FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: October 5-6
M T W TH F
New England, Middle, and Southern Colonies
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
1A: explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious
freedom and economic gain
Pearson’s 5th Grade
Building Our Nation TE
1B: describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson, William
Penn, John Smith, John Wise, and Roger Williams
(p. 162-169)
7A: describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity
8A: identify and describe the types of settlement and patterns of land use in the United States
8B: explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present
10B: identify major industries of colonial America
13B: identify and explain how geographic factors have influenced the location of economic activities in the United States
23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John
Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong
Objective/Key Understanding:




Compare and contrast the physical geography and location of the New England, Middle, and Southern colonies.
Analyze the role of religion and government in the New England colonies
Describe Quaker and other settlements in the Middle Colonies and the industries that developed
Explain how the Southern colonies of Virginia, Maryland, the Carolinas, and Georgia were established and developed.
Closing Product/ Question/ Informal Assessment:

Got it Questions 1-9 (p. 162-169)
Vocabulary
Religion
Climate
Dissent
Proprietor
diverse
Stop and Check for Understanding- High Level Questions
Geography of the English Colonies (p.163)
 Display a map of North America. Ask students to locate the original thirteen colonies. (Students should identify and locate the original thirteen colonies on the map.)
 How were early colonists influenced by their environment?
 Which states that exist today and that occupied some of the land shaded orange, purple, and green on the map are not identified as having been colonies?
 Why was farming not the main economic activity for the New England colonies?
 What were the most important businesses in the New England colonies?
 How did the soil and climate affect the lives of people in the Middle Colonies?
 What were the most important businesses in the Southern colonies?
 How did the colonist change the land they settled on?
The New England colonies (p.164)
 What caused conflict between American Indians and English colonists?
 What sentence in paragraph 2 sums up the main idea?
 What were meeting houses used for?
 Who could vote at town meetings?
 Why do you think the shops and houses are arranged in two lines, facing each other and not in a straight line?
 What question do you have about the image on page 164?
The Middle Colonies (p.166)
 Who was Peter Stuyvesant?
 Why did England send a fleet to capture New Netherland?
 Why was New Netherland renamed New York?
 Tell how New Jersey was formed out of land that once was a part of New York?
 How is the picture on page 166 an example of how colonists adapted to their environment?
Southern Colonies (p.168)
 Why do you think King James I took over the Virginia colony?
 What did it take to build a new society in Charleston?
 Identify the economic, political, and socio-cultural motivation for colonial settlement in the Carolinas, Georgia, and Maryland.
 How does the image on page 168 support the text?
 Why was Georgia’s position between Spain’s Florida colony and the other English colonies so important?
 Identify a significant individual responsible for the development of the Southern Colonies. What were his accomplishments?
 How are Maryland, the Carolinas, and Georgia similar?
Engage
Introduce the Key Idea & Vocabulary (p.162)
 Read to the class the Key Idea: “I will know the role of geography in the settling and development of the English colonies.” Tell students in this lesson they
will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 162).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Geography of the English Colonies (p.162-163)
The New England colonies (p.164-165)
The Middle Colonies (p.166-167)
Southern Colonies (p.168-169)
Explain
Elaborate
Evaluate
Students are to read assigned sections and be prepared to share findings with class.
Geography of the English Colonies (p.162-163)
 Settlers from England came to North America throughout the 1600s. By the 1730s, colonies stretched from present-day Maine to what is now Georgia.
Theses colonies can be grouped into three geographic regions. A region is an area defined by common features or conditions. The colonists lived in New
England, the Mid-Atlantic region, and the South.
The New England colonies (p.164-165)
 In New England, the Puritans established towns throughout the region. Settlers built homes and farms on land that they saw as vacant. However, local
American Indians did not fence or use land in the way that English people did. The land that colonists assumed was empty was often absolutely necessary to
American Indians. Such difference sometimes let to conflict.
The Middle Colonies (p.166-167)
 After is founding by the Dutch in the 1620s. New Netherland became a thriving trade center. The colony soon included a settlement made by Swedes in the
New Jersey area in the 1630s. Then in 1664, England sent a fleet to capture New Netherland. The colonists refused to fight so Governor Peter Stuyvesant
surrendered to the English without firing a shot. The Dutch did try later to recapture the colony. However, by 1674, England was in full control.
Southern Colonies (p.168-169)
 In the South, the Virginia Company controlled Virginia at first. Then in 1624, King James I decided to take over the colony. He appointed a governor under
his control to run Virginia. Becoming a royal colony brought little change. Self-rule continued. The governing body, the House of Burgesses, continued to
meet
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Complete the chart to Identify and describe the connection among land use, settlements, and geography in the colonies. (p.163)
 How are the town residents using the common area? Infer from the picture why New Englanders might leave such a large area of the town empty. (p.164)
 Add details to describe the accomplishments of Roger Williams and Ann Hutchinson.
 Complete each label on this timeline with the correct year and with facts about the founding of the four Middle Colonies.
 Enslaved people did much of the work on plantations, such as this one in Maryland. Identify a task that a worker might have done in the kitchen, the house,
or the barn of this plantation. (p. 168)
 Draw a line to match the detail in the right column with the colony it describes. ( p.169)
 As one of a group of settlers arriving in the colonies, you have to decide where to build your settlement. Explain the geographic factors that would help you
decide where to build. (p. 169)
 Identify similarities and differences between the Puritans and Quakers. (p. 169)
 Use a two-column graphic organizer to help support students to identify similarities and differences between the Puritans and the Quakers. Set up a large,
class-sized, two-column chart and label each column “Puritans” and “Quakers.” Ask students for detail to write in each column. Challenge other students to
do further research about both groups and add that information to the graphic organizer as well.
TEACHER:
CLASS: 5th Grade
DATE: October 7-8
M T W TH F
FRAME THE LESSON
Main Idea and Details
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli
Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil
Armstrong
Resources/Materials:
Pearson’s 5th Grade Building Our Nation
TE
(p. 170-171)
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
25B: incorporate main and supporting ideas in verbal and written communication
Objective/Key Understanding:
 Identify the main idea and detail of a paragraph.
 Analyze information to find the main idea.
 Identify accomplishments of Benjamin Franklin.
Preview the Sill (p. 170)
Before student read page 170, ask students if they know what it means for a paragraph to have a main idea
 What does it mean for a paragraph to have a main idea?
 Do you know that a main idea usually have other information, or details supporting it?
 What is a main idea?
 What are supporting details?
Ask students to read page 170. Ask them to say aloud which questions they should ask themselves when trying to identify the main idea of a paragraph and its details.
Practice the Skill (p. 170)
Ask students to study the graphic organizer which shows the main idea and detail of the paragraph about Benjamin Franklin. Then guide them through, asking questions to discover
the main idea and details of the paragraph. Students will answer the following questions:
 What idea do most sentences in the paragraph tell about?
 Which sentences give information about the main idea?
 Which sentence expresses the main idea?
Try It (p.171)
Direct students’ attention to the Try it! Section. Discuss the information presented in the paragraph and remind them of the difference between main idea and details. Then have them
answer the following questions from page 171.
 Analyze the information and find the inferred main idea in the paragraph.
 Which detail helps you understand Franklin’s importance in the field of electricity?
 Which details help you understand Franklin’s importance as an inventor?
Closing Product/ Question/ Informal Assessment:
Students are to complete the Try It activity on page 171.
Engage
Explore
Preview the Skill (p.170)
Before student read page 170, ask students if they know what it means for a paragraph to have a main idea
 What does it mean for a paragraph to have a main idea?
 Do you know that a main idea usually have other information, or details supporting it?
 What is a main idea?
 What are supporting details?
Main Idea and Details (p. 170)
The main idea of a written passage is its most important idea. Details are the pieces of information that help the writer support, or explain, the main idea. You can
analyze information by finding the main idea.
 To find the main idea in a paragraph, ask, “What idea do most sentences n this paragraph tell about?”
 To find the details, ask, Which sentences give information about the main idea?”
You can often find the main idea in the first or last sentences of a paragraph. A main idea may also be implied. This means it is not directly stated in the paragraph. Ask
yourself, “What are the details in this paragraph about?”
Explain
Elaborate
Evaluate
Read the paragraph on page 170 about Benjamin Franklin. Then read the chart to identify the main idea and details.
Practice the Skill (p. 170).
Review the process for finding the main idea and details with students. Instruction is then differentiated to meet the varied needs of students as follows:
Special Needs:
 Have students select either the paragraph on page 170 or on page 171. Pose the helping questions aloud to students (“What idea do most sentences in this
paragraph tell about?” and “Which sentences give information about the main idea?” and help them use their answers to fill in the graphic organizer.
Extra Support:
 Tell Students to work in pairs on either the paragraph on page 170 or on page 171 and ask each other the helping questions. Have them complete the graphic
organizer together.
On-Level:
 Ask students to select a paragraph from Lesson 1 and complete a main idea and details graphic organizer. Then have them explain how they determined the
main idea and details.
Challenge/Gifted:
 Ask students to select a paragraph from another, more challenging source about Benjamin Franklin and completer a main idea and details graphic organizer.
Then have them explain how they determined the main idea and details.
After students have learned about identifying main ideas and details, use ELPS support note on page 162b to help English Language Learners.
Have students reread the first paragraph on page 170.
Beginning
 Draw a picture of a large road with small roads intersecting it. Label the large road “main” and point to it. Ask students to say the word main as you point to it.
Explain that the large road is the “main” road. Then draw a picture of a room and label one of the walls “supporting.” Ask students to say the word supporting
as you point to the wall. Explain that a wall “supports” the ceiling of a room.
Intermediate
 Draw the pictures of the road and the room with walls but don’t label them. Ask students which picture shows the idea of “main: and which shows
“supporting.”
Advanced
 Have students work with a partner and draw their own pictures of a “main” road and a “supporting” wall of a room.
Advanced High
 Ask students to draw their own pictures that illustrate the concepts of main and supporting. They should draw something other than the road and wall/room
examples.
Try It (p. 147)
Direct students’ attention to the Try It! Section. Read the paragraph on page 171. Discuss the information presented in the paragraph and remind students of the
difference between main idea and details. Have students answer questions 1-5 independently and then compare their answers in small groups. Students will
answer/respond to the following:
 Analyze the information and find the inferred main idea in the paragraph.
 Which detail helps you understand Franklin’s importance in the field of electricity?
 Which details help you understand Franklin’s importance as an inventor?
TEACHER:
CLASS: 5th Grade
DATE: October 9
M T W TH F
FRAME THE LESSON
Daily Life in the Colonies
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
Pearson’s 5th Grade
Building Our Nation TE
(p. 172-179)
10B: identify major industries of colonial America
11A: describe the development of the free enterprise system in colonial America and the United States
13A: compare how people in different parts of the United States earn a living, past and present
13D: describe the impact of mass production, specialization, and division of labor on the economic growth of the United States
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and
visual material; documents; and artifacts to acquire information about the United States.
Objective/Key Understanding:
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Explain and give examples of the work of apprentices, artisans, farmers, enslaved Africans, and other workers in the colonies.
Describe triangular trade, including the goods exported by colonists for export and the goods they imported.
Explain the impact of protectionism and mercantilism on colonial trade
Compare and contrast the various social classes in the colonies.
Explain ways in which colonists altered the environment to meet their needs.
Introduce Vocabulary Activity (p. 149)
Barter
export
class
Mercantilism
Raw materials
Triangular trade
import
Rigor & Relevance
artisan
Closing Product/ Question/ Informal Assessment:


Got it Questions 1-10 (p. 172-179)
(See questions in the Evaluate portion of the Lesson Frame)
Critical Writing/Real
World Connection:
Stop and Check for Understanding- High Level Questions
Colonies and Resources (p. 172-173)
 To demonstrate an understanding of economic aspects of daily life in the thirteen colonies, explain how colonists earned a living.
 What does it mean to barter?
 Compare the economic characteristics of the New England and Middle Colonies.
 To trace the development of technology on business productivity during the early development of the United States, explain why colonist blocked rivers and streams.
 Why were harbors important to colonists?
 How did millers change the land to suit their economic need?
 How were the natural resources and climate of the Southern Colonies related to their industry?

Imports and Exports (p. 174-175)
 What might be the consequence of a country engaging in the opposite of mercantilism, and emphasizing imports?
 What country was on the route from Africa to the colonies?
 What was imported from Africa, other than enslaved Africans?
 What did colonists import and export in triangular trade?
 Why might have Boston and New York become thriving trading centers?
 What could have been three possible outcomes for Africans after being captured and brought to the slave ships?
Artisans and Craftspeople (p.176)
 How do artisans contribute to a society?
 Describe a market economy and give examples of how the colonial and early American economy exhibited these Characteristics.
 Think about all the colonial jobs you’ve read about so far. Which jobs were related to food? Clothing? Tools and thing used in daily life?
 Which colonial jobs still exist today?
Colonial Society (p. 177)
 To compare forms of political participation in the colonial period to today, identify who could vote in colonial society and who can vote today.
 Which sentence sums up the main idea of the second paragraph on the page under Colonial Society?
 Give an example of a sentence that offers a supporting detail.
 Describe the lower class-who they were and where they worked.
 What class was considered the lowest of all classes in colonial society?
 Look at the diagram on page 177. Which was the smallest social class in colonial society?
 What does the class system show about colonial society?
Daily Life in the Colonies (p. 178-179)
 What is one detail sentence that supports the idea that chores at home took a lot of time and skilled effort?
 How did children contribute to colonial society?
 How do you think the chores children did in the colonies were different from chores you do at home?
 What did colonial children do for fun?
 Why did colonial children have simple games and toys?
 What details do you notice about the children in the image?
 Based on what you read about social classes in colonial society, which “few young people” do you think went to college.
 Why do you think very few people went to college in the colonies?
 Today, all U.S. citizens 18 years of age and older have the right to vote. How is this different from colonial times?
 To demonstrate an understanding of social aspects of daily colonial life in the thirteen colonies, identify the effect of the Great Awakening.
Engage
Explore
Explain
Elaborate
Introduce the Key Idea & Vocabulary (p.172)

Read to the class the Key Idea: “I will know the patterns of life and work in the colonies differed from the patterns today”. Tell students in this lesson they will be learning
about this quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 172).
Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Colonies and Resources (p. 172-173)

Imports and Exports (p. 174-175)

Artisans and Craftspeople (p.176)

Colonial Society (p. 177)

Daily Life in the Colonies (p. 178-179)
Students are to read assigned sections and be prepared to share findings with class.
Tell students they know the patterns of life and work in the colonies differed from the patterns today
Colonies and Resources (p. 172-173)

People in different colonies had different answers for these questions. The land, climate, and natural resources differed from on colony to another. Most colonial American
families lived and worked on farms. They grew or made much of what they needed. They sold crops and products to pay for other necessities, such as tools, salt, and
gunpowder. They also bartered with neighbors for some needs. Barter means to trade on good for another.
Imports and Exports (p. 174-175)

Free enterprise is the right of individuals to do business with little government control. American colonists freely traded goods among themselves. They also traded with other
countries, selling exports and buying imports. An export is a product sold to other countries. An import is a product bought from other countries.
Artisans and Craftspeople (p.176)

By the mid-1700s, Philadelphia, New York, Boston, and Charleston had grown into large cities and trading centers. People from the countryside brought goods to sell in these
cities. Imports arrived from other countries. Merchants bought and sold these goods. As people grew rich from this trade, cities became centers of wealth.
Colonial Society (p. 177)

Europeans in colonial society belonged to certain classes, or society groups, based on their wealth or importance. The highest class was known as the gentry. It included
wealthy landowners and merchants as well as church official. Often, government and community leaders came from this group.
Daily Life in the Colonies (p. 178-179)

Work, of course, was big part of daily life. Chores at home took a lot of time and skilled effort. Women made clothing, candles, and other household items. They grew,
preserved, and prepared food. Most women cared for children. This could be a big challenge in families with more than a dozen children.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
Evaluate










Identify and circle the industry that was found in every region. Then place a check next to those found in more than one region. (p.172)
Explain why gristmills were built next to rivers and streams.(p.173)
Add details from the text that supports the main idea.
Use the compass rose to describe the route that traders used to bring enslaved people from Africa to North America.(p.175)
Describe the impact of specialization and the division of labor on the economic growth of the colonies.(p.176)
Complete the diagram with information from this page.(p.177)
Based on the quotation below, what was the goal of education in the colonies?(p.178)
List two details to support the main idea that the life and work of a small farmer differed from that of an artisan living in a big city.(p.179)
You are visiting relatives in Philadelphia, Pennsylvania. Your 12 year old cousin is an apprentice in a furniture workshop. Why did he sign up for an apprenticeship, and what
industry is he learning?(p.179)
Describe how the British changed the free enterprise system in colonial America.(p.179)