CHAPTER 3 • SECTION 4
S
1
Plan & Prepare
CTIO
4
N
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Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Summarize the early history of the Middle
Colonies
English colonies in New England and the
South struggled with issues of religious
tolerance.
Religious tolerance and ethnic diversity
characterized the Middle Colonies.
• Explain how the English seized the Middle
Colonies and established control from
New England to the Southern Colonies
Vocabulary
TERMS & NAMES
New Netherland Dutch colony that later
became New York
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did the
experience of the early colonists shape America’s
political and social ideals?”
Peter Stuyvesant (STY•vuh•suhnt) governor
of the Dutch colony of New Netherland
William Penn Quaker founder of Pennsylvania
BACKGROUND VOCABULARY
patroon person rewarded with a large
land grant for bringing 50 settlers to
New Netherland
Vocabulary
Best Practices Toolkit
Visual Vocabulary
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Vocabulary Strategies, TT9–TT16
antique map showing New Netherland
Reading Strategy
Re-create the diagram shown at
right. As you read and respond to
the KEY QUESTIONS, use the boxes
to show what attracted settlers to
the Middle Colonies.
CAUSES AND EFFECTS
Cause
Effect
Settlers were drawn to
the Middle Colonies.
Cause
See Skillbuilder Handbook, page R7.
Reading Strategy
Best Practices Toolkit
GRAPHIC ORGANIZERS
Display the Cause-and-Effect Diagram
(Multiple Causes) transparency.
• Remind students that one effect can have
multiple causes.
• Model filling in a cause that led to
settlement in the Middle Colonies.
• Have students provide additional causes
using information from the section.
• Display the graphic organizer for students
to review.
Cause-and-Effect Diagram (Multiple
Causes), TT24
Go to Interactive Review @ ClassZone.com
82 Chapter 3
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Make Predictions Based
on Vocabulary
Pronounce each term for students.
Review the meanings of words within
definitions, such as founder, grant, and
antique.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 2 Resource Book
• Building Background Vocabulary,
p. 34
• Vocabulary Practice, p. 33
82 • Chapter 3
Have students read the terms and names
and their definitions aloud. Discuss each
term and name, noting how it might be
related to information that students read
in previous chapters. Then have students
make predictions about what they will
learn in this section.
S
TIO
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CHAPTER 3 • SECTION 4
N
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2
The Middle Colonies
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency:
• Read the quotation from Peter Stuyvesant
on page 83. What does Stuyvesant think of
a colony with “all sorts of nationalities”?
(He says it will not be as firmly united as one
composed of a single nationality.)
One American’s Story
The Dutch had founded the colony of New Netherland (later
New York) on the eastern coast of North America in 1624.
Peter Stuyvesant (STY•vuh•suhnt), the new governor, arrived in
the city of New Amsterdam in May 1647. His firm leadership
restored order to the wild colonial outpost. But there was
one thing about the city of New Amsterdam that Stuyvesant
could not control. He complained about this problem in
a letter to the directors of the Dutch West India Company,
who owned the colony.
Unit 2 Transparency Book
• 3-Minute Warm-Ups, TT1
One American’s Story
More About . . .
PRIMARY SOURCE
“
Peter Stuyvesant
The English and French colonies are continued and
populated by their own nation and countrymen and
consequently bound together more firmly and united, while
your Honors’ colonies in New-Netherland are . . . peopled by .
. . all sorts of nationalities.
Stuyvesant earned the nickname “Peg Leg
Pete” after losing his right leg in battle and
being fitted with a false one.
”
—Peter Stuyvesant, from a letter of 1661
Peter Stuyvesant
3 Teach
Settling the Middle Colonies
Stuyvesant was a powerful governor who usually got his way. But he was
powerless to stop the growing diversity of the city that would one day be
called New York. That diversity became a feature of all the Middle Colonies
and one of the region’s greatest strengths.
Think, Pair, Share
Settling the Middle Colonies
.
KEY QUESTION What drew settlers to the Middle Colonies?
The Middle Colonies—New York, New Jersey, Pennsylvania, and Delaware—
formed a distinct region, located between New England and the Southern
Colonies. (See map on page 86.) The Hudson and Delaware rivers, which
ran through the region, encouraged shipping and commerce. The Middle
Colonies’ rich soil and mild winters were good for farming.
Unlike New England, with its large population of English Puritans, the
Middle Colonies attracted a population of great ethnic and religious diversity. This diversity began developing very early in the colony’s history.
• How did the patroon system work? (Any
person who brought 50 or more settlers to
the colony was rewarded with land as well as
hunting, fishing, and fur trading privileges.)
• Causes and Effects How did the tolerance
of Dutch settlers in New Netherland affect the
colony? (Many dissenters settled there, and
it became known as the most tolerant and
diverse colony in North America.)
The English Establish 13 Colonies 83
SECTION 4 PROGRAM RESOURCES
ON LEVEL
Unit 2 Resource Book
• Reading Study Guide, p. 7
• Vocabulary Practice, p. 33
• Section Quiz, p. 54
STRUGGLING READERS
Unit 2 Resource Book
• RSG with Additional Support, p. 15
• Building Background Vocabulary,
p. 34
• Section Quiz, p. 54
• Reteaching Activity, p. 58
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 2 Resource Book
• Reading Study Guide (Spanish),
p. 23
• RSG with Additional Support
(Spanish), p. 31
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 2 Resource Book
• RSG with Additional Support, p. 15
• Section Quiz, p. 54
• Reteaching Activity, p. 58
GIFTED & TALENTED
Unit 2 Resource Book
• Connect Geography & History, p. 41
• Section Quiz, p. 54
PRE-AP
Unit 2 Resource Book
• Skillbuilder Practice, p. 35
• Connect to Today, p. 43
• Section Quiz, p. 54
TECHNOLOGY
Unit 2 Transparency Book
• 3-Minute Warm-Ups, TT1
• Fine Art, TT2
• Geography, TT3
• Cause-and-Effect Chapter Summary,
TT4
• Essential Question Graphic, TT5
Daily Test Practice Transparencies
• Chapter 3, Section 4, TT11
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 83