Jamestown and Plymouth

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Unit 1: The English Colonies

  1. Jamestown and Plymouth

EQ: Students will understand that Jamestown was founded with the purpose of making money for Britain while the Plymouth settlers formed their colony for religious freedom.

SCOS: 1.05 (Two Class periods)

  1. Review the concept of Colonization and European powers in the Americas

  • Using a map, we review what European powers formed colonies in various areas of North and South America

  • Narrow of Focus on England’s colonies

  • Explain that England’s 13 colonies will become the United States of America

  1. Jamestown

  • Emphasis that Jamestown was the first permanent Settlement (not to be confused with Roanoke)

  • Cornell Notes: Motives, Challenges, Leaders, Relationship with Natives, Tobacco,

  • After lecture, students will write questions for each slide with the groups. The question should be answered by their notes.

  • Write a summary.

  1. Plymouth

  • Prior to taking notes, students will review what they learned about Jamestown with a contest. Each group will write as many things as they can remember about Jamestown on their sticky notes. The group with the most correct wins. All participate by judging the accuracy of the statements with a “thumbs up” or “thumbs down”.

  • Cornell Notes: Protestant Reformation, Puritans, Pilgrims, Voyage on the Mayflower, Motives, Relations with Native Americas, Myth of first Thanksgiving

  • After lecture, students will write questions for each slide with their groups. The questions should be answered by their notes.

  • Write a summary.

  1. Comparing the Two Settlements

  • Students will create a Venn diagram to compare and Contrast Jamestown and Plymouth.

  • Discuss the Venn Diagrams as a class.

  • Using the diagram, students will Compare and Contrast the settlements by writing a paragraph. ( I will model with them as needed)

  • Formative Assessment: Exit Ticket—EQ: How was Jamestown different from Plymouth?

  1. Map of 13 Colonies (Project)

EQ: Identify the 13 colonies individually and by region as well as important landforms in Colonial America.

Students will understand how to create a map and be able to identify the 13 colonies individually and by region.

SCOS: 1.05 (one class period)

  1. Review: Plymouth and Jamestown

  1. Map Project:

  • 1. Draw the 13 colonies (p. 89, 91)

  • 2. Label each colony.

  • 3. Color each colony (no two colonies that are touching can be the same color)

  • 4. Label each region (New England, Middle, Southern)

  • 5. Draw and Label the Appalachian Mtns.

  • 6. Draw and Label the Atlantic Ocean.

  • 7. Make a map legend

  • 8. Draw a compass rose.

  • 9. Title your map

  1. Regional Differences in the 13 Colonies

EQ: What regional differences were there among the 13 colonies?

Students will understand that that the English colonies were classified by region and that each region had a similar economy and founding motives.

SCOS: 1.05

  1. Review: Major Difference between Jamestown and Plymouth (MOTIVE); Reiterate these settlements led to more colonization for those same motives

  2. What is a region? (Area of land that shares certain characteristics)

  3. Article: The 13 Colonies

  • Students will read the article in their groups using AVID Critical Reading Strategies.

  • (Number Paragraphs, Underline Main Ideas, Circle Key Words/People, ~~~Supporting Details, Summarize each paragraph in a sentence or less in the Margins)

  • Instead of Writing a Summary of the Article, Students will use it to create a graphic organizer. The GO will compare and contrast the New England, Middle, and Southern colonies in terms of Motives for Founding, and Economy.

  1. Wrap Up: Discussion: Why do you think these similarities exist? What does that tell us about the English settlers coming to America? How will that affect the future of the colonies?

  1. Religious Freedom in Puritan New England

EQ: What role did freedom of religion play in shaping the New England colonies?

Students will understand that the Puritans founded Massachusetts for religious freedom but were not tolerant of religious freedom for others. People left Mass. to form other colonies in New England for religious freedom.

SCOS: 1.05

  1. Review: Motives of Founding the Colonies

  2. Quick Write: What does religious freedom mean to you?

  3. Freedom of Religion in USA today

  • Project the establishment and free exercise clause.

  • Ask students: What is this? What does it mean?

  • Group quiz on Separation of church and state and discussion

  1. Puritan New England

  • Cornell Notes—Notes explain how religion was tied to the government and how lack of religious tolerance in Massachusetts led to the creation of other New England colonies

  • Question for Students: What is ironic about the Puritans motives for settling New England? (Settled for religious freedom yet don’t allow religious freedom for others)

  1. Wrap UP

  • Students write questions for slides

  • Answer EQ in the form of a summary: This should include specific examples.

  1. French and Indian War

EQ: What were the effects of the French and Indian War?

Students will understand that victory in the French and Indian War made Britain the most powerful country in Europe and caused them to increase taxes on the colonies to pay for the war.

SCOS: 2.01

  1. Review: Other European Countries in America

  • Using the map, point out where Spain and France have settlements in North America

  • Discuss: The French in North America—Economy and motives

  1. Cornell Notes: The French and Indian War

  • Who is fighting?

  • Why they are fighting?

  • Introducing George Washington and his role in F & I war (video clip)

  • Why was this war significant?

  1. Wrap Up: Students write questions (1 per slide must correspond to notes) and summary.

  1. Colonial Life

EQ: What was life like in Colonial America?

Students will understand that day to day life in the colonies was dominated by work and chores yet children still found time for fun and entertainment.

SCOS: 1.05

  1. Guest Speaker: Mrs. Brandi Bagget-Cline from the Onslow County Museum

  • Two part presentation

  • Part 1: Colonial Lifeways: She will discuss with the students what daily life for colonists was like in terms of chores, dress, work, and church.

  • Part 2: Colonial Fun: Students will play colonial games and try on colonial clothes.

  1. REVIEW all EQs and SCOS objectives

  • Study Guide

  1. The English Colonies Test & Interactive Notebook Due

(Assess all EQs and SCOS objectives)

  • Multiple Choice

  • Fill In

  • Short Answer

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