Chapter 3
Section
DAY 1 Preview
Section 3
Bell work:
Build Background Knowledge
Preview the section and have students predict what
they will learn about the first English settlements.
Set a Purpose for Reading Have
students begin to fill out the Reading
Readiness Guide.
Objective: Today, I will preview Chapter 3.
Vocabulary: Charter, John Smith, Representative
Government, Pilgrim Squanto, John Winthrop,
toleration, Roger Williams, Anne Hutchinson,
Thomas Hooker, John Wheelwright, town meeting,
Metacom, Proprietary Colony, Royal Colony, William
Penn,
Backcountry, Nathaniel Bacon, Lord Baltimore,
Preview Key Terms Preview the
section’s Key Terms Benchmark:
James Oglethorpe, debtor, plantation, borderland,
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
I do: Review Bell Work
Essential Question: Explain—What is the main idea
of Chapter 3?
Junipero, presidio, pueblo Agenda:
We do: Preview the Chapter, Read all of the Red and
Blue Words
You do: Define all of the Vocabulary Words for the
entire Chapter in Pairs
Summarizing Activity (Ticket Out): What is the
common theme through-out Chapter 2,3 and the
DBQ?? Answer Colonies, Europe, Power
Chapter 3
Section
Homework: Learning Log
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Students are:
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns
Chapter 3
Section
DAY 2- Begin Jamestown
Bell work: What is Chapter 3 about??
Thinking Map
Circle
Chapter
3
Benchmark:
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
Essential Question: What saved the Jamestown
Colony?
Objective: Today, I will understand how the English
set up or established their first colonies in North
America.
Vocabulary: : Charter, John Smith, Representative
Government
Agenda:
I do: Review Chapter 3 Vocabulary
We do: Set up Cornell Notes
1. Why did England seek new colonies?
2. How/Why was Jamestown founded?
3. How/Why did Jamestown prosper??
You do: Pages 30-32 Workbook Pages
Summarizing Activity: What roles did Capt. John
Smith, John Rolfe, Pocahontas and Chief Powhatan
play in the Jamestown Colony?
Chapter 3
Section
Homework: Learning Log
Accommodations – All 504, ESE and ESOL Plans are
followed.
Students are:
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns
being
Chapter 3
Section
DAY 3- Pilgrims and Puritans
Bell work: Review Jamestown Colony
Review Reading Checkpoints
1. What benefits did England hope to get from
establishing colonies? Page 66
2. Why did the settlers in Jamestown have difficulties
at first? Page 68
3. What were the responsibilities of the House of
Burgesses? Page 69
Answer in pairs
Benchmark:
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
Essential Question: How were the Pilgrims reasons
for coming to America different from the Jamestown
Colonists?
Objective: Today, I will understand why the Pilgrims
and Puritans established colonies in present day
Massachusetts
Vocabulary: , Pilgrim Squanto, John Winthrop,
toleration, Roger Williams, Anne Hutchinson, Thomas
Hooker, John Wheelright, town meeting, Metacom
Agenda:
I do: Review Bell Work
We do: Create a foldable ***** See BELOW*****
You do: Complete the information needed for the
foldable for the following Colonies: JamestownVirginia
Plymouth- Massachusetts
Massachusetts Bay Colony- Massachusetts
Chapter 3
Section
Summarizing Activity( Ticket Out) : Compare the
reasons that England’s Puritans went to North
America with the reasons that the Pilgrims left
England?
Concerns
Writers Role: You will be describing each colony with three
facts for each one and illustrate them. You will also be
choosing which colony you feel that was the most successful.
Homework- Learning Log
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Thirteen Colony Foldable
Students are:
Set- up
1. Write the names of the 13 Colonies
Date
2. Write the following information
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Summary: We are learning about the settlers coming to North
America. We will see these settlers form 13 colonies and as
they do we will document each one.
Purpose: To describe and compare the original 13 colonies.
Leader
Reasons founded
5 Additional facts from the textbook—which can include:
Chapter 3
Section
Geography, memorable events, careers in the colonies,
religion, wars, relations with Natives, Climate, crops
Audience: Imagine you are presenting this material to people
whom have never heard of the 13 colonies.
Form: This will be done in a 7 sheet foldable. Mrs. Anderson
will instruct you on how to put this together.
1. Foldable identifies and explains the 13 original
colonies. The explanations will include at least three
facts about each colony. 50
2. Illustration for each colony will be something that
makes the audience remember why that colony was
formed or why it is important. 30
3. Answers to the 2 Type II writings. 20 points
**** BEST REASONABLE EFFORT: It is expected that you
will use your best reasonable effort in this project. This
should include: correct spelling, complete sentences, school
appropriate grammar, and neatness.
Procedures:
 Product- you will create a foldable with 7 sheets of
paper, each tab will describe a colony with 5 facts and
include an illustration.
 On the attached paper you will:
 Type II- You will explain why 5 of the colonies were
formed. Any five you pick!
 Type II- You will choose one colony that you feel was
the most successful and explain why.
 **** Before turning in! Read-Out-Loud to YourselfDoes it Sound Right? Is it easy to read? Did I do
what my teacher asked? ?
This paper will accompany your foldable. Answers
should be in complete sentences using proper
grammar.
1. Explain why five of the colonies were formed.
2. Choose ONE of the 13 colonies and EXPLAIN why you think
it is the most important.
Chapter 3
Section
Objective: What did most of the New England
Colonies have in common?
Day 4 : Remaining New England Colonies
Bell work: What were the difference between the
Puritans and the Pilgrims?
THINKING MAP DOUBLE BUBBLE
Benchmark:
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
Essential Question: Why did Roger Williams and
Anne Hutchinson leave the Massachusetts Bay
Colony?
Vocabulary: Pilgrim Squanto, John Winthrop,
toleration, Roger Williams, Anne Hutchinson, Thomas
Hooker, John Wheelwright, town meeting, Metacom
Agenda:
I do: Review the Pilgrims and Puritans
We do: Review Workbook pages 33-35
You do: Complete Workbook Pages and Complete
corresponding colonies in the Foldable
Summarizing Activity ( Ticket Out) : How did the lack
of religious tolerance affect politics in the
Massachusetts Bay Colony?
Homework: Foldable and Learning Log
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Students are:
Chapter 3
Section
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns
DAY 5 Middle Colonies
Bell work: Question- What did the New England
Colonies have in common?
Essential Question: Why did William Penn call
Pennsylvania a “Holy Experiment”?
Objective: What advantages did geography and
climate give to the people living in the Middle
Colonies?
Agenda:
Benchmark:
I do: Review all New England Colonies
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
We do: Complete foldable for the New England
Colonies
Vocabulary: Proprietary Colony, Royal Colony,
William Penn, Backcountry
You do: Begin to read pages 36-38 in the work.
Complete Workbook pages with a partner. Fill in
information for the Middle Colonies.
Summarizing Activity (Ticket Out) : Why was there
such a diverse population in the Middle Colonies?
Homework: Learning Log
Chapter 3
Section
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Essential Question: What was the main cause of
Bacon’s Rebellion?
Students are:
Objective: What factors influenced the development
of the Southern Colonies?
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns
Vocabulary: Nathaniel Bacon, Lord Baltimore, James
Oglethorpe, debtor, plantation
DAY 6 – Begin Southern Colonies
Agenda:
Bell work: Review the Middle Colonies
Review and read pages 82-83 in the Textbook
Answer the question on page 83
GEOGRAPHY
I do: Review Bell Work
Benchmark:
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
We do: Preview Information on Southern Colonies –
Pages 84- 89
You do: Complete pages 39-41 in the Workbook- Checkpoints
- Vocabulary Builders
- Check your progress
- Study Guide
Fill in information on Foldable
Summarizing Activity: Why did Lord Baltimore want
Maryland “ Act of Toleration”?
Chapter 3
Section
Homework: Learning Log
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Students are:
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns
Essential Question: How did the Spanish establish
colonies on the borderlands?
Vocabulary - borderland, Junipero, presidio, pueblo
Agenda:
I do: Review Bell Work
We do: Map Master- Page 91 Skills Activity questions
A and B - GEOGRAPHY
You do: Cornell Notes- Pages 90- 93
Day 7- Spanish Colonies on the Borderland
Spanish Florida
Bell Work- Review Southern Colonies, Complete
Foldable
Settling the Spanish Borderlands
Life in Spanish Missions
Benchmark:
Summarizing Activity:
SS.8.A.2.2 Compare the characteristics of the New
England, Middle, and Southern colonies.
SS.8.A.2.3 Differentiate economic systems of New
England, Middle and Southern colonies including
indentured servants and slaves as labor sources.
SS.8.G.1.1 Use maps to explain physical and
cultural attributes of major regions throughout
American history.
Predict – What is going to happen between the
English and Spanish Colonies?
Chapter 3
Section
Homework: Learning Log
Accommodations – All 504, ESE and ESOL Plans are
being followed.
Students are:
Extra Time, alternative setting if requested, Help with
notes and organization, daily agendas, Medical
Concerns