A spoke diagram is a visual means of organizing information. At the hubof the spoke diagram is the main idea. “Spokes” projecting from the hub contain writteninformation and visuals that relate to the main idea. Ask, What do you see at the hub ofthe spoke diagram? What state is shown on this map? What do you see on the spokes ofthe diagram? What does this tell you about New Jersey? Tell students they will use thisgraphic organizer to learn about 8 of the original 13 English colonies.

Problem Solving Groupwork1 Arrange the classroom and

place students in mixed-ability groups offour. Prepare a transparency that showsstudents who is in their group and how toarrange their desks.

2 Introduce the activity. Assign eachgroup one of the eight colonies describedin Sections 3.3 to 3.10. Tell students thateach group will create a sales booth toencourage others to settle in their colony.After they have created the booths, theclass will hold a Colonial Fair in which group members will visit all the booths insearch of the “best colony.” Explain that each group will have two teams. At the begin-ning of the fair, Team 1—the Advertising Director and the Copywriter—will stay at thebooth to make the sales presentation. Team 2—the Salesperson and the Graphic Artist—

will visit all the other booths and complete part of Reading Notes 3. After Team 2 visitsall the booths, the teams will switch places, allowing Team 1 to visit the booths whileTeam 2 makes the presentations.

3 Review the directions for Reading Notes 3 in the Interactive Student Notebook.Explain that each group will complete the six required spokes for the diagram of theircolony before the Colonial Fair. During the Colonial Fair, students will complete threespokes of the diagram for each of the other colonies based upon information theyreceive at each booth. Then they will evaluate the desirability of settling in that colonyby placing a mark on the spectrum beneath each spoke diagram. They will complete thespoke diagrams and rank their colonies on their Reading Notes at the conclusion of theactivity.

4 Review the steps for creating colonial booths. Give each group a copy of StudentHandout 3: Creating a Colonial Booth. Assign each group member one of the four roles.(Note: Students can use the library to do additional research about their colony. There isalso good information available on the Internet, with links from the History Alive! Website.)

5 Monitor progress as groups create their booths. When a group completes a step,initial that step before students move on. When groups are ready, provide them withsupplies with which to create their booths.

6 Conduct the Colonial Fair. Remind students to add three spokes to the spoke dia-gram and mark the spectrum on their Reading Notes to evaluate the colony as they visiteach booth. Explain that Team 1 will stay in the booth to make the presentations whileTeam 2 visits other booths. Then, when Team 2 completes its visits, the teams willswitch places. Once students understand how the Colonial Fair will be conducted, use adramatic voice to invite students to the “annual Colonial Fair!” and begin the fair.

7 Hold a class discussion. After all students have visited all booths, ask the followingquestions: • In which colony would you most like to settle? • In which colony would you least like to settle? • Which factors were most important to you when considering where to settle?

Reading1 Have students read Sections 3.3 through 3.10 and complete their

Reading Notes. Tell students that as they read, they should add three additional spokescontaining words and visuals about features of the colony to each diagram.

2 Have students reevaluate their choice of colonies. Tell students to rank the coloniesin order from 1 (best colony in which to live) to 8 (worst colony in which to live). Havethem enter the rank numbers in the corresponding boxes on their Reading Notes.


Lesson 3


Lesson 3

3 Conduct a brief class discussion. After students complete their rankings, have themstand next to the booth representing the colony they ranked as number one. Conduct adiscussion by asking these questions: • Which colony did most students believe was the best colony in which to live? Why?• Which colony did the fewest students believe was the best colony in which to live?

Why?• Were any presentations at the booths misleading? If so, how?

Processing Have students complete Processing 3 in their Interactive Student Notebooks.

Investigating Primary SourcesAsk students to read “The Mayflower Compact” on page 428 of History Alive!

The United States Through Industrialism and complete the corresponding assignment.

AssessmentMasters for assessment follow the next page.

14. The bulleted points can provide a rubric for this item.

Online ResourcesFurther resources for Lesson 3: The English Colonies in America can be found

at Online Resources for History Alive! The United States Through Industrialism atwww.teachtci.com/historyalive/.• Internet Connections: The English Colonies in America• Enrichment Essay: America, Land of Opportunity: The Origins of the Free Enterprise

System

Options for Students with Special NeedsSee page 336 for tips on adapting this lesson to meet the needs of

• English language learners.• learners reading and writing below grade level.• learners with special education needs• advanced learners.

1. D 2. A 3. B 4. C 5. A 6. B 7. D

8. B 9. D 10. D 11. D 12. A 13. B

Assessment 3


Fill in the bubble beside the best answer to each question.

1. What did the New England Colonieshave in common?

0 A. long, hot summers and mild winters

0 B. broad rivers, swamps, and wetlands

0 C. broad coastal plains with fertilesoil

0 D. harsh winters and rocky, hillyland

2. The people who settled in the MiddleColonies represented

0 A. many countries and cultures.

0 B. debtors from England.

0 C. Pilgrims and Puritans.

0 D. Africans escaping slavery.

3. What feature made the SouthernColonies unique?

0 A. shipbuilding centers

0 B. large plantations

0 C. town meetings

0 D. Quaker communities

4. The Mayflower Compact, theFundamental Orders, and town meet-ings all showed the determination ofcolonists to

0 A. build societies based on religiousfreedom.

0 B. stop indentured servants from coming to America.

0 C. govern themselves and solve theirown problems.

0 D. solve conflicts with NativeAmericans peacefully.

5. Virginians replaced indentured servants with African slaves for all of these reasons except:

0 A. Slaves were cheaper to buy thanindentured servants.

0 B. Africans were hard workers andused to farming.

0 C. Slaves did not gain their freedomafter a few years.

0 D. Africans’ dark skin made it hard-er for them to escape to freedom.

6. In most colonies, laws were made by

0 A. church leaders.

0 B. an elected assembly.

0 C. the king’s governor.

0 D. large landowners.

7. Which generalization best sums up thefounding of the English colonies?

0 A. The English colonies were founded by Puritans, Quakers,and Catholics who wanted aplace to worship in peace.

0 B. The English colonies were founded to provide a new start topoor people throughout Europe.

0 C. The English colonies were founded by business people whoplanned to make money by sell-ing land to settlers.

0 D. The English colonies were founded by people with differentgoals ranging from makingmoney to following their faith.

Assessment 3


8. Which New England Colony is describedin Chart A?

0 A. Connecticut

0 B. Massachusetts

0 C. New Hampshire

0 D. Rhode Island

9. This colony was founded to be a

0 A. model of democratic government.

0 B. refuge for debtors and poor people.

0 C. moneymaking business venture.

0 D. safe place for Puritans to worship.

10. Which Middle Colony is described in Chart B?

0 A. Delaware

0 B. New Jersey

0 C. New York

0 D. Pennsylvania


0 A. community based on the Bible.



0 D. safe place for Quakers to worship.

12. Which Southern Colony is described in Chart C?

0 A. Georgia

0 B. Maryland

0 C. South Carolina

0 D. Virginia


0 A. community based on the Bible.



0 D. safe place for Jews to worship.

Assessment 3


Follow the directions to complete the item below.

14. Design a billboard encouraging people to settle in one of the colonies you studied.You may select any colony except the one for which you created your booth. Yourbillboard should include the following: • At least four colorful symbols or simple drawings to represent characteristics of

the colony. Pick the characteristics that would most likely attract settlers. • A short caption (2-5 words) for each symbol or drawing that explains what the

symbol or drawing represents. • A short, clever slogan that will help people remember why they should settle in

the colony you have selected.

Student Handout 3


Work with your group to create an exciting, informative booth that uses a banner, abrochure, a song, and a sales presentation to encourage others in the class to settle inyour colony. Follow the steps below.

____ Step 1: Review the roles. After your teacher assigns your role, read the informa-tion below. Make sure everyone knows her or his responsibilities.

Advertising Director: You will lead the group during Step 2 to make sure that everyoneunderstands key historical information about your colony. During Step 6, you will leadthe group to create a musical jingle for the sales presentation. As a member of Team 1,you and the Copywriter will present your booth to your classmates.

Copywriter: You will lead the group during Step 3 to write a slogan and short para-graphs for the brochure, describing your colony’s best features. As a member of Team 1, you and the Advertising Director will present your booth to your classmates.

Graphic Artist: You will lead the group during Step 4 to create the layout of thebrochure and to sketch visuals that show key features of your colony. As a member ofTeam 2, you and the Salesperson will present your booth to your classmates.

Salesperson: You will lead the group during Step 5 to create a memorable sales presen-tation to convince others to settle in your colony. As a member of Team 2, you and theGraphic Artist will present your booth to your classmates.

____ Step 2: Learn about your colony. Take turns reading aloud the informationabout your colony in History Alive! The United States Through Industrialism. Be certainto read the chart of information included for your colony. When you finish reading, theAdvertising Director should make sure that everyone in the group completes the spokediagram for your colony on his or her Reading Notes.

____ Step 3: Write a slogan that summarizes your colony’s most outstanding feature. For example, for New Jersey, you might write, “New Jersey: Land of GreatVariety.” After you have brainstormed some ideas, have the Copywriter write your slogan below.

Slogan:________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This slogan will be used on your booth’s banner and brochure. Your brochure shouldalso include at least four short paragraphs that describe the best features in four of theseareas: People and Reasons for Settlement, Climate and Geography, Economy andOccupations, Religion, and Government. Make sure that the information is easy tounderstand and makes the colony sound like an appealing place to live. You may chooseto avoid mentioning undesirable conditions. After you have brainstormed some ideas,help the Copywriter write the short paragraphs on a separate sheet of paper.

Creating a Colonial Booth

Student Handout 3


____ Step 4: Sketch the layout and visuals for the brochure. Your brochure should bevisually appealing, informative, and creative. It must contain at least four visuals thatreinforce the ideas in your slogan and short paragraphs. After you have brainstormedsome ideas, have the Graphic Artist quickly sketch the layout of the brochure and thefour visuals in the space below.


Student Handout 3


____ Step 5: Brainstorm ideas for a sales presentation. Each team from your groupwill have three minutes to present your brochure to the students who visit your booth.Make the presentation educational and entertaining. The presentation must include oneentertaining sales gimmick, such as distributing coupons or flyers that promote one ofyour colony’s best features. In the space below, have the Salesperson outline the mainideas and the sales gimmick to include in the presentation.

____ Step 6: Brainstorm ideas for a musical jingle. The sales presentation must alsoinclude a musical jingle that promotes your colony’s best features. You may create yourown tune or use the tune of a well-known song or commercial. After you have brain-stormed some ideas, help the Advertising Director write a four-line jingle in the spacebelow.

____ Step 7: Create the final brochure, your booth’s banner, and the sales gimmick.Work together to create

• a brochure that is visually appealing and creative. • a colorful banner that is easy to read from across the room.• a sales gimmick that can be distributed to the entire class.

____ Step 8: Rehearse the presentation. Team 1 and Team 2 should take turns rehearsing the sales presentation and song. The observing team should make sure thatthe presentation is easy to follow, interesting to watch, and lasts no more than three minutes.


G U I D E TO R E A D I N G N OT E S 3


3.3 Massachusetts

Notes and illustrations on the spoke diagrams will vary. Possible answers:• religious refuge for Puritans• harsh winters and warm summers• rich pastures, forests• government guided by rules of the Bible• shipping• lumber

RankReally want to live here Really don’t want to live here

Before the Colonial Fair1. Read about your colony in the appropriate section of History Alive!

The United States Through Industrialism.2. Find the section of the Reading Notes for your colony.3. Use the outline of your colony to create a spoke diagram. Add six spokes.4. On each spoke, write notes describing a key feature of the colony and

draw a symbol or simple illustration of that feature.

During the Colonial Fair1. As you visit each booth, find the colony in the Reading Notes. Add three spokes

to start the spoke diagram for that colony.2. Use information from the presentation to record notes and visuals for key features

of the colony on the three spokes.3. Mark the spectrum to show how much you would like to settle in that colony.

After the Colonial Fair1. Read the section that corresponds to each colony.2. Add three more spokes to each diagram. On each spoke, record notes and draw

a visual of a key feature of the colony.3. Rank the colonies from 1 (best) to 8 (worst). Write your rankings for the colonies

in the corresponding boxes.





3.5 Connecticut

Notes and illustrations on the spoke diagrams will vary. Possible answers:• Fundamental Orders—first written constitution• seacoast• forested hills• farming (crops and livestock)• shipbuilding, fishing, whaling• cold winters, mild summers

3.4 Rhode Island

Notes and illustrations on the spoke diagrams will vary. Possible answers:• hot, humid summers• cold, snowy winters• religious freedom• shipbuilding, fishing, whaling, trade• flat, rocky woodlands• coastal lowlands



Rank

Rank

Really want to live here Really don’t want to live here

Really want to live here Really don’t want to live here

3.7 Pennsylvania

Notes and illustrations on the spoke diagrams will vary. Possible answers:• Great Law that promised that people of all faiths would be treated equally• first democracy• rolling hills and fertile soil• farming (crops and dairy)• cold winters; hot, humid summers• merchants, tradespeople,

lumber, shipbuilding

3.6 New York

Notes and illustrations on the spoke diagrams will vary. Possible answers:• great class differences• elected assembly with the power to pass laws and set taxes• cold, snowy winters; hot, humid summers• fur trapping, lumber, shipping• slave trade• wetlands along the coast, forested

mountains





3.9 Virginia

Notes and illustrations on the spoke diagrams will vary. Possible answers:• mild winters; hot, humid summers• coastal lowlands• wooded mountains• plantations that grew tobacco• slavery• self-governing

3.8 Maryland

Notes and illustrations on the spoke diagrams will vary. Possible answers:• refuge for Catholics and members of other persecuted religions• cold, rainy winters; hot, humid summers• fertile land• farming (crops, beef, dairy)• Act Concerning Religion—

America’s first law guaranteeing religious liberty

• lumber, shipping, fishing, iron mining



Notes and illustrations on the spoke diagrams will vary. Possible answers:• refuge for debtors• short, mild winters; long, hot, humid summers• farming • strict laws against alcohol

and owning slaves• attacks by Spanish• red-clay plains, forested mountains


Georgia

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