ents &
Early Settlem
olonies
the Original C
Living
• Colonial
merican
• Native A
ures
Groups & Cult
•
Activities, Parodies, Games, Jokes, Review Sheets,
“3-D Templates”, Cold Reading Passages,
and much more!
Homecourt
Publishers
Greenville, SC
Copyright
2010 by Homecourt Publishers
Can I really make copies of these pages to use as handouts?
Yes. That’s why we made them. Please feel free to make copies of the handouts
so that your students can learn and enjoy the material.
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Every effort has been made to make these handouts as complete and accurate as possible. However,
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these handouts.
Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!!
For information or comments, contact:
Homecourt Publishers
2435 East North St., #245
Greenville, SC 29615-1442
[email protected]
www.homecourtpublishers.com
(864) 877-5123
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Lead Editor – Alissa Torzewski
Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project.
Additional contributions made by Nancy Rechtman and Audrey Cook.
Cover illustration by Zach Franzen.
Copyright
2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites
5
The 13 Colonies (Song Parody)
Colonial America (Reader’s Theater)
6
8
10
12
Section 2 — Information Overload
16
Meeting the Natives
Making a Living in the New World
17
18
Section 3 — Pocket Activities
20
Native American Cultural Groups
A Little Humor (Jokes)
20
20
21
Section 4 — Language Arts Integration
22
The Pilgrims Find a Reason to Be Thankful
Salem Witch Trials
22
24
Section 5 — Printouts, Puzzles, & Games
26
Settlements & Colonies (Missing Numbers)
Early Settlement (Riddles)
26
28
Section 6 — 3-D Templates
30
Colonial America (Hands-on Study Sheet)
31
Native American Groups (Review Matrix)
Colonial Living—”Zip Around” (Classroom Game)
Colonial Life
“A teacher
who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859)
“The Father of American Public Education”
Over the next few pages I will share some
of my personal classroom secrets that are
sure to engage and excite your students!
Here’s how it works:
The right-hand
page includes my
personal
commentary,
including the
reasons I’ve had
success with this
exercise, any key
directions, and
other tid-bits that
might be helpful.
The left-hand
page includes
the song parody,
activity, poem,
game, etc. for
you to share with
your students.
***The exercises on the next few pages are great to use for this topic area, but
you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 5
Song Parody
Description:
A great way to review different colonial regions at the beginning of the year.
Sing it through once and let them try it!
Instructions: Sung to the tune of “If You’re Happy and You Know It!”
The 13 Colonies!
(Sung to the tune of “If You’re Happy and You Know It!”)
Part 1
New England Colonies -there are 4
New England Colonies – there are 4
New Hampshire, Connecticut, Massachusetts,
Rhode Island
New England Colonies – there are 4
New religions and the weather it was cold,
Men could vote in government I am told
Small farms and lots of trade,
Shipping, lumber had it made
New England Colonies – there are 4
Part 3
Part 2
The Southern Colonies – there were 5
The Southern Colonies – there were 5
Carolinas, Maryland, Georgia, Virginia
The Southern Colonies -there were 5
Big plantations and lots of farms
could be found
Cash crops everywhere, all around
All the men with property
Could vote here, you see
The Southern Colonies – there were 5
The Middle Colonies – there are 4
The Middle Colonies – there are 4
Pennsylvania, Delaware,
New York, New Jersey
The Middle Colonies – there are 4
The Quakers and some religions that were new
More farms with crops and cattle that would moo
All the men could vote here, too
In the government anew
The Middle Colonies – there were 4
Page 6
Memorizing the thirteen colonies, and the different colonial regions, is a
lot of terminology for students to take in at once. This song is a great mnemonic
device, and it can also be used as a “strong cup of coffee” in the middle of a
long day.
We sang this song at the start of our colonial unit, and it was a great way
for the student’s to keep track of the geography.
We also created quick hand motions for each geographic region. For
example, when we sing about the New England colonies, students hug themselves
with their hands as if they are cold and shivering.
These motions tap into kinesthetic learning, which works well with many
students. I sang this song with them for a few days in a row as we studied the
original colonies. Pretty soon, I caught my students singing it in the hall!
Although it might seem frivolous and just extra work, I recommend having
students invent the motions for each region mentioned in the song. It really
helps get the energy out and the students love being the inventors of the song!
Plus, it helps them correctly associate the colonies with the geographic regions.
Page 7
Review Matrix
Description:
A matrix to study different Native American groups
Instructions: Make student copies of the matrix. Students cut out the squares, scramble them,
and then try to piece them back together correctly.
Have your students cut out the squares, and randomly shuffle them.
They must then try to paste it back together in the correct order.
Native American Review Matrix
Region
Environment
Culture
Everyday Life
Eastern
Woodland
Very flat
Few trees
Grassy
Some crops
Great Council
Iroquois
Longhouses
Hunted deer
Animal skin clothing
Crops – corn, beans,
squash
Part of Eastern
Woodlands
Winter is not as cold
Woods, lakes, forests
Cherokee
Homes in villages
Plains
Rich natural
resources
Lots of game and
water animals
Cheyenne
Lodges as homes
Teepees when hunting
Buffalo main animal
Used all parts
Having horses made
hunting easier
Southwestern
Very hot and arid
Originally did not
grow many crops
until irrigation
Men ran the village
Women owned the
property
Hopi, Pueblo
Built villages high atop
mesas for protection
Did rain dances
Pacific
Northwest
Forests, lakes,
streams
4 seasons
Held potlatches to give
things away
Hunters and gatherers
Used wood for totem
poles
Strong houses and
canoes
Southeastern
Wore moccasins
Strong houses
Crops – corn, beans,
squash
Bows and arrows
Page 8
This is a simple, easy-to-understand review tool that is hands-on. It
can be used as a quick assessment piece at the end of the unit or as a study
guide. I have also found that students love a little “cutting and gluing” once in
a while!
The matrix on the previous page is already filled out. To make it more
challenging, you might want to place it in a random order before handing to
your students. Students must cut out the squares and paste it back together
in the correct order. You might want to provide them with a blank matrix
that they can use as a template when pasting.
I use literacy stations in my classroom and I put blank matrices at a
station for them to complete after we've gone over a lesson. The completed
matrix can be brought home and used as a study guide.
This activity can also be used as a formative assessment.
The first time you complete this with the class, walk around and make
sure they are gluing things into the correct places – especially if they are
bringing it home as a study guide!
Also, I prefer glue sticks (they’re not as messy)!
Page 9
Classroom Game
Description:
“Zip Around” game to review Colonial America
Instructions: One student asks the question on their card, and the student with the appropriate
card reads the answer. That student then asks his or her question, and the “zip
around” continues. Use as a review tool at end of unit and for end-of-year testing.
I am the New
England region.
I am fishing and
shipping.
I am religious
reasons.
I am Puritan.
I am men in the
church.
What was the main
economy of the New
England region?
Why were the New
England colonies
founded?
What was the main
religion in the New
England colonies?
Who could vote in
New England
colonies?
Where did people in
the New England
colonies live?
I am in towns
with common
areas.
I am what
brings in the
money!
What does economy
mean?
What is a common
area?
What region did
Pennsylvania
belong to?
What was one
religion in the
Middle Colonies?
Why were the Middle
Colonies founded?
I am to take
land from the
Dutch and to
trade.
I am farming
and iron.
I am all men.
I am towns and
some big cities.
I am the
Southern
Colonies.
What two things were
important to the
economy in the
Middle Colonies?
Who could
participate in
government in the
Middle Colonies?
Where did people in
the Middle Colonies
live?
What region did the
Carolinas belong to?
Why were the
Southern Colonies
founded?
I am for safety,
religion and
trade.
I am Catholic
and Protestant.
I am farming
with some
trade.
I am men with
property.
I am huge
plantations.
What were important
What were 2
religions found in the to the economy in the
Southern Colonies? Southern Colonies?
Who could vote in
the Southern
Colonies?
Where did most
wealthy people in the
Southern colonies
What region did
Massachusetts
belong to?
I am the Middle
I am a large
Colonies.
open field in the
center of town.
Page 10
I am Quaker.
All students love to play games for review! This is fast-paced and
helps get the blood flowing (and brain working). This review game is a quick
informal assessment that’s great for the end-of-unit or end-of-year. It can
also be adjusted to review as much, or as little, information as you want.
Cut out the cards and give one to each student. You can probably break
the class into two teams and play the game twice. Pick one student to stand
up and read the QUESTION aloud on his or her card. Whoever in the class
has the answer stands up and reads only the ANSWER. You tell them if they
are right. If they are, they then read their question and so on.
Essentially, you will be “zipping” around the room with the questions and
answers! The first time you do the game, it might take a little while, but you
will be amazed how fast they get used to it!
I time the class to see if they can “beat their time”. You will find
students helping each other – which in turn helps everyone! I have had
classes zip all the way around in less than a minute! I suggest bringing the
same game back at the end of the year, and have the class try to beat its
time from earlier in the year (it will take a while to get back up to speed).
Page 11
Reader’s Theater
Description:
Reader's Theater script about Charles Town in the early 1700s
Instructions: Use during ELA block or for SS integration
Welcome to Charles Town
Characters
Narrator
Schoolteacher
Child 1(Nicole)
Child 2 (Samuel)
Man
Blacksmith
Farmer
Mother
Narrator:
The setting of our adventure today is Charles Town, South Carolina, in the early
1700s. We enter into a small schoolhouse.
Teacher:
Children, sit up straight at your desks, eyes on me or you will face the
consequences.
Child 1:
Yes Ma'am.
Child 2:
Yes Ma'am.
Teacher:
Now, we need to practice writing our alphabet in our horn books today. What's
that Timmy, you left yours at home? Well, you know what happens to those
who forget their books. Miss Nicole, could you remind him please?
Child 1:
You have to write “Long Live the King of England” over and over on your slate.
Teacher:
And you aren’t to stop until I tell you. Now then, let's continue.
Narrator:
Thank goodness the children are only in school a few more weeks before the
indigo harvest! She's a tough cookie. Let's travel down the road a bit after
school is through.
Child 1:
Do you want to play hoops or marbles real quick?
Child 2:
I better not. I have to help with the butter churn tonight. Thanks.
Child 1:
That's okay, I’m supposed to go to the Blacksmiths' anyway.
Blacksmith:
Hello, what brings you by today?
Child 1:
I need two new horseshoes please. Our horse CJ has worn his out. He’s been
pulling our wagon lately.
Blacksmith:
I understand. No problem. Give me 10 minutes. I have his foot already
molded in the back.
Page 12
Child 1:
I am going to go outside and wait.
Man:
Hey son. How are you?
Child 1:
Great, thanks. Just waiting for my horseshoes. Are you waiting, too?
Man:
No, I’m actually on my way to talk to the Royal Governor. I bet you can’t wait
to grow up so you can vote in our government. Am I right?
Child 1:
Sure, sounds good. What is government again?
Man:
It’s a very important thing. People in government make the rules, son. We are
so lucky to be able to vote—in fact, I have to get going right now to talk about
some new town rules. Have a good night. Get home quickly, I’m sure your
mama is waiting on you.
Blacksmith:
Your shoes are done. You're ready to hit the road.
Child 1:
Thank you, sir.
Narrator:
Meanwhile, across town, Samuel runs into his neighbor Farmer Nathan. They
stop to chat a bit before he goes home.
Farmer:
I am so busy. Your family is lucky to have all eight of you helping on the farm.
Sometimes I wish I owned a huge plantation with dozens of slaves, like some
folks do around here. But the truth is that most of us farmers have to do the
work ourselves.
Child 2:
What are you growing this year?
Farmer:
Oh, same as everyone else in this part of South Carolina. I’ve got a field of rice,
and a field of indigo, and I’m even giving cotton a try. I’ve also got a few good
head of cattle. Got milk?
Child 2:
(looks at him strangely) Yes, I do. Thanks anyway.
Farmer:
I’ll tell you what. This economy is killing me sometimes. I have to work from
sunrise to sunset just to get by.
Child 2:
Economy – what is that – a new game?
Farmer:
No, it's how I make my money – how we all make our money. We have to work
hard – but it’s not like we will ever have “machines” to do everything, is it?
That’s enough chit-chat. You’d better run along – it's getting dark.
Child 2:
Yes, I need to get home for dinner. Dad must go to the meeting house tonight
to vote on the new rules for the town government. See you soon!
Narrator:
I see that it is time for dinner in the children's homes. Let's drop in after dinner
to see what the evening holds.
Child 1:
Mama, may I go to Samuel's house to play marbles for a bit.
Mama:
Only after you finish the dishes, Nicole. You know the rules.
Page 13
Child 1:
Yes ma'am.
(knock at the door)
Mama:
Well come in Samuel, we were just talking about you. Does your mama know
you're here?
Child 2:
Of course, ma'am. My papa went to the big meeting so I was excused from my
work for a while. I thought I'd come over to see Nicole.
Child 1:
May we play marbles, Mama?
Mama:
I suppose a child has to have some fun, right?
Children:
YAY!
(go to play marbles)
Child 2:
Nicole, what do you think will happen in our future? Do you ever wonder
about that?
Child 1:
Well Samuel, I do. I would love to stay home and raise a large family and live
in the “Big House” on a huge plantation. Can you imagine a better life than
that?
Child 2:
It sounds good. But sometimes I have a dream that things in the future will be
so different. Maybe there will be other ways to make a good living than to be a
plantation owner.
Child 1:
What would we do then?
Child 2:
Well, we could find other jobs or something. Who knows? Maybe we could
travel the world.
Child 1:
Have you lost your mind? It took months for my parents to come here from
England, and it takes a week just to travel to the Backcountry. Can you imagine
how long it would take to travel the world? It’s not like we can fly across the
ocean, you know. Next thing you’ll be telling me is that I can pick up a magical
device and talk to someone who is miles away.
Child 2:
I know it sounds crazy. I’m just saying that nobody knows what the future will
hold. Maybe all of those things will be possible someday.
Child 1:
Samuel, you are a dreamer for sure. Let's finish up our game of marbles, okay?
Narrator:
I wonder if Samuel was onto something with his dreaming – what do you
think? I hope you enjoyed your tour of Charles Town in the early 1700s. Now
that you’ve gotten a little peek of their life, think about how your life compares.
I hope you don’t take it for granted!
The End
Page 14
Reader's Theater is always fun, and a perfect integration for ELA. I
like this one because it focuses on every day living (not all of history is about
the “important” moments). I think that the children’s point-of-view makes it
extremely effective.
After learning about life in colonial times, this is a perfect way to drive
home the concept. In my ELA block I pass out scripts and we read it all
together first. Then I break the class into groups of five and have them
“perform” the play individually.
It's okay if one group watches another group perform the same script –
each group will put their own “spin” on it naturally, which is also a great learning
experience. Each group practices several times together while I walk around and
provide support.
After some practice, I let the students perform in front of one another.
If students want to use props, I allow them some time to create them. After
the performances, we talk about what we learned (i.e. it’s always important to
tie it back to the standards!).
Reader's Theaters are not supposed to be memorized. They are not
official “plays”. They are meant to be quick review tools and focus on fluency and
expression. That being said, my students always take their roles very seriously –
even though they are not memorizing anything. They just love performing!
Page 15
The next few pages feature a wide assortment of Primary Sources from this particular time period. These resources will help
engage your students and help them understand the “story behind history”.
Feel free to make copies of these “Primary Source” review sheets to give to your students.
What is a Primary Resource?
Primary resources are documents or other materials that give a
researcher a firsthand account of a historical event or time period.
These sources reflect the experiences, viewpoints, and observations of
individuals who actually lived through certain events.
Examples of Primary Resources
•
•
•
•
•
Letters
Diaries and Journals
Historic Speeches
Census Data
Audio / Visual Recordings
•
•
•
•
•
Public Records
Firsthand News Reports
Political Cartoons
Original Artwork
Physical Artifacts
Primary resources often give a more accurate view of history than secondary
resources. Secondary resources are materials that review an event after it has taken
place. An example of a secondary resource is an encyclopedia, or even your textbook.
The next few pages contain a variety of primary resources. Each document
has been carefully chosen to help explore a unique part of United States
history. We hope you enjoy the materials--& remember…
Have Fun!!!
Page 16
Meeting the Natives
In the late 16th century, John White was recruited by Sir Walter Raleigh to record events as a group of English
settlers attempted to build the settlement of Roanoke in Virginia.
Shown here is a map that White drew in 1584 of the Roanoke settlement. The area shown is now a
part of the outerbanks of North Carolina.
Here is a sketch that White made of the Natives in the
area. In 1587, John White (now the governor of the
Roanoke Settlement) returned to England for supplies.
His trip took longer than expected, and he didn’t make it
back until 1590. He found the entire colony gone, with no
clues but the word “CROATOAN” carved on a tree (the
name of one of the local tribes). Among the missing was
White’s granddaughter, Virginia Dare, the first English
citizen born in the New World. To this day, Roanoke is
known as the “Lost Colony.”
This painting from 1734 shows the founders of the
Georgia Colony, known as the Georgia Trustees, meeting with
the nearby Yamacraw Tribe on July 3rd. As the leader of the
Georgia Colony, James Oglethorpe worked to maintain a
strong relationship with the Natives, and it was one of the
main reasons for the colony’s success.
As a side note, Oglethorpe also had a vision of outlawing
slavery in the colony during the mid-18th century, and he even
travelled back to England to plead his case.
As time passes by, certain images have come to define the lifestyle of Native Americans. These are often romanticized, but
they are also rooted in historical fact. The truth is that there were many Native American tribes spread throughout the country, so
there is no single image, artifact, or reputation that can be attached to the term “Native American.”
For example, “moccasins” are often viewed as a symbol of Native American clothing. In fact, the
soft, leather shoes like the ones shown here were mostly worn by Southeastern tribes like the
Cherokee, Seminole, and Creek.
Likewise, the popular image of a Native hunting a
buffalo is very accurate (the painting shown here is
from the early 19th century). However, the Plains
Indians (such as the Sioux and Cheyenne) were the
only ones who lived in a part of the country where
this was practical.
Page 17
Making a Living in the New World
An apprentice was a young boy or girl who worked for a
master craftsman for five to seven years in order to learn a
specific trade. He was bound by a legal contract to work for an
agreed period of time and did not begin receiving wages until his
apprenticeship was complete. At that time, the apprentice was allowed to go out and start his own practice.
In the best case scenario, the apprentice enjoyed the craft that he practiced, and was anxious to learn
from a caring master. Equally as often, however, a young man was forced to become an apprentice in the
same trade as his father, or even sold as an apprentice to another craftsmen who was in search of cheap
labor. It is this less unpleasant situation that resulted in so many “Runaway Apprentice” notices
in the late 18th century.
The ones shown here are from 1781.
Pennsylvania Packet. 3 March 1781: p. 3.
Did you know?
Pennsylvania Packet. 11 October 1781: p. 3.
An apprentice could work at a number of trades
during colonial times. A few of them include:
Apothecary (working with medicine)
Basketmaker
Blacksmith (working with iron and steel)
Brickmaker
Carpenter
Cabinetmaker
Cooper
(building barrels)
Founder
(working with brass & bronze)
Gunsmith
Miller
Milliner
Printer
Saddler
Shoemaker
Silversmith
Wheelwright
Wigmaker
Page 18
(using a mill to make flour)
(similar to a seamstress)
(making saddles for horses)
(making wheels for wagons)
The familiar
expression, “strike
while the iron’s
hot” refers to a
blacksmith. He
had to be skilled at
hitting the iron and
steel at the exact
right time to bend
it the amount he
wanted. Today, the
expression means
to seize an
opportunity while
you have the
chance.
An indentured servant was a person who was committed
to working (either voluntarily or involuntarily) for four to seven
years in exchange for his passage to America. The servant
worked without
Melt
zer,
Mi
payment until his voyage was paid off. Indentured servants were
A His lton, ed
.
Thom tory in T Americ
an
h
as Y
very low on the social structure, and some had no rights at all (i.e.
. Cro eir Own Revolu
tion
well
aries
, 198 Words.
Ne
:
7, p
. 17. w York:
they were treated as slaves). However, many people were forced to
accept this arrangement in order to come to America.
To the right is a contract for an indentured servant written
in 1771. It is labeled at the top in fancy letters that say “This
Indenture.” In this contract, the servant agrees to work for four
years in exchange for his ship passage to America. According to
the agreement, the servant’s food, clothing, and lodging will all
be provided during his service.
...the said Michael Groake do hereby Covenant, Promise and
Grant, to and with the Nathan Simmons
his Executors, Administrators and Assigns,
from the Day of the Date hereof, until the first and next arrival
in America, and after,
for and during the Term of four Years, to serve in such Service and
Employment…
Gottlieb Mittelberger was a
German immigrant who moved
to Philadelphia in the early
1750s. He arrived on a ship
that carried mostly poor workers
who were hoping to start a new
life in America.
While Mittelberger was
able to pay for his voyage, most
of the passengers on the ship
entered into “indentured
servant” contracts.
Featured here is an
excerpt from Mittelberger’s
diary in 1754, in which he
describes the beginning of
the indentured servant
process.
Gottlieb Mittelberger on the Arrival of an Indentured Servant
(1754)
…When the ships have landed at Philadelphia after
their long voyage, no one is permitted to leave them except
those who pay for their passage or can give good security; the
others, who cannot pay, must remain on board the ships till
they are purchased, and are released from the ships by their
purchasers….
The sale of human beings in the market on board the
ship is carried on thus… adult persons bind themselves in
writing to serve 3, 4, 5 or 6 years for the amount due by
them, according to their age and strength. But very young
people, from 10 to 15 years, must serve till they are 21 years
old…
Many parents must sell and trade away their children
like so many head of cattle… it often happens that such
parents and children, after leaving the ship, do not see each
other again for many years, perhaps no more in all their lives.
Gottlieb Mittelberger's Journey to Pennsylvania in the Year 1750 and Return to Germany in the Year 1754.
Translated from the German by Carl T. Eben. Philadelphia: John McVey,1898, pp. 19-29.
Page 19
These are quick activities that can be used for class-openers,
ice-breakers, attention-grabbers, and so on.
We’ve also added a few jokes to have in your pocket when you’re
really trying to keep students from staring out the window!
Activity - Native American Cultural Groups
Ask your students to identify the Native American
Cultural Groups labeled A to E on the map (Pacific
Northwest, Great Basin, Southwest, Plains, Eastern
Woodlands). Divide your students into five groups,
assigning each group one of the sections on the map.
Each group must research to answer the following questions:
•
•
•
•
•
•
Which Native American cultural group resided in your area (Eastern Woodlands, Southeastern, Plains, etc.)?
Which specific Native American tribes belonged to that group?
What were some unique customs or practices that were associated with tribes in that area?
How did the lifestyle of the Natives living in that area fit the landscape?
When did the Natives in that area first interact with white settlers? Was it peaceful or violent?
Are there any active Native American tribes currently living in that area?
Have each group share their findings with the rest of the class through a short oral presentation.
Activity - Colonial Life
Divide your students into six groups, and assign each group one of the following roles:
•
•
•
Politician
Plantation owner
Puritan
•
•
•
Indentured Servant
African American (free)
African slave
Your students must decide where they would most likely have lived
during colonial times (review the map to the right):
Ask each group to discuss what life would have been like for them
during the early 1700s. Where would they have stood on a number of
political issues during the time. For example:
•
•
•
Slavery
Native American Relations
Dealings with the British Parliament
•
•
•
Industry vs. Agriculture
Freedom of religion
Structure & Role of Government
Page 20
Original Colonies
Q: Which was the happiest of the thirteen original colonies?
A: “Merry” Land (Maryland)
Q: Which of the original colonies was located in the middle of the ocean?
A: Rhode “Island”
Q: What did Delaware?
A: A New Jersey
(silly, I know, but a good way to introduce the thirteen original colonies)
Colonial Life
Teacher:
Student:
If some of the early settlers were alive today, what do you think
people would think about them?
That they were very old…
(there’s probably no instructional value to this joke, but it’s bound to get a laugh)
Native Americans
Q: Did you hear about the European settlers who had a skirmish with the Native
Americans?
A: They had an “arrow” escape
(a bad pun, but a nice lead into the first interactions between European settlers and the Natives)
As the seasons changed, a tribe of Native Americans was concerned about how
severe the upcoming winter would be. The clansmen went to their Chief, who had
learned from his ancestors the secrets of reading nature’s signals.
But this year, nature was sending mixed signals. “I’m not sure what the winter
will bring,” admitted the Chief. “To be safe, why don’t you go to the forest and
begin gathering fire wood.”
The next day, the Chief went to a nearby tribe to get a second opinion. He met
with one of the elders and asked, “Do you think we’re in for a bad winter.”
“I am certain that it will be a cold winter,” said the elder confidently.
The Chief was confused. “How do you know?” he asked.
The elder responded, “Because I was just in the forest, and the Natives are
gathering wood like crazy.”
(a good joke to use when talking about Native Americans and their connection with nature)
Page 21
The next few pages include passages that focus on this
historical topic, but can also be used for practice with
Reading Comprehension and other Language Arts
skills. Please feel free to make copies.
The Pilgrims
Find a Reason
to be Thankful
Life was hard enough for the Puritans. They had already been mocked and ridiculed
in England and, when they tried to leave, they found themselves stuck in the Netherlands for
a dozen years. In 1620, a group of them finally managed to hop on board the Mayflower to
give life in the New World a try.
Of course, the Mayflower was crowded and uncomfortable, and half of the people on
the ship weren’t even Puritans. They were referred to, appropriately, as “Strangers.”
The next two months were brutal. The Mayflower slowly inched its way west, and the
passengers passed the time by arguing, fighting, and trying to keep from going crazy. When
the ship finally reached Plymouth Harbor in December 1620, there was suddenly a new
realization— the problems aboard the Mayflower were small potatoes compared to the task
that lay ahead.
The Puritans and the other passengers on the ship put aside their differences and
formed a united group now known as the “Pilgrims.” Plymouth Harbor was located in
Massachusetts. In other words, it was cold in the winter. That first winter was especially
harsh, and the Pilgrims weren’t prepared. They didn’t have proper food, shelter, or
medicine. By the time spring came, over half of the passengers that had stepped off of the
Mayflower were dead. Life in the New World wasn’t looking all that promising.
Page 22
Despite all of the trouble that the Pilgrims had faced in their first few months, they
did have a little bit of luck on their side. In their pathetic condition, an unfriendly tribe of
Native Americans could have easily done away with the few remaining Pilgrims that disease
and starvation had spared. Fortunately, the newcomers were never faced with any
aggressive Natives—but that did little to improve morale. In fact, many of the struggling
Pilgrims were certain that they had met their doom when, in the spring of 1621, a Native
American walked right into their small village.
What happened next…
On March 16, 1620, a Native American marched into the Pilgrim village
at Plymouth Harbor and yelled, “Hello, Englishmen!” The Pilgrims
were shocked that the he knew English—and that he came in peace.
The Native American’s name was Samoset, but he could have very well been a
Guardian Angel. Samoset had learned a bit of English from fishermen that occasionally came
onto the coast, but his vocabulary was small. However, he soon introduced the Pilgrims to
another Native American, Squanto, who had actually lived in England and was completely
fluent.
Squanto helped the Pilgrims get adjusted to the New
World. He taught them to hunt deer, plant corn, distinguish
poisonous plants from healthy ones, and a bunch of other
survival basics. He also introduced them to the local tribe,
the Wampanoags, who in turn helped the Pilgrims through
the rough periods.
Unlike the previous winter, the Pilgrims were
prepared for the cold months of 1621. They had stored away
food, built shelter, and grown accustomed to the land. In
late October, they decided it was time to celebrate—and give
thanks—to the fact that had indeed survived. With over
ninety members of the Wampanoag tribe, they held the first Thanksgiving feast, and it lasted
for three days.
There was, of course, lots of turkey on the menu, but there were a few other items—
like venison, lobster, and duck—that aren’t typically seen at today’s Thanksgiving tables.
This Thanksgiving feast was a one-time occasion. It wasn’t an official annual holiday until
over 200 years later when Abraham Lincoln issued the “Thanksgiving Proclamation” in 1863.
Page 23
She’s a Witch!
Young Girls ignite the
Salem Witch Trials
Salem, Massachusetts, was not exactly a modern town in the late 17th century. The area had
been settled in 1629 and was largely populated by Puritans. To put it simply, Puritans ran a tight
ship. In 1641, they declared that practicing witchcraft was a crime punishable by death. At that
time, there weren’t too many people that could be identified as “witches”, but it was good to have
the law around just in case.
Nearly sixty years after this law was passed, a new minister named Samuel Parris moved to
Salem, a small town with a population of about 600 people. Parris was from the big city, Boston,
and he received a mixed welcoming when he started practicing as a minister in Salem. Soon things
became so heated that Parris decided to move a little bit outside of the town to avoid the
controversy. He took his family with him, which included his daughter, Elizabeth “Betty” Parris,
and his orphaned niece, Abigail Williams.
The two girls were only nine and eleven, and they played games just like any other children.
They made a game of trying to look into the future, hoping to learn about their future husbands and
things of that nature. This sort of game is similar to one that children of today might play with a
“Magic 8 Ball”; but—remember— this was 17th century Salem.
Reverend Parris wasn’t pleased that his daughter and niece were trying their hand at fortunetelling. That pastime was bordering on the fringes of practicing witchcraft—and he was already
having enough trouble settling into the new area. Unfortunately, in the winter of 1692, Reverend
Parris didn’t realize that a silly game was the least of his worries.
What happened next…
In Salem, Massachusetts, on January 20, 1692, cousins Betty Parris
and Abigail Williams begin acting strangely. They scream suddenly, and
then space out. This event leads to the Salem Witch Trials.
Page 24
Children sometimes act strangely, but Reverend Samuel Parris didn’t have any explanation
for what was going on with his daughter and niece. Soon other children in Salem began to
experience the same symptoms, causing panic in the town.
The Reverend turned to a local doctor, William Griggs. After examining the girls, Dr.
Griggs came to a simple, yet devastating, conclusion: it was the work of the devil. Reverend Parris
was certain that there had to be a witch in Salem who was afflicting these strange symptoms onto
the girls. Eventually, he forced the young girls to name names. He told them to identify who was
causing them to behave like this. This began the Salem Witch Trials.
The girls, along with other children who were “infected” began to name people they had
been involved with. The people were then accused of witchcraft, imprisoned, and often executed.
Nearly twenty Salem residents were put to death without any real evidence, and several more sent
to prison for indefinite terms. To this day, the term “Salem Witch Hunt” is used when people are
looking for someone to blame and innocent people are accused.
The actual Salem trials lasted less than a year, until a larger court finally stepped in to stop
the unjust sentencing. However, the damage to Salem had already been done. There was a
general feeling of fear, and farms and businesses were abandoned because family members had
been accused of witchcraft. The devastation of the town caused the residents to consider the
possibility that they had perhaps been mistaken in their quick accusations. In the end, an apology
was issued to those who had been placed on trial, imprisoned, or executed.
Of course, that was too little, too late.
“Witchcraft at Salem Village”
This 1876 illustration shows the
insanity of the Salem Witch Trials. The
woman on the floor is thought to be Mary
Walcott, a famous witness of the trials who
fingered others as witches.
Page 25
Missing Numbers
Directions:
Fill in the missing numbers to complete each statement.
Clues are given to help you. Each number—from 1 to 10—is used exactly once.
Cross out the number at the bottom of the page when you have used it.
⇒
Jamestown, founded in May of 1___07, was the first permanent English settlement in the
New World.
⇒
The thirteen original colonies are divided into ___ regions, although the Southern colonies
are sometimes broken down into two separate regions: the Chesapeake Bay colonies and
the Lower South colonies.
⇒
Of the thirteen original colonies, ___ are referred to as the Southern colonies.
⇒
In 1663, South Carolina became the ___th colony founded in the New World, followed by
New Jersey, New York, Pennsylvania, and Georgia.
⇒
The Mayflower pilgrims arrived at Plymouth Rock in 16___0.
⇒
In the 15___0s, several attempts were made to establish the Roanoke Colony in present-day
North Carolina. Each time was a failure, with settlers either abandoning the settlement or
dying off. The last group disappeared altogether and became an unsolved mystery known
as the “Lost Colony.”
⇒
Jamestown was named after King James the ___st of England, who reigned from 1603 to
1625, during the early years of England’s colonization in North America
⇒
The Puritans established the Massachusetts Bay Colony in 1629 with an initial group of
about ___00 settlers.
⇒
The Mayflower had ___2 Pilgrims aboard when it departed from Plymouth, England.
⇒
The city of Charles Towne, South Carolina, founded in 1670, did not change its name to
Charleston until 1___83, over 100 years later.
Each number is used exactly once. Cross them out as you go!
1
2
3
4
5
6
Page 26
7
8
9
10
y!
Enjo
Feel free to make copies of the puzzles to distribute to your students for review
Missing Numbers
⇒
Jamestown, founded in May of 1607, was the first permanent
English settlement in the New World.
⇒
The thirteen original colonies are divided into 3 regions, although the Southern colonies are
sometimes broken down into two separate regions: the Chesapeake Bay colonies and the
Lower South colonies.
⇒
Of the thirteen original colonies, 5 are referred to as the Southern colonies.
⇒
In 1663, South Carolina became the 9th colony founded in the New World, followed by
New Jersey, New York, Pennsylvania, and Georgia.
⇒
The Mayflower Pilgrims arrived at Plymouth Rock in 1620.
⇒
In the 1580s, several attempts were made to establish the Roanoke Colony in present-day
North Carolina. Each time was a failure, with settlers either abandoning the settlement or
dying off. The last group disappeared altogether and became an unsolved mystery known
as the “Lost Colony.”
⇒
Jamestown was named after King James the 1st of England, who reigned from 1603 to
1625, during the early years of England’s colonization in North America.
⇒
The Puritans established the Massachusetts Bay Colony in 1629 with an initial group of
about 400 settlers.
⇒
The Mayflower had 102 Pilgrims aboard when it departed from Plymouth, England.
⇒
The city of Charles Towne, South Carolina, founded in 1670, did not change its name to
Charleston until 1783, over 100 years later.
Page 27
Directions: Solve each riddle and write the answer in the box.
A Word List is given below. Not all terms will be used.
Apprentice
Plantation Owner
Quaker
1.
Indentured Servant
Puritan
Slave
Frenchman
Native American
Spaniard
From Africa, I came with lots of knowledge
Of farming and cooking and taming.
I work all day and will never have rights.
My treatment is cruel and shaming.
Answer:
My people have been here for thousands of years.
In tribes, they gathered and hunted.
Europeans arrived and settled down;
To some, I am very unwanted.
Answer:
I’m wealthy with acres of cash crops
Like cotton, tobacco, and rice.
The people that work for me strain and struggle;
To them, I might not be very nice.
Answer:
I’m young and devoted to the master of my art;
Seven years, I will be his assistant.
I’ll learn and learn ‘til I’m a master myself I’ll have to be very persistent.
Answer:
WHO AM I?
2.
WHO AM I?
3.
WHO AM I?
4.
WHO AM I?
5.
I signed a contract before I left
As a way to pay off my debt.
And now I will work under strict conditions
Until my needs are met.
WHO AM I?
Page 28
Answer:
Feel free to make copies of the puzzles to distribute to your students for review.
Apprentice
Plantation Owner
Quaker
1.
Indentured Servant
Puritan
Slave
Frenchman
Native American
Spaniard
From Africa, I came with lots of knowledge
Of farming and cooking and taming.
I work all day and will never have rights.
My treatment is cruel and shaming.
Answer:
Slave
WHO AM I?
2.
My people have been here for thousands of years.
In tribes, they gathered and hunted.
Europeans arrived and called me a savage;
To them, I am very unwanted.
Answer:
Native American
WHO AM I?
3.
I’m wealthy with acres of cash crops
Like cotton, tobacco, and rice.
The people that work for me strain and struggle;
To them, I might not be very nice.
Answer:
Plantation Owner
WHO AM I?
4.
I’m young and devoted to the master of my art;
Seven years, I will be his assistant.
I’ll learn and learn ‘til I’m a master myself I’ll have to be very persistent.
Answer:
Apprentice
WHO AM I?
5.
I signed a contract before I left
As a way to pay off my debt.
And now I will work under brutal conditions
Until my needs are met.
WHO AM I?
Page 29
Answer:
Indentured Servant
Why 3-D Templates?
Our 3-D Templates give students a hands-on way to interact with information.
This kinesthetic technique engages the learner while the information is being presented, and also
helps in the processing and cognitive organization of it. To put it another way:
Colonial America
This template is a great way to identify both the different groups of people who lived in
Colonial America, as well as the different colonial groups of the time (i.e. New England Colonies,
Middle Colonies, and Southern Colonies). Once completed, the 3-D Template will make a great review
sheet!
Step 1: Students cut and fold the template
Step 2: Students unfold the template.
With each tab they give information
about a group of people in Colonial
America (on the bottom), or a group of
colonies (on the side).
according to the labels.
Relied more on
industry with very
little slavery. Many
settlers came for
religious freedom
Repeat the
step to
fill out
each panel.
Lived mainly on
Southern Plantations,
and had a hard life.
They had no
freedom, and no say
in any decisions.
Repeat the step to
fill out each panel.
The template is provided on the next page.
Make copies to hand out to your students.
Page 30
Native
Americans
Fold
Cut
New England
Colonies
Middle
Colonies
Southern
Colonies
Western
Frontiersmen
Shown here are the different groups of
colonies in the early 18th century. In
the space provided, briefly describe
the colonies in each group. Include
examples of colonies, as
well as information about
the people, geography, &
economy.
Plantation
Owners
Listed below are different groups of people who lived in Colonial
America. In the space provided, briefly describe each group. Include
information about where they lived, their standard of living, and their
views about colonial life.
African
Slaves
Cut
Cut
Fold
Cut
Cut
Science
Ecosystems, Habitats,
& the Environment
Ecosystems
Astronomy
Plants
Weather
Animals
Earth’s
Materials
The Human Body
& Heredity
Biological
History
Cells & Living
Things
Landforms &
Oceans
Heat & States
of Matter
Chemistry
Energy &
Electricity
Forces &
Motion
Earth’s Biological
History
Landforms &
Oceans
A New Nation
Forces & Motion
Late 1800s /
Early 1900s
The American
Revolution
1920s & 1930s
A New Nation
Slavery in
America
Cold War Era
Cold War Era
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Civil War
The World Wars
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“Roaring Twenties”
& Great Depression
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World Wars
Westward Expansion
Late 1800s &
Early 1900s
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Westward
Expansion
Chemistry & the
Periodic Table
Settlement
Reconstruction Era
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Light & Sound
American
Revolution
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Earth’s Materials
& Processes
Reconstruction
Era
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Heat & Matter
Settlement
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Living Things
Weather
Exploration
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Human
Body
Exploration
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Animals
Astronomy
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Plants
Social Studies
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