Grade 5
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Grade 05 Social Studies Unit 02 Exemplar Lesson 01: Colonies Develop
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In the previous unit, students learned about European exploration and colonization in the Western Hemisphere. Students were introduced to the
English colonial regions (New England, Middle and Southern colonies) and reasons for coming to the New World. This lesson investigates where
and why the English colonists settled in America. The lesson also looks at leaders who had an impact on the development of the colonies and their
reasons for founding the colonies.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.1
History. The student understands the causes and effects of European colonization in the United States beginning in
1565, the founding of St. Augustine. The student is expected to:
5.1A
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.
5.1B
Describe the accomplishments of significant individuals during the colonial period, including William Bradford,
Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.
5.9
Geography. The student understands how people adapt to and modify their environment. The student is expected
to:
5.9A
Describe how and why people have adapted to and modified their environment in the United States, past and
present, such as the use of human resources to meet basic needs.
5.9B
Analyze the positive and negative consequences of human modification of the environment in the United
States, past and present.
5.11
Economics. The student understands the development, characteristics, and benefits of the free enterprise system
in the United States. The student is expected to:
5.11A Describe the development of the free enterprise system in colonial America and the United States.
5.14
Government. The student understands the organization of governments in colonial America. The student is
expected to:
5.14A Identify and compare the systems of government of early European colonists, including representative
government and monarchy.
5.14B Identify examples of representative government in the American colonies, including the Mayflower Compact
and the Virginia House of Burgesses.
5.22
Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the
United States. The student is expected to:
5.22A Identify the similarities and differences within and among various racial, ethnic, and religious groups in the
United States.
5.22C Summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
5.24B 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.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 16 Grade 5
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 02 PI 01
Create a 3-column chart summarizing the political (government) economic (industries), social (religion), and geographic (natural resources, climate, landforms)
attributes of a chosen colony from each region (New England, middle, southern). Explain with an illustration how an individual or a geographic feature contributed to the
colonies’ uniqueness. Standard(s): 5.1A , 5.1B , 5.11A , 5.14A , 5.14B , 5.22A , 5.22C , 5.24B , 5.25D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5F
Key Understandings
The interaction between people and the geography led to political, economic, and social differences of the colonies.
— What push and pull factors motivated people to migrate and settle in colonial America?
— What role did the physical geography of the colonial region play in colonial settlement?
— What were the major political, economic, and social differences between the colonies?
Vocabulary of Instruction
political characteristics
economic characteristics
social characteristics
geographic characteristics
religious freedom
persecution
colony
Materials
Information on colonial leaders
Information on colonial life in the New England, Middle, and Southern colonies
Map of colonial America
Paper for graphic organizer
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Handout: Biographies
Handout: Colonial Leaders
Teacher Resource: Handout: Colonial Leaders KEY
Handout: 3-Tab Graphic Organizer
Handout: Comparing Colonies
Teacher Resource: Handout: Comparing Colonies KEY
Resources
William Penn: http://www.americaslibrary.gov/jb/colonial/jb_colonial_penn_1.html
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson, including why various people came to America during the colonial period.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
People migrated to the colonial region of what is today the United States for political, economic, and religious reasons. Persecution continued in England and as the
Anglican Church grew stronger, religious toleration became a major issue for those that did not agree with the Church of England’s doctrine. Religious freedom and
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 16 Grade 5
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
economic gain were two vital factors that pulled colonists to the different regions of colonial America.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may
create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the
“My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – America as a Refuge
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Sketch a graphic organizer (see the modified Frayer Model organizer in Notes for
Teacher) for students to copy. Put the word “refuge” in the middle. Provide
students with a definition of the word. (One optional definition is: Refuge: a place
where you can find relief, help, safety, and comfort in times of trouble)
Purpose:
2. Facilitate a class discussion about “refuge” based on the description provided.
Students provide examples seeking refuge from personal experiences, current
events, bullying, etc. (Examples might include seeking shelter in a storm, going to
parents when troubled, going to a teacher for advice, going to the school
counselor, etc…)
To get students to think about oppression and the choices some
early colonists made that resulted in their coming to America
seeking refuge.
TEKS: 5.1A, 5.1B; 5.25D
Vocabulary Activity organizer
3. After a few minutes of discussion on the word refuge, relate the word to the
experience of the colonists. Many colonists were seeking refuge when they came to
America.
Why do people seek refuge when leaving a country (their homeland)?
(war, hunger, no future, etc.)
Why might colonists from England be seeking refuge?
What were they escaping? What were their fears?
4. Students, individually or in pairs, read information about William Penn. Include the
article from the Library of Congress:
http://www.americaslibrary.gov/jb/colonial/jb_colonial_penn_1.html
Instructional Note:
The vocabulary graphic organizer may be
sketched on the board for students to draw.
The article from the Library of Congress may be
projected or printed for each student to read.
5. With a partner, students discuss and add information to the vocabulary activity
graphic organizer.
In the next few days we will read and explore differences between the
colonies including their leaders, government, economies, social
attributes (religion) and geography
EXPLORE – Colonial Leaders
Suggested Day 1 (cont’d) – 40 minutes
1. Form groups of six students (some groups may have more than six). These groups
are the Home Groups. Students gather in their home groups to meet and greet
the other members, introducing themselves to each other so they will remember
who is in their Home Group.
Materials
2. Students number off (1-6) within their home group.
Attachments:
3. The number 1s meet in a specified area of the room. Repeat the procedure with
number 2s, 3s, 4s, 5s and 6s.These groups are the Expert Groups.
Map of colonial America
Information on colonial leaders
Handout: Biographies (6 copies)
Handout: Colonial Leaders (1 per student)
Teacher Resource: Colonial Leaders Key
4. Distribute to each Expert Group member a map of colonial America and the page
from the Handout: Biographies for the colonial leader they will learn about.
Students also access additional information about their leader, from the textbook,
other classroom materials, and the internet.
Purpose:
5. Each Expert Group investigates their colonial leader to become experts on the
leader, taking notes on the information they gathered, especially information that
helps them describe the accomplishments of the significant individual during the
colonial period. They discuss information gained and work together to create a
complete portrait of the leader, including identifying on the map where the leader
lived.
Instructional Note:
A map of Colonial America is needed for this activity. It is
recommended that the map shows the three regions and names
for each of the colonies.
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Students become experts on one Colonial Leader to share with
their Home Groups.
TEKS: 5.1A, 5.1B, 5.24B, 5.25D
page 3 of 16 Grade 5
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
6. Teacher circulates, probing with questions, correcting and clarifying information,
and providing additional information as needed.
7. Distribute the Handout: Colonial Leaders.
8. Students return to their Home Groups. In turn, each home group member shares
what was learned about the leader studied, beginning with location on the map.
9. As each member reports, the other group members take notes on the Handout:
Colonial Leaders.
10. Teacher circulates, probing with questions, correctingand clarifying information and
providing additional information as needed.
EXPLAIN – Colonial Leaders
Suggested Day 2 – 15 minutes
1. Students choose a colonial leader they learned about on Day 1 and write three
TEKS: 5.1A, 5.1B, 5.22A, 5.24B, 5.25D
sentences that tell how the leader influenced the colony and whether his/her impact
or influence was economic, political (government), or social (religion).
2. Students support their responses.
3. Facilitate a brief class discussion to provide students an opportunity to share
information they found interesting and to make connections.
EXPLORE – Comparing Colonies
Suggested Day 2 and 3 – 50 minutes
1. Students create a 3-Tab Organizer for the three colonial regions.
Materials
2. Distribute the Handout: 3-Tab Graphic Organizer Instructions and a piece of
paper. Students create their organizer by following the instructions on the handout.
3. On the front of the organizer, students draw a map of the thirteen colonies (number
7 on the instructions page) in such a way that the regions align with the tabs.
4. In small groups (4 or fewer), students work together and use classroom resources,
the textbook, and the internet to gather information about the colonies, focusing on
political (government), economic (industries), religious, and other social factors.
They also note geographic factors (natural resources, climate, landforms) of the
colonies on the map (use call-out boxes as needed). (When considering
geographic factors, include adaptations and/or modifications made to their
environment.)
Information on colonial life in the New England,
Middle, and Southern colonies
Paper for graphic organizer
Purpose:
Students read, compare, and contrast various aspects about the
colonies.
TEKS: 5.9A, 5.9B, 5.11A, 5.14A, 5.14B, 5.22A
5. To deepen their understanding of life in the colonies and the colonies’ differences
and unique characteristics, students read appropriate sections of the textbook or
other classroom resources. (This can be completed as homework.)
EXPLAIN – Comparing Colonies
Suggested Day 3 (cont’d) – 15 minutes
1. Facilitate a discussion where students share information on their 3-tab organizer as Attachments:
they discuss the colonies, the leaders, and the colonial regions (including
Handout: 3-Tab Graphic Organizer Instructions
geographic characteristics), answer the guiding questions and support the Key
understanding. Students adjust the information on their
TEKS: 5.9A, 5.9B, 5.11A, 5.14A, 5.14B, 5.22A
The interaction between people and the geography led to political,
economic, and social differences of the colonies.
— What push and pull factors motivated people to migrate and settle in colonial America?
— What role did the physical geography of the colonial region play in colonial settlement?
— What were the major political, economic, and social differences between the colonies?
ELABORATE – Comparing Colonial Times to Today
Suggested Day 3 (cont’d) – 20 minutes
1. Students think about similarities between activities in colonial times and today and
jot down some talking points.
Purpose:
Students find commonalities between important factors in
What do we do today that is similar to the way it was done in colonial
times? (push-pull factors related to choosing where we live, conducting
economic activities related to geographic factors, why we choose certain
leaders to make rules)
colonial times and today.
TEKS: 5.1A, 5.1B, 5.22A, 5.22B, 5.24B, 5.25D
2. Students form two concentric circles (one inside the other). Students in the circles
face each other. (Make sure that each student has one partner across from them; if
an odd number in the class, teacher may participate.)
3. As music plays, the two circles walk in opposite directions. When the music stops,
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 16 Grade 5
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 4 days
students pair up with the person across from them and share ideas about we do
today that is similar to the way it was done in colonial times.
4. Repeat several times.
5. Students return to their seats and several student volunteers share the ideas they
heard.
EVALUATE
Grade 05 Social Studies Unit 02 PI 01
Create a 3-column chart summarizing the political (government) economic (industries), social
(religion), and geographic (natural resources, climate, landforms) attributes of a chosen colony
from each region (New England, middle, southern). Explain with an illustration how an individual
or a geographic feature contributed to the colonies’ uniqueness. Standard(s): 5.1A , 5.1B , 5.11A , 5.14A , 5.14B , 5.22A , 5.22C , 5.24B , 5.25D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5F
1. If desired, distribute the Handout: Comparing Colonies for students to use.
(Students can create their own chart that meets the criteria.)
Suggested Day
Attachments:
Handout: Comparing Colonies (optional, 1 per
student)
Teacher Resource: Handout: Comparing
Colonies KEY
TEKS: 5.1A, 5.1B; 5.9A; 5.9B; 5.11A; 5.14A, 5.14B; 5.22A, 5.22C;
5.24B; 5.25D
2. In each box students describe the appropriate factors and illustrate the colony’s
uniqueness.
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 16 Grade 5
Social Studies
Unit: 02 Lesson: 01
Biographies
1. Anne Hutchinson
Anne Hutchinson went to the Massachusetts Bay colony for religious freedom. The
rules of the colony were very strict, so she decided to speak out against them. At that
time, women in the colony had no rights to speak openly in public. Anne held meetings
in her home for some of the community members to attend in order to speak out against
the colony’s rules.
Worried about Hutchinson’s growing followers, the colony’s leaders tried many ways to
make her stop spreading her beliefs. Finally, the leaders arrested her. She was accused
of speaking out against the religion and rules of the colony. She was judged guilty and
forced to leave the colony.
Hutchinson left the Massachusetts Bay colony in 1638. She lived in several colonies
before settling down on Long Island. In 1643, the American Indians attacked the Long
Island community. A number of the colonists were killed, including Anne Hutchinson.
©2012, TESCCC
10/9/12
page 1 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
2. John Smith
When John Smith heard of the Virginia Company’s plan to colonize the New World for
profit, he was eager to be a part of it. The company sent a ship of colonists to America
in 1606. They were to settle on land granted them by King James I. They landed in the
spring of 1607 and named their colony Jamestown. Smith became a member of the
colony’s governing council.
Their first winter was very cold and hard on them. They had trouble finding good, clean
water to drink. They also were attacked by the American Indians in the area. Later in the
winter, Smith and other colonists were taken prisoner by Chief Powhatan, who grew
impressed with Smith’s bravery. The chief’s young daughter, Pocahontas helped in the
tribe’s decision of what to do with John Smith. She may have been responsible for
saving his life.
The men of the colony became lazy. They wouldn’t work and many went home to
England. There wasn’t enough food or equipment for the colony to be successful.
Finally, as president of the group, Smith made some very strict new rules for the colony.
One rule was, “He who does not work, does not eat.”
Although the colony grew each year, Smith had to return to England in 1609. He never
went back. He made several trips to New England, which he named. He died in 1631, at
the age of 31.
The colony continued to grow. Their main crop was tobacco. Because they exported it
to England, the colony became very prosperous.
©2012, TESCCC
10/9/12
page 2 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
3. John Wise
Born in America in 1652, John Wise was a Congregationalist minister in Ipswich,
Massachusetts. At the time, Massachusetts was an English colony with a governor
representing the English government. Wise and his congregation disagreed with the
colony’s governor who wanted to levy taxes. But according to the rules of the colony,
they were English subjects and did not have a voice in setting the taxes. Wise and his
congregation protested the colony’s rule, saying it amounted to taxing them without
representation – without a voice in the right to decide what was right. He was put in
prison with members of his congregation in 1687, for protesting the colony’s rule.
Wise wrote two important papers, The Church Quarrel Espoused, in 1710, and A
vindication of the Government of New England in 1717. Years later, the writers of the
Declaration of Independence used many of his ideas in their document. He was also the
great-uncle of President John Adams. John Wise died in 1725.
©2012, TESCCC
10/9/12
page 3 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
4. Roger Williams
Roger Williams was born in England and grew up and became a minister who believed
that people should be allowed to worship the way they wanted. Trying to find a place to
live and practice his beliefs, he moved to the Massachusetts Bay Colony in 1631. He
preached in several towns in the colony, but did not agree with the strict policies of the
colony. The colony leaders banned him from the colony, but Williams was sick and
winter was coming. The leaders agreed to let him stay until spring if he quit talking
against their policies. However, Williams kept on trying to get other people to listen to
him. In 1636, Williams walked through the snow from Salem for three days to get to the
safety of friends in Narragansett Bay.
Williams moved his congregation to a piece of land he named Providence Plantation.
He applied to the British Parliament for a charter to establish a new colony. He was
granted a charter in 1643. Williams named it Rhode Island. The colony quickly grew as
more people heard about the colony’s freedom of religion policy. The colony was safe
from attacks because Roger Williams became good friends with the American Indian
tribes in the area.
Rhode Island’s rules required that all civil matters be decided by majority vote of the
heads of each household, regardless of his beliefs or religion. It was the first colony to
separate government from religion. As the colony grew, the new towns were added to
the system of government.
Roger Williams died in Rhode Island in 1684.
©2012, TESCCC
10/9/12
page 4 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
5. William Bradford
William Bradford attended a religious service of the Separatists at an early age and
became interested in helping them “separate” from the Church of England. This was a
dangerous idea because everyone in England at that time had to belong to the Church
of England.
Because the Separatists were threatened with prison for their beliefs in England,
Bradford moved with them to the Netherlands where they were welcomed. They lived
there for 12 years before the Dutch government began having problems with their
religion. The group decided to move to America and build a colony north of Virginia. Not
everyone was able to go on the voyage, including their pastor, John Robinson.
Bradford took on most of the responsibilities for leading the group to the New World. He
kept a journal of his decisions and thoughts called Of Plymouth Plantation.
To make their journey, they boarded the small ship called The Mayflower. The 102
passengers included many children, teens, and women expecting babies. The trip
across the Atlantic Ocean was cold and stormy. Many of the passengers were seasick
the whole sixty-five days at sea. Storms blew the ship off course and they landed in
what is now New England. They were tired and many were sick, so they decided to stay
on the ship until warmer weather. They decided to call the group the “Pilgrims” because
of their long journey.
While they waited for spring, 1620, they called a meeting to decide on the rules of the
colony, meaning the group became a “body politic.” These rules were called The
Mayflower Compact. This was the first written set of rules or government in America.
After looking for a place to settle, the Pilgrims settled on a harbor they named Plymouth.
The first year was very hard for them. Many grew ill and died. They named this year
“The Starving Time.” During all of this, William Bradford was very active in making
decisions and helping his fellow Pilgrims. By the spring of 1621, when The Mayflower,
sailed back to England, none of the Pilgrims chose to return. With the help of the
American Indians, they learned to plant the right crops and to hunt. The colony grew as
more people arrived.
William Bradford was governor of the colony for a total of thirty-six years. The colony
had very strict rules and did not tolerate any other religions. But the colony did very well.
William Bradford died in1657, at the age of sixty-seven.
©2012, TESCCC
10/9/12
page 5 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
6. William Penn
After becoming a famous and persecuted Quaker in England, William Penn went to
America in 1682. His group was given a charter by King Charles II for a colony named
Pennsylvania. Penn hoped that other Quakers would join them. As proprietor of the
colony, Pen would own all of the land, but he needed to report often to the king. The
colony of Pennsylvania was name by King Charles II and meant “Forest of Penn.”
In 1682, Penn and the Quakers founded the city of Philadelphia, sometimes called “The
City of Brotherly Love.” He wanted the colony to respect religious tolerance and treat
women as equals with men, very different ideas for the time.
William Penn served as governor with limited powers. He worked with a council of
seventy-two members. They suggested laws and rules for the colony. The General
Assembly consisted of up to five hundred members. Their job was to decide if the
Council’s suggestions became laws or not. Governor Penn could decide if new laws or
rules were good.
Penn established very good relations with the American Indians in Pennsylvania. He
even learned several of their languages so he could make treaties with them.
Pennsylvania continued to grow in population over the years because they welcomed
people of all nations and religions. For many years, Philadelphia was America’s largest
city. It had many newspapers. It was also where Thomas Jefferson wrote the
Declaration of Independence in 1776, and delegates from other states drafted the U. S.
Constitution in 1787.
William Penn died in 1718.
©2012, TESCCC
10/9/12
page 6 of 6
Grade 5
Social Studies
Unit: 02 Lesson: 01
Colonial Leaders
Complete the graphic organizer using information from home group members.
Colonial Leader
Interesting Information
Accomplishment/s
1. Anne Hutchinson
2. John Smith
3. John Wise
4. Roger Williams
5. William Bradford
6. William Penn
©2012, TESCCC
05/23/12
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 01
Colonial Leaders KEY
Complete the graphic organizer with the information from home group members.
Colonial Leader
Interesting Information
Accomplishment/s
1. Ann Hutchinson
Member of the Massachusetts Bay
Colony, then Long Island
Fought for Religious Freedom and equal
rights for women.
Founding member of Jamestown colony
in Virginia
Established very good relations between
the area’s American Indians and the colony.
As President of the colony’s Council, he
established some strict rules that required
everyone to work for the benefit of the
colony.
2. John Smith
Born in Massachusetts
3. John Wise
4. Roger Williams
5. William Bradford
6. William Penn
©2012, TESCCC
As a Congregationalist minister, he wrote
two important papers about no taxation
without representation later used by
Founding Fathers in the Declaration of
Independence.
First a member of Massachusetts Bay
Colony, he moved his congregation to
Pennsylvania to establish the
Providence Plantation. He also founded
Rhode Island.
Williams founded his colonies based on the
rules that all colony decisions would be
decided by a majority of the heads of
households, regardless of their beliefs or
religion.
One of the founders of the Separatists
colony of Plymouth Plantation in
Massachusetts.
As one of the leaders aboard The
Mayflower, he helped write and signed the
Mayflower Compact which established the
colony as a “body politic.”
Led his Quaker congregation from
England to establish the colony of
Pennsylvania.
Penn founded his colony on the beliefs of
religious tolerance and equal rights for
women, a very different way of thinking at
the time. He developed excellent relations
with the American Indians in order to make
treaties with them.
05/23/12
page 1 of 1
Grade 5
Social Studies
Unit: 01 Lesson: 02
3-Tab Organizer Instructions
1.
Hold a piece of paper portrait style. Fold the top half down and crease.
2. Turn the folded paper 90 degrees so the fold is on the right. Draw lines to divide the paper into
thirds.
3. Open the paper so the fold is in the center. On the top of the right half, write Physical
Characteristics. On the top of the left half, write Human Characteristics. Draw lines horizontally
across the paper to divide it into thirds.
Human
Characteristics
Physical
Characteristics
4. Along the left margin and parallel to the margin, in the top third write New England colonies; in the
middle third write Middle colonies, and in the bottom third write Southern colonies.
5. In the New England section, perpendicular to the left edge, write the letters P (for political), E (for
economic), R (for religious), and S (for social). Repeat for the other two sections.
6. Cut along the lines from the right margin to the fold.
7. Close the three tabs. On the front of the organizer, draw the 13 original colonies in their correct
region (New England, Middle, Southern colonies)
8. During round 1, add information about the physical characteristics of the colonies in each
region.During round 2, add information about the human characteristics of the colonies, including
the political, economic, religious, and social characteristics of the colonies in each region.
©2012, TESCCC
05/18/12
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 01
Comparing Colonies
Choose one colony for each of the three colonial areas (New England Colonies, Middle Colonies, and Southern
Colonies). Write the colony name in the box under each label. Complete the matrix for each of the three colonies
you have chosen.
New England Colony
Middle Colony
Southern Colony
_________________
_________________
_________________
Leader
Political
(Government)
Economic
(Industries)
Religious
Social (other)
Geographic
(Landforms,
Climate)
Adaptations
Modifications
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05/23/12
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 01
Comparing Colonies KEY
Choose one colony for each of the three colonial areas (New England Colonies, Middle Colonies, and Southern Colonies),
and write the colony name in the box under each label. Complete the matrix for each of the three colonies you have
chosen.
(Answers provided are possible responses for the highlighted colonies.)
Activities
New England
Colony
Middle Colony
Southern Colony
New York
New Jersey
Pennsylvania
Delaware
Virginia
Maryland
North Carolina
South Carolina
Georgia
Massachusetts
Rhode Island
New Hampshire
Connecticut
Leader
William Bradford
William Penn
John Smith
Political
(Government)
Small group of leaders, the
General Court, elected by the
freemen from each town. The
General Court elected the
Governor.
The Proprietor (William
Penn) led the government
with an appointed Governor
and a 72-member Council
and a larger General
Assembly which had little
power.
The first official government
the House of Burgesses, the
first elected representative
assembly in Colonial America,
was later renamed the
Virginia General Assembly.
Economic
(Industries)
Shipbuilding, fishing, fur
trading, and lumber were the
main industries in the colony.
They were very dependent
on Great Britain for the goods
they could not produce.
Colony’s economy included
agriculture, textile
production, lumber,
shipbuilding, and exporting
iron and paper.
The Virginia Colony was
primarily an agricultural
economy with large
plantations with many slaves.
Tobacco was the main export
crop. Because of the Atlantic
coastline, fishing was a major
industry.
The colony has several large
bays along the Atlantic
coastline. It has the
Appalachian Mountains,
rocky coastal areas, many
rivers, and sandy beaches.
The climate was very cold in
the winters with heavy
snows, but warmer and
pleasant in the summer
The colony has the
Allegheny Mountains, rolling
hills, dense forests, and
deep harbors. The climate is
cold in the winter, often with
snow, and warm for good
agriculture in the summers.
In the Atlantic coastal region,
lands are low and soil is
fertile. The western areas are
heavily wooded and often
hilly. Winters are mild, but
occasionally with snow.
Summers are very warm and
humid
The earliest colonists were
the Pilgrims and the Puritans
who arrived looking for
religious tolerance, but were
not themselves of other
religions.
Though established for the
Quakers, they believed in
religious tolerance, open to
all religions, including the
Mennonites and the Amish
Anglican (Church of England)
was the predominant religion.
The Baptists and Methodists
were also prominent, many
opening their churches to
black Virginians to their
membership.
Geographical
(Landforms,
Climate)
Social (Religion)
©2012, TESCCC
05/21/12
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