Practicum III - Social Studies Unit

Lesson Plan 1: CONCEPT
Name: Stephanie Goodwin Grade Level: Fifth Grade

Number of Students: Twenty-One Students School: Moundville Elementary School
Date Taught: November 2011
Concept: Colonization
Goals: Students will be able to demonstrate knowledge of colonization in the New England,
Middle, and Southern colonies.
Prerequisite Skills: Discussion skills, Cooperative Learning Skills, Writing, Organization Skills,
and Communication Skills
Prerequisite Concepts: Colonization, the Thirteen Colonies, New England Colonies, Middle
Colonies, and Southern Colonies
Alabama Course of Study Standard(s):
5.) Describe the early colonization of North America and reasons for settlement in the Northern,
Examples: colonization of Pennsylvania and Rhode Island for religious freedom, establishment
of Georgia as a prison colony, immigration of Europeans in pursuit of greater civil rights and
wealth

Identifying major leaders, economic impact, and social changes in colonial society
Examples:
- major leaders-John Winthrop, Roger Williams, John Smith, James Oglethorpe, William Penn,
Anne Hutchinson, John Rolfe;
- economic impact-tobacco and cotton crops as mainstays of economy;
- social changes-effects of establishment of House of Burgesses on colonial society

Identifying reasons for the French and Indian War
Describing the impact of the French and Indian War on the settlement of the colonies
Identifying geographic features, landforms, and differences in climates among the colonies
Describing emerging colonial governments
Examples: representative government, town meetings, role of laws

Describing the development of the emerging labor force in the colonies
Examples: slaves, indentured servants

Identifying on a map changes in North American boundaries as a result of the French and
Indian War
National Standards:
Time, Continuity, and Change 2:
Knowledge for Middle Grades: The learners will understand- Key historical periods and
patterns of change with and across cultures (e.g. the e rise and fall of ancient civilization, the
development of technology, the rise of modern nation-states, and the establishment and
breakdown of colonial systems);

Cooperating Teachers Approval:

Teachers Signature: ___________________ Date: ________________________

Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relate previous learning to new experience.)
Objective:
Students will be able to
demonstrate their prior
knowledge of colonization
and the original thirteen
colonies by participating in
a discussion.

Materials:
1. Chart Paper
2. Markers
3. Tape
Procedures:
1. Teacher will have
students seated in their
assigned seats.
2. Teacher will explain to
students that today we are
going to be discussing
colonization and the
original thirteen colonies.
Up until this point, students
have studied the New
England colonies and the
Middle colonies.
3. Teacher will tape chart
paper to the board. Teacher
will create a web first with
the word colonization.
written in the center. Ask
students to share what they
know about colonization.
The teacher will write
students ideas on the web.
Instruct students to turn and
talk with a neighbor,
quietly.
4. After students have
shared what they know
about colonization, they
will be asked to do the same
thing but for the thirteen
colonies. The teacher will
tape a new piece of chart
paper to the board and
create a web. Students will
share what they know about
the thirteen colonies, and
post each answer on the
Assessment:
Teacher will observe each
students participation
during the group discussion.
Students will be assessed on
their participation during
the web discussion.

Checklist: (Attachment
A) will be used to record
students accomplishment
of the objective.
chart. The teacher will
explain that it is very
important to pay attention
while creating the webs.

Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective:
identify key information
about the thirteen colonies
by completing a matrix in
small groups.

Materials:
1. Teacher Generated
Packet: (Attachment B)
Students will be in groups
and assigned a colony.
Students will read a packet
and fill out the following
information: Colony,
Founders, Why it was
founded, Year Founded,
Type of Government, and
Major Industries. The
thirteen colonies that will be
included in the matrix:
Massachusetts:
Rhode Island:
New Hampshire:
Connecticut:
New York
New Jersey
Pennsylvania
Delaware
Maryland
Virginia
North Carolina
Procedures:
1. Teacher will begin by
introducing the Invention
and Expansion phases of
todays lesson, and the
lessons purpose. Post the
lesson itinerary on the board
for students to see.
2. Place students into
thirteen groups of two.
3. The students will be
making a Matrix. A Matrix
is a giant chart that
summarizes and compares
information that students
research. Across the top, the
thirteen colonies are listed
horizontally. Down the left-
hand side of the chart, the
colonies are listed
vertically. Students will fill
in the index cards and place
them on the chart.
4. Assign a colony to each
group of two. Give each
group a packet of
information (Attachment B)
about their assigned colony.
Ask students to read the
packet for content
knowledge. Students must
name the colony, when it
Assessment:
their participation during
the Thirteen Colonies
Matrix activity. Remind
students that the activity
will be graded and assure
them that their active
participation is valued.
Checklist: (Attachment C)
will be used to record
of the objective.

South Carolina
Georgia
2. Chart Paper
3. Markers
4. Index Cards
was founded, major
industries, what the colony
named for, and when the
colony became a state.
Instruct students to write
each on an index card.
5. The first group to finish
will be given an additional
colony. As other groups
finish ask individual
students to help their peers
finish information regarding
the leftover colonies.
6. When the students have
completed all thirteen
colonies, begin to fill out
the matrix as a class.
7. Ask each group to read
about each section and tape
their index card in the given
space. Continue this process
until the matrix is complete.
8. After completing the
matrix, ask if anyone has
any questions.
Closure:
The teacher will have a
class discussion about the
information the students
learned for today. The
teacher will discuss the
information students put on
the matrix. The teacher will
go over any incorrect
information and then ask
students to copy the matrix
off the chart paper. Students
will be encouraged to
participate in the discussion,
ask questions, and it will be
a part of their participating
grade for the day.
Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective:
demonstrate their
knowledge of the thirteen
colonies by completing a
Thirteen Colonies Jeopardy
Game.

Materials:

1,Thirteen Colonies
Jeopardy Questions
(Attachment D)
2. Pencils
Procedures:
1. The teacher will
introduce the Thirteen
Colonies jeopardy
game.
2. The teacher will give
the directions for the
game, before placing
students into groups.
3. Place students into two
teams. There are
twenty-one students, so
there will be one team
of ten and one team of
eleven.
4. The teacher will
encourage students to
ask clarifying questions
before beginning the
assessment.
5. After teacher has
answered questions,
teacher will allow
students to begin.
6. The teacher will be in
charge of reading the
questions and keeping
score.
7. When the game is over,
total the two teams
scores, and declare a
winner.
8. Students will be
assessed on their
participation and
content knowledge
Assessment:
their knowledge of the
thirteen colonies by playing
jeopardy. The teacher will
expect students to be able to
answer questions about
each colony.
Rubric:
(Attachment E )
A scoring rubric will be
used to score if each child
was able to meet the lesson
objective.

Grade sheet:
(Attachment F )
The grade sheet for this
assignment is attached.

during the jeopardy
game.

Complete List of Lesson Plan References (include all references from any source).

Ferner, Marie. (2009) Original Thirteen Colonies Online Resources. Retrieved from:
http://www.websterschools.org/classrooms/state_library/colonies.html

Murray, William. (2001) 13 Originals: Founding the American colonies. Retrieved from:
http://www.timepage.org/spl/13colony.html

White, David. (2011) Social studies for kids. Retrieved from:
http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm

Attachment A
Exploration Phase

Exploration Phase: Checklist

Objective: Students will be able to demonstrate their prior knowledge of colonization and the original thirteen
colonies by participating in a discussion.

Name

Participated in Completing a
Colonization Web
Did Not Participate in
Completing a Colonization
Web
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Attachment B: Invention
Phase
The Original Thirteen Colonies

New England Colonies
Massachusetts
New Hampshire
Rhode Island
Connecticut

Middle Colonies
New York
Pennsylvania
New Jersey
Delaware

Southern Colonies
Maryland
Virginia
North Carolina
South Carolina
Georgia

Virginia
Based on George Weymouth's accounts of voyages to the New England area in 1606,
two private companies were formed to seek a patent for colonization on the Atlantic
Coast. One of these companies was called the London Company and it was given the
southern Virginia territory. The other company was called the Plymouth Company and
its patent was for northern Virginia. Both companies quickly sought to exercise their
patents but the London Company was the first to actually place colonists on the shore.
In 1607, 105 London Company sponsored settlers arrived from England to begin the
story that we all remember from our school days. Since they were there representing
England and its King, James I, they settled in an encampment they called Jamestown
on a river they named the James River.
The first year was devastating for the colonists, with only 32 colonists surviving the
winter and only then because Native Americans living in the area came to their aid with
food. After a supply ship arrived the next year, they had additional provisions but many
more colonists to feed as well. Once again, over the winter, most of the colonists died of
starvation and from hostile encounters with their neighbors. As winter came to a close,
ships arrived, and most of them were ready to leave. However, as they were leaving,
Lord Thomas de la War (Delaware is named after him) arrived from England with new
supplies and more settlers. He refused to let the survivors return to England. Slowly, as
they reached agreements with the local Native American tribes and they learned how to
grow some of their own crops, the colony began to prosper.
Most of those original Jamestown settlers were after profit, mainly riches in the form of
gold and other precious metals. They had not given enough thought to the perils that
they would face in this unknown land. One of the settlers, however, was familiar with
hardship and was committed to Jamestown's survival. Capt. John Smith was a soldier
and adventurer. He had fought in France and Hungary, been captured, and escaped.
Although his personality caused him some initial problems with the other colonists (he
arrived in Jamestown in chains after alienating the leaders of the expedition), he
eventually made contact with the local Native American chieftain Powhatan, who
provided the colonists with much of their food in that first year. Later the Native
Americans taught the colonist how to live off of the land. Soon colonists were able to
grow corn, wheat, tobacco, and many other crops. The major industry in Virginia was
agriculture. Capt. Smith was eventually even appointed leader of the colony.
Grouped with the Southern Colonies, Virginia started out as a Corporate colony
(granted by Royal charter to a Company of investors who have governing rights) but in
1624 became a Royal colony (subject to the governing authority of the granting
Royalty). In 1676, the village of Jamestown was nearly destroyed during "Bacon's
Rebellion." In 1788, Virginia was the tenth state to ratify the Constitution and
recommended the Bill of Rights be added.
Massachusetts
In 1607, about the same time as the Jamestown colonization, a group of English
colonists attempted to establish a colony in the Northern Virginia territory. The colony, a
fort named Fort St. George, was located in present day Maine and was named Popham
after its leader George Popham. It lasted for approximately a year before the
discouraged settlers returned to England.
The Pilgrims were the first English colonists to permanently settle in New England in
what we now know as Massachusetts. On Sept. 16, 1620 the ship set off from
Plymouth, England on it journey to the New World. There were 102 passengers on the
Mayflower including 41 Christian Puritan Separatists known collectively as the Leiden
group. After spending many years in Holland exiled from the English Church, the
Puritans were seeking a new life of religious freedom in America. All 102 of the
passengers were referred to as the "Pilgrims" after they arrived. The group had
obtained a Patent from the London Virginia Company, which indentured them into
service for the Company for seven years after they arrived and settled. To prepare for
their life in America, they had sought advice from people who had already visited the
New World. Among their advisors was Captain John Smith who, earlier, had helped
found Jamestown for the Virginia Company. It took sixty-six days to reach New England
and the journey was very hard for these non-seafarers. When they arrived, they
anchored off the tip of Cape Cod, in an area now known as Massachusetts, and before
they even set foot on shore they wrote, and all the men signed, an agreement called the
"Mayflower Compact" that would set the rules to guide them through the early, hard
times of establishing a new community. The Compact, which was signed on November
21, 1620, served as the official Constitution of the Plymouth Colony for many years.
For nearly a month, they explored, by foot and in boats, the area around Cape Cod
using the maps they had obtained in England. During their exploration, they had a few
minor encounters with the local natives. Finally, on December 21, they decided on a
location near Plymouth Harbor, which they named Plymouth. Nearly half of the colonists
and crew died from illnesses that first winter as they struggled to build their town. The
following spring they were visited by a local Wampanoag native named Samoset who,
surprisingly, spoke some broken English. Eventually he introduced the settlers to
another native named Squanto whose village had occupied the area before the Pilgrims
arrived. Squanto had been kidnapped by English explorers and while he was in Europe
the rest of his people had all been killed by diseases brought by European explorers.
Squanto spoke English very well and he stayed with the Pilgrims and taught them many
valuable skills that enabled them to survive in their new country. He also played a very
big part in bringing the Pilgrims and the local native population together, leading,
eventually to a long, but restless, peace. The major industries in Massachusetts were
fishing, corn, livestock, lumbering, and shipbuilding.
Not long after the Pilgrims arrived in Plymouth (1628), the Puritans came to
Massachusetts and settled Naumkeag (later called Salem). John Winthrop, carrying the
Massachusetts Bay Charter, arrived in 1630 and founded Boston. Maine was annexed
to Massachusetts in 1652 and later the Plymouth Colony was too.
Massachusetts was a New England colony, which started out as a Corporate colony but
became a Royal colony in 1691. In 1788, Massachusetts was the sixth state to ratify the
Constitution.
New Hampshire
In 1623 two groups of English settlers, sent by Captain John Mason, arrived in what is
now called New Hampshire (after John Masons home County of Hampshire) and
established a fishing village near the mouth of the Piscataqua River. New Hampshire
would remain an English colony throughout the colonial period even though, at various
times, it came under Massachusetts jurisdiction.
In 1638, John Wheelwright, banished from Boston for defending his sister-in-law Anne
Hutchinson, founded a settlement called Exeter in New Hampshire. In 1639, the settlers
signed the "Exeter Compact" patterned after the "Mayflower Compact". The people who
settled in the New England Colonies, such as New Hampshire, wanted to keep their
family unit together and practice their own religion. They were used to doing many
things themselves and not depending on other people for much. Some of these people
came to New England to make money, but they were not the majority. The major
industries in New Hampshire were potatoes, fishing, textiles, and shipbuilding
One of the New England Colonies, New Hampshire started out as a Proprietary colony
but it became a Royal colony in 1679.
In 1719, Scots-Irish settlers from Londonderry, Ireland were sent to form a "Scottish"
settlement in New Hampshire named for their town of origin.
In 1788 New Hampshire was the ninth state to ratify the Constitution after which it was
officially adopted.
New Jersey
Along with their holdings in New York, New Jersey was originally settled in 1623 by the
Dutch as New Netherlands .
In 1664, after obtaining control of Dutch holdings lying between Virginia and New
England, the Duke of York made a proprietary grant to Sir George Carteret and Lord
Berkeley, of the land between the Hudson and the Delaware River. These men intended
to profit from real estate sales. The new grant was named New Jersey for Carteret, who
was governor of the Isle of Jersey.
Colonists founded New Jersey. When the colonists arrived, if the Indians hadnt helped
them they would not have survived. They helped the colonists by hunting food for them,
giving them some of the crops they had grown and helping them build shelter for cold
nights and windy days. Indians also grew many different crops such as corn, squash,
and beans. They had lots of deer to hunt for and their prime meat was Venacin. The
colonists included are Quakers, Puritans, indentured servants, Indians, other religions,
and the Dutch. The major industries in this colony were ironworks and lumbering.
One of the Middle Colonies, New Jersey started out as a Proprietary colony but in 1702,
it was granted a Royal charter
New Jersey, in 1787, was the third state to ratify the Constitution.
New York
Although the Dutch West India Co. explored and began to settle the New York area as
early as 1614, the principal occupation of the area did not occur until 1624 when Dutch
settlers arrived at Governors Island and then spread to other areas in the region. In
1626, as we all remember from our early history lessons, Peter Minuit arrived on
Manhattan Island and, with other Dutch settlers, bought the island from the local Indians
for 60 gilders ($24.) worth of goods. The settlement and fort on the island became
known as New Amsterdam, which eventually became the City of New York. The Dutch
holdings in the area were collectively called New Netherlands and included areas of
what is now New Jersey. New Amsterdam was granted self-government and
incorporated by the Dutch in 1653.
In 1664, after King Charles II decided to reclaim the territory between Virginia and New
England, Peter Stuyvesant surrendered to English forces and New Amsterdam was
given to the King's brother, the Duke of York, and renamed New York. The Dutch
continued to struggle with the British for control of New Netherlands off and on until
1674 when the British finally obtained full control.
The people who founded New York were looking to practice their own religion or to
make money. Many of these people didn't bring their families with them from England
and were the perfect workers for the hard work required in ironworks and shipyards.
One of the Middle Colonies, New York originally started out as a Proprietary colony
(granted by Royalty to one or more proprietors who had full governing rights) but in
1685 became a Royal colony
In 1788, New York became the eleventh state to ratify the Constitution.
Maryland
In 1632 Charles, I granted a Maryland Charter to Lord Baltimore (George Calvert, Baron
of Baltimore). Lord Baltimore wanted very much to see the Colony become a reality and
his son Cecil saw to it that the new Colony was settled. In 1633, the first group of
settlers set sail for Maryland to establish a colony of freemen led by Leonard Calvert,
Cecil Calvert's younger brother. The people who founded the Maryland were looking to
practice their own religion or to make money. Many of these people didn't bring their
families with them from England and were the perfect workers for the hard work
required in ironworks and shipyards. Maryland has a good climate, good for growing
corn, wheat, rice, and indigo.
One of the Southern Colonies, Maryland was a Proprietary colony
Maryland was the seventh state to ratify the Constitution in 1788.
Rhode Island
While scattered Europeans began to settle the area as early as 1620, the first
permanent settlement wasn't established until 1636. In 1635, Roger Williams was driven
from Salem, Massachusetts for espousing religious and political freedom. After
spending the winter with the Indians, he finally bought land from the Narragansett
Indians and settled in what is now called Providence. The new colony was established
for those seeking religious freedom. Most people were shipbuilders, dairy, and cattle
farmers.
In 1638, Anne Hutchinson, having been banned from Massachusetts, helped found
Portsmouth, Rhode Island.
A New England Colony, Rhode Island was established as a Corporate colony and
received a Royal "Charter of Rhode Island and Providence Plantations" in 1663. Among
other unique guarantees, the Charter established complete religious freedom in Rhode
Island, which was unusual at the time, and later formed the basis for similar provisions
in the U.S. Constitution.
Although Rhode Island was one of the first colonies to embrace autonomy from the
British and espouse Revolutionary ideals, it was the last of the 13 colonies to ratify the
Federal Constitution and became a State in 1790. Rhode Island was a Charter Colony.
Connecticut
Dutch traders had established a permanent settlement near Hartford as early as 1633.
Soon English settlers began to arrive in the area from Massachusetts. In 1636, after
being driven from Massachusetts, Clergyman Thomas Hooker and his followers arrived
in Hartford and declared freedom from all save Divine Authority. In 1639, the
"Fundamental Orders" were enacted to govern the colony. In 1662, Connecticut finally
obtained a Royal Charter under John Winthrop Jr.
The people who settled in Connecticut wanted to keep their family unit together and
practice their own religion. They were used to doing many things themselves and not
depending on other people for much. Some of these people came to Connecticut to
make money, but they were not the majority. The major industries were planting and
growing wheat and corn. Colonist also fished in this area.
One of the New England Colonies, Connecticut was also a Corporate colony
In 1788, Connecticut was the fifth state to ratify the Constitution.
Delaware
In 1631, the first settlement was attempted in Delaware by Dutch traders led by Captain
David Pietersen de Vries. By 1632, the party had been killed in a dispute with the local
natives.
In 1638, Peter Minuet, now in the service of the Swedish, led a group of Swedish
settlers to the Delaware River area under a grant from the New Sweden Company. It
was these Swedish settlers that brought the log cabin design to America.
In 1655, the Dutch gained control of the land from the Swedish. In 1664, the English
obtained Delaware after defeating the Dutch. The Dutch briefly recaptured Delaware in
1673 but in 1674, the English finally took control. In 1682, Delaware was awarded to
William Penn but his control didn't last and Delaware became independent in 1701 and
elected its own assembly in 1704.
The people who founded Delaware were looking to practice their own religion or to
make money. Many of these people didn't bring their families with them from England.
The major industries in this colony were lumbering and fishing.
One of the Middle Colonies, Delaware was a Proprietary colony
Delaware was the first state to ratify the Constitution and become a State in 1787.
North Carolina
North Carolina's outer banks were the scene of the first British colonizing efforts in North
America. Both attempts, in the late 1500's, to form a colony on Roanoke Island (see
above ) did not succeed.
Virginia colonists began to settle the North Carolina region in 1653 to provide a buffer
for the southern frontier. In 1691 Albermarle, the English crown officially recognized the
northern Carolina region. This is the first time the "North Carolina" designation was
used.
The founders of North Carolina were for the most part, out to make money. They
brought their families, as did the colonists, and they kept their families together on the
plantations. However, their main motivation was to make the good money that was
available in the new American market. The major industries in North Carolina were
plantation agriculture. These colonists grew rice, indigo, and tobacco.

One of the Southern Colonies, North Carolina started out as a Proprietary colony but
obtained a Royal charter in 1729 from George II.
After agreeing to the first 12 amendments, in 1789, North Carolina became the 12th
state to ratify the new Constitution.
South Carolina
South Carolina was the site of the first European settlement in North America. In 1526,
San Miguel de Guadalupe was established by settlers from Hispaniola who initially
landed in South Carolina but ended up moving to an area of the Carolina region that
would eventually become Georgia. The party returned to Hispaniola after suffering
many deaths due to fever the first year.
In 1663, King Charles II created the colony of Carolina (named for King Charles II) by
granting the territory, of what are now roughly North Carolina, South Carolina, and
Georgia, to loyal supporters. Many Virginians who had settled in Albermarle Sound and
resented their inclusion in the Carolina Charter challenged this colonial charter. A group
of 200 colonists from English Barbados founded Charleston (originally Charles Town
after the King) in 1670. The leader of the colonists was Sir John Yeamans, a powerful
plantation owner on Barbados.
The founders of South Carolina were, for the most part, out to make money. They
brought their families, as did the New England colonists, and they kept their families
together on the plantations. However, their main motivation was to make the good
money that was available in the new American market. The major industries in South
Carolina were plantation agriculture. The settlers grew rice, indigo, tobacco, and they
raised cattle.
One of the Southern Colonies, South Carolina started out as a Proprietary colony but
also became a Royal colony in 1719.
In 1788, South Carolina was the eighth state to ratify the Constitution.
South Carolina was the site of the first European settlement in North America. In 1526,
San Miguel de Guadalupe was established by settlers from Hispaniola who initially
landed in South Carolina but ended up moving to an area of the Carolina region that
would eventually become Georgia. The party returned to Hispaniola after suffering
many deaths due to fever the first year.
In 1663, King Charles II created the colony of Carolina (named for King Charles II) by
granting the territory, of what are now roughly North Carolina, South Carolina, and
Georgia, to loyal supporters. Many Virginians who had settled in Albermarle Sound and
resented their inclusion in the Carolina Charter challenged this colonial charter. A group
of 200 colonists from English Barbados founded Charleston (originally Charles Town
after the King) in 1670. The leader of the colonists was Sir John Yeamans, a powerful
plantation owner on Barbados.
One of the Southern Colonies, South Carolina started out as a Proprietary colony but
also became a Royal colony in 1719.
In 1788, South Carolina was the eighth state to ratify the Constitution.
Pennsylvania
As early as 1647, settlement occurred on what is now Pennsylvania soil by Swedish,
Dutch, and English settlers in the Delaware River region. In 1681 however,
Pennsylvania's colonial status was sealed when approximately the present state of
Pennsylvania was granted to William Penn, a member of the Society of Friends
(Quakers), to offset a debt owed to Penn's father. In 1682, the city plan for Philadelphia
was laid out. In 1682, the "Frame of Government" for Pennsylvania was put into effect.
In 1683, the first German settlers arrived in Pennsylvania and formed Germantown near
Philadelphia.
The people who founded Pennsylvania were looking to practice their own religion or to
make money. Many of these people didn't bring their families with them from England.
The major industries in Pennsylvania consisted of wheat, corn, cattle, dairy, textiles,
papermaking, and shipbuilding.
One of the Middle Colonies, Pennsylvania was a Proprietary colony
In 1763, Charles Mason and Jeremiah Dixon, two young British astronomers
commissioned to establish a borderline between Maryland and Pennsylvania, worked
for more than four years to settle a century-old boundary dispute between the Calverts
of Maryland and the Penns of Pennsylvania by establishing the Mason-Dixon Line.
In 1787, Pennsylvania was the second state to ratify the Constitution.
Georgia
There were a few Spanish settlements along the coast, north of Florida, in the 16th and
early 17th century but what is now Georgia was originally just the southern portion of
the Carolina grant. Hoping to provide a second chance for adventurous members of the
English under class, King George II, in 1732, granted Georgia to James Edward
Oglethorpe, an English general. In addition to its lofty social goals, the new Colony was
also intended to provide additional protection for its northern colonial partners. Prior to
Oglethorpe and his party settling the area in 1733, Fort King George was the only
English occupation in the area. The Fort, which was established in 1721, was the
Southern-most post in the Colonies and was situated to provide a buffer against
Spanish and French intrusion from the South.
In 1738, General Oglethorpe brought a large military contingent to Georgia and the
following year his troops provided a strong showing against the Spanish in King
George's War (the War of Austrian Succession in Europe). General Oglethorpe led his
men into St. Augustine and although they were not able to obtain a victory there, when
the Spanish sailed into Georgia seeking retaliation two years later, he and his soldiers
were able to drive the Spanish back to Florida for, what turned out to be, the last time.
A group of 21 men, including Oglethorpe and Lord Percival, created a charter for the
new colony named Georgia (in honor of King George II). The grant included all land
between the Altamaha and Savannah Rivers and from the headwaters of these rivers to
the "south seas. The charter specifically prohibited anybody from making money on the
venture. Oglethorpe used his connections to move the Charter for the colony of Georgia
quickly to the king, who signed it on June 9, 1732. It was established because
Oglethorpe wanted to establish a colony where the poor could build better lives; and it
was also a debtors colony
The major industries in Georgia were growing rice, indigo, and sugar.
One of the Southern Colonies, Georgia started out as a Proprietary colony but
eventually became a Royal colony in 1752.
In 1788, Georgia was the fourth state to ratify the Constitution.

Attachment C
Invention Phase

Invention Phase: Checklist

Objective:
Students will be able to identify key information about the thirteen colonies by completing a
matrix in small groups.

Name

Participated in
Completing a Matrix
Completing a Matrix
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Attachment D
Expansion Phase

Attachment E
Expansion Phase
Expansion Phase: Colony Jeopardy Rubric

Objective: Students will be able to demonstrate their knowledge of the thirteen colonies by
completing a Thirteen Colonies Jeopardy Game.

Student Name: __________________________________ Final Score: ___________________

Event Descriptions __________out of 10 points

10- The student is an
active participant and
is able to identify key
information about the
colonies during
Colony Jeopardy.
5- The student is not
an active participant
and is not able to
identify key
information about
the colonies during
Colony Jeopardy. .
0- The student is not an
active participant and is
not able to identify key
information about the
colonies during Colony
Jeopardy. This student is
disruptive and
disrespectful of their
peers during the game.

Attachment F
Expansion Phase

Expansion Phase: Final Class Scores

Objective: Students will be able to demonstrate their knowledge of the thirteen colonies by
completing a Thirteen Colonies Jeopardy Game.

Name

Final Score Comments
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Lesson Plan 2: SKILL

Number of Students: Twenty-Two Students
Target Skill Taught in this Lesson: Sequencing
Prerequisite Skills: Discussion Skills, Cooperative Learning Skills, Communication Skills,
Organization Skills, Writing Skills, and Illustration Skills
Prerequisite Concepts: Colonization, The Thirteen Colonies, The New England Colonies, The
Middle Colonies, The Southern Colonies, and the term sequencing
Standard(s) or Benchmark(s):
Examples: colonization of Pennsylvania and Rhode Island for religious freedom, establishment of
Georgia as a prison colony, immigration of Europeans in pursuit of greater civil rights and wealth

Examples:
- major leaders-John Winthrop, Roger Williams, John Smith, James Oglethorpe, William Penn, Anne
Hutchinson, John Rolfe;



Identifying on a map changes in North American boundaries as a result of the French and Indian
War

National Standards:
Time, Continuity, and Change 2:
Knowledge for Middle Grades: The learners will understand- Key historical periods and patterns of
change with and across cultures (e.g. the e rise and fall of ancient civilization, the development of
technology, the rise of modern nation-states, and the establishment and breakdown of colonial
systems);

Exploration: (Contains student activities that focus attention, diagnosis student prior learning and
relate previous learning to new experience.)
Objective:
demonstrate their
knowledge of sequencing
by correctly sequencing
past historical events.

Materials:
Lanyards- List of sequenced
events (Attachment B)
2. Whiteboard
3.Markers
Procedures:
1. The teacher will have
students seated in their
assigned seats.
2. The teacher will explain
that today we are discussing
the Southern Colonies. Later
on, we are going to be
sequencing historical events
that took place in four of the
Southern Colonies. I will ask
students what the word
sequencing means. Students
will be given the opportunity
to respond. I will record
students responses on the
board. The teacher will then
explain that sequencing
means putting things in a
particular order. For
example, we could sequence
the birthdays in this room in
order from youngest to
oldest.
3. Students will practice
sequencing skills by
completing an activity.
4. Each student will be given
a teacher generated lanyard
(Attachment B) to wear
around their neck with an
event and date written on it.
These will be passed out
randomly. The students will
stand up and sequence
themselves based on their
Assessment:
The Teacher will observe the
students participation
during the sequencing
activity. Students will be
assessed on their
participation during the
activity.

Checklist:
(Attachment A ) will be
used to record each students
accomplishment of the set
objective.
events/dates. Students will
need to use their
communication skills during
this activity.
Objective:
demonstrate their
knowledge of sequencing
by sequencing dates and
events of their assigned
colony by creating a
timeline.

Materials:
1. Whiteboard
2. Markers
3. Five Teacher Generated
Packets (Attachment C)
4. Paper
5. Pencils
6. Crayons
7. Markers
8. Chart Paper
9. Butcher Paper

Procedures:
the importance of knowing
how to sequence different
dates by discussing the first
activity. Students were able
to sequence the events by
looking at dates and working
together to put them in the
correct order during the
exploration activity.
2. The teacher will provide
students will examples of
why it is important for them
to know how to use
sequencing in everyday life.
3. This lesson is going to
teach students how to
sequence historical dates
and events that occurred in
four of the five different
Southern Colonies. The
teacher will explain to the
students that sequencing is
important in this activity
because it is a way to
organize the information we
are learning.
4. First, ask students, What
are the five Southern
Colonies? Write their
responses on the
whiteboard.
5. Today students will be put
into groups. There will be
two groups of elven. These
groups will be preselected.
Assessment: Students will
be assessed by participating
with their group members in
the sequencing activity.

A checklist (Attachment D )
will be used to record
individual students
accomplishment of the
objective.
Each group will receive a
Teacher Generated Packet of
information (Attachment
C). Students will be
instructed to create a
timeline that represents
each of the events that
occurred. Each group has
elven events to sequence for
their timeline.
6. When creating this
timeline the students must
first read the information
and then sequence the
different events that
occurred. Students must
accurately sequence the
events. It will be suggested
to the students they
sequence the events on a
separate sheet of paper
before beginning timeline.
7. After students have
sequenced events they will
create their timeline using
paper, pencils, crayons, and
markers. Each event needs
to be documented on a
separate sheet of paper.
Students must provide
written and illustrated
documentation of each
event.
8. After both groups have
completed the assignment
we will go over their
sequences to make sure they
are accurate. We will then
sequence each date on a
whole group timeline. This
will be tapped onto a sheet
of butcher paper to complete
the Southern Colonies
Sequencing Activity.
Closure:
Facilitate a classroom
discussion on what we did
today, sequencing. Why was
it important to be able to
sequence? What did you
learn about sequencing from
this assignment? What are
some examples of
sequencing in our everyday
lives that have not been
discussed today? The
teacher will instruct the
students to write down an
important question they
have about the skill of
sequencing on a Post-It.
After they have written their
question down they will
stick it to a piece of chart
paper I have on the board.
Objective:
independently sequence
the events of the same
colony by creating a
timeline.

Materials:
Information Sheet
(Attachment E)
2. Paper
3. Pencils

Procedures:
1. The teacher will give each
students information on a
colony. This information
provides historical
information, events, and
dates.
2. Independently, students
will construct a timeline
using the information given
to them. Students will be
instructed to draw a timeline
and sequence all of the
events with dates accurately.
Students only need to write
the information they do not
need to illustrate the events.
3. Students will be given
time to independently work
Assessment:
Students will be assessed by
completion of individually
creating a timeline by
sequencing historical events
from a teacher generated
information sheet.

Rubric:
A scoring rubric
(Attachment F) will be used
to score individual students
accomplishment of the
objective.

A Grade sheet (Attachment
G) will be used to record the
students scores.

on this assignment. This
assignment will be graded.
4. For the one student who
cannot complete this
assignment on his own he
will be assisted and it will be
noted on his rubric.
5. After the assignment is
completed, the teacher will
offer individual feedback to
each student based on if they
accomplished their
objectives for this
assignment.

References




Attachments:
Attachment A- Exploration Checklist
Attachment B- Exploration Phase Sequencing Activity
Attachment C- Invention Phase Teacher Generated Packet
Attachment D- Invention Phase Checklist
Attachment E- Expansion Phase Southern Colonies Sequencing Activity
Attachment F- Expansion Phase Scoring Rubric
Attachment G- Expansion Phase Checklist

Attachment A
Exploration Phase


Objective: Students will be able to demonstrate their knowledge of sequencing by correctly
sequencing past historical events.

Name

Participated in Completing
Sequencing Activity
Completing Sequencing
Activity
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Attachment B
Exploration Phase:
Sequencing Activity

Directions: Students will each be given a teacher generated lanyard with one of the following
events on it. Students will sequence the dates and arrange themselves in chronological
order. There will be a picture of these lanyards included in my unit.

The World Trade Center and Pentagon were hit by commercial aircraft on September 11,
2001. Thousands were killed. As a result the War on Terror began.
Michael Jordan retired for the first time after leading the Chicago Bulls to its third
championship in a row
IN 1995 the U.S. Women's Soccer Team wins the World Cup.
The largest shopping mall in the U.S. was constructed in Minnesota in 1992. The Mall of
America covered 78 acres and included an indoor amusement park.
Hank Aaron hit his 600
th
career home run in 1971, only the third baseball player in history
to reach that mark.
The Nintendo Entertainment System was introduced with games like "Super Mario
Brothers" and "The Legend of Zelda" in 1985.
"Pac Man" was the most popular arcade game of the year in 1980.
Star Wars debuted in 1977 and was the first true special effects film ever featured. From
this movie came Star Wars merchandise like action figures and toy light sabers.
In 1974 Little House on the Prairie, based on the novels by Laura Ingalls Wilder, debuted.
The construction of the World Trade Center was completed in 1972.
"Mr. Potato Head" was invented in 1950 by George Lerner.
In 2001 Apple Computer unveiled the first Ipod.
In 2009 Nickelodeon celebrated the 10
th
anniversary of SpongeBob SquarePants
J.K. Rowlings first Harry Potter book came out in 1997.
The Cardinals won the World Series in 2011.
Justin Biebers first album debuted in 2010.
The Boston Red Soxs Won the World Series in 2007
The Disney Channel debuted in 1983.
Disney Land opened in 1955.
YouTube became available on the internet in 2005.
Coca Cola was invented in 1886.
In 1966 the Green Bay Packers won the first Super Bowl.

Attachment C
Invention Phase:
Teacher Generated
Packet

The Southern Colonies: Group One
Georgia
There were a few Spanish settlements along the coast, north of Florida, in the 16th and early 17th
century but what is now Georgia was originally just the southern portion of the Carolina grant.
Hoping to provide a second chance for adventurous members of the English under class, King
George II, in 1732, granted Georgia to James Edward Oglethorpe, an English general. In addition to
its lofty social goals, the new Colony was also intended to provide additional protection for its
northern colonial partners. Prior to Oglethorpe and his party settling the area in 1733, Fort King
George was the only English occupation in the area. The Fort, which was established in 1721, was
the Southern-most post in the Colonies and was situated to provide a buffer against Spanish and
French intrusion from the South.
In 1738, General Oglethorpe brought a large military contingent to Georgia and the following year
his troops provided a strong showing against the Spanish in King George's War (the War of
Austrian Succession in Europe). General Oglethorpe led his men into St. Augustine and although
they were not able to obtain a victory there, when the Spanish sailed into Georgia seeking
retaliation two years later, he and his soldiers were able to drive the Spanish back to Florida for,
what turned out to be, the last time.
A group of 21 men, including Oglethorpe and Lord Percival, created a charter for the new colony
named Georgia (in honor of King George II). The grant included all land between the Altamaha and
Savannah Rivers and from the headwaters of these rivers to the "south seas. The charter
specifically prohibited anybody from making money on the venture. Oglethorpe used his
connections to move the Charter for the colony of Georgia quickly to the king, who signed it on June
9, 1732. It was established because Oglethorpe wanted to establish a colony where the poor could
build better lives; and it was also a debtors colony
One of the Southern Colonies, Georgia started out as a Proprietary colony but eventually became a
Royal colony in 1752.
In 1788, Georgia was the fourth state to ratify the Constitution.

South Carolina
South Carolina was the site of the first European settlement in North America. In 1526, San Miguel
de Guadalupe was established by settlers from Hispaniola who initially landed in South Carolina but
ended up moving to an area of the Carolina region that would eventually become Georgia. The party
returned to Hispaniola after suffering many deaths due to fever the first year.
In 1663, King Charles II created the colony of Carolina (named for King Charles II) by granting the
territory, of what are now roughly North Carolina, South Carolina, and Georgia, to loyal supporters.
Many Virginians who had settled in Albermarle Sound and resented their inclusion in the Carolina
Charter challenged this colonial charter. A group of 200 colonists from English Barbados founded
Charleston (originally Charles Town after the King) in 1670. The leader of the colonists was Sir John
Yeamans, a powerful plantation owner on Barbados.
The founders of South Carolina were, for the most part, out to make money. They brought their
families, as did the New England colonists, and they kept their families together on the plantations.
However, their main motivation was to make the good money that was available in the new
American market. The major industries in South Carolina were plantation agriculture. The settlers
grew rice, indigo, tobacco, and they

The Southern Colonies: Group Two
Maryland
In 1632 Charles, I granted a Maryland Charter to Lord Baltimore (George Calvert, Baron of
Baltimore). Lord Baltimore wanted very much to see the Colony become a reality and his son Cecil
saw to it that the new Colony was settled. In 1633, the first group of settlers set sail for Maryland to
establish a colony of freemen led by Leonard Calvert, Cecil Calvert's younger brother. The people
who founded the Maryland were looking to practice their own religion or to make money. Many of
these people didn't bring their families with them from England and were the perfect workers for
the hard work required in ironworks and shipyards. Maryland has a good climate, good for growing
One of the Southern Colonies, Maryland became a Proprietary colony in 1632.
Maryland was the seventh state to ratify the Constitution in 1788.
In 1791 Maryland donates land for the new capital, Washington D.C.

Virginia
Based on George Weymouth's accounts of voyages to the New England area in 1606, two private
companies were formed to seek a patent for colonization on the Atlantic Coast. One of these
companies was called the London Company and it was given the southern Virginia territory. The
other company was called the Plymouth Company and its patent was for northern Virginia. Both
companies quickly sought to exercise their patents but the London Company was the first to
actually place colonists on the shore. In 1607, 105 London Company sponsored settlers arrived
from England to begin the story that we all remember from our school days. Since they were there
representing England and its King, James I, they settled in an encampment they called Jamestown
The first year was devastating for the colonists, with only 32 colonists surviving the winter and only
then because Native Americans living in the area came to their aid with food. After a supply ship
arrived the next year, they had additional provisions but many more colonists to feed as well. Once
again, over the winter, most of the colonists died of starvation and from hostile encounters with
their neighbors. As winter came to a close, ships arrived, and most of them were ready to leave.
However, as they were leaving, Lord Thomas de la War (Delaware is named after him) arrived from
England with new supplies and more settlers. He refused to let the survivors return to England.
Slowly, as they reached agreements with the local Native American tribes and they learned how to
Most of those original Jamestown settlers were after profit, mainly riches in the form of gold and
other precious metals. They had not given enough thought to the perils that they would face in this
unknown land. One of the settlers, however, was familiar with hardship and was committed to
Jamestown's survival. Capt. John Smith was a soldier and adventurer. He had fought in France and
Hungary, been captured, and escaped. Although his personality caused him some initial problems
with the other colonists (he arrived in Jamestown in chains after alienating the leaders of the
expedition), he eventually made contact with the local Native American chieftain Powhatan, who
provided the colonists with much of their food in that first year. Later the Native Americans taught
the colonist how to live off of the land. Soon colonists were able to grow corn, wheat, tobacco, and
many other crops. The major industry in Virginia was agriculture. Capt. Smith was eventually even
appointed leader of the colony.
Grouped with the Southern Colonies, Virginia started out as a Corporate colony (granted by Royal
charter to a Company of investors who have governing rights) but in in 1624 became a Royal colony
(subject to the governing authority of the granting Royalty). In 1676, the village of Jamestown was
nearly destroyed during "Bacon's Rebellion." In 1788, Virginia was the tenth state to ratify the
Constitution and recommended the Bill of Rights be added.

Attachment D
Invention Phase


Objective: Students will be able to demonstrate their knowledge of sequencing by sequencing dates
and events of their assigned colony by creating a timeline.

Name

Participated in South the
Colonies Sequencing
Activity
Did Not Participate in the
Southern Colonies
Sequencing Activity
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Attachment E
Expansion Phase:
Southern Colony
Sequencing
Assignment

Name:____________________________________________

The Southern Colony: North Carolina
Directions: Construct a timeline using sequencing knowledge and skills. The information for
the timeline can be found in the paragraph below. Do not illustrate this timeline.

North Carolina
North Carolina's outer banks were the scene of the first British colonizing efforts in North America.
Both attempts, in the late 1500's, to form a colony on Roanoke Island (see above ) did not succeed.
Virginia colonists began to settle the North Carolina region in 1653 to provide a buffer for the
southern frontier. In 1691 Albermarle, the English crown officially recognized the northern
Carolina region. This is the first time the "North Carolina" designation was used.
The founders of North Carolina were for the most part, out to make money. They brought their
families, as did the colonists, and they kept their families together on the plantations. However,
their main motivation was to make the good money that was available in the new American market.
The major industries in North Carolina were plantation agriculture. These colonists grew rice,
indigo, and tobacco.
North Carolina assumed the name of North Carolina in 1691.
One of the Southern Colonies, North Carolina started out as a Proprietary colony but obtained a
Royal charter in 1729 from George II.
After agreeing to the first 12 amendments, in 1789, North Carolina became the 12th state to ratify
the new Constitution.

Attachment F
Expansion Phase
Expansion Phase: Southern Colony Sequencing Assignment Rubric

Name: ___________________________ Date: __________________ Final Score: __________/10

Objective: Students will be able to independently sequence the events of the same
colony by creating a timeline.

Mastery- 4-5 Developing -
2-3
Not Yet 0-1 Points
Classification
Skill
Student
sequenced all or
most of the
timeline
independently.
Student
sequenced
some of the
timeline
independently.
Student did not
sequence the
timeline.

Completion of
project
Student
completed the
entire
assignment.
Student
completed
over half the
assignment.
Student
completed
lesson than half
the assignment.

Comments:

Attachment G
Expansion Phase


Objective: Students will be able to independently sequence the events of the same colony by
creating a timeline.

Name

Final Score Comments
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh

Lesson Plan 3: GENERALIZATION

Number of Students: Twenty-Two School: Moundville Elementary School
Date Taught: _____________________________
GUIDING QUESTION:
Why did people establish/settle in the Southern Colonies?
Goals: Students will be able to participate in an inquiry lesson, researching to answer the
guiding question.
Prerequisite Skills: Discussion skills, Cooperative Learning Skills, Organization Skills, Writing
Skills, Illustration Skills, Note-taking skills, and Communication Skills.
Prerequisite Concepts: Colonization, the Thirteen Colonies, New England Colonies, Middle
Colonies, and Southern Colonies.
Examples: colonization of Pennsylvania and Rhode Island for religious freedom, establishment
of Georgia as a prison colony, immigration of Europeans in pursuit of greater civil rights and
wealth

Examples:
- major leaders-John Winthrop, Roger Williams, John Smith, James Oglethorpe, William Penn,
Anne Hutchinson, John Rolfe;



Identifying on a map changes in North American boundaries as a result of the French and
Indian War
National Standard(s): Time, Continuity, and Change 2:
Knowledge for Middle Grades: The learners will understand- Key historical periods and
patterns of change with and across cultures (e.g. the e rise and fall of ancient civilization,

Cooperating Teachers Approval:

Teachers Signature: __________________________

Date: __________________________________

Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relate previous learning to new experience.)
Objective:
form a hypothesis as a
group that answers the
question Why did people
establish/settle in the
Southern Colonies?
Materials:
1. White Board
2. Markers
3. Twenty Two Teacher
Generated Graphic
Organizers (Attachment A)
4. Pencils
5. Timer
Procedures:
1. The teacher will write the
guiding question on the
board, Why did people
establish and or settle in
the Southern Colonies?
2. The teacher will hand out
a graphic organizer
(Attachment A) for
students to fill out as we
discuss why we think
people settled in the
Southern Colonies.
Students will to complete
the first part during our
whole group discussion.
that they will research this
question later, but for now
they will discuss their
guesses about why people
settled in the Southern
Colonies.
4. Students will have three
minutes to discuss their
thoughts on the guiding
question with their groups.
The teacher will set a timer
for three minutes.
5. After the three minute
timer goes off students
share their groups
hypotheses.6. After each
group has shared their
ideas they will be given
time to fill out their graphic
organizer with their group.
7. Students will be
instructed to include
everyones ideas in their
graphic organizer has
finished completing the first
Assessment:
The teacher will observe
how the students work
together in the cooperative
learning groups and how
each person contributed to
the whole group discussion.

Checklist: A checklist will
be used to record individual
of the objective.
(Attachment B )
part of their graphic
organizer the students will
move on to their next
activity.
Objective:
use their research and
cooperative learning
skills to work as a group
to answer the question
Why did people settle in
the Southern Colonies?

Materials:
Generated Graphic
2. Packet (Attachment C)
3. Pencils
4. Timer
5. Chart Paper
6. Sticky Notes

Procedures:
that today, the purpose of
the lesson is to answer, the
question Why did people
settle in the Southern
Colonies. Teacher will
briefly outline the
procedures of the lesson.
2. Students will be
instructed to take notes on
the article (from Attachment
C) they are reading.
Students will fill in these
notes on the second part of
their graphic organizer.
3. There will be three
groups of four and two
groups of five preselected
groups. Students will be
assigned a spot in the room
to work.
4. Students will be given a
packet (Attachment C) to
read individually. After
groups have read the
packet they will come
together to fill out the
second (research) section
of the graphic organizer.
to the class the importance
of note taking while they
are reading and discussing
their packet. Allow
students 15 minutes to read
their article, take notes, and
complete their graphic
Assessment:
The teacher will be
observing how the groups
work together in
cooperative learning groups
and how students
contributed to the research
section of the activity.

Checklist: A checklist will
be used to record each
students achievement of
the objective.
(Attachment D )
organizer. The teacher will
set a timer for 15 minutes. It
is important students work
together, discuss, and
complete the research part
of the organizer together. 6.
When the timer goes off
students must stop what
they are doing so that they
can discuss their findings in
a whole group discussion.
Closure: Teacher will
facilitate a whole group
discussion in which all
students will be encouraged
to ask questions and the
teacher will clarify
misconceptions.
Objective 1:
illustrate information
about why people chose
to settle in the Southern
Colonies using a concept
map.

Objective 2:
combine researched
information in order to
draw conclusions about
the reasons people
settled in the Southern
Colonies.

Materials:
Generated Graphic
2. Packets (Attachment C)
3. 5 Pieces of Poster Board
Procedures:
1. Students will return to
their assigned area to
create their Free Form
Map.
2. The teacher will give
each group a piece of
poster board, crayons, and
markers.
3. Students will be
encouraged to use the
notes they took on their
graphic organizer to create
their concept map.
4. Students will be given 15
minutes to create their
concept map. The teacher
will tell the students to use
only pictures to depict why
people settled in the
Southern Colonies. The
teacher will set a timer for
fifteen minutes.
5. At the end of the fifteen
Assessment:
The teacher will take up the
completed graphic
organizer from each
student and analyze it using
the following criteria:

-Did the student provide
research about causes for
people settling in the
Southern Colonies?
-Did the student record the
answer to the big question?

The teacher will take the
completed concept map for
each group and analyze it
using the following criteria:

-Did the student illustrate
information from the
packet?
-Did the student present
their concept map using
4. Pencils
5. Markers
6. Five Boxes of Crayons
7. Timer
8. Five pieces of Chart
Paper
9. Sharpie
minutes each group will
pick one person to present
their concept map to the
class. Students will share
the reasons people chose
to settle in the Southern
Colonies through their
illustrations.
6. The teacher will assist
with a whole group
discussion on why people
chose to settle in the
Southern Colonies. This will
help guide students in
formulating a
generalization. The teacher
will record the information
the class gives on a piece
of chart paper. The class
will be able to use this
information when writing
their answer to the guiding
question.
7. When the class has
finished presenting their
Free Form Maps, everyone
will return to their desks.
The class will work together
in their groups to formulate
a group answer to the
guiding question and will
record it on their graphic
organizer.
8. After everyone has now
completed their graphic
organizer the teacher will
call on each group to share
their generalization they
wrote with the class.
9. After each group has
shared their generalizations
students will turn in their
graphic organizer and
concept map to be graded.
accurate information from
the packet?

Rubric:
(Attachment E) will be
used to score each
of Objective number one.
(Attachment F) will be
used to score each
of Objective number two.

Grade sheet:
(Attachment G) will be
used to record each
students score on their
graphic organizer and their
contribution to completing
their groups concept map.

References




Attachments:

Attachment A: Teacher Generated Graphic Organizer- Exploration Phase
Attachment B: Exploration Checklist
Attachment C: Teacher Generated Packet- Invention Phase
Attachment D: Invention Checklist
Attachment E: Expansion Phase Scoring Rubric One
Attachment F: Expansion Phase Scoring Rubric Two
Attachment G: Expansion Phase Grade Sheet

Attachment A
Exploration Phase
Name: _______________________________________________

Southern Colonies Graphic Organizer
What you know about the Southern Colonies:

What you researched about the Southern Coloni

What you researched about the Southern Colonies:

Attachment B
Exploration Phase


Objective: Students will be able to form a hypothesis as a class that answers the question Why did
people establish/settle in the Southern Colonies? by participating in a think-pair-share activity using a
web.

Name

Participated in Think-Pair-
Share Activity and Web
Think-Pair-Share Activity
and Web
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh
Haley

Attachment C
Invention Phase
The Southern Colonies:
Georgia
There were a few Spanish settlements along the coast, north of Florida, in the 16th and early 17th
century but what is now Georgia was originally just the southern portion of the Carolina grant.
Hoping to provide a second chance for adventurous members of the English under class, King
George II, in 1732, granted Georgia to James Edward Oglethorpe, an English general. In addition to
its lofty social goals, the new Colony was also intended to provide additional protection for its
northern colonial partners. Prior to Oglethorpe and his party settling the area in 1733, Fort King
George was the only English occupation in the area. The Fort, which was established in 1721, was
the Southern-most post in the Colonies and was situated to provide a buffer against Spanish and
French intrusion from the South.
In 1738, General Oglethorpe brought a large military contingent to Georgia and the following year
his troops provided a strong showing against the Spanish in King George's War (the War of
Austrian Succession in Europe). General Oglethorpe led his men into St. Augustine and although
they were not able to obtain a victory there, when the Spanish sailed into Georgia seeking
retaliation two years later, he and his soldiers were able to drive the Spanish back to Florida for,
what turned out to be, the last time.
A group of 21 men, including Oglethorpe and Lord Percival, created a charter for the new colony
named Georgia (in honor of King George II). The grant included all land between the Altamaha and
Savannah Rivers and from the headwaters of these rivers to the "south seas. The charter
specifically prohibited anybody from making money on the venture. Oglethorpe used his
connections to move the Charter for the colony of Georgia quickly to the king, who signed it on June
9, 1732. It was established because Oglethorpe wanted to establish a colony where the poor could
build better lives; and it was also a debtors colony
South Carolina
South Carolina was the site of the first European settlement in North America. In 1526, San Miguel
de Guadalupe was established by settlers from Hispaniola who initially landed in South Carolina but
ended up moving to an area of the Carolina region that would eventually become Georgia. The party
returned to Hispaniola after suffering many deaths due to fever the first year.
In 1663, King Charles II created the colony of Carolina (named for King Charles II) by granting the
territory, of what are now roughly North Carolina, South Carolina, and Georgia, to loyal supporters.
Many Virginians who had settled in Albermarle Sound and resented their inclusion in the Carolina
Charter challenged this colonial charter. A group of 200 colonists from English Barbados founded
Charleston (originally Charles Town after the King) in 1670. The leader of the colonists was Sir John
Yeamans, a powerful plantation owner on Barbados.
The founders of South Carolina were, for the most part, out to make money. They brought their
families, as did the New England colonists, and they kept their families together on the plantations.
However, their main motivation was to make the good money that was available in the new
American market. The major industries in South Carolina were plantation agriculture. The settlers
grew rice, indigo, tobacco, and they
Maryland
In 1632 Charles, I granted a Maryland Charter to Lord Baltimore (George Calvert, Baron of
Baltimore). Lord Baltimore wanted very much to see the Colony become a reality and his son Cecil
saw to it that the new Colony was settled. In 1633, the first group of settlers set sail for Maryland to
establish a colony of freemen led by Leonard Calvert, Cecil Calvert's younger brother. The people
who founded the Maryland were looking to practice their own religion or to make money. Many of
these people didn't bring their families with them from England and were the perfect workers for
the hard work required in ironworks and shipyards. Maryland has a good climate, good for growing
Virginia
Based on George Weymouth's accounts of voyages to the New England area in 1606, two private
companies were formed to seek a patent for colonization on the Atlantic Coast. One of these
companies was called the London Company and it was given the southern Virginia territory. The
other company was called the Plymouth Company and its patent was for northern Virginia. Both
companies quickly sought to exercise their patents but the London Company was the first to
actually place colonists on the shore. In 1607, 105 London Company sponsored settlers arrived
from England to begin the story that we all remember from our school days. Since they were there
representing England and its King, James I, they settled in an encampment they called Jamestown
The first year was devastating for the colonists, with only 32 colonists surviving the winter and only
then because Native Americans living in the area came to their aid with food. After a supply ship
arrived the next year, they had additional provisions but many more colonists to feed as well. Once
again, over the winter, most of the colonists died of starvation and from hostile encounters with
their neighbors. As winter came to a close, ships arrived, and most of them were ready to leave.
However, as they were leaving, Lord Thomas de la War (Delaware is named after him) arrived from
England with new supplies and more settlers. He refused to let the survivors return to England.
Slowly, as they reached agreements with the local Native American tribes and they learned how to
Most of those original Jamestown settlers were after profit, mainly riches in the form of gold and
other precious metals. They had not given enough thought to the perils that they would face in this
unknown land. One of the settlers, however, was familiar with hardship and was committed to
Jamestown's survival. Capt. John Smith was a soldier and adventurer. He had fought in France and
Hungary, been captured, and escaped. Although his personality caused him some initial problems
with the other colonists (he arrived in Jamestown in chains after alienating the leaders of the
expedition), he eventually made contact with the local Native American chieftain Powhatan, who
provided the colonists with much of their food in that first year. Later the Native Americans taught
the colonist how to live off of the land. Soon colonists were able to grow corn, wheat, tobacco, and
many other crops. The major industry in Virginia was agriculture. Capt. Smith was eventually even
appointed leader of the colony.
Grouped with the Southern Colonies, Virginia started out as a Corporate colony (granted by Royal
charter to a Company of investors who have governing rights) but in in 1624 became a Royal colony
(subject to the governing authority of the granting Royalty). In 1676, the village of Jamestown was
nearly destroyed during "Bacon's Rebellion." In 1788, Virginia was the tenth state to ratify the
Constitution and recommended the Bill of Rights be added.
North Carolina
North Carolina's outer banks were the scene of the first British colonizing efforts in North America.
Both attempts, in the late 1500's, to form a colony on Roanoke Island (see above ) did not succeed.
Virginia colonists began to settle the North Carolina region in 1653 to provide a buffer for the
southern frontier. In 1691 Albermarle, the English crown officially recognized the northern
Carolina region. This is the first time the "North Carolina" designation was used.
The founders of North Carolina were for the most part, out to make money. They brought their
families, as did the colonists, and they kept their families together on the plantations. However,
their main motivation was to make the good money that was available in the new American market.
The major industries in North Carolina were plantation agriculture. These colonists grew rice,
indigo, and tobacco.

Attachment D
Invention Phase
Objective: Students will be able to use their research and cooperative learning skills to work as a group to
answer the question Why did people settle in the Southern Colonies?

Name

Participated in the Group
Reading Assignment and
Graphic Organizer
Did Not Participate in the
Group Reading Assignment
and Graphic Organizer
Cody
Destiny
Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh
Haley

Attachment E
Expansion Phase
Expansion Phase: Scoring Rubric Number One

Objective: Students will be able to illustrate information about why people chose to settle in the
Southern Colonies using a concept map.

Student Name: __________________________________ Final Score:
___________________

Score 0-1 2-3 4-5 6-7
Category Student did not
accomplish the
set objective.

Did not
participate in the
creation of a
Concept Map to
explain why
people chose to
settle in the
Southern
Colonies.
Student
accomplished the
objective to some
extent.

Contributed to
some ideas and
illustrations to
some extent.
Student
accomplished the
objective to an
average extent.

Contributed to
ideas and
illustrations on
the Concept Map
to an average
extent.
Student
accomplished the
objective a great
extent.

Contributed to
idea and
illustration on
the Concept Map
to a great extent.
Final Score

Attachment F
Expansion Phase

Expansion Phase: Scoring Rubric Number Two

Objective: Students will be able to combine researched information in order to draw conclusions
about the reasons people settled in the Southern Colonies.

Student Name: __________________________________ Final Score:
___________________

Comments:

Score 0-1 2-3 4-5 6-7
Category Student did not
accomplish the
set objective.

Did not
participate in the
whole group
discussion and
completion of the
graphic
organizer.
Student
accomplished the
objective to some
extent.

Contributed to
the whole group
discussion and
completed the
graphic organizer
to some extent.
Student
accomplished the
objective to an
average extent.

Contributed to
the whole group
discussion and
completed the
graphic organizer
to an average
extent.
Student
accomplished the
objective a great
extent.

Contributed to
the whole group
discussion and
completed the
graphic
organizer to a
great extent.
Final Score

Attachment G
Expansion Phase


Objective(s):
Objective 1:
Students will be able to illustrate information about why people chose to settle in the Southern Colonies
using a concept map.

Objective 2:
Students will be able to combine researched information in order to draw conclusions about the reasons
people settled in the Southern Colonies.

Name

Graphic Organizer Concept Map Final Score
Cody
Destiny
Comments:

Rae
Kylar
Damaris
Aylayjah
Cole
Jadavian
Nik
Shelby
Kevianna
Faith
Leanne
Gavin
Austin
Christina
Dani
Natalie
Brody
Jasmine
Kaleigh
Haley

Practicum III - Social Studies Unit

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Practicum III - Social Studies Unit

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Lesson Plan 1: CONCEPT

Name: Stephanie Goodwin Grade Level: Fifth Grade

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