Project the and ask students to create a map key and color code the three colonial regions. “” NEW ENGLAND SOUTHERN COLONIES MIDDLE COLONIES COLONIES Georgia Delaware Connecticut South Carolina Pennsylvania Rhode Island North Carolina New Jersey Massachusetts Virginia New York New Hampshire Maryland Direct students to review their and compare the map to their map of to establish the context of where the thirteen colonies were established and what other civilizations were there prior to their establishment. Briefly discuss the geography of the landscape on the Eastern coast of the United States. Direct students to recall from unit three why British colonists settled where they did (e.g., access to trade routes, water, fertile soil). Say: purpose of this task is to explore what made the thirteen British colonies successful. Given the we’ve “The been studying, what should we explore about the colonies?” Then explain that the focus of the next few tasks will be on the government, religion, economy, and trade of the British colonies and how each contributed to the colonies becoming permanent settlements/civilizations. Colonial Government (approximately 3 class periods) Provide students with a copy of “.” Read aloud the text while students follow along. Ask students the following questions to check for understanding: What documents established the government of each British colony? In colonial settlement did the Virginia House of Burgesses begin? We learned about the Pilgrims in unit three. According to this article, what was unique about the first government of the Pilgrims? In what ways does this foreshadow what we know eventually happens to the colonies? Considering travel and communication in the and 1700s, how did the location of the British colonies in relation to Great Britain impact how they were actually governed? Reread aloud the second paragraph of the text. Ask students to identify the parts of a typical British colonial government (i.e., charter, king of England, British Parliament, governor, colonial legislature, council, assembly). Divide the into pairs and direct each pair to draw an initial diagram of the structure of a typical British colonial government. As needed, provide students with a blank structural frame for them to fill in. Provide students with a copy of from USHistory.org. “” Direct them to read the text with their partner. Then project section ii of the . Ask students to explain the purpose of a charter and then explain that you are going to read from the Charter of Delaware. Read aloud section ii of the .
Project the “” and ask students to create a map key and color code the three colonial regions. SOUTHERN COLONIES MIDDLE COLONIES NEW ENGLAND COLONIES Georgia South Carolina North Carolina Virginia Maryland Delaware Pennsylvania New Jersey New York Connecticut Rhode Island Massachusetts New Hampshire Direct students to review their and compare the map to their map of to establish the context of where the thirteen colonies were established and what other civilizations were there prior to their establishment. Briefly discuss the geography of the landscape on the Eastern coast of the United States. Direct students to recall from unit three why British colonists settled where they did (e.g., access to trade routes, water, fertile soil). Say: “The purpose of this task is to explore what made the thirteen British colonies successful. Given the we’ve been studying, what should we explore about the colonies?” Then explain that the focus of the next few tasks will be on the government, religion, economy, and trade of the British colonies and how each contributed to the colonies becoming permanent settlements/civilizations. Colonial Government (approximately 3 class periods) Provide students with a copy of “.” Read aloud the text while students follow along. Ask students the following questions to check for understanding: What documents established the government of each British colony? In colonial settlement did the Virginia House of Burgesses begin? We learned about the Pilgrims in unit three. According to this article, what was unique about the first government of the Pilgrims? In what ways does this foreshadow what we know eventually happens to the colonies? Considering travel and communication in the and 1700s, how did the location of the British colonies in relation to Great Britain impact how they were actually governed? Reread aloud the second paragraph of the text. Ask students to identify the parts of a typical British colonial government (i.e., charter, king of England, British Parliament, governor, colonial legislature, council, assembly). Divide the into pairs and direct each pair to draw an initial diagram of the structure of a typical British colonial government. As needed, provide students with a blank structural frame for them to fill in. Provide students with a copy of “” from USHistory.org. Direct them to read the text with their partner. Then project section ii of the . Ask students to explain the purpose of a charter and then explain that you are going to read from the Charter of Delaware. Read aloud section ii of the .
social-studies-sample-scope-and-sequence---grade-5.docx