Unit Project
Dates:
1607-1733
Students will:
1. List the names all five southern colonies and
locate them on a
2. Define and use “colonial” vocabulary as identified by the teacher.
3. Identify the causes of southern colonial development and colonization.
4. List three major reasons why people chose to live in the southern colonies.
5. State and explain the main elements of southern colonial daily life.
6. Describe life on the southern plantations for plantation owners and slaves.
7. List the major religious groups in the southern colonies and compare their similarities and differences.
8. In relation to the southern colonies, identify the objectives and describe the outcomes of the Revolutionary War.
9. Apply what the students learned during the course of the unit in a simulation of a successful southern colony.
10. Develop an appreciation for the history of Colonial America.
11. Enjoy working together as a team.
o
Day 1: The History
§
Objectives
1. Define and use new vocabulary words.
2. Identify the 5 southern colonies and locate them on a map.
3. Identify the founder of each colony and the year it was founded.
4. Develop an understanding of why people would want to move to an unknown territory.
5. Use the internet to find historical information about the southern colonies.
§ Materials
1. Individual student maps
2. Historical information summary sheets
3. Student journals
4. Computers
with internet access
§
Plan:
Ask
students if they have ever been new to a school or neighborhood. What does it
feel like to be in a new, unfamiliar place? Discuss and share experiences. Lead
students to understand that the colonists shared many of the same feelings and
experiences. Settling an unknown territory and moving into a new neighborhood
can present similar challenges. List some of the challenges that the colonist
faced. How do you think they overcame the challenges? On the students’
individual maps children will label all 5 southern colonies and any major
cities within the colony. Note and discuss the importance of the cities’
locations. Discuss and record (in student journals) vocabulary for day’s
lesson.
Activity:
Allow students to work in pairs to search internet sites.
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
They need to locate the founder of each colony, the year it was started, major industry and the reason why it was started. Record notes in their journals. Share findings as a whole group and record on “colony facts” summary sheet.
Assignment:
1. Students will fill out a “Colonial Timeline”. The timeline will be dated from 1607-1776. They will select at least 12 important events and the dates to include on their timeline. The events must be things that were significant in the colony’s history.
2. Have students take the “quizzes” listed on the website: http://www.wecosoft.com/School/SocialStudies/Colonies/colonies.htm
A fun way to check for understanding of: when the colonies were founded, who founded them, and why they were set up.
o
Day 2: Daily Life
§
Objectives:
1. List the names of all five southern colonies
and locate them on a
2. Define and use “colonial” vocabulary as identified by the teacher.
3. State and explain the main elements of southern colonial daily life.
4. Describe daily life as a small farmer, plantation owner, and slave.
5. Compare and contrast the different experiences of daily life for women, men and children.
6. Understand and appreciate how their daily life would be affected as children living in the southern colonies.
§
Materials:
1. Bulletin board, chalk/markers
2. Chart on board and on handouts
3. Computers for all six groups
4. Writing implements
5. Journals
5. List of web sites
§
Plan:
Begin
by asking children if everyone they know dress the same? Eats the same food? Works at the same job or lives in the same
houses? Ask them to think about boys vs.
girls or different places to which they have traveled. Use “fill in the blank” chart covering the
main elements of daily life and the major groups of people in the colonial
south. (See attached). Present enlarged chart on board and explain
the different elements. Pass out a
miniature version of the chart to each student.
Divide the students into 6 groups and assign each group an element of
daily life to research.
Activity:
Each group will research, using the internet sights below, their element of daily life. In groups, students will fill in their part of the chart. Teacher monitors the work to make sure answers are complete. Students then complete the activity by presenting what their group found. As students present, the teacher will fill in the large chart and the students can copy onto their chart.
http://www.history.org/Almanack/people/african/aaintro.cfm
http://www.gusd.k12.ca.us/schools/svjh/Burnett%20Final%20MM%20Project/Southern%20Colonies/
http://www.arlington.k12.va.us/schools/drew/a&a/southern.htm
http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm
http://www.mce.k12tn.net/colonial_times/southern_colonies.htm
http://members.aol.com/calebj/clothing.html
http://rims.k12.ca.us/market_to_market/pages/money.htm
Assignment:
This activity can be homework or a second day’s lesson on daily life. Students will go to web sight: http://www.fcps.k12.va.us/OakViewES/cassella/virginia/history/colonial/
They will choose one of the five children listed as links (James, Cindy, Joe, Samuel, or Tyler). After reading the passage, students are to use the chart completed the day before to expand on their character’s daily life. They are to include the elements of housing, clothing, food, work, school and economy. This will be written in journals and at least one full page.
o
Days 3-6: Plantations and
Slavery
§
Objectives
1. Identify what a plantation is and the major crops grown
2. Explain the slave’s role on a plantation and how it is decided
3. List the major buildings located on a plantation
4. Identify the conditions in which slaves worked
§
Materials
1. Reserve computer lab
2. KWL chart paper
3. Markers
3. Question sheets
5. Arts and crafts materials for projects
§
Plan
KWL chart to see what children know about southern farming, plantations, and slavery. Fill in K and W. Give children chance to talk in pairs to get ideas going. Spend only about 10 minutes.
Activity:
Computer lab research—Fill in answers to questions on sheets provided. Work in pairs. Fill in L for KWL. Use any of the following websites to find information and any of your own websites:
http://www.mce.k12tn.net/colonial_times/activites_with_the_southern_colo.htm http://www.benjaminschool.com/lower/hagy1/life_on_a_plantation.htm
http://www.fcps.k12.va.us/OakViewES/harris/97- 98/america/colonization/colonies-so/plantations.html
http://www.fcps.k12.va.us/OakViewES/harris/97- 98/america/colonization/colonies-so/slavery.html http://www.d21.k12.il.us/isu_d21_pds/ss_projects/Colonies/page7.html
http://home.earthlink.net/~gfeldmeth/slave.html
http://worksheets.teachnology.com/soc_studies/colony/read/
Assignment:
2 activities—one on slaves and one on plantations
Slaves
· Newsletter of a slave: include feelings, work they do on a plantation, how treated, living arrangements (2 columns)
· 4 page diary: include same as above
· Skit about the life of a slave
· Power point presentation
·
Diagram
· Diorama
· Clay model
**Research: should take 1 day
**Activity 1: provide children with 2 days
**Activity 2: provide children with 2 days
o
Day 7: Religions
§
Objectives:
1. List the names all five southern colonies
and locate them on a
2. Define and use “colonial” vocabulary as identified by the teacher.
3. List the major religious groups in the southern colonies and compare their similarities and differences.
4. Understand how these southern religions impacted people living in the south.
5. Explain the Maryland Toleration Acts purpose and origin.
6. Identify three reasons why religion was an important element of southern life.
7. Use the internet to search for sites using key words.
§
Materials:
1. Pictures of religious symbols
2. Pre-drawn blank colonial map
3. Coloring and drawing utensils
4. Computers for searching web sites for
example pictures
5. List of web sites
6. List of religions and key words
§
Plan:
Begin by showing the symbols of different religions. Ask children how they celebrate their favorite holiday. Point out that not only do people celebrate different holidays but they also celebrate the same holidays in different ways. Hand out blank colonial maps and assign partners.
Activity:
Ask children to label the map with an assigned partner and to search with their partners for religious pictures appropriate for the southern colonies. They should use the search words: Baptist religious symbols, Anglican religious symbols and Catholic religious symbols. This will be done on a secured computer or one that is password limited to specific websites. Draw and label pictures on colonial map using teacher’s list of religions and key words.
o
Day 8: The Role of the Southern
Colonies in the Revolutionary War
§ Objectives
1. Define and use new vocabulary words.
2. Identify the major causes of the Revolutionary War.
3. Identify the major revolutionary battles that were fought in the south.
4. Describe the effect that the war had on the southern colonies.
§
Materials
1. Individual maps
2. Student journals
3. Chart paper and markers
4. Computers with internet access
§
Plan
Engage the class in a discussion on how it would feel to be “taxed” for daily school activities such as sharpening their pencil, borrowing paper, getting drinks etc. Allow students to share their thoughts and opinions. Relate their feelings to the views of the colonists. Lead them to understand that the colonists shared many of their feelings of resentment, unfairness, etc. As a whole group have the students brainstorm, discuss, and together make a class list of the major events that led up to the Revolutionary War. Discuss and record (in student journals) vocabulary for day’s lesson. Have students record the major battles that were fought in the southern colonies on their individual student maps.
Activity:
Students will work with their partner to research the characteristics of a patriot soldier and a loyalist soldier. They will use any of the following sites to find information:
http://school.discovery.com/lessonplans/programs/revwar1/#top
http://www.multied.com/revolt/
http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm
http://www.library.thinkquest.org/11683/High.html
http://www.cr.nps.gov/seac/socamp.htm
They will record the information in their journals. Share findings as a whole group and then develop a Venn Diagram (as a whole group) comparing and contrasting patriot and loyalist soldiers. Engage students in a discussion about why so many southern colonists were loyalists.
Assignment:
The student will assume the role of a southern colonist and create a diary entry. Their entry must include their feelings about the war, which side they are on, and how the war is impacting their colony.
o
Days 9-12: Closure
1. Use internet for extra information
2. Develop appreciation for life in colonial days
3. Write paragraphs for books
4. Finish book and bind
1. Books for research
2. Papers for final copies
3. Crayons and scissors
4. Construction paper
Review ideas learned throughout unit – Brainstorm main topics discussed (Revolutionary War, History of Colonies, Daily Life, Religion, Plantations and Slavery).
Activity: Use any websites previously mentioned in unit plan and http://www.historychannel.com . Type in southern colonies. Write pages “If I were to live in the southern colonies.” Two days for rough drafts; Two days for final copies. Make illustrations with hole cut out for the face. Bind book. Closure: share with class
o
Day 13 (+ about 2 weeks): Simulation Activity
§
Objectives
1. Apply knowledge of all colonies to establish own colony and make it successful.
2. Work in groups
3. Develop appreciation for decision make and difficulties that come with setting up a colony.
4. Use booklets provided
5. Identify vocabulary to locate items on a map.
§
Materials
1. Student Booklets
2. Game cards/teacher manual
3. Scissors, crayons, markers
4. Group flags
5. Calculators
§
Plan
Follow teacher manual day by day. Teach vocabulary at beginning of simulation game. Do maps to earn points for colony.
Activity: Pick name. Make flags. Do sailing and landing cards. Settlement cards. Trading and fighting cards. Continue for about two weeks to see which colony is the most prosperous.
Assignments: Journal writing as homework assignments.
Culminating Assignments: minimum of 4 paragraph essay on experiences (good, bad, easy, difficult, etc.) with setting up a colony.
o
Additional Hotlinked Sites
http://home.earthlink.net/~gfeldmeth/colchart.html
http://www.mce.k12tn.net/colonial_times/activites_with_the_southern_colo.htm
Day 1: The History Worksheets
Day 2: Daily
Life Worksheets
|
Element of Daily Life |
Women |
Men |
Children |
|
Clothing |
Bonnets, cloaks, gown, petticoat sleeve ruffles, heavy mitts, muffs shoes (elevated heels), buckles, clasps, stays/corset, aprons when working |
Breeches, trousers, waist coat, coat, frock, cravat, cloaks, great coat, hats (w/ wide brim), leggings, spatterdashes, shoes (low heeled, black), buckles |
Wore a miniature version of the adult clothing. Never as complex and with more freedom for movement. |
|
Entertainment |
Dances, balls, concerts, visiting with friends |
Gambling cards and dice, billiards, backgammon, betting on horses |
Games like tag, marbles, hopscotch, hide-and-seek, flying kites (kids didn’t really have toys, so made own games and played outside) |
|
Frolics, reading
(Georgia Gazette, Bible, novels, almanac, law, and religion), liquor
drinking, theater (1st American playhouse, |
|||
Chart #2 of Southern
Colonial Daily Life
|
Element of Daily
Life |
Small Farmers |
|
Slaves |
|
Food |
Food made of corn, grew most of their food, alcoholic drinks (even for children) included beer, rum, wine, rye whiskey, peach and apple brandy, and alcoholic cider |
Very fancy foods, meats, dairy, imported or bought foods, and many fresh grown vegetables and fruits on the plantations |
Rationed food, poor nutrition, just enough to live on |
|
Work |
Farming crops |
|
Worked the land on plantations, unpaid labor |
|
Houses |
Simple wooden houses, upgrading to brick when possible |
Immense houses on their plantations, Architecture: Adam Style, Federal Style, Classical Values |
Shacks on plantations, or servant housing attached to main house |
|
School |
Farm children often worked rather than going to school |
Often taught by private tutors |
No schooling, against the law to learn to read |
|
Economy (Money Making) |
Farmers made most of their belongings from materials found on farm |
Plantations sold the tobacco grown, wealthy planters had belongings imported from |
Slaves working the land (beginning in 1619) |
|
Agricultural with slaves working (beginning in 1619), mostly barter, very little real money, southern colonies were started with the goal of making money and becoming wealthy |
|||
Blank
|
Element of Daily Life |
Women |
Men |
Children |
|
Clothing |
|
|
|
|
Entertainment |
|
|
|
|
|
|||
Blank
Chart
#2 of Southern Colonial Daily Life
|
Element of Daily
Life |
Small Farmers |
|
Slaves |
|
Food |
|
|
|
|
Work |
|
|
|
|
Houses |
|
|
|
|
School |
|
|
|
|
Economy (Money Making) |
|
|
|
|
|
|||
Daily Life
Look at these web sites to find
information on southern colonial daily life:
http://www.history.org/Almanack/people/african/aaintro.cfm
http://www.gusd.k12.ca.us/schools/svjh/Burnett%20Final%20MM%20Project/Southern%20Colonies/
http://www.arlington.k12.va.us/schools/drew/a&a/southern.htm
http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm
http://www.mce.k12tn.net/colonial_times/southern_colonies.htm
http://members.aol.com/calebj/clothing.html
http://rims.k12.ca.us/market_to_market/pages/money.htm
Assignment:
http://www.fcps.k12.va.us/OakViewES/cassella/virginia/history/colonial/
Vocabulary
1. bonnets 7. frock
2. breeches 8
. frolics
3. cloaks 9. petticoat
4. common 10.
spatterdashes
5. corset 11.
stays
6. cravat 12.
wealthy planters
Days 3-6:
Plantations and Slavery Worksheet
Name
___________________________________ Plantation/Slavery Worksheet
Answer the following questions so that you are able to do the culminating activity.
1. What is a plantation? _____________________________________________________
________________________________________________________________________
2. What are the main buildings located on a plantation? ______________________________
________________________________________________________________________
3. What are the major crops grown on a plantation? ________________________________
________________________________________________________________________
4. Why were slaves used on a plantation? ________________________________________
________________________________________________________________________
5. What were some of the roles slaves played on a plantation and how were these roles chosen?
________________________________________________________________________
________________________________________________________________________
6. How were slaves treated? __________________________________________________
________________________________________________________________________
7. What were the conditions like in which slaves worked? ____________________________
________________________________________________________________________
8. What were the living arrangements for slaves? ___________________________________
________________________________________________________________________
Make a diagram of a plantation.
Day 7: Religion Worksheets
Religion in
the Southern Colonies
List
of religions and key words:
Baptist
Religious Symbols
Anglican
Religious Symbols Lord Baltimore The Great Awakening
Catholic
Religious
List
of web sites for approve internet access in key word search:
Baptist
Religious Symbols
http://www.gwensjewelry.com/mar/mar14.htm
http://www.brama.com/stjohn/interior.html
Christian
Easter Symbols
http://www.intermirifica.org/easter/eastsymbol.htm
http://www.kidsdomain.com/holiday/easter/reason.html
Anglican
Religious Symbols
http://www.costumes.org/pages/religious_costume.htm
https://www.angelfire.com/ma/marycentral/statefaith.html
http://www.patrimoine-religieux.qc.ca/architecture/monographies1_e.htm
Catholic
Religious Symbols
http://www.powerpointart.com/pages/religious-symbols.html
http://www.costumes.org/pages/religious_costume.htm
http://www.religiousjewelrystore.com/catholic_pieces.html
http://www.mdarchives.state.md.us/msa/speccol/sc2200/sc2221/000025/html/intro.html
http://americanhistory.about.com/library/timelines/bltimeline1675.htm
http://www.usgennet.org/usa/topic/colonial/book/chap4_2.html
Lord
Baltimore
http://www.somd.com/culture/history/george-calvert.htm
http://www.publicbookshelf.org/public_html/Our_Country_Vol_1/sirgeorge_ej.html
http://www.crwflags.com/fotw/flags/us-md-lb.html
http://www.crwflags.com/fotw/flags/us-md.html
St.
Mary’s,
http://www.smcm.edu/hsmc/recreating_the_chapel.htm#top
http://www.baydreaming.com/st%20marys%20city.htm
Southern
Colonial Churches
http://www.yale.edu/ynhti/curriculum/units/1978/4/78.04.03.x.html
http://www.wfu.edu/~matthetl/south/thirteen.html
The
Great Awakening
http://www.nhc.rtp.nc.us:8080/tserve/eighteen/ekeyinfo/grawaken.htm
http://www.nhc.rtp.nc.us:8080/tserve/nineteen/nkeyinfo/nevanrev.htm
http://www.wfu.edu/~matthetl/perspectives/four.html
Religion
for slaves
http://www.wfu.edu/~matthetl/perspectives/twelve.html
http://www.mamiwata.com/slavery2.html
http://www.mamiwata.com/plate.html
http://www.spartacus.schoolnet.co.uk/USASreligion.htm
http://www.ipl.org/ref/timeline/
http://www.nhc.rtp.nc.us:8080/tserve/nineteen/nkeyinfo/nafrican.htm
