Early Colonies (1607-1732) - Weebly
Early Colonies (1607-1732)Diana MartufiCentral Falls High School
Early Colonies (1607-1732)Unit: Early Colonies (1607-1732) (Week 3, 2 Weeks)Unit OverviewFrom the foundation of the colonies beginning with the founding of Jamestown until the beginning of the Revolutionary War, different regions ofthe eastern coast had different characteristics. Once established, the thirteen British colonies could be divided into three geographic areas: NewEngland, Middle, and Southern. Each of these had specific economic, social, and political developments that were unique to the regions.This unit plan has been developed for students in grades 9 who are currently placed in a self-contained learning environment. All materials havebeen modified and accommodate specific goalsStandardsRI: GSE: Reading, RI: Grades 9-10, Reading Fluency & AccuracyR–10–11 Reads grade-level appropriate material with:R–10–11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy (Local)RI: GSE: Reading, RI: Grades 9-10, Informational TextsInitial Understanding of Informational Text R–10–7 Demonstrate initial understanding of informational texts (expository and practical texts) by R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text throughcharting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining) (State)Analysis and Interpretation of Literary Text, Citing Evidence R–10–8 Analyze and interpret informational text, citing evidence as appropriate by R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas (State)R–10–8.5 Making inferences about causes and/or effects (State)RI: GSE: Written & Oral Communication, RI: Grades 9-10, Habit of WritingWriting Extensively W–10–11 Demonstrates the habit of writing extensively by W–10–11.2 Sharing thoughts, observations, or impressions (Local)RI: GSE: Written & Oral Communication, RI: Grades 9-10, Reading-Writing ConnectionWriting in Response to Literary or Informational Text- Showing Understanding of Ideas in Text W –10–2 In response to literary or informational text, students show understanding ofplot/ideas/concepts by W–10–2.1 Selecting and summarizing key ideas to set context, appropriate to audience (State)
W–10–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideasor themes (State)Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text W –10–3 In response to literary or informational text, students make and supportanalytical judgments about text by W–10–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions (State)RI: GSE: Written & Oral Communication, RI: Grades 9-10, Expressive WritingNarratives – Creating a Story Line W–10–4 In written narratives, students organize and relate a story line/plot/series of events by W–10–4.1 Creating a clear and coherent (logically consistent) story line (Local)W–10–4.2 Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and maintaining point of view (Local)W–10–4.3 Using a variety of effective transitional devices (e.g., ellipses; time transitions: such as flashback or foreshadowing; white space; or words/phrases) to enhancemeaning (Local)W–10–4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning (Local)W–10–4.5 Establishing and maintaining theme (Local)W–10–4.6 Providing a sense of closure (Local)Narratives – Applying Narrative Strategies W –10–5 Students demonstrate use of narrative strategies to engage the reader by W–10–5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line (Local)W–10–5.5 Maintaining focus (Local)W–10–5.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)W–10–5.7 Controlling the pace of the story (Local)RI: GSE: Written & Oral Communication, RI: Grades 9-10, Informational WritingReports, Procedures, or Persuasive Writing – Organizing Information W –10–6 In informational writing, students organize ideas/concepts by W–10–6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context (State)W–10–6.4a Drawing a conclusion by synthesizing information (State)RI: GSE: Written & Oral Communication, RI: Grades 9-10, Writing ConventionsApplying Rules of Grammar, Usage, and Mechanics W -10-9 In independent writing, students demonstrate command of appropriate English conventions by W–10–9.1 Applying rules of standard English usage to correct grammatical errors (State)W–10–9.2 Applying capitalization rules (Local)W–10–9.3 Subsumed in W–10–9.4W–10–9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (State)W–10–9.5 Applying conventional and word-derivative spelling patterns/rules (State)
NSH: History, NSH: Grades 5-12, US His. Era 2:Colonization&SettlementStandard 1BThe student understands the European struggle for control of North America. Compare how English settlers interacted with Native Americans in New England, mid-Atlantic, Chesapeake, and lower South colonies. [Consider multiple perspectives](Grades 5-12)STANDARD 2How political, religious, and social institutions emerged in the English colonies.Standard 2AThe student understands the roots of representative government and how political rights were defined. Analyze how the rise of individualism contributed to the idea of participatory government. [Assess the importance of the individual] (Grades 7-12)Compare how early colonies were established and governed. [Compare and contrast differing sets of ideas] (Grades 5-12)Explain the social, economic, and political tensions that led to violent conflicts between the colonists and their governments. [Examine the influence of ideas] (Grades 7-12)Standard 2BThe student understands religious diversity in the colonies and how ideas about religious freedom evolved. Describe religious groups in colonial America and the role of religion in their communities. [Consider multiple perspectives] (Grades 9-12)Trace and explain the evolution of religious freedom in the English colonies. [Reconstruct patterns of historical succession and duration] (Grades 7-12)Standard 2CThe student understands social and cultural change in British America. Explain how and why family and community life differed in various regions of colonial North America. [Consider multiple persp ectives] (Grades 5-12)STANDARD 3How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the AmericasStandard 3AThe student understands colonial economic life and labor systems in the Americas. Identify the major economic regions in the Americas and explain how labor systems shaped them. [Utilize visual and mathematical data] (Grades 5-12)3B Demonstrate understanding of economic life and the development of labor systems in the English colonies by: Explain how environmental and human factors accounted for differences in the economies that developed in the colonies of New England, mid-Atlantic,Chesapeake, and lower South. [Compare and contrast different sets of ideas] (Grades 5-12)
Enduring UnderstandingsThe colonies influenced values and beliefs many Americans stillcherish today such as: Essential Questions What leads people to explore new frontiers and ultimately choose tosettle in the new frontier?Many people still come to American in search of economicopportunity and religious freedoms.Representative government remains an important part of theAmerican political system.Content KnowledgeAssessments1. Jamestown became the first successfully establishedEnglish colony in North America.Colonial America Test2. Pilgrim and Puritan colonists settled in America in search ofreligious freedom.Settling the Colonies QuestionnaireSummative: Test: WrittenFormative: Written: NarrativePre-write activity. The questionnaire will be collected and graded and then3. The distinct differences between the Northern, Middle andSouthern colonies.handed back to students. At the end of the unit, students will usequestionnaire to help formulate a three-four paragraph narrative essay.4. Means of earning a living varied among the colonies.Read All About ItSummative: Performance: Authentic Task5. The roots of American democracy, freedom of religion andpublic education are found in the American colonialexperience.Create a poster (broadside) persuading British citizens to move to a newcolony in North AmericaMaterials are attached at the end of the unit.Colonial America TestSettling the Colonies QuestionnaireRead All About It!Learning ActivitiesResources
Lesson 1Early English SettlementsInstructional ResourcesThis lesson focuses on the difficulties the first English colonists faced when theysettled in Jamestown. Agenda Teacher-Made Reading Comprehension Questions Teacher-Made Notes Graphic Organizer Teacher Made Colonial America PowerPoint Teacher-Made Painting Analysis Worksheet Blank-Outline Map of the 13 Colonies1. Do-Now Question: Have you ever moved from one place to live in another place?What kind of changes did you face? What factors made it difficult to move? What factors made it easy to move?Secondary Sources (as provided in the learningactivitiesOther Important Resources2. Students will take notes using a note-taking graphic organizer,3. Students will read the secondary source document, "History ofJamestown" and answer reading comprehension questions.4. Painting Analysis Activity ComputerProjectorAccess to Discovery EducationAccess to Computer LabCopy PaperPencils/PensColored PencilsPoster Paper5. Primary Source document, "John Smith's Description ofThe Powhatans, 1612."6. Video Clip from Discovery EducationColonial America1607-17327. Homework: Define vocabulary words.Refer to link on TAH Website
Lesson 2Religious FreedomThis lesson focuses on the religious differences in England that led to theestablishment of colonies in America.Agenda1. Do-Now Question In your opinion, do people respect others' rights to religious freedom, orare those with different views mistreated?2. Read secondary source document, "The Pilgrims and Puritans Come to America,"and answer reading comprehension questions.Lesson 1Video Clip from Discovery EducationMoments in Time: Jamestown: Against All OddsLesson 2Video Clip from Discovery EducationThe Pilgrims of PlimothThe following instructional resources are at the end ofthe unit. Unit Notes-Graphic Organizer for StudentsUnit Notes-Colonial AmericaSecondary Source: History of JamestownReading Comp Quest: History of JamestownJamestown Painting AnalysisPrimary Source-John Smith's Native AmericanAccount (1)Primary Source-John Smith's Native AmericanAccount (2)Secondary Source-John Smith's Modern DayAccountReligious Freedom-Vocabulary WordsSec Source: Pilgrims & Puritans Come toAmericaBlank Map of 13 ColoniesSecondary Source-Colonial LifeSecondary Source-Daily LifeSecondary Source-Homes and VillagesSecondary Source-Native AmericansSettling the Colonies QuestionnaireRead All About It!
3. Check and review vocabulary homework.4. Using a note-taking graphic organizer, students will take notes from a teacher made PowerPoint.5. View Video Clip from Discovery Education6. Homework: Read secondary source document "Colonial America," and answer reading comprehension questions.Lesson 3Settling the ColoniesThis lesson focuses on the distinct differences between the Northern, Middle, and Southern colonies.Agenda1. Do-Now Question Have you ever traveled to a different state?What differences did you notice?What similarities did you see?What makes where you live unique?2. Check and review homework.3. Locate, label and color the 13 original colonies on a map. Create a color coded key to represent the three groups of colonies: Northern, Middle and Southern.4. Using a note-taking graphic organizer, students will take notes from a teacher made PowerPoint.5. Read secondary source document, "Characteristics of the 13 Colonies."(Teacher will conduct a read-aloud while emphasizing note-taking skills by highlighting and summarizing key ideas)Lesson 4Life in the ColoniesThis lesson focuses on how settlers in different colonies earned a living.Agenda1. Do-Now Question
What kinds of jobs do people have in your community? What jobs do your parents have? What type of work would you like to do when you're an adult?2. Review material from Day 33. Read secondary source document, "Homes & Villages and "Daily Life" and answer reading comprehension questions.4. Settling the Colonies Questionnaire(Pre-writing activityHomework: Write a 3-4 paragraph narrative essay describing life in the colonies. (Students will use their questionnaire for assistance.)Lesson 5 Peer Edit and Computer Lab1. Peer-edit narrative essays2. Computer lab to type narrative essayLesson 6Colonial America TestLesson 7Performance Assessment"Read All About It"
Unit Notes-Graphic Organizer for StudentsNotes:History of JamestownEstablished inByCharter:Settlers were expected to:1.2.3.Captain John Smith:
Hardships the Settlers Endured:1.2.3.4.5.6.Why People Moved from England to the “New World”1.2.3.4.5.6.7.8.Three Groups of Colonies:1.2.3.
Northern ColoniesMiddle ColoniesSouthern Colonies
Change in ColoniesGreat SealNotes:
Northern ColoniesColonyOrigin of NameChief Producers
Middle ColoniesColonyOrigin of NameChief Producers
Southern ColoniesColonyOrigin of NameChief Producers
Unit Notes-Colonial AmericaPower Point PresentationColonial America1607-1732Refer to link on TAH Website
Secondary Source-History of JamestownHistory of JamestownIn 1606 several merchants requested permission from King James I to establish settlements andtrade in North America. In December 1606, King James I granted a charter, or formalagreement, and sent 144 settlers in 3 ships to build a new colony in North America. It was ajoint-stock company owned by investors for a share of future profits. The settlers wereexpected to make a profit for the company by searching for gold and becoming fur and fishtraders.In April 1607, the ships entered Chesapeake Bay and the sailed up a river flowing into the bay.The colonists named the river the James and their new settlement Jamestown to honor theKing of England. The settlers built Jamestown on a peninsula so they could defend from it fromattack. The settlement had many drawbacks. The soil was swampy, the food scarce, and thework difficult. Mosquitoes carried and spread disease. Jamestown also lacked good farmland.Disease and hunger took a huge toll on the settlers. By spring, only 38 out of the original 144colonists were still alive. The next two years were not much better.Jamestown survived its first two years because of Captain John Smith, a soldier and explorer.Captain Smith was only 27 years old, but took charge of the settlement. He forced colonists towork, explore the area and managed to get corn from the local Native Americans. Howeverthere was not enough food to feed all the settlers. The winter of 1609-1910 became known as“the starving time.” Only 60 settlers survived.Everything changed once the settlers discovered they could successfully grow and sell tobaccoand make a profit. Tobacco became an important crop in the colony. Until 1619 most ofsettlers in the Jamestown settlement were men. Then the Virginia Company sent 90 women tothe settlement. Colonists who wanted to marry the women paid the company a fee in tobacco.Families were started and the settlement grew.Africans also came to Virginia to work in the tobacco fields. Some Africans were free andowned property. Others were servants who agreed to work for a certain length of time inreturn for passage to the New World. In time, many more were brought against their will andwere sold to tobacco farmers as slaves.In the early 1620’s, the Virginia Company had financial problems. The company had poured allits money into Jamestown, but little profit was returned. In 1624 King James canceled thecharter and made Jamestown the first royal colony for England in America.
Reading Comprehension Quest-History of JamestownHistory of JamestownComprehension QuestionsDefine the following terms:CharterInvestorsPeninsulaCaptain John Smith
1.Why did the Virginia Company establish settlements in North America?2.What economic activity helped save the Jamestown settlement?3.Why do you think the King of England was willing to let a group of merchants establish acolony in North America?4.What were some of the drawbacks to the Jamestown settlement?5.Why do you think women weren’t part of the original voyage in 1006?
Jamestown Painting AnalysisJamestown
Step 1. ObservationA.Study the photograph for 2 minutes. What is your overall impression of the painting?B.Use the chart below to list people, objects, and activities in the painting.PeopleObjectsActivities
Step 2. InferenceBased on what you have observed above, list three things you might infer from this painting.Step 3. QuestionsA.What questions does this painting raise in your mind?B.Where could you find answers to them?
Primary Source-John Smith's Native American Account (1)
Primary Source-John Smith's Native American Account (2)
Secondary Source-John Smith's Modern Day Account
Religious FreedomVocabularyPuritan:Separatists:Pilgrim:Roger Williams:Mayflower:
Secondary Source: Pilgrims & Puritans Come to AmericaAs you read previously, colonists came to America for many reasons. They came toexplore, to make money, to spread and practice their religion freely, and to live on landof their own. The Pilgrims and Puritans came to America to practice religious freedom.In the 1500s England broke away from the Roman Catholic Church and created a newchurch called the Church of England. Everyone in England had to belong to the church.There was a group of people called Separatists that wanted to separate from theChurch of England. The Separatists, under the leadership of William Bradford, decidedto leave England and start a settlement of their own so that they could practice theirreligion freely. Bradford went to the Virginia Company and asked them for permission toestablish a new colony in Virginia. The Virginia Company agreed, so the Pilgrims setsail on the Mayflower in September 1620 towards Virginia.The Pilgrims had a long and difficult journey across the Atlantic Ocean. A storm blewthem off course so instead of landing in Virginia, they landed further north in Cape Cod.The Pilgrims decided to settle in this area and called it Plymouth. There was a problemwith them staying; there was no form of government to follow. The Virginia Companyhad given the Pilgrims a charter to settle in Virginia. The charter was not valid forPlymouth. The men aboard the Mayflower decided that they would write a plan ofgovernment for their colony. The plan of government became known as the MayflowerCompact. The men agreed to consult each other about the laws for the colony, and theypromised to work together to make the colony succeed. All the men signed thedocument. Women were not allowed to participate. The Pilgrims finally stepped foot onland in November of 1620. This was not the best time to establish a colony. It was very
difficult for the Pilgrims to find food and shelter in the middle of winter. By the timespring arrived, half of the colonists had died. When spring arrived the Pilgrims set out toplant crops and build their colony. They Pilgrims were told how to plant corn and othercrops and how to trap animals for food and clothing by Samoset and Squanto.
Unit: Early Colonies (1607-1732) (Week 3, 2 Weeks) Unit Overview From the foundation of the colonies beginning with the founding of Jamestown until the beginning of the Revolutionary War, different regions of the eastern coast had different characteristics. Once established, the thirteen British colonies could be divided into three geographic .
Honey bee colonies for operations with five or more colonies in the United States on January 1, 2020 totaled 2.88 million colonies, up 8 percent from January 1, 2019. The number of colonies in the United States on April 1, 2020 was 2.98 million colonies. During 2019, honey bee colonies on January 1, July 1, and October 1 were 2.67 million, 3.18
started with Jamestown in 1607 and the other colonies are created by the middle or late 1600s, Georgia isn’t started until 1732. Note #2 : Be on the look out for similarities and differences between the colonies--in terms of who lived there, who
Colonies: In contrast to the New England and middle colonies were the rural southern colonies of Virginia, Maryland, North and South Carolina, and Georgia. People: The populations in the southern colonies were diverse and consisted of many European nationalities. Climate: The climate in the southern colonies was the warmest of
The Middle Colonies (Mid-Atlantic Colonies) I. Characteristics of the Middle Colonies: NY, PA, NJ, DE A. Excellent land for farming: region became known as the "bread colonies" for exports of grain; also fruits and vegetables. B. Three rivers – Susquehanna, Delaware, and Hudson – provided a the means to tap the fur trade in the interior.
honey bee colonies added for any quarter surveyed in 2019. Honey bee colonies renovated for operations with five or more colonies from January through March 2020 was 153,390 colonies, or 5 percent. During the quarter of April through June 2020, 632,680 colonies, or 21 percent, were renovated.
Chapter 3/4: The 13 English Colonies (1630-1750) Theme: The thirteen English colonies were founded between 1607 and 1733. The colonists of these different colonies hoped to find different things in the “New World.” Some sought economic opportunities while others left England for political or religious reasons. Regardless, the new English
EARLY BRITISH COLONIES Beginning in the early 1600s, the English established colonies along the eastern coast of North America 1607: Jamestown was first to be settled permanently! John Smith led this group of settlers Colony struggled at first, then was saved by Tobacco crop
Advanced Higher Accounting Course code: C800 77 Course assessment code: X800 77 SCQF: level 7 (32 SCQF credit points) Valid from: session 2019–20 This document provides detailed information about the course and course assessment to ensure consistent and transparent assessment year on year. It describes the structure of the course and the course assessment in terms of the skills, knowledge .
