Unit 3: Colonization in America

Time: 4-5 weeks

Next year: Game for lesson 2, research explorers

Lesson 1: From Exploration to Colonization

Goal: Students examine how European exploration of the Americas led to
European settlement in the region.
Time: 3-4 Days
Key Concepts:
1. Colonization
2. Migration
3. Push and pull factors
4. Settlements

Items Needed: iPads, Step 2: SM 9 of 20, Step 5: SM 3 of 20, Padlet Lloyd, Padlet
Klyn, Step 8: SM 10 of 20, Step 15: SM 4 of 20 Step 15 SM 11 of 20, Step 15: SM 12 of
20, Step 15: SM 13 of 20
Videos: Castillo San Marcos

Steps:
1. Skips 1-3+
2. Last unit you learned about the Three Worlds Colliding. Now we are focusing on
Colonization of America.
3. Step 4: Have SM 9 of 20 on the document camera.
a. Read to the class out loud
b. Have the students share with a partner what they think is being shared in the document.
c. Have one person share from the group their understanding.
4. Step 4: Explain that the source is written by Father Tomas de la Torre in 1644.
a. Describes his journey.
b. Describes his life in New Spain.
c. Explain that this was a typical experience for all who moved to America.
i. Knew nothing about America.
ii. Difficult and uncomfortable journey.
d. Ask: Why did people go on this journey?
5. Step 5: Explain that there are several reasons why people move. Sometimes because
of problems they find where they currently are living.
a. Have SM 3 of 20 on the document camera (Word Card #3) Push Factors.
i. Have students with their tablets or notebooks write the word and definition down.
ii. Have students turn and share with a partner a reason or circumstance that might propel,
or push people away from that place.
iii. Have each group pick their best reason or circumstance and share it on padlet. Have
them label their response as Push Factor.
 1. Lloyd Padlet
2. Klyn Padlet
a. Some answers may include.
i. Poverty
ii. Disease
iii. War
iv. Unemployment
6. Step 6: Explain that some people leave their home to live in another place because of
what that location has to offer.
a. Have SM 3 of 20 on document camera. (Word Card #4) Pull Factors.
i. Have students with their tablets or notebooks write the word and definition down.
ii. Have students turn and share reasons that might draw people to move to another
particular place. Remind them that these reasons are positive ones.
iii. Have each group pick their best reason or circumstance and share it on padlet. Have
them label their response as Pull Factor.
1. Lloyd Padlet
2. Klyn Padlet
7. Day 1 end
8. Skip Step 7
9. Step 8: Partner students up, and give them time to read and classify the cards. Submit
as Exit Slip
a. Hand out SM 10 of 20
b. Students may make a Google Slides presentation.
c. 1st slide partners name, codes, and title of presentation
d. 2nd slide: Entitled Push Factors.
e. 3rd Slide: Entitled Pull Factors.
f. Have students classify each card based on type of factor.
g. Answers:
i. Push Factors: Cards: 2,4,5,7
ii. Pull Factors: Cards 1,3,6,8
10. Skip Steps 9-12
11. Step 13: Have Students create a T-chart in their notebooks. One side Push factor other
side pull factor. Explain that both push and pull factors played a role in the growth of
Spanish settlements in New Spain.
a. Push Factors:
i. Settlers came because no good farm land.
ii. Little to no chance to own farm.
iii. Many were poor in Spain.
iv. Series of poor harvests.
v. Taxes were high.
b. Pull Factors:
i. Silver and gold found in New Spain.
ii. Land was available.
iii. Catholic Missionaries were drawn to convert the Natives.
12. Skip Step 14
13. Step 15: Classwork or HW:
 a. Give each student SM 11 of 20, SM 12 of 20.
b. Inform that when the pieces are placed in the correct order they describe the correct
sequence of events that led to the growth of New Spain.
i. Use SM 4 of 20 (Word Card #7) Plantation.
ii. Explain to the students what a plantation is so they are not confused.
iii. Students should cut out the strips, and place them, with glue, in chronological order.
1. Help the students with at least the first strip, and possibly with the last strip. (Answer
Key SM 13 of 20)
2. To begin: Settlers first came to the islands of the Caribbean where they searched for
gold. #1
3. Last: Many Spanish people grew wealthy in New Spain. Shiploads of gold, silver, and
other treasures were sent back to Spain as well as crops such as sugar and tobacco.
#7
iv. Students may use their History Alive books to help.
14. Step 16: Discuss the sequence with the students on their organizer, and how it grew
along with changed. Questions to use
a. Why do you think Spanish settlers moved to Caribbean Islands first?
b. Why did settlers concentrate on farming cash crops?
c. What effects did Spanish settlement have on Native Americans?
d. What long-range consequences were likely to result from importation of enslaved
Africans to New Spain?
e. How do you think other European countries felt about New Spains growth?
15. Skip Step 17:
16. Step 18: Explain that Spain decided they needed more forts to protect New Spain from
France and other European countries.
a. 1565 Spain built St. Augustine.
b. 1st City built in present day United States.
c. Originally built as a wooden fort.
d. Served as a base for missions that went along the coast.
e. Play Video about fort Castillo San Marcos.
17. Klyn-review Step 15.
18. Step 19: Hand out a copy of the Timeline (SM 15 of 20) Have students add St.
Augustine in 1565 to the timeline.
a. Student should keep timeline for more dates.

Lesson 2: English Settlement

Goal: Students build on what they learned about Spanish and French settlements
in the Americas. They begin to examine reasons the English became interested in
forming colonies in the region as well.
Time: 2-3 Days
Key Concepts:
Colonization
Economic developments
 Push and pull factors
Representative government
Settlement
Settlement patterns

Items Needed: Step 4: Blue book p. 60-65, Step 10: Lloyd Padlet and Klyn Padlet, Step
12: SM 10 of 20 (for doc. camera),
Video: Step 4: Sir Walter Raleigh and John White, Step 14 : John Smith

1. Skip Steps 1-2

2. Step 3: Share with the students
a. England sailed to N. America since John Cabot (1497), and late in the 1500s England
began to become more interested.
b. England saw Spain get rich (gold, silver, and ranching products).
c. England was anxious to share in the treasure. English ships began to attack Spanish
ships carrying these goods to Spain.
d. England and Spain had conflicts because of ship attacks.
e. Increase England's wealth. Built strong navy and decided to create colonies in N.
America.
3. Skip Steps 4-6
4. Step 7: Have the students read the section on Roanoke from their blue textbook. (p.60-
65), and watch a video on Sir Walter Raleigh and John White
5. Step 8: have the students choose only 6 of the following questions, answer them in a
google docs file. Students should write the question out and answer them.
a. Why do you think they chose to settle on an island?
b. What were two problems settlers in the first Roanoke settlement had?
c. Why did they want to return to England?
d. Do you think this settlement was a failure? Why or why not?
e. How do you think having families in the second settlement group instead of just men
affected the settlement?
f. How do you think people viewed the birth of a new baby in the settlement?
g. Why did John White return to England?
h. Why did it take so long to get back to Roanoke?
i. What do you think happened to the people of Roanoke?
j. Do you think the mystery will ever be solved? Why or why not?
6. Step 9: Have students on their timeline write 1587 Roanoke Settlement.
7. Skip Steps 10-12
8. Step 13: Review push and pull factors for English settlements. Have students decide
which is a push or pull.
a. People agreed to sail with the Virginia Company, (own by wealthy stockholders)
because they were promised to find gold and adventure.
b. Some people were pushed because of hard times in England.
c. Some wanted to find new opportunity in Virginia.
 d. Several people were indentured servants, (agreed to work for the Virginia Company
for a number of years in exchange for passage to the New World).
9. Skip Step 14
10. Step 15: New settlers had to solve the problem of where they were going to begin a
settlement.
a. Split the students up into groups of 2 and 3 and tell them to work together to describe
the type of place that they think would be a good settlement.
i. Each group can post their list on padlet.
1. Lloyd Padlet
2. Klyn Padlet
b. Think about landforms, resources, etc.
c. Make a master list on Padlet with what they came up with.
11. Step 16: Share with the students information about Jamestown.
a. Settlers decided to sail up a river (Named it James River after the King)
b. Chose a spot on a peninsula that they thought was far away from the ocean that would
protect them from Spanish ships.
c. Ended up being a bad choice because it was swampy, lots of mosquitoes, and had bad
drinking water.
d. First thing they did was build a simple fort for protection.
12. Steps 17 and 18
a. Give the students a copy of SM 10 of 20 that DOES NOT include how many of each
person went on the voyage to settle Jamestown.
b. Then, have the students fill in how many of each person they would choose to go on the
trip. The total is 105.
c. Discuss from the text what a gentlemen was. Why did they want to go along?
d. Compare as a class what they decided to have for each grouping. (Note: the list given
on SM 10 of 20 does not add up to 105.)
e. Finally, display SM 10 of 20 to show them what type of individuals lived in Jamestown.
f. Ask the students if they are surprised by any of the types of people that lived in
Jamestown?
g. Why would young Boyes want to go settle in the Virginia colony?
h. Should so many gentlemen have gone on the first trip?
i. Based on who was in Jamestown do you think they had any issues building the
settlement?
13. Skip Steps 19-20
14. Steps 21-22: Explain that conflicts between the Native Americans, and the colonists
existed. Ask the students why they think there were issues between the two groups?
a. Inform the class that for a bit of time it looked like the colony of Jamestown would fail if
not for the leadership of John Smith.
b. Play the video about John Smith.
c. Ask the students whether they think John Smiths rule, If you dont work, you dont eat.
was a good idea or not?
i. This rule forced people to plant and harvest crops.
15. Skip Steps 23-25
 16. Step 26: Explain that 1619 was a very significant year in Jamestown. Three things
happened.
a. 100 women arrived by boat.
i. Why would this be significant?
1. Few women in Jamestown
2. Men were leaving after making some money.
3. Wanted families to settle
b. 20 African arrived by ship
i. Why was this significant?
ii. Why not just get workers from back home?
1. More workers were needed
2. Historians believe they were treated like indentured servants.
3. Tobacco became an important cash crop.
4. What is a cash crop?
c. Jamestown elected a group of lawmakers for its own legislature.
i. Why is a government important? How many people constitutes the need for a
government?
1. Had more than 1000 colonists
2. Laws were needed to keep order
3. The first legislature in the English colonies.
17. Skip Steps 27-29

Lesson 3: Development of the Southern Colonies

Goal: Students will build off from what they have learned about Jamestown and
the Virginia Colony as they study the development of the other four Southern
Colonies.
Time: 2-3 Days
Key Concepts:
Colonization
Economic developments
Push and pull factors
Colonial region
Settlement
Settlement patterns

Items Needed: Step 2: SM 6 of 17 (display on document camera), Step 7: SM 11 of 17,

Step 8: SM 4 of 17 (Answer Key SM 5 of 17), Step 9: SM 12 of 17 (Source #3), Step
11: SM 13 of 17, Step 14: Red book p. 219
Videos:
 1. Skip Steps 1-3.
2. Step 4-5: Display SM 6 of 17. Have the students read it and ask whether this is a
primary or secondary source, and have them give reasons that support their thinking.
a. The document was an ad from the 1600s.
b. The ad is seeking a young blacksmith to serve as an indentured servant for 4-5 years.
3. Skip Steps 6-7
4. Step 8: Have the student read p. 73 from their Blue books that relate to Maryland. Cover
the following information also:
a. The Calverts were a wealthy English family that wanted to form a colony that would
make money and be safe for Catholics, who were treated unfairly in England.
b. King Charles I granted a charter for the family in 1632. The family planned carefully
because of Roanoke and Jamestown.
c. 1633 the first settlers left England under the guidance of one of Calverts sons. Most
were indentured servants.
d. Maryland was perfect for tobacco like Virginia.
e. Maryland welcomed settlers no matter their religion.
f. 1649 Toleration Act was passed in Maryland allowing Christians to worship as they
pleased, (1st law in English colonies).
g. Until 1680 indentured servants were the main labor force. Afterwards it was slaves.
5. Skip Steps 9-10:
6. Step 11: Settlers who came to Carolinas had come from Virginia. Why do you think
people would move south and leave Virginia?
a. Population grew, and land was scarce as wealthy plantation owners took more and
more land.
7. Step 12: Pass out SM 11 of 17 as HW. Students should read through, along with
highlight, or annotate. Students should be ready to discuss the Carolinas the day after.
(If time is permitted students may read in class).
8. Step 13: Pass out SM 4 of 17 (Answer Key SM 5 of 17). Have the students fill in the
map key 1-4, students should put the correlating number in the state boundary.
a. 1. Virginia
b. 2. Maryland
c. 3. N. Carolina
d. 4. S. Carolina
9. Step 14: Display SM 12 of 17 (Source #3). Have a student read it out loud to the class.
Ask the class what type of document is it?
a. Talk about their ideas.
b. Explain that was the intro. to a pamphlet/sales brochure published in London 1666. It
encouraged settlement of the new colonies in the Carolinas.
c. What does this document claim to offer settlers?
i. Healthiness of the Air
ii. Fertility of the Earth and Waters
iii. Great Pleasure and Profit
d. Why would the document state those claims?
10. Skip 15-16
 11. Step 17-18: SM 13 of 17 (Source #4) Have students find familiar words and guide them
into understanding the gist of the source.
a. Explain that at this time in England there were a lot of poor people.
b. When you could not pay back your debts, (money you owe) they were sent to debtors
prison.
c. Founders hoped that the colony of Georgia could offer these individuals a second
chance by paying for the passage.
12. Klyns class left off here.
13. Skip Step 19:
14. Step 20: Students should read from their Red book pg. 219. You may also share
a. 1733, James Oglethorpe and 19 partners were given a charter to settle a colony which
they named Georgia (after King George).
b. Wanted this colony as a buffer zone between the other English colonies and
France/Spains colonies.
c. Oglethorpes plan to get people to come was to bring people from jail. Debtors were put
in jail in England.
d. This idea gave Oglethorpe the reputation for being fair and humane person. He did not
allow slavery, so farms were small not large plantations.
e. Main products of Georgia were rice, indigo, and lumber.
15. Step 21: SM 4 of 17 (have students pull them out) and add Georgia to #5.

Lesson 4: Religious Freedom and Early New England Settlements

Goal: Students will explore the quest for religious freedom as they learn about
the Plymouth Colony.
Time: 2-3 Days
Key Concepts:
Cause and effect
Colonization
Migration
Push and pull factors
Role of religion

Items Needed: Step 1: SM 3 of 17, Step 6: 6&7 of 17, Step 8: SM 8 of 17, Step 10: SM
9 of 17, Step 12: SM 11 of 17,
Video: Step 6: Pilgrims: Mayflower Compact, Step 12: Pilgrims:The First Winter, Step
14: The Pilgrims: Alliance with Massasoits People and the First Thanksgiving

1. Step 1: Have the term Pilgrims SM 3 of 17 on the document camera.

a. Ask how the students are familiar with the term.
i. Often connected to Thanksgiving, Mayflower, Native Americans, Plymouth Rock.
 ii. Have students look at the definition of the term, and explain that they will learn more
about them and their colony in New England.
2. Skip Step 2
3. Step 3: Explain that most people who went to Jamestown went for economic reasons.
a. Wanted to find
i. Gold
ii. Other riches
b. Later they wanted to make a profit by selling cash crops, (tobacco).
c. Pilgrims came for religious reasons.
4. Step 4: 1600s, people in England belonged to the Church of England, (headed by the
King of England). Those who did not join were persecuted, (jail, mistreated). Those who
did not join were known as Separatists. Separatists
a. Moved to Holland in 1608 for religious freedom.
b. After some time they worried that their kids would not learn English ways.
i. Point out Holland on a map.
c. Decided to go to N. America to live among English colonists and follow their own
religion.
d. They became known as Pilgrims.
i. A pilgrim is a person who makes a journey for religious reasons.
5. Skip Steps 5-8
6. Step 9: Provide SM 7 of 17 on the document camera, or an image on Google
Classroom.
a. Have students break into pairs and have them draw conclusions based on the
information from the chart. Possible Answers
i. 31 kids on the Mayflower
ii. Some not very common names.
iii. No names from some of the children.
iv. One child was born on the journey.
v. 11 kids died during the first winter.
b. Next show the video. Pilgrims: Mayflower Compact
c. HW or In class assignment: Have students write a journal from the perspective of a child
traveling on the Mayflower.
i. May want to provide via Document camera SM 6 of 17
7. Skip Step 10
8. Step 11: Display SM 8 of 17.
a. Remind students primary sources provided problems for us to understand them, (older
language).
b. Highlight
i. King James
ii. Christian faith
iii. First colony
iv. Virginia
v. Combine ourselves
vi. Better ordering
vii. Preservation
viii. Equal laws
ix. Constitutions
x. Good of the colony
xi. Promise
9. Skip Step 12
10. Step 13: Provide SM 9 of 17 for all students.
a. Explain that the Mayflower Compact is important because it is the 1st example of self-
rule in the English colonies.
i. At this time kings and queens ruled
ii. Self-rule was a new idea
11. Skip Steps 14-16
12. Step 17: Ask the students, What effect would landing in America in December have on
the Pilgrims? Discuss with students this concept.
a. After the discussion show the video, Pilgrims: The First Winter.
b. Afterwards discuss the effects on the Pilgrims.
c. Then share SM 11 of 17. Explain that students should read the selection and identify
key ideas from each paragraphs, and write them in the chart below. (HW)
13. Skip Steps 18-19
14. Step 20:Explain that by 1621 Pilgrims and Wampanoags lived in peace during this time
after both have lost a lot of people because of disease and other reasons. Ask the
students why peace between each group might have helped each other?
a. Examples:
i. Pilgrims could get help to learn what to eat, or grow food.
ii. Pilgrims and Wampanoag have lost many from each party and did not want to fight.
iii. Could help each other.
iv. Trade purposes.
b. Next show The Pilgrims: Alliance with Massasoits People and the First Thanksgiving
i. 53 English and 90 Wampanoags celebrated together. Ask students, what did this
festival become?
1. This is often thought of as the first Thanksgiving.
ii. Explains that Thanksgiving became a national holiday in 1863 by Abraham Lincoln. He
declared the last Thursday in November as a day of thanksgiving and praise.
15. Skip Steps 21-23

Lesson 5: The Development of the New England Colonies

Goal: Students build upon what they learned about the Plymouth Colony as they
study the development of other colonies in the New England region.
Time: 1-2 Days
Key Concepts:
Colonization
Economic development
Push and pull factors
Colonial region
 Role of religion
Settlement
Settlement patterns

Items Needed: Step 2: Red Book p. 138-139 Step 5: SM 9 of 12, Step 8: SM 10 of 12,
Videos: Step 2: God in America Clip,

1. Skip Steps 1-3

2. Step 2: Have students read Red book p. 138-139 in class. Also show God in America
Clip (Beginning-2:06) Afterwards discuss the following questions with the students.
a. Why do you think the Puritans chose to start a new settlement of their own rather than
joining the Pilgrims at the Plymouth Colony?
b. What economic activities were found in the colony?
c. The Puritans left England looking for religious freedom. What evidence is there that they
did not guarantee religious freedom in their own colony?
d. How was this colony different from Plymouth? How was it alike?
3. Skip Step 5
4. Step 6 is below.
5. Step 8: Explain that because Puritan religion was strictly enforced in the Massachusetts
Bay Colony leaders would banish those who disagreed with the colony.
a. Have the students read SM 9 of 12, either with partners or the whole group.
b. Having the following questions posted for them to discuss afterwards.
i. What was the connection between the Massachusetts Bay Colony and the Rhode
Island colony?
ii. How would you describe the character traits of Roger Williams and Anne Hutchinson?
What kind of colony do you think Rhode Island became?
6. Step 6: Have students add Massachusetts, Rhode Island, Connecticut, and New
Hampshire to their English Colonies Map (SM 6 of 12 Answer Key)
7. Skip Steps 9-10
8. Step 11: Explain, not religion but geography caused people to leave Massachusetts
Bay.
a. Thin, rocky soil in many areas that wasnt good for farming.
b. Some farmers left for better land.
i. 1630s, some left Mass. Bay Colony for the fertile Connecticut River Valley.
ii. 1633, Windsor became the first permanent English settlement in the area.
9. Step 12: Display SM 10 of 12 on Document camera.
a. Have students write a description of what they think is happening in the illustration via
Google Classroom.
i. AfterwardsShare that.
1. Besides people looking for better farm land in the Connecticut River Valley, others
began to come to the area for religious reasons.
a. Rev. Thomas Hooker left Mass. Bay because he felt the Puritans were too strict.
b. He and his followers founded the settlement of Hartford.
 2. 1636, Hartford and the other earlier settlements came together to become the
Connecticut Colony.
10. Skip Step 13
11. Step 14: Explain other people, looking for better farm land, left and headed north for
Massachusetts and settled along the Merrimack River.
a. Share the following info about the founding of New Hampshire.
i. David Thomson began the first settlement in 1623 near modern Portsmouth. They
shipped lumber to England.
ii. John Mason was granted land to start a fishing colony.
iii. John Wheelwright was expelled from Boston and moved to the area afterwards.
iv. 1679 New Hampshire became an official royal colony.
12. Step 15: Remind the students that the colonies that we had studied in this lesson have
become known as the New England colonies.
a. Have students highlight these colonies in a specific color that they would like to use to
identify the different colony regions.
13. Based on the colonies we have spoken about, were these colonies formed
because of push or pull factors?
a. Virginia
b. Massachusetts
c. Rhode Island
d. Connecticut
e. Georgia
f. North Carolina
g. South Carolina

Lesson 6: Settlements in the Middle: New Amsterdam and Quaker Settlements

Goal: Students will explore early settlements in the region that became the Middle
Colonies.
Time: 2-3 Days
Key Concepts:
Cause and effect
Colonization
Ethnic diversity
Migration
Push and pull factors
Role of religion
Settlement
Settlement patterns

Items Needed: Step 3: SM 7 of 12, Step 4: SM 8 of 12, Step 6: SM 9 of 12, Step 11:SM
10 of 12, Step 12: SM: 11 of 12
 Videos: Step 7: Founding of New Amsterdam

1. Step 1: Review the regions, and the English settlements of Jamestown, and Plymouth.
2. Skip Steps 2-3
3. Step 4: Display SM 7 of 12 on Document camera.
a. Ask students to identify what city is in this photo.
b. Guide students to understand that the photo shows the island of Manhattan and New
York City.
c. Explain that New York used to be called New Amsterdam which was originally settled by
the Dutch.
4. Step 5: Give each student SM 8 of 12 to read.
a. Ask them to identify which type of source this is.
b. Students should then read with a partner and highlight important information about the
region.
5. Skip Step 6
6. Step 7: Display SM 9 of 12 on Document camera.
a. Explain that the Dutch founded the colony of New Netherlands in 1624.
i. It included the Hudson River Valley, (which is now New York, Long Island, and land
along the Delaware River)
b. Explain also that
i. 1626, Peter Minuit purchased Manhattan Island from the Native Americans for $24
worth of trinkets.
ii. Began to build a fort and a town there.
iii. Town called New Amsterdam
iv. Eventually began the capital of New Netherlands.
7. Step 8: Explain that life in Holland was good in the 1640s, and there were not many
push factors.
a. Ask students how this fact may have affected the settlement of New Netherlands?
i. Guide students to understand that the Dutch were hesitant to settle in N. America.
ii. The company controlling New Netherlands offered incentives to people in other
countries to come to the colony.
1. Ask the question: What is a Melting Pot?
2. The Dutch welcomed settlers from Belgium, Denmark, France, Italy, and Spain.
a. The first group of Jewish settlers came to N. America during this time too.
3. The colony was ethnically and religiously diverse.
4. The colony included many large farms and eventually enslaved Africans were brought in
to do the work.
5. New Amsterdam Founded play the video after discussing all of the facts about New
Amsterdam.
a. Have students make connections to what they just learned about and if it was restated
in the video, or if there was something new that they learned.
8. Step 9: Have students add the founding of New Amsterdam to their timeline (1626).
9. Watch the following video: http://www.history.com/topics/new-york-city/videos/nyc-then-
and-now
10. Step 10: Have students read from their Red Book pg. 189 and 204.
 11. Skip Steps 11
12. Step 12: Place SM 10 of 12 under the Document camera.
a. Explain that while the Dutch were settling in New Amsterdam, the English were also
settling between the New England colonies and the Southern colonies.
b. Ask the students what is going on in the image.
i. Point out the king if they need help.
ii. Guide students to understand that the document is a royal charter that is giving
someone land in America.
1. The images shows the king giving William Penn a charter that gave him claim to found
the colony known as Pennsylvania.
2. This was done to offset a debt that the king owed Penns father.
3. It took place in 1681.
13. Skip Step 13
14. Step 14: After explaining what Quakers were, then display SM: 11 of 12.
a. Explain that William Penn belonged to a religious group known as the Quakers. They
had been persecuted in England and the New England colonies.
i. Persecuted for having different religious beliefs.
1. No priests or ministers.
2. Believed in not fighting wars.
b. Have students analyze the map and discuss the following questions.
i. What city is shown in both maps?
ii. Where is the city located?
iii. Why do you think William Penn chose this site for the city?
iv. What can you infer about the early colony of Pennsylvania from the map?
15. Step 15: Penn set about planning his colony carefully.
a. He designed a Frame of Government which provided for a legislature and several
rights including
i. Freedom of speech
ii. Freedom of religion
iii. And trial by jury
b. Read Red Textbook p. 190-191 & 202
i. Share also
ii. Penn met with Native Americans and paid them for the land the king had given him.
iii. The Quaker settlements maintained friendly relations with the Native Americans for
many years.
iv. The colony became home to many European immigrants, including many people from
Germany.
16. Step 16: Guide students to comparing and contrasting New Amsterdam and the Quaker
settlements using criteria such as push/pull factors, economics, and geography.
17. Skip Step 17

Lesson 7: The Development of the Middle Colonies

Goal: Students build upon what they have learned about Middle Colonies and
study its development.
 Time: 1 Day
Key Concepts:
Colonial regions
Colonization
Cultural differences
Ethnic diversity
Migration
Role of religion
Settlement
Settlement patterns

Items Needed: Step 2: SM: 6 of 13.

Videos:

1. Skip Steps 1-2

2. Step 3: Provide SM: 6 of 13, Step 4:SM: 7 of 13,
a. Students should read the text and highlight information that helps them understand what
is happening during this time.
3. Skip Step 4
4. Step 5: Display SM: 7 of 13 and ask students, Why do you think this colony was
separated into two regions?
a. Share with students that
i. 1664, the Duke of York granted land that had been a part of the New Netherland
settlement to two of his friends.
1. Land located between the Hudson River and the Delaware River.
2. The grant divided the region into two areas
a. East Jersey
b. West Jersey
3. Promises were made to settlers that land would be cheap, there would be
representative government, and freedom of religion.
a. The region grew quickly.
4. 1702, the two sections were united as New Jersey and made a Royal colony, it was
governed by New York though.
5. 1738 it became its own colony.
5. Skip Steps 6-13

Lesson 8: Comparing Regional Settlement Patterns

SKIP!

Lesson 9: European Settlement and Native Americans

Goal: Students continue to learn about English settlement by analyzing
interactions between Native Americans and the colonists.
 Time: 1-2 Days
Key Concepts:
Cause and Effect
Colonization
Conflict and cooperation
Cultural differences
Settlement

Items Needed: Step 3: SM 3 of 11, Step 4: Text books both, Step 6: SM 6 of 11, Step 9:
SM 9 of 11
Videos:

1. Skip Steps 1-2

2. Step 3: Post the word contradiction from SM 3 of 11, and discuss with the students.
Explain that this word refers to two ideas or actions that are in conflict or against each
other. Ask for examples.
a. Example: Parents tell you to eat your veggies because they are good for you. However,
you notice that your parents never eat their veggies.
b. Explain that there were contradictions between colonists believed and what they did.
i. Puritans were strong believers of religious freedom.
1. How did the Puritans treat people with different religious views in the Massachusetts
Bay Colony?
a. How did they treat Anne Hutchinson, and Roger Williams?
b. This is an example of a contradiction.
2. Guide students to the understanding that the Puritans were very intolerant of other
religious views.
3. Step 4: Put students in small groups. Ask them to list examples of contradictions
between what English settlers believed and how they treated the Native Americans.
Encourage students to use their textbooks, or any handouts to find some examples.
Possible answers...
a. Settlers wanted freedom in their own land, and owning land was important. However,
they took over Native American lands, and pushed them further west.
b. Settlers believed in religious freedom. However, the English wanted the Native
Americans to convert to Christianity, because they thought their religion was wrong.
c. Settlers believed people should be free to make their own choices and live their own
life. But, they often denied Native Americans freedom
4. Skip Steps 5-8
5. Step 9: Have two signs posted in the room. One says, Benefits of European
Settlement. On the other signpost, Costs to the Native Americans. Have the students
reflect on which statement more accurately reflects their beliefs of European settlement
and Native Americans. Have the students move to the side of the room that they agree
with more.
a. Students must have a reason that supports their view.
6. Step 10: Explain that as time went on conflicts between Natives, and the settlers
increased. Share with students SM 6 of 11.
a. Students should read the document carefully and highlight causes of conflict in one
color.
b. And in another color should highlight the effects of the conflicts.
7. Skip Step 11
8. Step 12: Discuss with students the following questions?
a. Why do you think most colonists felt they had the right to take Native American land?
b. Were there any peaceful ways in which these conflicts could be solved? Why or why
not?
c. Why did most of these conflicts end in Native Americans being defeated?
9. Step 13: Display SM 9 of 11 and discuss the information on the chart and how the
different perspectives may have led to conflicts.
10. Step 14: Provide each student with SM 10&11 of 11. Students should read each
perspective and consider by which perspective each was written from.
a. Students should use highlighters to mark evidence that identifies the perspective of the
writer.
11. Step 15: Divide students into groups to discuss the texts, while sharing their evidence
for the perspective of each author.
a. Conduct a class discussion afterwards.
b. Students should come to a conclusion of which perspective each text is written from
based on evidence and what they have learned about the relationship between
colonists and Native Americans.