1. Colonial America
SS2H3: Explain the factors that shaped British Colonial America.
Identify the key reasons why the New England, Mid-Atlantic, and Southern Colonies were founded (religious freedom and profit).
Compare and contrast colonial life in New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).
Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves and Indians.
SS3G3: Explain how the physical geography of the New England , Mid-Atlantic (middle), and Southern colonies helped determine economic activities.
SS3G2: Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.
Guiding Questions:
How were the New England, Mid-Atlantic, and Southern Colonies founded?
What is the relationship between the 3 colonial regions?
Can you describe colonial life in America from the perspective of various people? How?
How did the geography of the colonies help determine their economic activities?
Can you locate and describe the equator, prime meridian, and lines of latitude and longitude?
Introduce the standards and guiding questions.

2. Learning Targets
I can explain why the New England, Mid-Atlantic, and Southern colonies were founded.
I can compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
I can describe life in America from the perspectives of various people.
I can explain how the geography of the colonies helped determine the economic activities.
I can locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.

3. Vocabulary
Frontier– What is a frontier? Lands beyond the areas already settled.
Colonists would expand their settlements beyond what was already colonized by heading in a westerly direction. Sometimes this expansion would cause conflicts with Native Americans.
Charter – What is a charter? An official paper.
Settlers had permission from the King of England to start colonies in America.
Have students use the Google It! Strategy to find images that will help them remember the terms.

4. Colony – What is a colony? A settlement in a new area.
Vocabulary
Colony – What is a colony? A settlement in a new area.
The first English colonies in North America were along the eastern coast.
Colonist – What is a Colonist? An English man or woman that moves to the new world of North America.
Have students use the Google It! Strategy to find images that will help them remember the terms.

5.
Colonial America
Each colony was unique in it’s characteristics. However, they are grouped together based on location, reasons they were founded, and what types of industries they had.
Ask students what they notice about this map. Draw attention to the 3 colonial regions. Have a brief discussion. Watch the video- have children discuss an important fact from the video with a partner. Then ask a couple to share with the group.

6. Col0nial America
Read this passage aloud or have students read with a partner. Hashtag each paragraph to ensure understanding before progressing through the passage. Have children complete the sensational 6 organizer with a partner or as a group.

7. Reasons Why
Some people didn’t like, or agree with, the Church of England.
They wanted the Church to be more pure. These people were called Puritans.
They decided to start a colony in the North East part of America.
Discuss some reasons why people chose to come to the new world.

8. Other Reasons Why Wealth and resources New beginning Get out of debt
Escape political persecution
Continue to discuss reasons why. Ask students, “Do you agree with the actions of the people coming to settle in the new world?” Why or why not? Have students think about a response, share their response with a partner, revise their thinking, then write a short paragraph in response to the question.

9. Organizing our learning…
Go over the graphic organizer and explain that as we cover each region, we will complete the organizer for that region.

10. New England Colonies https://www.youtube.com/watch?v=bXinX6ga6c4
Why do you think the colonists decided to settle in the New England Colonies?
Introduce the New England colonies. Give each child a copy of the colony graphic organizer. Discuss the map and watch the video linked. As you watch the video, have students begin completing the graphic organizer for this region.

11. Do you agree with the actions of the Puritans? Why or why not?
Can you elaborate on the reason the land and climate in the New England colonies was not good for farming?
Why do you think the people of the New England colonies relied upon the fishing industry as a means of making money and supporting their families?
Read the passage on the New England colonies. Have students answer the questions on the back of the passage.

12. Let’s take a tour of Plymouth!
Begin video at 2:35. Stop at 5:57 to discuss the Blockhouse. Have students discuss the question, “Why do you think the Blockhouse played such an important role in the village?” with their partners. Ask several students to share with the class.
Stop video at 8:01 – answer the question posed with a partner. Have a few students share with the class.
Stop video at 9:38 – pose the question, “How would you improve the construction of the homes in Plymouth colony?” have children discuss with their table group and then invite several to share with the class.
Stop video at 11:29 - pose the question, “How would you improve the gardens in Plymouth?” Have children share with their table group. Invite some to share with the class.
At conclusion of the video, pose the question, “What is your opinion of how the people lived in Plymouth colony?” Have students share with a partner, then share with the class.

13. New England Colonies
Use all of the information gathered through the videos and passages to complete the graphic organizer.

14. Middle Colonies https://www.youtube.com/watch?v=W7TQL11jHeE
Look at the map of the middle colonies and watch the short video. Have children use the organizer to write something they learned, something they thought, and something they wonder about. Share responses with partners. Make sure to note this region of colonies can also be referred to as the Mid-Atlantic colonies.

15. Read the passage and complete the close reading graphic organizer.

16. Have students analyze the picture and complete the primary source analysis tool based on the sketch. Next, have students imagine themselves living in the middle colonies leaving a note in time capsule to be opened some time in the future. Students should write a paragraph about their life so that others, at a later time, will have an idea of how they lived.

17. Middle Colonies
Go over the graphic organizer and explain that as we cover each region, we will complete the organizer for that region.

18. Southern Colonies
Suppose you were given a chance to come to the New World. What choice would you have made?
Introduce the Southern colonies. Give each child a copy of the colony graphic organizer. Discuss the map and watch the video linked. As you watch the video, have students begin completing the graphic organizer for this region.

19. Read the passage aloud, with a partner, or in groups
Read the passage aloud, with a partner, or in groups. Complete the graphic organizer on the topic.

20. Let’s find out about Jamestown…
GOOGLE IT!
What image can you find that will help you remember or make a connection to Jamestown?
Have students google Jamestown colony and find an image that helps them remember the colony or make a connection with it. Have students share their image with their tables. Click on the book to open the link. Read the book aloud with students or give groups of students books to read together. Have students write a short paragraph explaining the connection between Pocahontas and Jamestown.

21. What’s your point of view?
Have students study the image and discuss with their table. Then complete the point of view activity with students.

22. Life on a Virginia farm…
Ask students what jobs they have at home. Discuss their jobs and those of their parents and other family members. Then have them think how these jobs are different from colonial America.
Divide the class into 4 groups. Explain that each group will read and analyze a different student handout about the role of one of the following groups: men, women, children, or enslaved people on a Virginia farm. Each group will report their findings to the class.
2. Give a student handout to each group (preferably one for each student) along with a graphic organizer. Instruct students to read their passages and look at the photographs. Suggest that students highlight key words pertaining to their assigned role. Have each group discuss their role and record the info in the appropriate section.
Each group will then select a member of their team or their entire group to report their findings to the class. This can be done in any presentation format.
Have a compare and contrast discussion based on the various roles.
Have students complete the graphic organizer as each group presents.

23. Southern Colonies
Go over the graphic organizer and explain that as we cover each region, we will complete the organizer for that region.

24. Colonial Life Perspective
Click on the picture to view a video of colonial life from the perspectives of different people. Have a class discussion based on the question.
What inference can you make about colonial life?

25. What is your opinion of life in the colonies?
How would you rate life in the colonies? Why?
How would you improve life in the colonies?
Have students read the passage and answer the questions on the back of the passage.

26. Complete the organizer based on information gathered from video and passage (and any other previous learned information).

27. A Quest for Info!
Have students go to the link listed and complete the graphic organizer.

28. Pass the Paper
With your group, you will have 30 seconds to write or draw everything that you know about the region or river on your paper.
Every group member must participate – angle yourselves so that you can all write at the same time.
The catch is that you cannot write or draw something that is already written!
When I say that time is up, you must pass the paper on to the next group.
We will continue to “Pass the Paper” until each group has seen all of papers.
Read the directions and play the game. Display completed mini charts around room so students can use them as they complete their performance task.

29. Let’s compare & contrast…
Use information gathered through researching each region to complete the compare and contrast graphic organizer.

30. In my opinion…
Use the research gathered on the compare and contrast organizer to answer the following question:
What judgement would you make about living in colonial times?
Write a short opinion essay based on the above question.
Follow the instruction on the slide.

31. And with Present Day…
Use information gathered to compare colonial times to present day.

32. Performance Task
Think about the following questions as you begin creating your advertisement:
Why do you think people should come to reside in the region you chose?
Why is it better to reside in the region you chose than the other regions?
What way should you design your advertisement to ensure more people will come to your region?
Why is it better to live in the region you chose than the others?
Give each student a copy of the requirements and directions for creating the advertisement. Explain the expectations to students.

33. Advertisement Examples…
Show examples are advertisements…

34. Taking Informed Action
A new student is coming to your school or a new family is coming to your town. They are new to our country and very unsure of what to expect, what they will need, and how to “survive” in our society.
What will you do help create a smooth transition?
How will you make them feel welcome?
How will you ensure the new comers know where things are and how to “survive” in our school or town?
Explain to students that based on the information gained about the settlers coming to the new world and the Native Americans helping them adjust to their life here, they will be writing a letter to a school or city official explaining how they can help ensure the transition is a success. Have students discuss ways they can help people new to our community and/or school. They should consider how the newcomers will feel and how they feel about their coming to their town or school. Students should begin by creating a list of ways they can help to create a smooth transition. Next, student will need to write a letter to city officials or school administration to ensure the new comers are welcome and their needs are met. Use the thought provoking statements and questions to guide students through the process.

35. Introduce the ways we see the world – through maps, globes, etc.

36. Have students locate the equator on their globe and color it red
Have students locate the equator on their globe and color it red. Promote discussion of what the equator is among students.

37. Prime Meridian The Prime Meridian (0°) splits the earth into the Western Hemisphere and Eastern Hemisphere.
Prime Meridian
Western Hemisphere
Eastern Hemisphere
Places located east of the Prime Meridian have an east longitude (E) address. Places located west of the Prime Meridian have a west longitude (W) address.
Have students to locate the Prime Meridian on their globe. Trace it purple. Promote discussion among students.

38. Have students locate the lines of latitude and longitude on their globe. Trace the lines of latitude blue and the lines of longitude green. Promote discussion among students.

39. Understanding Latitude and Longitude
Lines of latitude and lines longitude cross one another.
They form a grid system around the earth.
Discuss slide.