Grade 7Theme Books

Colonialism

Copyright © 2013 Pearson Education, Inc., or its affiliates.

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Contents

Grade 7 Theme 1: Colonialism

3 Unit Theme: Colonialism Overview

4 Book Summaries

6 Common Core State Standards Book Summary Chart

7 Theme Standards and Skills

8 Anchor Book Reading

Guns for General Washington: A Story of the American Revolution

10 Activity Page for Anchor Book

11 Vocabulary Activities

12 Vocabulary Activity Page

13 Read Aloud Books

14 Activity Page for the Read Aloud Books

15 Short Text 1 Set Reading

16 Activity Page for Short Text 1

17 Short Texts 2 and 3 Set Reading

18 Activity Page for Short Texts 2 and 3

19 Short Texts 4 and 5 Set Reading

20 Activity Page for Short Texts 4 and 5

21 Short Texts 6 and 7 Set Reading

22 Activity Page for Short Texts 6 and 7

23 English Language Learners Book 1 Reading

24 Activity Page for English Language Learners Book 1

25 English Language Learners Books 2 and 3 Set Reading

26 Activity Page for English Language Learner Books 2 and 3

27 Answer Key

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Colonialism Overview

The books chosen for Grade 7 Theme 1, Colonialism, are a rich mixture of selections that explore the people, places, and events of the American experience. The theme’s fiction, nonfiction, and poetry selections trace the history of the United States, focusing mainly on colonial times from the settlement of the earliest English colonies through the war years of the American Revolution and the establishment of the United States. The exploration begins with the Anchor Book, Guns for General Washington: A Story of the American Revolution. This exciting historical fiction captures the spirit of the patriots during the American Revolution. It is the story of two brothers who lead a mission to provide artillery George Washington’s army. The two read aloud texts, From Colonies to and If You Lived in Colonial Times, offer intriguing looks into the lives and times of colonial settlers. Written in a narrative prose style, From Colonies to Country details how the thirteen British colonies became the United States of America. If You Lived in Colonial Times uses a question/answer format to highlight the day-to-day lives of New England colonists in the 1600s and early 1700s. The goals and lives of the earliest British colonists in the Americas is the focus of the selections The Jamestown Colony, The Mayflower Compact, and The Pilgrims of Plimouth. The selection Written in Bone: Buried Lives of Jamestown and Colonial Maryland reveals how scientific and archaeological investigations have uncovered the realities of colonial life. One selection examines the impact of colonialism on the native peoples who originally populated the lands. Colonialism

and Native Peoples discusses how the Aztecs, Native Americans in Virginia, and Australian Aborigines lost their lands to European conquerors. Other texts focus on the struggle of American colonists with Great Britain. Over time, colonists in many areas began to protest colonial rule and demand independence from Great Britain. Conflict in the Colonies traces the events that led to the first shots of the American Revolution. The Colonial era is also one of the topics explored through poetry in the anthology Hour of Freedom: American History in Poetry. The renowned hero of the American Revolution, George Washington was a reluctant leader who wanted to work his farm rather than lead the new country. Yet George Washington answered the call to serve his country. His acceptance of the presidency is the focus of George Did It. As the American nation grew, Great Britain did not want its former colonies to have the innovations that sparked the Industrial Revolution. However, the technology crossed the ocean, and the Industrial Revolution changed the United States. These changes are chronicled in the historical text The Industrial Revolution. Growth of America’s factories and hopes for a better life attracted workers from all over the world. Ellis Island tells the story of the gateway to the United States for millions of immigrants who helped shape the nation. Through these high-quality selections, students can gain a greater understanding of the founding and development of the United States from its colonial period on.

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Book SummariesAnchor Book

Guns for General Washington: A Story of the American RevolutionThis fast-paced, short novel is a fictionalized account of a daring event from the Revolutionary War. During the winter of 1775–1776, General George Washington needed guns and ammunition to help reclaim the city of Boston, which was blockaded by the British. In the story, Colonel Henry Knox and his brother Will devise a plan to move 183 cannons from New York’s Fort Ticonderoga to Boston. However, this means moving the guns through snow and mud over mountainous wilderness, while keeping their efforts secret from the British.

Read Aloud

From Colonies to Country From Colonies to Country examines colonial politics and how they led to the demand for representation, the struggle for freedom, and the formation of a new nation. The text also highlights the contributions and insights of individuals including George Washington, Benjamin Franklin, Thomas Jefferson, and Abigail Adams is the quest for freedom. In addition to the running test, sidebars provide facts and notes that enhance the reader’s understanding of the colonial era.

If You Lived in Colonial TimesHow did people eat? What were schools like? What happened to people who broke the laws? The book If you lived in colonial Times answers these and many other questions about the lives of American colonists in New England during the 1600s and early 1700s. Though the text, readers learn how people lived, worked, played, traveled, communicated, and were punished in the New England colonies.

Short Text Sets

Written in Bone: Buried Lives of Jamestown and Colonial MarylandAuthor Sally M. Walker and Dr. Douglas Owsley discover how people lived in the colonial Chesapeake Bay region (parts of present-day Virginia, Maryland, and Delaware) by studying bones dug from burial sites and artifacts found in wells and foundations of excavated buildings. Readers learn how archaeologists piece together clues from colonists’ remains to determine their age, gender, race, and cause of death.

Colonialism and Native PeoplesLong before Europeans came to North America and Australia, native peoples occupied those lands. This book describes how Aztecs, Native Americans, and Australian Aborigines lived before the arrival of European colonists and how their lives were forever changed by colonization. The sobering accounts of Spanish conquistadors in Mexico and English colonists in Virginia and Australia chronicle the long-term effects of colonization on the native civilizations.

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Conflict in the ColoniesWith the end of the Seven Years’ War, King George III turned his attention more directly on Great Britain’s American colonies. To help pay for the war, Britain passed laws to levy taxes on the Americans. Many colonists saw these taxes and other laws imposed by Britain as violations of their rights, and organized protests led to conflict. The text recounts how the protests and reactions to them escalated into war.

George Did ItGeorge Washington was reluctant to accept the role of first president of the United States. George thought he was too old and too tired for the position. But the American people would accept no one else. Using colorful illustrations and factual information, this book tells the story of how George Washington became president.

Hour of Freedom: American History in PoetryThis anthology of American poetry focuses on seven major historical periods of the United States, beginning with the colonial era. The poems of classic and modern American masters fill the pages. Insights into the nation and its identify are provided by Walt Whitman, Henry David Thoreau, Carl Sandburg, Langston Hughes, Edna St. Vincent Millay, Aileen Fisher, Pat Mora, and many more poets. Each section of the book opens with a description of the nation at the time, and each poem is introduced by a short contextual note.

The Industrial RevolutionMachines from the cotton gin to the steam engine and from the telegraph to the telephone have enabled people to do things easier and faster. The Industrial Revolution mechanized industry and moved people from fields to factories, resulting in continuing innovation and lasting changes in the ways Americans live. This text explores how innovators including Eli Whitney, James Watt, and John Deere helped turn the United States into an industrial giant.

Ellis IslandInvigorated by hope, many immigrant families endured hardships on their journey to the United States and though its entryway, Ellis Island. To gain admittance into the United States, immigrants from many countries were processed through Ellis Island, where they had to pass a series of medical and legal investigations. This book chronicles the experiences of immigrants passing through Ellis Island and the stories of those who immigrated to America from the end of the nineteenth into the twentieth century and the conversion of the immigrant station into a museum.

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English Language Learner Sets

The Mayflower CompactThrough the Mayflower Compact, Pilgrims agreed to establish a government and form just laws. This book provides background and context for the writing, adoption, and short-lived use of the Mayflower Compact, which has gained interest as part of the legacy of the Plymouth Colony.

The Jamestown ColonyThis text chronicles the settlement and growth of Jamestown, England’s first permanent settlement in North America. Readers will learn about the hardships colonists faced and the role of Pocahontas in the colony.

The Pilgrims of PlimothWritten in the first person, this book tells the story of the English men and women who traveled to America in search of religious freedom. The text provides insights into the daily chores and responsibilities of Pilgrims and the contribution of Native Americans to the colony’s survival.

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Book

Reading Literature

or Information

Foundational Skills

Writing Speaking/ Listening

Language

Anchor BookGuns for General Washington: A Story of the American Revolution

Read AloudsFrom Colonies to Country

If You Lived in Colonial

Times

Short Text Sets Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Colonialism and Native Peoples

Conflict in the Colonies

George Did It

Hour of Freedom: American History in Poetry

The Industrial Revolution

Ellis Island

ELL SetsThe Mayflower Compact

The Jamestown Colony

The Pilgrims of Plimoth

Common Core State Standards

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Theme: Colonialism The books chosen for Grade 7 Theme 1, Colonialism, are a rich mixture of selections tracing American

history from its colonial era through the mid-1900s. This eclectic set of theme texts includes a short novel, a history text, an anthology of poems, fictionalized historic accounts, and insightful informational texts. Each book provides opportunities for students to deepen their knowledge of the American legacy of freedom through close reading, writing, and speaking activities.

Texts Anchor Book Guns for General Washington: A Story of the American RevolutionRead Aloud Texts• From Colonies to Country• If You Lived in Colonial TimesShort Texts• Written in Bone: Buried Lives of Jamestown and Colonial Maryland• Colonialism and Native Peoples• Conflict in the Colonies• George Did It• Hour of Freedom: American History in Poetry• The Industrial Revolution• Ellis IslandEnglish Language Learner Texts• The Mayflower Compact• The Jamestown Colony• The Pilgrims of Plimoth

Common Core Standards

Standards RI.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.RI.7.2 Determine two or more central ideas in a text and analyze their

development over the course of the text; provide an objective summary of the text.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse patterns on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Additional Standards RL.7.1, RL.7.2, RL.7.4, RL.7.5, RL.7.6, RL.7.9, RI.7.3, RI.7.4, RI.7.5, RI.7.6, RI.7.8, RI.7.9, W.7.1a–W.7.1e, W.7.3a–W.7.3e, W.7.7, W.7.8, SL.7.1a– SL.7.1d, SL.7.4, SL.7.5, SL.7.6, L.7.1, L.7.4, L.7.4a–L.7.4d

Skills • Use evidence to support explanations of explicit text and inferences.• Summarize text using main idea and important details.• Apply the characteristics of opinion/argument writing.• Apply characteristics of informative/explanatory writing.

Grade 7 Theme 1: Colonialism

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Summary This fast-paced, short novel is a fictionalized account of a daring event from the Revolutionary War.

During the winter of 1775–1776, General George Washington needed guns and ammunition to help reclaim the city of Boston, which was blockaded by the British. Colonel Henry Knox and his brother Will devise a plan to move 183 cannons from New York’s Fort Ticonderoga (captured by the Americans the previous May) to Boston. However, this means moving the guns through snow and mud over mountainous wilderness, while keeping their efforts secret from the British.

Essential Question

• What challenges do Colonel Knox and his men face? How do they overcome these challenges?

Learning Activities

Preparing Students to Read• Have students discuss what they already know about George

Washington and the Revolutionary War. • Display the book. Have students identify the season and setting based

on the cover. Tell students that they are going to read a historical fiction about a key event of the Revolutionary War and explain the plot of the book.

• Display a topographic map of New England and locate Fort Ticonderoga and Boston. Identify routes between the two locations. Remind students that the events in this book took place during the winter of 1775. Then turn to the map in the beginning of the book and discuss the route Colonel Knox actually took.

• Display photographs of cannons and cannonballs from the 1700s and provide information about their dimensions and weight. Compare those weights to objects students are familiar with.

• Remind students that historical fiction is based on actual events and some actual people, but the author makes up much of the details and dialogue.

• Introduce the essential question and have students focus on answering the question as their purpose for reading.

Establishing Reading ProceduresProvide copies of the graphic organizer “Character Map.” Suggest that students complete the chart by identifying traits and actions for the main characters as they read.• Have advanced students read independently and complete the chart as

they read. (RL.7.2)• Have students read with partners. Suggest that students summarize

each chapter before they read on. Partners can work together to complete the “Character Map.” (RL.7.2)

• Use guided reading strategies with students who need more support. Discuss the main characters and the plot and help students complete the chart. (RL.7.2)

Anchor Book: Guns for General Washington: A Story of the American Revolution

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Providing Minilessons/Activities for Close Reading• Set the mood for reading a text about the American Revolution by

playing a recording of the tune for “Yankee Doodle,” or have students sing the song. Then have students sing the lyrics for the song on pages 12, 13, and 18 of the text.

• Ask questions about the information on specific pages and have students use text evidence to support their answers. For example, for Chapter 2, pages 6–11 ask:

What is a stalemate? (when neither side of a conflict can be victorious) Who is General Howe and why is he in a bad mood? (He is the Major General for the British. He is angry because the land side of Boston does not have a blockade, his army is not large enough to advance, and his troops are hungry.) What is Howe’s opinion of the American Patriots? (He considers them country bumpkins and ignorant farmers, but he admits that they are brave.) What turns Howe’s bad mood around? (He remembers that reinforcements are on their way and he’ll have enough manpower to defeat the rebels for good.) (RL.7.1, RL.7.2)

• Work with students to analyze the book’s structure. Discuss the author’s choice to include or exclude information. Analyze how this contributes to the meaning of the text/historical fiction and develops the story.

The first four chapters introduce different characters. Who is the main character of the book? (William Knox) Which characters are introduced in Chapters 2, 3, and 4? (General Howe, General Washington, and Paul Revere, Jr.) Since William is the main character, why does the author dedicate chapters to the thoughts and actions of others? (to show how William’s actions affect other people: the British, the other Rebel army, and the Patriots still living in Boston) (RL.7.5, RL.7.6)

• Have students record the names of places along the route the Knoxes and their team followed as they returned with the artillery to Boston from Fort Ticonderoga. As they read, students can summarize what happens in each place beginning with Fort Ticonderoga.

Integrating the Language Arts• Speaking/Listening: Have partners select a chapter from the novel

to act out in front of the class. Have students identify the characters and the setting for their scene. Encourage students to pantomime the action and alter volume and intonation to express mood. Students can use dialogue from the story and/or make up their own words for the characters. (SL.7.1a, SL.7.4)

• Narrative Writing: Have students write diary entries from the point of view of one of the characters in the novel. Include at least one diary entry from the beginning, middle, and end of the book. Encourage students to supplement their writing with facts and details about the real person. You may wish to help students locate information on the Internet or in reference and other nonfiction books. (W.7.3c, W.7.3d, W.7.3e, W.7.8)

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Activity Page for Anchor BookGuns for General Washington: A Story of the American Revolution

As you read the book, provide information to complete the character map.

Character Map

Role in the War Character Traits Actions

William Knox

Henry Knox

Sir William Howe

George Washington

Paul Revere,

Jr.

John “J. P.” Becker

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Introduce the Strategies Have students use the following strategies to identify the meanings of academic and domain-specific words as well as unknown words in reading a selection. Encourage students to use the chart on the following page to record words and their meanings.

Vocabulary Activities

Context Clues Explain to students that informational text often provides context clues to help readers identify the meaning of words. These clues may be explanations of the word, descriptions, stated definitions, synonyms, or antonyms. Have students look for context clues for unknown words and academic or domain-specific words in the selections. Provide an example by reading the first full paragraph on page 15 of From Colonies to Country. Point out that the word libel is used three times in this paragraph, but the context clue to its meaning, an explanation of the word, is provided in the next paragraph. Encourage students to reread as they encounter unknown, academic, or domain-specific words to look for clues to meaning. (RI.7.4, L.7.4a)

Word Structure Remind students that they can use word structure to help them determine the meanings of words. Provide examples of compound words and words with inflectional endings or prefixes and suffixes. Have students identify each base word and use its meaning as well as the meaning of the word parts added to it to determine the meaning of the word. For example, read the second sentence of the first paragraph on page 14 of Conflict in the Colonies. Write the word intolerable on the board and discuss its base word, tolerate, which means “put up with” or “endure.” Then discuss the prefix in-, meaning “opposite of” or “not,” and the suffix -able, meaning “likely to be.” Putting all of this together, intolerable means “not likely to put up with.” (L.7.4b)

Synonyms and Antonyms Remind students that synonyms are words with the same or similar meanings and antonyms are words with opposite meanings. List words from the text students are reading and encourage them to identify synonyms or antonyms for the words. For example, read the second paragraph on page 13 of Colonialism and Native Peoples. Then write the word advantageous on the board. Help students identify synonyms and antonyms for the word. For example, favorable is a synonym and detrimental is an antonym. Suggest that students keep a list of words and their synonyms or antonyms to use in their own writing. (L.7.5c)

Dictionaries Display a classroom dictionary, and project an entry on the whiteboard. Discuss each part of the entry—for example, entry word; pronunciation in parentheses; numbered dictionary meanings, often with example sentences or phrases; for some words, inflected forms of the word or forms of the word in other parts or speech. Have students choose an unfamiliar word in a book they are reading and look it up in a dictionary. (L.7.4c)

Vocabulary

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Vocabulary Activity Page

Vocabulary in the Text __________________________________________________

WordPage

NumberText Clues to

MeaningStructural Clues to Meaning

Glossary or Dictionary Meaning

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Essential Question

• What was America like during colonial times?

Learning Activities

Preparing Students to Read• Introduce If You Lived in Colonial Times and direct students to look at its

table of contents. Present some of the questions listed to the class and have students predict the answers. (SL.7.1c)

• Discuss pages 6–7 of If You Lived in Colonial Times. Look at the time line and have students identify the years this book is about. Then look at the map and discuss what present-day states make up the area that was the New England colonies. (SL.7.1a)

• Introduce From Colonies to Country by having students page through the book and talk about its features. (RI.7.5)

• Introduce the essential question and have students focus on answering the question as their purpose for reading. (RI.7.1)

Establishing Reading ProceduresProvide copies of the graphic organizers for “Colonial America.” Suggest that students complete the charts after they read the books.• Have more advanced students read independently. (RI.7.5) • Have students read with partners. Encourage partners to use illustrations

to support their understanding of the text. Partners can work together to complete their charts. (RI.7.5)

• Use guided reading strategies with students who need more support. Help students complete the charts. (RI.7.5)

Providing Minilessons/Activities for Close Reading• Have students summarize information after you read a section. (RI.7.2)• Ask questions about the information on specific pages and have students

use text evidence to support their answers. (RI.7.1)• Have students find similarities between colonial times and present times,

including political events and daily activities. (RI.7.3)• Discuss the type of information presented in the sidebars of From Colonies

to Country: 1735–1791 and have students explain how specific sidebars support or extend information in the main text. (RI.7.5)

Integrating the Language Arts• Speaking/Listening:Have partners choose one of the chapters from From

Colonies to Country and use its content to create a poster. Have students present their posters to the class. After the presentation, provide time for a question and answer period and discussion. Encourage listeners to ask questions about the information presented and have presenters provide answers that help clarify or extend information. (SL.7.1c, SL.7.4, SL.7.5)

• Argument/OpinionWriting:Was life better in colonial times? Have students refer to the information in If You Lived in Colonial Times and choose a side to this argument. Have them write a three-paragraph essay introducing their opinion, supporting their opinion, and providing a concluding statement. Remind students to use facts and reasons to support their opinion. (W.7.1a, W.7.1b, W.7.1e)

Read Aloud Books: From Colonies to Country; If You Lived in Colonial Times

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Activity Page for the Read Aloud BooksFrom Colonies to Country; If You Lived in Colonial Times Identify what the book says about each topic and provide the page numbers where you found the information.

Colonial America

From Colonies to Country

Topic Key Ideas

French and Indian War

Patriots

Major Cities

The Constitution and Attitudes Toward Slavery

If You Lived in Colonial Times

Topic Key Ideas

Schools

Travel

Communication

Laws

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Essential Question

• What can scientists and archaeologists learn from buried remains?

Learning Activities

Preparing Students to Read• Introduce the book by reading aloud “A Note to the Reader” and discuss the

objectives and processes of archaeology and forensic anthropology. • Have students review the main and inset maps on page 10. Discuss the

purpose of the inset map: to provide locational context for the main map. Have students identify the colonial communities shown on the main map.

• Before students begin reading the selection, emphasize that the remains depicted were excavated for scientific purposes that would enable scientists to better understand what life was like in the Chesapeake Bay region in the seventeenth and eighteenth centuries. Assure students that scientists treat the remains with respect. (RI.7.5)

• Introduce the essential question and have students focus on answering the question as their purpose for reading. (RI.7.1)

Establishing Reading ProceduresProvide copies of the graphic organizer “How do scientists determine.…” Suggest that students complete the chart as they read. • Have more advanced students read independently. (RI.7.2)• Have students read with partners. Encourage partners to use photographs

and captions to support their understanding of the text. Partners can work together to complete their charts. (RI.7.2)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RI.7.2)

Providing Minilessons/Activities for Close Reading• Have students summarize information in each chapter. (RI.7.2)• Ask questions about the information on specific pages and have students use

text evidence to support their answers. (RI.7.1)• Ask students to infer why archaeology is an important science. Have them

use Internet research or the school’s library to confirm their inferences. (RI.7.6)

• Have students examine the timeline on pages 136–137 and relate the information in the timeline to the information in the text. Have students infer reasons for large gaps between the entries for the 1700s through the 1900s.

Integrating the Language Arts• Speaking/Listening: Have students deliver a eulogy about a Jamestown

colonist or one of the colonists featured in the book. Eulogy should include when the individual lives, known information about his or her life, and how he or she died, Students can use nonfiction books and Internet sources to do research on the colonists. (SL.7.4, SL.7.6)

• Narrative Writing: Have students write and illustrate a graphic novel detailing an archaeology team uncovering a Jamestown colonist. Have them include how the scientists answered all the questions from the “How do scientists determine…” chart. (W.7.3a, W.7.3b, W.7.3c, W.7.3d, W.7.3e)

Short Text 1: Written in Bone: Buried Lives of Jamestown and Colonial Maryland

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Activity Page for the Short Text 1Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Use information in the book to complete the chart.

How do scientists determine …

How old someone was at the time of his or her death?

The person’s gender?

The person’s ancestry?

The person’s country of origin?

The colonist’s status in the community?

The colonist’s overall health before he or she died?

When the colonist died?

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Short Texts 2 and 3: Colonialism and Native Peoples; Conflict in the Colonies

Essential Question

• Colonialism and Native People: How did European colonialism affect native peoples in the Americas and Australia? Conflict in the Colonies: What key policies and events led to the Revolutionary War?

Learning Activities

PreparingStudentstoRead• Display a book, Read its title, and discuss the cover art. Have students

make inferences about the content of the book from the cover. (SL.7.1)• Briefly discuss the meanings of the terms colonies, colonialism, and

native. (L.7.4d)• Introduce the book’s essential question and have students focus on

answering the question as their purpose for reading. (RI.7.1)

EstablishingReadingProceduresProvide copies of the graphic organizer “Conflict and Colonialism.” Suggest that students complete the chart for each book as they read. • Have more advanced students read independently. (RI.7.1)• Have students read with partners. Encourage partners to use

illustrations to support their understanding of the text. Partners can work together to complete their charts. (RI.7.1)

• Use Guided Reading strategies with students who need more support. Help students complete each book’s chart. (RI.7.1)

ProvidingMinilessons/ActivitiesforCloseReading• Help students compare and contrast the colonization of Mexico,

Virginia, and Australia after they read Colonialism and Native Peoples. (RI.7.3)

• Reread pages 4–5 of Conflict in the Colonies. Discuss the meaning of natural rights. What three individual rights does the text identify? Have students read the paragraph under the heading “Land” on page 14 of Colonialism and Native Peoples. Discuss whether Native Americans would agree that land ownership was an individual right. (RI.7.4)

• For each book, have students consider which conflicts could have been avoided and how the conflicts could have been avoided. (RI.7.1)

Integrating the Language Arts• Speaking/Listening: With students, compile a list of debate topics

related to colonialism. Have students choose a topic, form debate teams, choose a side of the debate, and organize their arguments. Then host a formal debate where questions are asked regarding colonialism and teams are given time for responses and rebuttals. Have students from the audience ask follow-up questions and score responses. (SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d, SL7.4)

• Opinion/Argument Writing: Have students respond in writing to the following prompt: For what reasons did the colonists rebel against Great Britain? Explain why those reasons did or did not justify going to war. Remind students to state their position and to organize the evidence or reasons that support their position from least important to most important. They should summarize their position in a closing statement or paragraph. (W.7.1a, W.7.1b, W.7.1c, W.7.1d)

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Activity Page for the Short Texts 2 and 3Colonialism and Native Peoples; Conflict in the Colonies

Colonialism and Native Peoples Complete the chart by telling why Europeans colonized each area and how colonialism affected the native people.

Dates Reason for Colonization/Effect on Native Americans

Aztecs in Central Mexico and Spanish Conquistadors

Native Americans in Virginia and English Colonists

Aborigines in Australia and European Settlers

Conflict in the ColoniesComplete the chart by telling about the conflict and its effect.

Date Conflict and Effects

Seven Years’ War

Stamp Act and Quartering Act

Boston Massacre

Boston Tea Party

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Short Texts 4 and 5: George Did It; Hour of Freedom: American History in Poetry

Essential Question

• George Did It: How did George Washington become the first president of the United States? Hour of Freedom: What do poems tell about the nation’s history?

Learning Activities

Preparing Students to Read• Preview each book by pointing out that one book is a compilation of

poems and the other is an illustrated historical fiction. Read the book’s introduction and discuss each author’s purpose for writing the book. (RL.7.2)

• Introduce the book’s essential question and have students focus on answering the question as they read. (RL.7.1)

Establishing Reading ProceduresProvide copies of the Activity Page for George Did It and Hour of Freedom. Model how to analyze an illustration in George Did It and how to analyze figurative language use in a poem in Hour of Freedom. If necessary, review figurative language such as similes, metaphors, personification, and hyperbole, before students work on the chart for Hour of Freedom. • Have more advanced students read independently. Have students

complete the charts as they read. (RL.7.1)• Have students read with partners. Partners can work together to

complete the chart for each book. (RL.7.1)• Use guided reading strategies with students who need more support.

Help students complete the chart for each book. (RL.7.1)

Providing Minilessons/Activities for Close Reading• After reading the selection George Did It?, have students reread

“Are presidents funny?” at the beginning of the selection. Then have students tell what the true and funny story about George Washington was.

• You may wish to select the poems in Hour of Freedom that you want students to read and discuss. Be sure students read the introductions to the sections in which chosen poems appear. (RL.7.10)

• Read “Washington Monument by Night” on page 16 in Hour of Freedom. Have students discuss Sandburg’s description of Washington. Ask them what the phrase “an iron man” means and how it relates to the depiction of George Washington in George Did It. (RL.7.9)

• Read “O Captain! My Captain!” on page 40 in Hour of Freedom. Ask students to identify examples of metaphor and alliteration in this poem. (metaphor: the captain is Abraham Lincoln, the fearful trip is the Civil War, the ship is the United States; alliteration: weathered every rack, bleeding drops of red; for you the flag is flung) (RL.7.4)

Integrating the Language Arts• Speaking/Listening: Have students choose a poem from Hour of

Freedom and give a dramatic reading of it to the class. Have students illustrate the poem, or parts of the poem and use their drawings as visual aids during their dramatic reading. (SL.7.5, SL.7.6)

• Narrative Writing: Have students write a poem with rhyme and alliteration about an event from early American history. Remind students to use descriptive language and to pay attention to structure and line length. (W.7.3d)

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Activity Page for the Short Texts 4 and 5George Did It; Hour of Freedom

George Did It Exaggeration is a representation of something in an excessive manner. In George Did It, the illustrations use exaggeration for humor and to emphasize George’s experiences. Complete the chart by describing an illustration and telling the purpose for the exaggeration.

George Did It

Description of Illustrated Exaggeration

Purpose/Effect

Hour of Freedom Many poems in Hour of Freedom contain figurative language that conveys strong feelings. Use the chart to identify examples of figurative language and explain their meaning.

Hour of Freedom

Poem Figurative Language Meaning

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Short Texts 6 and 7: The Industrial Revolution; Ellis Island

Essential Question

• What changes took place in the United States during the late 1800s and early 1900s?

Learning Activities

Preparing Students to Read• Read the titles and preview each book by examining its cover and

pictures. Have students infer the main focus of each book. (RI.7.2)• Explain to students that in a very short time, the population of the

United States changed from a population of mostly people with English ancestry who worked and lived in small villages to a diverse population of Europeans who worked and lived in growing cities. Ask students to suggest major events in the United States and around the world that led to these changes. Record their comments on a board for reference after students have read the selections. (RI.7.3)

• Introduce the essential question and have students focus on answering the question as they read. (RI.7.1)

Establishing Reading ProceduresProvide copies of the activity page for The Industrial Revolution and Ellis Island. Have students complete the time line chart for each book.• Have more advanced students read independently. (RI.7.2)• Have students read with partners. Encourage partners to use

illustrations to support their understanding of the text. Partners can work together to complete their chart. (RI.7.2)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RI.7.2)

Providing Minilessons/Activities for Close Reading• Ask students to integrate information from the two selections to

answer the following questions: What types of jobs were immigrants to America seeking in the late 1800s and early 1900s? How were these jobs connected to the Industrial Revolution? (RI.7.1)

• Help students draw conclusions about why British law would forbid textile workers from leaving Great Britain. (RI.7.8)

• Reread pages 46–51 of The Industrial Revolution and have students list the working conditions in factories. Encourage them to discuss why these conditions were allowed to persist? Then have students do research to find about what led to changes in such conditions. (RI.7.1)

• Have students summarize the information under each heading in the selection Ellis Island.

• Have students review the list of comments from the “Preparing Students to Read” activity. Ask them to revise the list based on the information in the reading selections.

Integrating the Language Arts• Speaking/Listening: Have students deliver formal speeches intended

to welcome new immigrants to America. Remind students to include facts about the United States that someone new to the country might need. Provide time for students to give feedback. (SL.7.4)

• Informative/Explanatory Writing: Have students research one of the innovations in The Industrial Revolution. Have them use a word processor to write an informative paper describing who was involved in the creation of the innovation, how it was created, and what impact it had on its industry. Workshop the papers through peer proofreading. (W.7.2, W.7.6)

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Activity Page for the Short Texts 6 and 7The Industrial Revolution; Ellis Island

Complete each time line chart by writing innovations or key events for each year.

Industrial Revolution

Year Innovations

1765

1793

1811

1825

1837

1844

1869

Ellis Island

Year Key Events

1855

1886

1891

1917

1921

1924

1954

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English Language Learners Text 1: The Jamestown Colony

Essential Question

• What were the successes and failures of the Jamestown colony?

Learning Activities

Preparing Students to Read• If necessary, provide background information by identifying Jamestown

as the first successful English colony in North America.• After reading the title of the book, preview the pictures and read

the captions aloud. Ask students to draw conclusions about the Jamestown settlement based on the preview. (RI.7.3)

• Introduce the essential question and have students focus on answering the question as they read. (RI.7.1)

Establishing Reading ProceduresProvide copies of the “Jamestown Successes and Failures” chart. Have students complete the chart as they read. • Have more advanced students read independently. (RI.7.2)• Have students read with partners. Encourage partners to use

illustrations to support their understanding of the text. Partners can work together to complete their chart. (RI.7.2)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RI.7.2)

Providing Minilessons/Activities for Close Reading• Reread page 7. Ask students to explain why British colonists felt they

had a right to establish a colony on Indian land. (RI.7.1)• Ask students why the settlers turned to John Smith to help them

survive the first year. Refer to pages 11–14 for details. (RI.7.3)• Have students explain how Pocahontas helped the colonists survive.

Also have students discuss how Pocahontas’s interaction with the colonists was unusual. (RI.7.3)

• Discuss with students why the settlers decided to abandon the colony after the winter of 1609–1610 and why Governor Delaware imposed strict rules on the settlers after convincing them to stay. (RI.7.3)

Integrating the Language Arts• Speaking/Listening: Have partners research one of the people

mentioned in The Jamestown Colony. Have students create a multimedia presentation that describes the person’s life and his or her role in relation to the colony. Partners should take from three to five minutes. Schedule time for each presentation, including time for questions and comments following the presentation. (W.7.7, W.7.8, SL.7.4, SL.7.5)

• Narrative Writing: Have students write a historical fiction story from the point of view of one of the Jamestown settlers. Have them focus on one event that was mentioned in the book. Remind students that their stories should have a logical sequence of events, incorporate facts within the fictional account, and have a logical conclusion. (W.7.3, W.7.3a, W.7.3e)

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Activity Page for English Language Learners Text 1The Jamestown Colony

Find examples of the successes and failures of the Jamestown colony.

Jamestown Successes and Failures

Successes Failures

Safety/Location of Settlement

Relations with Indians

Getting Food

Making Money/Industry

Leadership

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English Language Learners 2 and 3 Texts: The Mayflower Compact; The Pilgrims of Plimoth

Essential Question

• Who were the Pilgrims and why did they come to America?

Learning Activities

Preparing Students to Read• Introduce the titles of each book. Create a KWL chart on the board.

Ask students what they know about the Pilgrims and what they want to learn about the Pilgrims, and fill in the chart accordingly. (SL.7.1)

• Point out the notes at the top of the copyright page in The Pilgrims of Plimoth that identify the sources of quoted text. Have students turn to page 7; then read aloud the second sentence, emphasize the text in quotation marks, and ask students to use the information on the copyright page to identify the source of the quotation. (RI.7.5)

• Introduce the essential question and have students focus on answering the question as they read. (RI.7.1)

Establishing Reading ProceduresProvide copies of the graphic organizer “About Pilgrims.” Suggest that students complete the chart as they read each book. They can use the chart to review topics discussed in the books.• Have more advanced students read independently. (RI.7.2)• Have students read with partners. Encourage partners to use

illustrations to support their understanding of the text. Partners can work together to complete their chart. (RI.7.2)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RI.7.2)

Providing Minilessons/Activities for Close Reading• Pages 4–5 of The Mayflower Compact provides a description of

primary sources and secondary sources. Discuss whether The Pilgrims of Plimoth would be considered a primary or secondary source. (RI.7.3, RI.7.5)

• Reread page 4 of The Pilgrims of Plimoth and pages 28–29 of The Mayflower Compact. Discuss why the Pilgrims were loyal to a king who did not approve of their beliefs. (RI.7.3)

• Read about the first Thanksgiving on page 38 of The Mayflower Compact and page 27 of The Pilgrims of Plimoth. Discuss differences in the descriptions. (RI.7.9)

• Complete the KWL chart by having students list something new they have learned. Evaluate which text offered more new information. (SL.7.1)

Integrating the Language Arts• Speaking/Listening: Have students deliver a speech in the voice of a Pilgrim describing an aspect of life in the Plymouth Colony. Require students to use words from the glossary in The Pilgrims of Plimoth and to speak in a style similar to its writing. (SL.7.6) • Informational/Explanatory Writing: Have students write a short biography about a person from the Plymouth colony. Have them draw on information from both texts to identify an individual to profile. Encourage the use of the Internet and the school library as resources. (W.7.2b, W.7.7, W.7.8)

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Activity Page for English Language Learners Texts 2 and 3: The Mayflower Compact; The Pilgrims of Plimoth

Use information from The Mayflower Compact and The Pilgrims of Plimoth to answer the questions.

About Pilgrims

Question Answer

Why did the Pilgrims come to America?

Why did the Virginia Company give the Pilgrims money for their trip?

How many people sailed on the Mayflower?

In addition to the Puritans, who were passengers on the Mayflower?

Where and when did the Pilgrims land? Why there?

Why did the Pilgrims write the Mayflower Compact?

How was the daily life of women different from that of the men?

Who was the spiritual leader of the Pilgrims? Who was their first governor?

How would you describe the relationship between the Pilgrims and the Indians?

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Answer KeyThe Answer Key provides possible answers to the activity pages for the reading selections. Student responses may vary but should reflect book content.

Activity Page for Anchor BookWilliam KnoxRole in the War: soldier in American army, Henry’s younger brotherCharacter Traits: patriotic, determined, confidentActions: helped his brother complete his missionHenry KnoxRole in the War: colonel in American armyCharacter Traits: leader, protective, intelligent, spiritedActions: convinced officers to go along with his idea, brought Washington gunsSir William HoweRole in the War: Major General of British forcesCharacter Traits: moody, frustrated, LoyalistActions: captured BostonGeorge WashingtonRole in the War: general of the American armyCharacter Traits: precise military mind, leader, admirableActions: drove away British without destruction of life or propertyPaul Revere, Jr.Role in the War: son of Paul Revere, watching home while father is in hidingCharacter Traits: thoughtful, lonely, patrioticActions: handled his father’s affairsJohn “J. P.” BeckerRole in the War: youngest member of Colonel Knox’s teamCharacter Traits: excited, admires eldersActions: accompanied his father, helped deliver artillery Activity Page for Read Aloud BooksFrom Colonies to CountryFrench and Indian WarKey Ideas: English colonists had signed treaties with the Indians, but the treaties were often broken by the British. The French were better friends to the Indians in North America, and when France and England fought about land, the French joined with the Indians to fight against the British.

PatriotsKey Ideas: Patriots were the men and women who wanted to be free of British rule and wanted to create a new country.

Major CitiesKey Ideas: Philadelphia: where the First Continental Congress met in 1774; Boston: site of the Boston Tea Party and the Boston Massacre and home to Paul Revere; New York: location of the trial of Peter Zenger

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The Constitution and Attitudes Toward SlaveryKey Ideas: The Constitution did not outlaw slavery; Some framers feared if slavery were prohibited, southern states would not approve the Constitution; many wanted slavery because the way of life in the South depended on it.

If You Lived in Colonial TimesSchoolsKey Ideas: Some children did go to school; both boys and girls attended a Dame School where they learned to read and write. Usually girls did not attend school after they learned to read and write. Most stayed home and learned domestic skills; some boys continued attending school and going on to college, but most stopped going to school and went to work. Most schools were one-room buildings with little heat and uncomfortable wooden benches.

TravelKey Ideas: Travel wasn’t easy, so most people traveled very little. Those who did travel used wagons, horses, oxen, or boats or they walked.

CommunicationKey Ideas: Most communities had a town crier who called out the news. Travelers also brought news from other colonies, and there were a few newspapers. People communicated with each other through letters as well, but delivery of letters could take months.

LawsKey Ideas: One white male property owners could vote on laws; some laws dictated everyday behavior. Some laws seem strange; for example, it was against the law for a baker to bake bad bread. Punishment for breaking the laws was cruel.

Activity Page for the Short Text 1How do scientists determine …

How old someone was at the time of his or her death? by the length of the bones, the fusion of the bone parts, the wearing down or development of the teeth, and zigzags on a child’s craniumThe person’s gender? the length of the bones, the shape of the skull, and the shape of the pelvic bones

The person’s ancestry? by the shape of a person’s skull; by examining the face The person’s country of origin? using isotope analysis and connecting the prominent isotopes present in the person to the isotopes found in foods of certain regions

The colonist’s status in the community? by the strength and growth of the arms and backbone to determine if a person was a laborer or not; also by the type of burial that gives clues to how much money the person had, and by whether the person was buried with any artifacts

The colonist’s overall health before he or she died? by holes in the bones indicating infection, strength or deformity of the bones indicating infection, or remaining artifacts

When the colonist died? by dating the artifacts found in the grave

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Activity Page for the Short Texts 2 and 3

Aztecs and Spanish Conquistadors Date: 1519Reason for Colonization/Effect on Native Americans: Conquistadors wanted gold and glory. Aztecs were defeated and lost control of their lands; many were enslaved; many died from starvation, mistreatment, and European sicknesses.

Native Americans and English ColonistsDate: 1607–1700sReason for Colonization/Effect on Native Americans: English settlers planned the colony as a business venture. Native Americans were displaced, they were overcome by superior firepower and disease. Though Native Americans outnumbered the settlers for a long time, over time their numbers were greatly reduced.

Australian Aborigines and European SettlersDate: 1788–1928Reason for Colonization/Effect on Native Americans: Colony started as a prison colony. Other settlers also began arriving. European settlers claimed the lands and water for their own use. Over time, violence broke out, and many aborigines were killed. Many others died of European diseases.

Seven Years’ WarDate: 1756–1763Conflict and Effects: In Europe, war between European nations over land in Europe, and in America, war between Great Britain and France over American territories. War left Britain in debt and the leaders decided to tax Americans to help pay the war debt and the protection Britain gave the colonists.

Stamp Act and Quartering ActDate: 1765Conflict and Effects: Stamp Act required colonists to pay a tax on all printed materials and the Quartering act required colonists to care for British soldiers. Colonists objected to taxation because they had no representation in government. Colonists stopped buying British goods and Stamp Act was repealed. Disagreements over taxes and housing soldiers continued.

Boston MassacreDate: 1770Conflict and Effects: A crowd surrounded soldiers outside the Custom House in Boston. Someone threw a snowball and soldiers began shooting, which resulted in five deaths. Colonists use the event to stir up anti-British feelings.

Boston MassacreDate: 1773Conflict and Effects: A group of colonists boarded British ships and dumped tea aboard it to protest the Tea Act. The British responded by passing laws punishing the colonists in Boston. The colonies sent representatives to the First Continental Congress, which voted to stop trade with Britain until the punishing laws were repealed.

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Activity Page for the Short Texts 4 and 5George Did It

Conveying MeaningGeorge Did ItDescription of Illustrated Exaggeration: George’s “soldiers” are shown without shoes; armed with sticks, rakes, and shovels; and carrying animals. George is in full uniform on his horse.Purpose/Effect: To make George look like a great military leader

Description of Illustrated Exaggeration: George is imagining the “what ifs” of being president. They include him sitting on a giant pile of gold and carrying piles of “law” paperwork.Purpose/Effect: To show that the role of president is overwhelming

Description of Illustrated Exaggeration: Thomas Jefferson and Alexander Hamilton are sitting on bags of mail, all asking George to be the president.Purpose/Effect: To show that the people really wanted George to be the president

Description of Illustrated Exaggeration: George is sailing to New York standing in a similar stance as “Washington Crossing the Delaware”; there are dolphins jumping in unison; sailors are cheering from the front of a ship; two orangutans are hanging from ropes Purpose/Effect: To show that George’s arrival in New York was greatly celebrated

Description of Illustrated Exaggeration: People are passing an oversized Bible up to the balcony where Congress is having the chancellor of New York hang off the side to grab it.Purpose/Effect: To show that Congress was unprepared and that the Bible was an important thing to remember

Hour of FreedomPoem: “Molly Pitcher”Personification: “All day the great guns barked and roared;” Meaning: The cannons were shot over and over again, making loud noises.

Poem: “Old Ironsides”Personification: “Many an eye has danced to see that banner in the sky” Meaning: Many people have looked around to see the flag on the ship flying.

Poem: “America Was Schoolmasters”Personification: “They took small wiry children, / wild as panther-cats” Meaning: Comparison of children to wild cats, indicating that the children were untrained and unschooled.

Poem: “Mother to Son”Figurative Language: “Life for me ain’t been no crystal stair.”Meaning: The mother’s life has not been amazing like a crystal staircase; to contrast the hardship of the mother’s life with the beauty of a crystal staircase.

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Poem: “The New Colossus”Metaphor: “flame is the imprisoned lightning, beacon-hand, golden door”Purpose/Effect: To show that the Statue of Liberty is lighting the way like a beacon for immigrants to enter the United States

Activity Page for the Short Texts 6 and 7The Industrial Revolution1765: James Watt improves the steam engine.1793: Eli Whitney invents the cotton gin. Slater’s Mill is built.1811: Construction of the National Road begins.1825: The Erie Canal opens. 1837: John Deere invents a steel plow.1844: A telegraph line between Washington, D.C., and Baltimore is opened.1869: The Transcontinental Railroad is completed.

Ellis Island1855: Castle Garden, a receiving station for immigrants is set up on Manhattan.1886: The Statue of Liberty is dedicated in New York harbor.1891: Bureau of Immigration is created.1917: Immigrants sixteen years and older are required to read in their home language to gain entry to the country.1921: Quota Law limits immigration to 357,803 per year.1924: Immigration is limited to 164,677 per year.1954: Ellis Island closes.

Activity Page for English Language Learners Text 1

Safety/Location of SettlementSuccesses: It could be easily defended against attacks; boats could dock nearby.Failures: Built on marshland; difficult to get fresh water; flooding causing settlers to be cut off from mainland; burned down a couple of times

Relations with IndiansSuccesses: They could trade beads and trinkets; Pocahontas helped bring food and made temporary peace with Powhatan.Failures: Indians would attack if settlers went hunting or fishing; Indians wanted to trade corn for weapons; there were several massacres from Opechancanough.

Getting FoodSuccesses: Able to trade with Indians for corn Failures: Crops failed; they did not have enough food for the winters.

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Making Money/IndustrySuccesses: Glasshouse Point; Caribbean tobacco Failures: Confused pyrite for gold; couldn’t find water passage to Pacific; first tobacco crop

LeadershipSuccesses: John Smith was first good leader; Governor Delaware convinced settlers to stay; House of Burgesses/General Assembly of Virginia set precedents for United States legislature; John Rolfe experimented with tobacco and married Pocahontas.Failures: Samuel Argall kidnapped Pocahontas; slaves replaced indentured servants as main source of cheap labor.

Activity Page for English Language Learners Texts 2 and 3

Why did the Pilgrims come to America?The Pilgrims came to America because they weren’t allowed to practice their religion in England.

Why did the Virginia Company give the Pilgrims money for their trip?The English merchants loaned them the money in return for the promise of sending furs, fish, and sassafras back to Britain.

How many people sailed on the Mayflower? There were 102 passengers (70 men and women, 32 children) and the crew aboard the Mayflower.

In addition to the Puritans, who were the passengers on the Mayflower? The other people were not members of the Scrooby congregation and were referred to as “strangers.”

Where and when did the Pilgrims land? Why there? The Pilgrims landed at Cape Cod, Massachusetts. They were suffering from disease and seasickness. They were supposed to go to Virginia, but they were off course and it was already November.

Why did the Pilgrims write the Mayflower Compact?They knew they would need to agree to laws of behavior to survive in a new land.

How was the daily life of women different from that of the men?The men worked hard to tame the wilderness: cutting back woods; planting corn, barley, and peas; building homes; and preparing to protect the women and children. The women helped with the harvest but spent most of their time at the hearth and near their homes: cooking; gathering and preserving food; making soap; and mending clothes.

Who was the spiritual leader of the Pilgrims? Who was the first governor?William Brewster was the Pilgrims’ spiritual leader. John Carver paid for some of the trip and became their first governor.