1. Social Studies  Tuesday September 4, 2012—page 31  WARM UP—NEWS NOTES on page 31  KEY QUESTION—Page 31—Identify the 13 original colonies and their region: New England, Middle, and Southern.  We will answer this question after notes today  Tape or Glue your handout notes onto page 32

2. Thirteen Colonies  By the 1730s, 13 English colonies were thriving along the east coast.  New England Colonies—Massachusetts, New Hampshire, Rhode Island, Connecticut  Middle Colonies—New York, New Jersey, Pennsylvania, and Delaware  Southern Colonies—Maryland, Virginia, North Carolina, South Carolina, Georgia  The colonial economies were growing and the population was increasing. American population was doubling every 25 years.

3. Thirteen Colonies

4. Social Studies  Tape or glue your map onto page 32 or 33  Work with a partner to identify each of the 13 colonies.  Shade the three regions with different colored pencil—New England Colonies, Middle Colonies, Southern Colonies  Use the classroom atlases to help you  Review together—13 colonies

5. Social Studies   Wednesday September 5, 2012—page 33   WARM UP—News Notes—page 33   WARM UP #2—Imagine you are a colonial girl or boy. Make a list of the chores you think you would have to do each day. –page 33   KEY QUESTION—1.) What was life like in the colonies?   Tape or Glue notes onto page 34

6. The 13 Colonies   Early American Culture—1689-1763   Most Americans lived on farms. Tasks were divided between men and women   Farming women: cooked, churned butter, made soap, candles, and clothes and looked after the garden and farm animals   Farming men: expected to work outdoors; they planted, raised, and harvested the crops and took the surplus to the market; they cared for the livestock and butchered the meat; they cut trees and chopped   Families were large, usually 6-8 children. More children on the farm meant more workers.   Around the age of 13, many boys became apprentices. An apprentice learned a trade from an experienced craftsman and worked for free for usually 4-7   Girls learned sewing and other household skills   Colonial America had a high rate of literacy, or the ability to read and write   There were many publications: newspapers, books, almanacs, poetry etc.   The Americans were notable for the diversity, or variety, or their population.

7. Social Studies   Video—The Diversity of Colonial Communities 1700-1750   Answer today’s KEY QUESTION: What was life like in the colonies?   ANSWER: Most colonists lived and worked on farms; boys became apprentices at an early age; the colonies had a high rate of literacy, and there were many publications; the colonies had a diverse population   Have you achieved yesterday’s and today’s goals?

8. Social Studies   Thursday September 6, 2012—page 35   WARM UP—News Notes—page 35   KEY QUESTIONS— 1. 1.How did the Great Awakening change American colonial society? 2. 2.How did the Enlightenment influence the colonists?   Glue or Tape your handout notes on page 36

9. Thirteen Colonies Religious Revival   As colonists developed a new society in America, there was two large cultural movements: the Great Awakening, a Christian religious revival; and the Enlightenment, a movement stressing human reason.   Huge crowds began gathering outdoors to hear famous preachers like Jonathan Edwards promise that all could be saved.   The Great Awakening offered hope that each person could break from the past and begin a spiritual relationship with God. This movement led congregations to argue over religious practices.   Some congregations began welcoming Native Americans and African Americans. The Great Awakening inspired people to help others. George Whitefield drew thousands of people with his sermons and raised funds to start a home for orphans.

10. Thirteen Colonies   The Enlightenment   The Enlightenment emphasized human reason and science as the paths to knowledge. It encouraged the belief that human beings could use rational thought to improve themselves and their society.   Enlightenment thinkers like the English philosopher John Locke challenged the belief that kings had a God-given right to rule.   Locke argued that people have natural rights and encouraged a belief in progress.   Enlightenment ideas of progress, natural rights, and government by agreement had a strong impact on colonial leaders.

11. Social Studies   FRIDAY SEPTEMBER 7, 2012 --page 37   WARM UP—News Notes—page 37   Study ALONE for 5 minutes   Class Review   Study with a partner for 5 minutes   **QUIZ**--Get a sheet of paper: NAME, DATE, COLOR, QUIZ #4   FISH BOWL