O Preview Copy - Splash! Publications€¦ · of the thirteen original colonies, and complete Reading exercises that will strengthen their comprehension of expository and informational

The Thirteen Original Colonies © 2009-Revised 2017splashpublications.com i

On behalf of Splash! Publications, we would like to welcome you to The Thirteen Original Colonies, one of several books in our American History series. Since this curriculum was designed by teachers, we are positive that you will fi nd it to be a comprehensive program for teaching about the thirteen original colonies. We would like to take a few moments to familiarize you with the program.

THE FORMATThe Thirteen Original Colonies is a 13 lesson program. Our goal is a curriculum you can use the very fi rst day you purchase our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

Each of the 13 lessons requires students to complete a vocabulary activity, read about one of the thirteen original colonies, and complete Reading exercises that will strengthen their comprehension of expository and informational text. In addition, each lesson includes a balanced mix of engaging hands-on lower and higher level activities for students to complete. Vocabulary and mapping quizzes, mapping activities teaching reference points and cardinal directions, grid math, research projects utilizing graphic organizers and primary and secondary sources, time lines, and following directions are the types of activities that will guide students through their journey of The Thirteen Original Colonies.

THE LESSON PLANSOn the next several pages, you will fi nd the Lesson Plans for The Thirteen Original Colonies. The Lesson Plans clearly outline what students must do before, during, and after each lesson. Page numbers are listed so that you will immediately know what you need to photocopy before beginning each lesson. The answers to all activities, quizzes, and comprehension questions are at the end of the Unit.

INTERACTIVE HISTORY NOTEBOOKIn addition to other higher-level activities, we have included step-by-step directions, templates, and patterns for 22 Interactive Notebook assignments and activities that students will create and glue into a History notebook. When fi nished, the History notebook will provide students with a long lasting Thirteen Original Colonies reference. A composition book works well for keeping the Interactive Notebook activities.

NOTE: Printing the Interactive Notebook assignments and activities on colored paper or requiring students to add color to the Interactive Notebook templates and patterns will add variety to their History notebooks.

WELCOME!

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THE VOCABULARYEach lesson features words in bold type. We have included a Glossary on pages 215-220 to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words fi ve times throughout their study of The Thirteen Original Colonies.

Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don’t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students.

STANDARDS: THE “BIG IDEAS”Standards help teachers prioritize instruction and connect the “big ideas” students need to know in order to advance. As a reading-based unit, The Thirteen Original Colonies fosters literacy in Social Studies. At the same time that students are learning important factual content about The Thirteen Original Colonies, they are meeting the Standards for English Language Arts and making connections to the “big ideas” in American History. Alignment to the 3rd-5th Grade ELA Standards is clearly noted in the Lesson Plans. Below is the legend used to abbreviate the Strands:

RL = READING-LITERATURE

RI = READING INFORMATIONAL TEXT RF = READING FOUNDATIONS SKILLS

W = WRITING

SL = SPEAKING LISTENING

L = LANGUAGEPrevi

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The Thirteen Original Colonies © 2009-Revised 2017splashpublications.com iii

THE COPYRIGHTRevised Edition, 2017Text Copyright © 2009 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2009 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in The Thirteen Original Colonies may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 978-1-935255-02-4

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THE THIRTEEN ORIGINAL COLONIES

LESSON ONE: THE VIRGINIA COLONY

ONE-POCKET VOCABULARY ORGANIZER ..................................................................................1

VIRGINIA COLONY LESSON .................................................................................................... 11

VIRGINIA COLONY READING COMPREHENSION ...................................................................... 15

THIRTEEN ORIGINAL COLONIES STUDY GUIDE ....................................................................... 16

VIRGINIA COLONY ACCORDION FOLDABLE ............................................................................ 17

THE THIRTEEN ORIGINAL COLONIES VOCABULARY QUIZ PART I ........................................... 26

LESSON TWO: THE MASSACHUSETTS COLONY

VOCABULARY FLAPS .............................................................................................................. 28

MASSACHUSETTS COLONY LESSON ........................................................................................ 31

MASSACHUSETTS COLONY READING COMPREHENSION ..........................................................34

GRID MATH ........................................................................................................................35

LESSON THREE: THE NEW HAMPSHIRE COLONY

VOCABULARY FOLDABLES ......................................................................................................38

NEW HAMPSHIRE COLONY LESSON .......................................................................................46

NEW HAMPSHIRE COLONY READING COMPREHENSION .........................................................50

NEW HAMPSHIRE COLONY FLIP BOOK ..................................................................................51

THE THIRTEEN ORIGINAL COLONIES VOCABULARY QUIZ PART II ..........................................56

LESSON FOUR: THE NEW YORK COLONY

VOCABULARY BOOKLETS .......................................................................................................58

NEW YORK COLONY LESSON ................................................................................................66

NEW YORK COLONY READING COMPREHENSION ..................................................................70

FOLLOWING WRITTEN DIRECTIONS: HOW TO DRAW A BEAVER ..............................................71

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THE THIRTEEN ORIGINAL COLONIES (CONTINUED)

LESSON FIVE: THE MARYLAND COLONY

VOCABULARY FLAPS ..............................................................................................................73

MARYLAND COLONY LESSON ................................................................................................76

MARYLAND COLONY READING COMPREHENSION ..................................................................78

PRIMARY AND SECONDARY SOURCES: CONSIDER THE SOURCE ................................................79

FAMOUS PERSON WHEEL: GEORGE CALVERT .........................................................................80

THE THIRTEEN ORIGINAL COLONIES VOCABULARY QUIZ PART III.........................................85

LESSON SIX: THE CONNECTICUT COLONY

VOCABULARY COOTIE CATCHERS ..........................................................................................87

CONNECTICUT COLONY LESSON ............................................................................................95

CONNECTICUT COLONY READING COMPREHENSION ..............................................................98

INTERACTIVE TIME LINE ........................................................................................................99

LESSON SEVEN: THE RHODE ISLAND COLONY

VOCABULARY FLAPS ............................................................................................................105

RHODE ISLAND COLONY LESSON ........................................................................................107

RHODE ISLAND COLONY READING COMPREHENSION ...........................................................110

FIND THE FIB GAME ............................................................................................................111

FIND THE FIB POCKET ORGANIZER ......................................................................................124

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LESSON EIGHT: THE DELAWARE COLONY


DELAWARE COLONY LESSON .................................................................................................134

DELAWARE COLONY READING COMPREHENSION ...................................................................136

FOLLOWING WRITTEN DIRECTIONS: MAKE A LOG CABIN ......................................................137

LESSON NINE: THE PENNSYLVANIA COLONY

VOCABULARY FOLDABLES ......................................................................................................140

PENNSYLVANIA COLONY LESSON ...........................................................................................144

PENNSYLVANIA COLONY READING COMPREHENSION .............................................................146

MAPPING: PENNSYLVANIA .....................................................................................................147

LESSON TEN: THE NORTH CAROLINA COLONY

ONE-POCKET VOCABULARY ORGANIZER ...............................................................................152

NORTH CAROLINA COLONY LESSON .....................................................................................159

NORTH CAROLINA COLONY READING COMPREHENSION .......................................................162

CAUSE AND EFFECT ORGANIZERS ..........................................................................................163

THE THIRTEEN ORIGINAL COLONIES VOCABULARY QUIZ PART IV ........................................170

LESSON ELEVEN: THE NEW JERSEY COLONY

VOCABULARY BOOKLETS .......................................................................................................172

NEW JERSEY COLONY LESSON ...............................................................................................177

NEW JERSEY COLONY READING COMPREHENSION .................................................................179

NEW JERSEY COLONY POCKET TIME LINE .............................................................................180

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LESSON TWELVE: THE SOUTH CAROLINA COLONY


SOUTH CAROLINA COLONY LESSON ......................................................................................193

SOUTH CAROLINA COLONY READING COMPREHENSION ........................................................196

FAMOUS COLONISTS: K•W•L•H CHART ............................................................................197

FAMOUS COLONISTS: FOUR-FOLD ORGANIZER ......................................................................200

LESSON THIRTEEN: THE GEORGIA COLONY

VOCABULARY FLAPS ..............................................................................................................204

GEORGIA COLONY LESSON ....................................................................................................206

GEORGIA COLONY READING COMPREHENSION ......................................................................208

JAMES OGLETHORPE BOOKLET ...............................................................................................209

THIRTEEN ORIGINAL COLONIES QUIZ ....................................................................................212

THE THIRTEEN ORIGINAL COLONIES VOCABULARY QUIZ PART V ..........................................214

GLOSSARY .............................................................................................................................215

ANSWER PAGES ....................................................................................................................221

BIBLIOGRAPHY...................................................................................................................... 241Previ

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1. Before reading Virginia, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for Africa, appointed, assault, captives, climate, coast, colonies, confederacy, confl ict, cultivate, debt, defeated, dominion, England, fertile, fungus, governor, historians, indentured servants, indigo, inhabited, loyal, merchants, militia, New World, plantations, prosper, rebellion, representatives, revolted, threatened, wigwam. (pps. 1-10) After reading Virginia (pps. 11-14), students will: • answer Virginia Reading Comprehension Questions. (pg. 15) • plot Virginia on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow directions to create an Accordion Foldable to glue into their History notebooks. (pps. 17-25) • take a Vocabulary Quiz for the Thirteen Original Colonies Part I. (pps. 26-27)

THE VIRGINIA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

2. Before reading Massachusetts, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for bay, Church of England, European, founded, harbors, kidnapped, Pilgrims, Puritan, trampled, treaty. (pps. 28-30) After reading Massachusetts (pps. 31-33), students will: • answer Massachusetts Reading Comprehension Questions. (pg. 34) • plot Massachusetts on the Thirteen Original Colonies Study Guide Map. (pg. 16) • use a system of number and letter pairs to complete Grid Math and solve a mystery puzzle. (pps. 35-37)

THE MASSACHUSETTS LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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3. Before reading New Hampshire, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for allies, Asia, boundaries, council, destructive, determination, encouraged, expanding, expedition, formations, French, granite, interior, keelboats, livestock, production, province, raided, scalps, Scotland, seacoast, shoreline. (pps. 38-45) After reading New Hampshire (pps. 46-49), students will: • answer New Hampshire Reading Comprehension Questions. (pg. 50) • plot New Hampshire on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow directions to create a New Hampshire Colony Flip Book to glue into their History notebooks. (pps. 51-55) • take a Vocabulary Quiz for the Thirteen Original Colonies Part II. (pps. 56-57)

THE NEW HAMPSHIRE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

4. Before reading New York, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for Christians, Dutch, empire, Great Lakes, Greenland, gristmills, incisor, longhouse, North America, North Pole, orchards, preserved, profi t, resources, rodent, sawmills, seaport, strait, voyages. (pps. 58-65) After reading New York (pps. 66-69), students will: • answer New York Reading Comprehension Questions. (pg. 70) • plot New York on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow written directions to draw a beaver. (pps. 71-72)

THE NEW YORK LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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5. Before reading Maryland, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for admired, autobiography, biographies, Catholics, charter, Protestants, quarreling, Revolutionary War, statute, turmoil. (pps. 73-75) After reading Maryland (pps. 76-77), students will: • answer Maryland Reading Comprehension Questions. (pg. 78) • plot Maryland on the Thirteen Original Colonies Study Guide Map. (pg. 16) • differentiate between primary and secondary sources. (pg. 79) • follow directions to create a Famous Person Wheel for George Calvert. (pps. 80-84) • take a Vocabulary Quiz for the Thirteen Original Colonies Part III. (pps. 85-86)

THE MARYLAND LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

6. Before reading Connecticut, students will: • follow directions to create Vocabulary Cootie Catchers to glue into their History notebooks for accused, adopted, Bermuda, constitution, elections, overthrown, united, wampum. (pps. 87-94) After reading Connecticut (pps. 95-97), students will: • answer Connecticut Reading Comprehension Questions. (pg. 98) • plot Connecticut on the Thirteen Original Colonies Study Guide Map. (pg. 16) • create an Interactive Time Line for Connecticut’s history to glue into their History notebooks. (pps. 99-104)

THE CONNECTICUT LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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7. Before reading Rhode Island, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for nationalities, Quaker, synagogues. (pps. 105-106) After reading Rhode Island (pps. 107-109), students will: • answer Rhode Island Reading Comprehension Questions. (pg. 110) • plot Rhode Island on the Thirteen Original Colonies Study Guide Map. (pg. 116) • use primary and secondary sources to create the game Find the Fib for Roger Williams and Anne Hutchinson. (pps. 111-123) • follow directions to create a Two-Pocket Organizer to glue their Find the Fib games into their History notebooks. (pps. 124-127)

THE RHODE ISLAND LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.7, W.8, L.4A, L.4C, L.6

8. Before reading Delaware, students will: • follow directions to create a Vocabulary Cootie Catcher to glue into their History notebooks for pioneers, pirate, pledged, seized. (pps. 128-133) After reading Delaware (pps. 134-135), students will: • answer Delaware Reading Comprehension Questions. (pg. 136) • plot Delaware on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow written directions to make a miniature Swedish log cabin. (pps. 137-139)

THE DELAWARE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6Pre

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9. Before reading Pennsylvania, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for annual, artifacts, Civil War, commandment, exhibits, meadows, motto, species. (pps. 140-143) After reading Pennsylvania (pps. 144-145), students will: • answer Pennsylvania Reading Comprehension Questions. (pg. 146) • plot Pennsylvania on the Thirteen Original Colonies Study Guide Map. (pg. 16) • use cardinal and intermediate directions to plot points of interest on a Pennsylvania map. (pps. 147-151)

THE PENNSYLVANIA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

10. Before reading North Carolina, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for ceremonial, extinct, Ireland, knight, military, mound builders, prehistoric, proprietors, reefs, sandbars, Spain. (pps. 152-158) After reading North Carolina (pps. 159-161), students will: • answer North Carolina Reading Comprehension Questions. (pg. 162) • plot North Carolina on the Thirteen Original Colonies Study Guide Map. (pg.16) • create two Cause and Effect Organizers to glue into their History notebooks. (pps. 163-169) • take a Vocabulary Quiz for the Thirteen Original Colonies Part IV. (pps. 170-171)

THE NORTH CAROLINA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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11. Before reading New Jersey, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for epidemic, estates, fertilizer, immigrants, infl uenza, insisted, Italian, mammoths, measles, smallpox. (pps. 172-176) After reading New Jersey (pps. 177-178), students will: • answer New Jersey Reading Comprehension Questions. (pg. 179) • plot New Jersey on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow directions to create a Pocket Time Line for New Jersey’s history to glue into their History notebooks. (pps. 180-186)

THE NEW JERSEY LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

12. Before reading South Carolina, students will: • follow directions to create a Vocabulary Cootie Catcher to glue into their History notebooks for emblem, palmetto, starvation, West Indies. (pps. 187-192) After reading South Carolina (pps. 193-195), students will: • answer South Carolina Reading Comprehension Questions. (pg. 196) • plot South Carolina on the Thirteen Original Colonies Study Guide Map. (pg. 16) • research a famous colonist to complete a K•W•L•H Chart. (pps. 197-199) • use the K•W•L•H Chart to create a Four-Fold Organizer to glue into their History notebooks. (pps. 200-203)

THE SOUTH CAROLINA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.7, W.8, L.4A, L.4C, L.6

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13. Before reading Georgia, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for legislature, malaria, retained. (pps. 204-205) After reading Georgia (pps. 206-207), students will: • answer Georgia Reading Comprehension Questions. (pg. 208) • plot Georgia on the Thirteen Original Colonies Study Guide Map. (pg. 16) • follow directions to create a James Oglethorpe Journal Page and Booklet to glue into their History notebooks. (pps. 209-212) • complete the Thirteen Original Colonies Quiz by labeling and color coding the Thirteen Original Colonies Map. (pg. 213) • take a Vocabulary Quiz for the Thirteen Original Colonies Part V. (pg. 214)

THE GEORGIA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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The Thirteen Original Colonies © 2009-Revised 2017splashpublications.com 1

ATLANTIC OCEAN

VIRGINIA

THIRTEEN ORIGINAL COLONIES LESSON ONE

Virginia, one of fi ve Southern colonies, was the fi rst of thirteen original colonies in America. Virginia’s nickname is the Old Dominion State. It is also known as the Mother of Presidents. Four of the fi rst fi ve United States presidents were born in Virginia.

THE JAMESTOWN COLONY Virginia was not England’s fi rst choice for establishing a colony in America. Beginning in 1585, two groups of colonists were sent to Roanoke (ROW•an•oke) Island, near the coast of present-day North Carolina. Both colonies failed. In fact, the second group of colonists at Roanoke Island disappeared. What happened to them is still a mystery to this day. Roanoke became known as the famous “Lost Colony.” In 1600, England was ready to try again. A group of wealthy merchants from London believed they could make a lot of money in America. The businessmen formed the Virginia Company of London. They offered to pay the way of anyone who wanted to go to America. To repay the merchants, colonists had to give the Virginia Company part of any gold or silver found in the New World. Colonists were also told to cultivate mulberry trees so they could raise silkworms and trade silk with England. The wealthy merchants hired 27 year old John Smith to run the new colony. In 1607, John Smith and a group of more than 100 men and boys landed near the Chesapeake Bay in present-day Virginia. In honor of England’s King James I, they named their colony Jamestown.

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THE POWHATAN CONFEDERACY John Smith discovered that Jamestown was already inhabited by Native Americans. The Woodland people, led by Chief Powhatan, were part of the Powhatan Confederacy. The Powhatan Confederacy included at least 30 tribes that spoke the Algonquian (al•GONG•kee•in) language. These tribes lived in wigwam villages near the coast. John Smith wrote that there were about 100 families living in each village. Each village was led by a chief. In the beginning, the Jamestown colonists had a diffi cult time surviving and getting along with the Native Americans. Jamestown’s colonists were unable to fi nd gold. A fungus destroyed the mulberry trees and all of the silkworms died. The colonists did not know how to hunt, where to fi sh, or how to make the water pure so they could drink it. They were also unable to protect themselves from disease-carrying mosquitoes. They were constantly at war with Native Americans. In 1608, a supply ship arrived from England. Less than 50 settlers were still alive. In 1609, John Smith was badly injured in a gunpowder explosion. He left Virginia and returned to England for medical care.

THE FIRST GOVERNMENT IN AMERICA In 1614, Jamestown colonist John Rolfe married the daughter of Chief Powhatan. Her name was Pocahontas. The marriage brought some peace between the Jamestown settlers and the Native Americans. Native Americans taught the settlers how to grow tobacco. By 1619, things had changed for the colonists. Sir Thomas Dale and Sir George Yeardley were chosen to lead the colony. The Jamestown Colony began to prosper. The Virginia Company was pleased with the positive changes in the colony. Women were sent to Jamestown to marry men and start families. Each settler was given a piece of land on which to grow tobacco. Colonists elected representatives and began making laws for the colony. This group of lawmakers was known as the House of Burgesses (BUR•jis•iz). It was the fi rst type of government formed in the New World.

CHIEF POWHATAN

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There are many new vocabulary words to learn before beginning your study of the Virginia Colony. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Vocabulary Word and Defi nition patterns, follow the directions below to create 32 Vocabulary Cards.

ONE-POCKET VOCABULARY ORGANIZER

1. Cut out each Vocabulary Word Pattern and Vocabulary Definition Pattern along all bold lines.

2. Using the Glossary as your guide, glue the correct Vocabulary Definition in the blank space under its matching Vocabulary Word.

missionary

plains

journal

voyage

journalvoyage

plains

missionary

wide treeless areas of land

a person sent to spread

a religious faith

a journey that is usually

made by water

a written record of

daily events

chosen or selecteda long sandy island that runs next to a shore and provides protection from hurricanes and tidal waves

caves

a religion based on the life and teachings of Jesus Christ

talked someone into doing something your way

plants and animals in danger of disappearing forever

destruction by wind and rain

journey for the purpose of exploring

large group of ships

a person who was originally from Spain

took someone without permission

corn

steep hills with flat tops

building, stone, or statue created to remember a person or event

to feel and express deep sadness

carving or drawing in rocks usually made by people who lived a long time ago

wide treeless areas of land

supplies of food taken on a trip

things found in nature that are valuable to humans

a bluish green stone that turns bright blue when polished

mission

preserve

North America

petroglyph

species

coast

voyage

convinced

3. Fold each completed Vocabulary Card along the dotted lines so that the Vocabulary Words and Definitions are on the outside. Glue the blank sides together.

VOCABULARYDEFINITIONS VOCABULARY

WORDS

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5. Cut out the Pocket Label.

6. Glue the Pocket Label onto the front of the

One-Pocket Vocabulary Organizer as shown.

7. Place your finished Vocabulary Cards in the front pocket.

8. Glue the One-Pocket Vocabulary Organizer

onto the next blank page of your notebook.

4. After you have glued the tabs to the back, turn your

One-Pocket Vocabulary Organizer back around.

ONE-POCKET VOCABULARY ORGANIZER

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Grid Math is a fun way to learn an important skill. Grids are used to fi nd places on maps, to track weather patterns, and in space exploration.

For Example: If you want to draw a box where D meets C (D,C), you would go over to D and up to C, and draw the box in that space. On a map or an atlas, (D,C) may be the place where you would fi nd the name of a city.

A B C D

A

B

C

D

Directions: In this activity you will use a grid system to put together a puzzle that should remind you of an event in Massachusetts’s history. You will need the 48 puzzle pieces (some of the puzzle pieces are below and the rest of them are on the next page), and the blank grid.

1. Cut out the puzzle pieces one at a time (cut around the thick black line of the square). Glue that piece in its proper place on the empty grid before cutting out the next piece. Make sure that you do not turn the puzzle piece upside down or turn it on its side before gluing it; the way it looks before you cut it out is the way it should be glued onto the grid. 2. Follow the example above: If the puzzle piece is labeled (D,A), glue that piece in the space where D meets A on the grid by going over to D and up to A.

3. When you are fi nished, color in your picture with your coloring pencils. 4. (D,A) has been done for you as an example.

(D,A) (F,B) (B,D) (C,H) (D,F) (E,D)

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A C D E F

A

B

C

E

B

D

F

G

H

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MASSACHUSETTS

1 Who lived in Massachusetts before the arrival of colonists?

A Native Americans

B Spanish explorers C Colonists from Virginia D French settlers

2 Why did Pilgrims travel to America?

F They were searching for gold. G There wasn’t enough room in England for them anymore. H They were searching for religious freedom. J They got lost trying to fi nd Asia and ended up in America by accident.

3 After reading about the Pilgrims’ journey to America, you get the idea that – A they didn’t have any leaders in their group

B they were actually on their way to Virginia, not Massachusetts

C they paid for their own trip to America

D there were no rules or laws established for their colony

4 Which phrase about the Plymouth Colony tells you that Pilgrims were unprepared for life in America?

F ...named their colony Plymouth... G ...elected John Carver as governor... H ...during their fi rst year, almost half the Pilgrims died... J ...in 1621, the Pilgrims and Native Americans celebrated the First Thanksgiving...

5 The Massachusetts Bay Company planned to make money in America by – A selling land to Native Americans

B granting religious freedom to its settlers

C growing tobacco to ship back to England D setting up the fi rst trade business in North America

6 All of the following statements about King Philip’s War are true except –

F the war started because a colonist shot a cow belonging to a Native American

G Native Americans were led by King Philip

H King Philip died during the war

J colonists won the war and took the land once owned by Native Americans

7 What type of climate was found in the New England colonies?

A Short winters and long hot summers.

B Cool summers and warm winters.

C Long cold winters and short hot summers.

D Warm dry summers and short cool winters.

Directions: Read each question carefully. Darken the circle for the correct answer.

Name ___________________________________

8


There are a few new vocabulary words to learn before beginning your study of theMassachusetts Colony. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next blank page in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Flap Patterns, follow the directions below to create and glue two Vocabulary Flaps securely into your notebook.

VOCABULARY FLAPS

1. Cut out each Vocabulary Flap pattern along bold lines and fold along the dotted lines of each pattern.

2. Arrange five Vocabulary Flaps (one in front of the other) with the Cover Flap at the very back. Open up the Cover Flap so it can cover all the Vocabulary Flaps.

3. Staple all the Vocabulary Flaps together on the left side.

4. Glue the left side down over the staple, and fold over the Cover Flap.

6. Glue the completed Vocabulary Flap on the next blank page of your notebook.

5. Lift the flap of each word. Use the Glossary to write the word’s definition.

7. Follow the same six steps with the remaining Vocabulary Flap Patterns to create a second Vocabulary Flap. Glue the second Vocabulary Flap right below the first one in your notebook.

offshore

offshore

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9


JOHN SMITH English explorer John Smith had already helped establish England’s fi rst American colony in Jamestown, Virginia. In 1609, Smith was badly injured in a gunpowder explosion. He left Virginia and returned to England for medical care. In 1614, John Smith got the chance to return to America. He was hired to lead an English whale-hunting, fi shing, and fur-trading expedition to what is now the northeastern United States. On this trip to America, Smith explored the coast of New Hampshire. He made notes about the land, people, plants, and animals. John Smith named the area he visited New England. He drew the fi rst good maps of the New England area. John Smith returned to England and wrote books about his adventures in America. He encouraged other English colonists to travel to America. He warned them that it would take a lot of hard work and determination to settle in America.

SETTLEMENTS IN NEW HAMPSHIRE In 1623, New Hampshire’s fi rst permanent settlements were founded. A few settlers arrived from Scotland and established farms, fi shing villages, and a trading post in the present-day town of Rye located on the Atlantic Coast. Settlers from London arrived a few years later and built a settlement north of Rye in Dover. By 1638, other settlements had been established in the present-day cities of Portsmouth, Exeter, and Hampton. Native Americans were friendly to the Europeans and even taught them many survival skills. With the help of Native Americans, European settlers learned how to grow corn, tap maple trees for syrup, and make canoes. Native Americans also taught the settlers where to fi nd the best hunting places. In return, Europeans gave Native Americans metal tools, blankets, and weapons. The weapons were valuable for hunting and protection from enemy tribes. From the early 1640s until 1679, the New Hampshire towns were under the leadership of the Massachusetts Bay Colony. This group had already established a colony in Massachusetts. The Massachusetts Bay Colony developed a system of government and protection for its settlers. No new settlements were established in New Hampshire during this time. Only one exploration was made, which led to the discovery of the White Mountains.

JOHN SMITH

10


NEW HAMPSHIRE FIGHTS BACK England could not afford to send the large numbers of soldiers required to fi ght the French and their Native American allies. As a result, New Hampshire and the other colonies had to provide their own soldiers to fi ght for the land. Several forts were built in New Hampshire to provide protection for the colony. New Hampshire’s settlers murdered thousands of Native Americans and burned their villages and crops. Even Native Americans who weren’t involved in the fi ghting lost their lives and homes. A reward was offered for scalps of Native American men, women, and children.

HANNAH DUSTIN Hannah Dustin lived with her husband and eight children in the New Hampshire town of Haverhill. In the spring of 1697, Native Americans raided Haverhill. They killed about 30 people and took several prisoners. Hannah, her newborn baby, and the baby’s nurse were taken as prisoners during the raid. Shortly after leaving Haverhill, Native Americans murdered Hannah’s baby. Native Americans and their captives traveled more than 100 miles through New Hampshire. They planned to take their prisoners to Canada and sell them as slaves to the French. The group stopped to rest along the Merrimack River. Hannah and two other captives grabbed the hatchets of sleeping Native Americans. They killed and scalped ten Native Americans. Hannah and the other surviving prisoners took a canoe and paddled down the Merrimack River to safety.

HANNAH DUSTIN

FAST FACTS

★ The fastest way to travel anywhere during colonial times was by water. Most early settlements were built along the Atlantic Ocean or near rivers. Rafts, keelboats, and canoes were used to travel along rivers and streams.★ On land, most people traveled by foot. Some colonists could walk as many as 30 miles in one day. Roads were usually trails or dirt tracks used by wagons. Some colonists rode horses, and most families owned a wagon.

11


NEWHAMPSHIRE

COLONYFirst

People

Explorers

Settlements

In 1603,Martin Pring

explored partof New

Hampshire.

The Pennacook lived in the Merrimack

River Valley.

More than 12,000 Native

Americans once inhabited New

Hampshire.

Half of the Native people were from the

Pennacooktribe.

In 1605,Samuel deChamplainvisited NewHampshire.

In 1623,settlers from

Scotland founded the

town of Rye.

The Pennacook

were farmers,hunters, and

gatherers.

In 1614,John Smith

explored thecoast of New Hampshire.

Smith made notes of the land, people,plants, and

animals.

Settlersfrom London

built asettlement in

Dover.

By 1638,Portsmouth,Exeter, and

Hampton hadbeen

settled.

The Massachusetts

Bay Colony originally

controlled New Hampshire.

12


1. Cut along all of the bold lines of the Flip Book Pattern, Outline, and Title. Neatly color the pictures on the Flip Book Pattern.

NEW

HA

MPS

HIR

E C

OLO

NY

FLIP

BOO

K

Settlements

Explorers

First People

NEW

HA

MPS

HIR

E C

OLO

NY

FLIP

BOO

K

2. Fold the Flip Book Pattern along the dotted line.

3. Glue the Flip Book Outline under the folded flaps of the Flip Book Pattern.

4. Glue the completed Flip Book and Title onto the right side of your History notebook, across from your Circle Chart.

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Part IIIFollow the directions below to assemble and glue a New Hampshire Colony Flip Book into your History notebook.

NEW HAMPSHIRE COLONY FLIP BOOK

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13


In 1632, King Charles I of England

granted a large area of land near the

___________________________________

to George Calvert. The colony was to be

named _____________________________

in honor of the king’s wife, Henrietta

Maria. George Calvert wanted to fi nd a

place where ________________________

___________________________________

could worship freely. ____________________________ were not permitted to practice their

religion in ______________________________________ . They were often arrested for doing

so. William Claiborne and other ______________________________________ settlers living

beside the __________________________________________________________ were not very

happy that George Calvert was going to start a colony of _____________________________

in Maryland. In 1632, ________________________________________________ died. He was

not able to make his dream of _____________________________________________________

________________________________________________________________________ a reality.

His son, ___________________________________________ , was granted the charter instead.

On March 24, 1634, Cecil Calvert’s brother ___________________________________ and 200

colonists arrived on _________________________________________________________ at the

mouth of the Potomac River. Governor Calvert and his colonists purchased the Native

American village of ___________________________________ . They changed the name of the

village to __________________________________________ . In 1649, Maryland’s government

passed the _________________________________________________________________ . This

was the fi rst statute in the colonies to allow _________________________________________

________________________________________________________________________________ .

GEORGE CALVERT

George Calvert

was granted

land in

Maryland by

King Charles I.

14


Part IVFollow the directions below to assemble and glue your Famous Person Wheel onto the blank page on the right side of your notebook.

Who granted land toGeorge Calvert and where was it located?

Name and describe the law passed byMaryland’s government in 1649.

What did George Calvert plan todo in Maryland?

What did Calvertplan to name hiscolony? Why?

1. Cut out the Wheel Outline along the bold outside line.

2. Cut out the Wheel Cover along the bold outside line.

Why was the French and IndianWar fought?

3. Place the Wheel Cover over the Wheel Outline and push a brad through the + on the Wheel Cover.

4. Glue the completed Famous Person Wheel onto the right side of your notebook.

Why was the fur

trade important?

Who granted land toGeorge Calvert and where was it located?

Name and describe the law passed byMaryland’s government in 1649.

What did George Calvert plan todo in Maryland?

What did Calvertplan to name hiscolony? Why?

FAMOUS PERSON WHEEL

15


INTERACTIVE TIME LINE

In this activity, you will use what you have learned about the Connecticut Colony to make Interactive Time Lines that tuck securely into your History notebook.

Directions: Choose the next two blank face-to-face pages in your History notebook. Using the Connecticut Colony lesson and the Time Line patterns, follow the directions below and on the next page to create two Interactive Time Lines.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

1. Cut out the eight Time Line Event Patterns along the outside bold lines.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Glue andattach to

timeline

4. Again, fold each Time Line Event Pattern in half using the dotted line.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Glue andattach to

timeline

Glue andattach totimeline Glue and

attach totimeline

3. Fold each Time Line Event Pattern in half using the center dotted line. Glue together.

Glue and

attach to

timeline

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

2. Use the lesson to write two facts on the lines of each Time Line Event. Use correct capitalization, spelling, and punctuation.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

16


5. Cut out the two Time Line Templates, eight Time Line Dates, and two Time Line Titles.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

6. Glue the four earliest Time Line Date pieces on the first Time Line Template from the earliest date to the most recent date.

8. Glue each Time Line Event under its correct date on the Time Line Templates.

9. Glue one Title and completed Time Line onto the left side of your notebook. Glue the other Title and completed Time Line onto the right side of your notebook.

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_

7. Glue the other four Time Line Date pieces on the second Time Line Template from the earliest date to the most recent date.

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

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17


FIND THE FIBGAME

In this activity, you will use what you have learned about Roger Williams and Anne Hutchinson to make a Find the Fib Game to add to your History notebook.

Part IDirections: 1. Use your scissors to cut apart twenty Find the Fib Cards, Answer Key, and two Answer Sheet Cards along the bold outside lines. 2. Neatly color the pictures of Roger Williams and Anne Hutchinson on each card.

3. Use the information you have read about the famous colonists, encyclopedias, books in the library, the Internet, and other sources to fi nd 8 true facts about Roger Williams and 8 true facts about Anne Hutchinson.

4. Write each fact on a separate card using correct capitalization, spelling, and punctuation. You must fi t the whole fact on one side of the card.

5. Make up 2 false facts, or “fi bs” about Roger Williams and 2 false facts, or “fi bs” about Anne Hutchinson. Make each fi b as believable as possible so that it can’t be easily seen as a fi b.

6. Write each fi b on a separate card, just as you did with the true facts. Again, use correct capitalization, spelling, and punctuation, and fi t the whole fi b on one side of the card. 7. Fold each Find the Fib Card in half along the dotted line so that the words are on the outside. Glue the blank sides together.

8. Mix and shuffl e all of the Find the Fib Cards together, so the true facts and fi bs are mixed. 9. Number the cards 1-20. 10. Use the Answer Key Card to make an answer key for yourself so you will know which cards contain the true facts and which cards contain the fi bs.

11. Fold and glue the Answer Key Card and two Answer Sheet Cards so the words are on the outside and the blank sides are glued together.

12. Give your Find the Fib Game and Answer Sheet Cards to two other students. Each student should write his or her name on one Answer Sheet Card and use it to list which cards are true and which cards are fi bs. Use your Answer Key to grade each student.

Find the FibIn 1636, Roger Williams

established Rhode Island’s

first permanent settlement.

Card Number 14

Roger Williams

18


5. Cut out the two Pocket Labels.

6. Glue the two Pocket Labels onto the front of the Two-Pocket Organizer as shown.

7. Organize your Find the Fib Cards by placing true facts in the pocket labeled Facts and fibs in the pocket labeled Fibs. Tuck your Answer Key Card and the two Answer Sheet Cards behind the fib cards in the Fibs pocket.

8. Glue the Find the Fib Organizer onto the next blank page of your notebook.

FIND THE FIB POCKET ORGANIZER

19


There are a few new vocabulary words to learn before beginning your study of theDelaware Colony. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Cootie Catcher Pattern, follow the directions below and on the next page to create a Vocabulary Cootie Catcher.

VOCABULARY COOTIE CATCHERS

3. Cut out the Cootie Catcher along the outside bold lines.

4. With your completed Cootie Catcher laying face-down, fold over the lower left-hand corner up to the upper right hand corner of the Cootie Catcher as shown.

6. Unfold the Cootie Catcher. Keeping the Cootie Catcher face-down, fold over the lower right-hand corner up to the center fold of the Cootie Catcher as shown.

1. Follow the directions to define and write sentences for each of the vocabulary words on the Cootie Catcher pattern.

2. Use coloring pencils to color each of the four areas on the Cootie Catcher pattern a different color.

5. Unfold the Cootie Catcher. Again, with the Cootie Catcher laying face-down, fold over the lower right-hand corner up to the upper left-hand corner of the Cootie Catcher as shown.

What is

the definition of

elections?

electio

ns

united

wam

pumadopted

Use th

e

lines b

elow to

writ

e the se

ntence

from

the le

sson th

at

uses t

he word

adopte

d.

What

is

the definitio

n of

adopte

d?

Use the

lines below to

write the sentence

from the lesson that

uses the word elections.

What is

the definition of

united?

Use the

lines below to

write the sentence

from the lesson that

uses the word united.What

is

the d

efinition o

f

wam

pum?

Use th

e

lines

belo

w to

writ

e the s

ente

nce

from

the l

esso

n that

uses t

he word

wam

pum.

20


1. Color the log cabin.

In this activity you will make a miniature log cabin just like the kind built by Delaware’s Swedish colonists.

Scissors, glue, coloring pencils, and log cabin pattern.Materials:

2. Cut out the log cabin along the bold black lines. It is very important that you do not cut off the bold black lines.

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21


ATLANTIC OCEAN

PENNSYLVANIA

THIRTEEN ORIGINAL COLONIES LESSON NINE

Pennsylvania, the Quaker State or Keystone State, was one of four Middle colonies. Pennsylvania was nicknamed the Quaker State because William Penn, a Quaker, founded a colony in Pennsylvania. Pennsylvania is known as the Keystone state because it is located in the center of the thirteen original colonies.

PENNSYLVANIA’S FIRST PEOPLE Long before white settlers arrived in Pennsylvania, it was home to about 15,000 Native Americans. Most of Pennsylvania’s Native Americans belonged to tribes that spoke the Iroquois (EAR•uh•kwoy) and Algonquian (al•GONG•kee•in) languages. These tribes included the Susquehannock (sus•kwuh•HAN•ock), Erie, Delaware, and Shawnee. Pennsylvania’s forests provided these Native Americans material for building houses. Rivers and fertile soil provided them with plenty of food. In 1614, the Dutch explored the lands along the Delaware River. In 1643, the territory was named New Sweden by a party of Swedish explorers. Swedish colonies were established near the present-day city of Chester. These colonies were the fi rst permanent settlements in Pennsylvania. In 1655, Dutch soldiers captured the settlement. The Dutch controlled Pennsylvania for the next nine years.

22


QUAKERS IN PENNSYLVANIA In 1682, William Penn founded the fi rst English colony in Pennsylvania. Penn belonged to a religious group known as the Quakers, or the Society of Friends. Quakers believed that

all people were equal. They also took very seriously the Bible’s Commandment that states,

“Thou shalt not kill.” Because of this Commandment, Quakers would not fi ght

in war. Quakers also refused to pay taxes

used to pay for war. These beliefs did not make Quakers very popular with the

government in England. Many Quakers, including William Penn, were thrown in jail for their beliefs.

WILLIAM PENN’S HOLY EXPERIMENT William Penn promised that if he ever got

out of prison, he would start a colony where Quakers could live in peace. In 1681, he was

granted 28 million acres of land in North America by his friend, King Charles of England. This was

one of the largest land grants ever given to an individual.

A year later, Penn arrived in Pennsylvania with 100 Quakers to start what he called a “Holy

Experiment.” They settled on a piece of land along the Delaware River. Penn named the

place Philadelphia, which means “brotherly love” in Greek.

THE GREAT LAW OF PENNSYLVANIA William Penn kept true to his promise that all men were equal. He established the “Great Law of Pennsylvania.” This law granted men who believed in God and owned property the right to vote. Penn treated Native Americans with kindness. He even paid them for their land. He signed a treaty of friendship with Native Americans. William Penn made sure the laws of his colony were fair. Penn’s motto was “Mercy, Justice, Truth, Peace, Love, Plenty.” William Penn’s “Holy Experiment” worked. Pennsylvania became one of the leading colonies in America. By 1700, there were more than 4,000 settlers in Pennsylvania. They owned some of the most successful farms, businesses, and trading companies in the thirteen original colonies.

WILLIAM PENN

23


Geography is the study of the Earth. It includes the Earth’s land, water, weather, animal life, and plant life. Geographers are people who study geography. You can think of yourself as a geographer because you will be learning about places on the Earth.

Location is important to the study of geography. It is almost impossible to determine your location or fi nd your way around if you do not know the four main, or cardinal directions. North, south, east, and west are the cardinal directions. On a map these directions are labeled N, S, E, and W.

N

S

EW

NE

SESW

NW

COMPASS ROSE

MAPPINGPENNSYLVANIA

Erie Zoo

Bushkill FallsFireman’s Hall

Museum

SteamtownNational Historic Site

The Sky’s the Limit Ballooning

AlleghenyNational Forest

PennyslvaniaHeritage Festival

Valley ForgeOil Region

National Heritage Area Mt. Davis

24


RE

AD

ING

AL

TO

ON

A

CL

AR

ION

Car

negi

e M

useu

mof

Nat

ural

His

tory

Her

shey

park

WIL

LIA

MS

PO

RT

PE

NN

SY

LVA

NIA

CO

MPA

SS R

OS

E

N

ame

____

____

____

____

____

____

____

____

___

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25


1. Cut out two Cause and Effect Patterns, six Labels, two Titles, and 12 Effect Statements along the dark solid lines.

2. Fold each Cause and Effect Pattern along all the dotted lines so that the words are on the inside.

3. Glue one Title on the bottom flap of each Cause and Effect Pattern.

4. Glue the Labels in their proper places on the outside of the Cause and Effect Patterns.

In this activity, you will analyze the causes and effects of major events in the North Carolina Colony’s history.

Part I Choose the next two blank face-to-face pages in your History notebook. Follow the directions below and on the next page to assemble and glue two Cause and Effect Organizers securely into your History notebook.

CAUSE AND EFFECT ORGANIZERS

26


5. Unfold each of the flaps and read the Cause Statement. Find and glue the two Effect Statements that resulted from that cause. Glue the Effect Statements into their proper places on the Cause and Effect Pattern.

6. Glue one completed Cause and Effect Organizer onto the left side and one onto the right side of your notebook.

CAUSE AND EFFECT ORGANIZERS

27


There are many new vocabulary words to learn before beginning your study of the New Jersey Colony. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next two blank face-to-face pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below to create and glue Vocabulary Booklets securely into your notebook.

VOCABULARY BOOKLETS

1. Cut each Vocabulary Template along all bold lines.

2. Cut out each Vocabulary Word along the bold line and fold along the dotted line. Using your Glossary, open each Vocabulary Booklet and write the definition inside.

3. Glue each folded Vocabulary Booklet on top of a square on the Vocabulary Template.

4. Glue one completed Vocabulary Template onto the blank page on the left side of your notebook and one onto the right side of your notebook.

stalactites

European

treaty

citizens

biographies

surplus

VO

CA

BU

LARY

WO

RDS

VOCABULARY

VOCABULARY

VOCABULARY

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1834 1835 1836

1845

1842

6. Glue the completed Pocket Time Line onto the next blank page of your notebook. 7. Glue the Title above the Time Line.

1834

5. Squeeze the sides of the Envelope. One at a time, slide in each of the five completed Time Line Events with the dates showing, from the earliest date to the most recent date.

4. You will need your five completed Time Line Events to finish assembling your Pocket Time Line. Make sure each Event has been folded in half along the dotted lines so the words are on the outside.

POCKET TIME LINE

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FOUR-FOLD ORGANIZER

3. Glue each of the four Questions on the front side of the folded flaps of the Four-Fold Organizer Pattern.

5. Glue the completed Four-Fold Organizer onto the next blank page in your History notebook. Glue the Title above the Organizer.

4. Fold back each flap and write the answer to each question. Use proper capitalization, spelling, grammar, and punctuation.

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In 1732, King George II granted a charter

to a group of wealthy Englishmen. The

group was led by ____________________

______________________________ . The

king wanted to start a colony for settlers

in the other twelve colonies who were

poor, _______________________________ ,

or unable to fi nd a job. Oglethorpe also

wanted to offer ______________________

____________________________________

to Protestants from Germany and Austria. Georgia would be a place for colonists to earn

money by _______________________________________ and planting crops of wine grapes.

Profi ts from selling these items would be used to ____________________________________ .

In 1733, James Oglethorpe arrived in Georgia with about _____________________________ .

He settled in _______________________________________ and named his colony Georgia, in

honor of ________________________________________ . Each settler was given 50 acres of

land for ______________________________________________________ . Colonists were not

permitted to buy _______________________ to help work their small farms. Unfortunately,

many of the colonists became sick with _______________________________ . Colonists also

discovered that silkworms and wine grapes did not grow well in ______________________

soil. James Oglethorpe was told that ____________________________ was planning to take

control of Georgia. In 1734, Oglethorpe went back to ____________________________ . He

brought back more _______________________ and __________________________ . In 1736,

he built ________________________________ to protect his colony. In the end, Oglethorpe’s

soldiers defeated the Spaniards and retained Georgia for England. In 1752, _____________

________________________ took control of Georgia. Georgia became a _________________

colony. The king gave settlers more land and permitted them to buy ___________________ .

He also allowed the colonists to elect a _________________________ . King George II let the

colonists plant whatever they wanted. Under King George II’s control, Georgia became a

successful colony. By the 1760s, about ________________________ people lived in Georgia.

James Oglethorpe

James Oglethorpe

established

the last of

England’s

thirteen colonies.

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Part IIIFollow the directions below to assemble and glue your James Oglethorpe Booklet onto the blank page on the right side of your History notebook.

1. Cut out the Booklet Outline along the dark solid lines. Then cut out the rectangle with the questions.

2. Fold along the dotted line so the flap covers the answers to the questions.

3. Glue the rectangle with the questions on top of the folded flap as shown above.

4. Glue the completed Booklet onto the right side of your notebook.

JAMES OGLETHORPE BOOKLET

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ATLANTIC OCEAN

The thirteen original colonies were Connecticut, Delaware, Georgia, Maryland, Massachusetts, New Hampshire, New Jersey, New York, North Carolina, Pennsylvania, Rhode Island, South Carolina, and Virginia. Label each of the thirteen original colonies on the map below. Color the New England colonies blue, the Middle colonies green, and the Southern colonies red.

THIRTEEN ORIGINAL COLONIESQUIZ

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THE THIRTEEN ORIGINAL COLONIES PART V

Directions: Match the vocabulary word on the left with its defi nition on the right. Put the letter for the defi nition on the blank next to the vocabulary word it matches. Use each word and defi nition only once.

Name ____________________________

VOCABULARY QUIZ

1. ______ mammoths

2. ______ legislature

3. ______ palmetto

4. ______ fertilizer

5. ______ retained

6. ______ epidemic

7. ______ emblem

8. ______ malaria

9. ______ smallpox

10. ______ estates

11. ______ military

12. ______ West Indies

13. ______ immigrants

14. ______ Italian

15. ______ measles

16. ______ insisted

17. ______ starvation

A. material added to the soil to make crops grow better. B. an object that represents something. C. a group of people with the power to make laws. D. people who permanently settle in another country. E. a person from Italy, a country in southern Europe that sticks out into the Mediterranean Sea.

F. an illness that causes fever and red spots all over the skin. G. death caused by hunger. H. a palm tree with leaves shaped like fans. I. a disease that spreads quickly and affects many people at the same time. J. a disease that can be easily spread to other people, causing fever, weakness, and puss fi lled bumps that usually leave scars. K. demanded.

L. a chain of about 1,000 islands in the Caribbean Sea that stretches from the southern tip of Florida to the northeastern corner of South America. M. large, hairy, extinct elephants with tusks that curved upward.

N. a disease caused by mosquitoes that spreads to other humans and results in chills and fever.

O. people who are part of the armed forces who may be asked to go to war.

P. kept control of.

Q. large country houses on big pieces of land.

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ac•cused blamed or charged with a crime.

ad•mired thought highly of.

a•dop•ted accepted and put into action.

A•fri•ca second largest continent in the world.

al•lies groups of people who come together to help one another in times of trouble.

an•nu•al an event that takes place once a year.

ap•point•ed chosen or selected.

ar•ti•facts objects and tools used by early humans for eating, cooking, and hunting.

A•sia the world’s largest continent with more than half of the Earth’s population.

as•sault a violent attack.

au•to•bi•og•ra•phy the story of your life written by you.

bay a body of water surrounded by land that opens to the sea.

Ber•mu•da a British colony located in the Atlantic Ocean.

bi•og•ra•phies stories of a person’s life written by someone else.

bound•a•ries dividing lines.

cap•tives prisoners who have been taken by force without permission.

Cath•o•lics members of a Christian church who trace their history back to the twelve apostles.

cer•e•mo•ni•al a type of religious or spiritual gathering.

char•ter a contract which gives one group power over another.

Chris•tians people who belong to a religion based on the life and teachings of Jesus Christ.

Church of En•gland the offi cial church in England.

Civ•il War the war fought from 1861 to 1865 between the Union and Confederacy over the issue of slavery.

cli•mate the average weather conditions of an area over a period of years.

coast an area of land that borders water.

col•o•nies groups of people who are ruled by another country.

GLOSSARY

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4 205

80 6

COLONIST K•W•L•H GRADING CHART

ANSWERS

FOUR-FOLD ORGANIZER GRADING CHART

3 2 1 0CRITERIA

FOUR-FOLDORGANIZERQUESTIONS

SCORE

TOTAL

FOUR-FOLDORGANIZERASSEMBLY

CONVENTIONScapitalization, spelling, punctuation, grammar

Answered all four of the Four-Fold Organizerquestions.

Didn’t attempt to answerany of the Four-Fold Organizer questions.

Followed directions correctly to cut and assemble Four- Fold Organizer in notebook.

Followed directions correctly to cut OR assemble Four-FoldOrganizer in notebook.

Cut and assembled Four-FoldOrganizer in notebook, but clearly did not follow thedirections.

Didn’t attempt to cut or assemble Four-Fold Organizer in notebook.

Had less than 5 conventionerrors in finished Organizer.

Had 5 – 7 convention errors in finished Organizer.

Had 8 –11 convention errors in finished Organizer.

Had more than 11 errors in finished Organizer.

Answered 2-3 of the Four-Fold Organizer questions.

Answered 1 of the Four-Fold Organizer questions.

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JAMES OGLETHORPE BOOKLET GRADING CHART

ANSWERS

Completed Journal Page by

correctly answering all ofthe questions. Glued intonotebook.

3 2

1 0

CRITERIA

JOURNALPAGE

BOOKLET

OUTLINE

SCORE

TOTAL

BOOKLET

ASSEM

BLY

CONVENTIONS

capitalization, spelling, punctuation


correctly answering more

than half of the questions.Glued into notebook.


correctly answering at leasthalf of the questions ORdidn’t glue into notebook.

Didn’t attempt to com

pleteor glue Journal Page intonotebook.

Completed Booklet Outline

by correctly answering all of the questions.


by correctly answering m

ore than half of the questions.


by correctly answering at least half of the questions.

Didn’t attempt to com

pleteBooklet Outline.

Followed directions to correctly cut, assem

ble, and glue Booklet into notebook.

Followed directions to correctly cut, assem

ble, OR glue Booklet into notebook.

Cut, assembled, and glued

Booklet into notebook butclearly did not followdirections.

Didn’t attempt to cut,

assemble, or glue Booklet

into notebook.

Had less than 6 conventionerrors in Journal Page andfinished Booklet.

Had 6 -10 convention errors in Journal Page and finished Booklet.

Had 11-15 convention errors in Journal Page and finished Booklet.

Had more than 15 errors in

Journal Page and finished Booklet.

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