Name: ___________________________ Side A

Colonization K-L Chart

First, fill out what you already know about each of the questions. As you learn more during
the lesson, fill out the “What I learned” column.

What I already know What I learned

What is a colony?

What are some examples of colonies throughout history?

What were English colonists’ motivations for colonization?

What challenges did English colonists face?

© 2021 The Clever Teacher

Name: ___________________________ Side B

Colonization K-L Chart

First, fill out what you already know about each of the questions. As you learn more during
the lesson, fill out the “What I learned” column.

What I already know What I learned

What does “indigenous” mean?

Who are Indigenous Peoples?

Which Indigenous groups lived in what would become the British colonies?

How did colonization of the Americas affect Indigenous groups?

© 2021 The Clever Teacher

Name: ___________________________ Side C

Reflection
What are three things you learned?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
What questions do you have about colonization?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
What ideas & feelings did this lesson raise for you?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

© 2021 The Clever Teacher

 Introduction to Jamestown Colony
The Virginia Company
Jamestown was the first permanent British settlement in North America. The settlers were
employees of the Virginia Company of London, a business that hoped to make money by finding gold and
silver in the New World.
After a four-month long voyage across the Atlantic, 104 English settlers reached America in 1607.
On May 14, they picked a place for the colony - a swampy marshland. One reason they picked that
location was because it was surrounded by water on three sides. They thought this could help them
escape possible naval attacks from the Spanish. In addition, they picked it because it was uninhabited (no
one lived there).
From the beginning, Jamestown colonists struggled with each other and the powerful Powhatan,
the Indigenous people who controlled the area.

The Powhatan
By choosing to settle where they did, the Jamestown settlers had unknowingly put themselves at
the center of the Powhatan Empire, a group of 35 allied Indigenous groups with possibly as many as
22,000 people.
The empire had been founded by and named for a powerful leader named Powhatan. All the
groups in the empire paid tribute to Powhatan in the form of food and valuable items.

The Jamestown Colony

Right away, the Jamestown settlers had mixed interactions with the Powhatan. Within a month,
they built a triangle-shaped fort to protect themselves from attacks from the Powhatan people.
The first Jamestown colonists struggled. Rather than focusing on farming, they were instructed
by the Virginia Company to look for gold which they never found. In addition, they had arrived during a
bad drought. Many died from disease, poor health, lack of food, and fighting with Indigenous people. One
of Jamestown’s earliest and most famous leaders was John Smith.
The winter of 1609-1610 was called the “starving time” because so many colonists died from
starvation and disease. By the end of the winter, the 60 remaining settlers had decided to leave the
colony when a supply ship with new settlers arrived and saved them.
Over the next few years, the settlement became more stable and started making money.
Although they did not find gold, they did plant tobacco, a profitable cash crop which they sold to England.
Growing tobacco took a lot of work. The colonists relied on the labor of indentured servants,
poor Englishmen and women who promised to work for a number of years in exchange for passage to
Virginia and food and shelter once they arrived.
As early as 1619, African captives were brought to Jamestown against their will and enslaved.
Enslaved people did not have freedom and were forced to work on the tobacco plantations.

Anglo-Powhatan Wars
As time went on, tensions ran high between the Powhatan and the English. The groups fought for
nearly forty years with many deaths on both sides. At one point, the English captured Pocahontas, the
daughter of a Powhatan leader. She later married one of the English colonists named John Rolfe and
changed her name to Rebecca. The marriage led to a very short period of peace.
As the English expanded the size of their settlement, the groups went back to war. After decades
of fighting, the Powhatan were eventually defeated and forced to acknowledge the English king as their
leader in 1646.

© 2021 The Clever Teacher

Name: ________________

JAMESTOWN GALLERY WALK

Walk around the room and analyze the 8 pages. If you need help, read the thinking questions at
the bottom of each page. Record your observations about Jamestown below.

A Question I Have A Question I Have

One Thing I Found Something That

Interesting Surprised Me

Something I Don’t One Thing I Want to

Understand Know More About

© 2021 The Clever Teacher

1

Descriptions of the land around the Chesapeake Bay

Where-soever we landed upon this Heaven & earth never agreed better
River wee saw the goodliest Woods to frame a place for man's
…there are many branches of this habitation…Here are mountaines, hils,
River, which runne flowing through plaines, valleyes, rivers, and brookes,
the Woods with great plentie of fish all running most pleasantly into a faire
of all kindes… In this Countrey I have Bay
seene many great and large
Medowes,[Low marshes] having -John Smith, 1606
excellent good pasture for any Cattle.

-George Percy, 1606

How did Smith and Percy describe the land to those back in England? Why do you
think they described it this way?
17
© 2021 The Clever Teacher
2

The first map is of Virginia and was made by John Smith in 1624. The second is a
photo of Virginia from space. Compare the maps. What differences can you see?

© 2021 The Clever Teacher

3

Top: Reconstruction of a Powhatan Village (left), Illustration of a Pamlico village in

1585 (a group who were culturally similar to the Powhatan)
Bottom: Model of the English fort at Jamestown

Compare the buildings and fences of the Powhatan and English towns.

© 2021 The Clever Teacher

4
The winter of 1609-1610 in Jamestown is called the "starving time.”
Food shortages, disease, violence, and a harsh winter killed many people.
When a supply ship arrived in May 1610, the crew found that only 60 of
the original 214 colonists were still alive in the fort.

“Then, having fed upon horses

and other beasts as long as they
lasted, we were glad to make
shift with vermin, as dogs, cats
and mice.”

–George Percy, September 1609

Graves of settlers at Jamestown

What percentage of colonists died during the winter of 1609-1610?

Why did they call it the “starving time”?
© 2021 The Clever Teacher
5 Foods eaten by the Powhatan Foods eaten by the Jamestown Settlers

The Powhatan people’s food changed The Virginia Company saw farming as a
depending on the time of the year. During low-priority. Instead, they told settlers to
the spring and summer, they foraged for trade for food with the Powhatan people.
strawberries and mulberries, fished, and At times, they traded copper, tools, and
hunted turkeys and squirrels. In addition, other items for foods like corn and meat.
they planted crops.
The settlers also ate limited provisions of
In the late summer, the Powhatan people beef, pork, and fish from England. In
harvested their crops of corn, squash and addition, they ate seabirds, fish (especially
beans. They also ate wild rice from the sturgeon), turtles, oysters, and wild turkey.
marshes.
During the “starving time” of 1609-1610,
In the autumn and early winter, the people food shortages led settlers to eat poisonous
had feasts. They continued to eat their snakes, horses, rats, leather, squirrels, and
crops, as well as fish, deer, birds, nuts, and dogs. Recently, archeologists found
bread made from corn. evidence of cannibalism among the settlers.

The late winter was a time of hunger. The

Powhatan people ate the last of their stored
food as well as some fish and birds from
the marshes.

Top: sturgeon
Bottom from left to right: wild turkey, maize (corn), pumpkins

Compare the foods eaten by the Powhatan and the Jamestown settlers.

© 2021 The Clever Teacher

6
“He that will not work shall not eat.”
-John Smith, 1609 (referencing a Bible verse)

Examples of Jamestown Colony’s rules (from Laws Divine, Moral and Martial, 1612-1618):

• Every tradesman must work at his trade dutifully each day or lose meals for one
month for the first offense, three months for the second offense, and one year for the
third offense. If he continues to be lazy in his work, he must row in the gally (ship) for
3 years.

• No man shall take, lose, or willfully break a spade, shovel, hatchet, axe, or other tool,
upon pain of whipping.

How did the leaders of Jamestown view work?

© 2021 The Clever Teacher

7
In the early years of the colony, Jamestown’s leaders created a strict code
called The Laws Divine, Moral and Martial. This was a set of rules that
the colonists had to obey.
Below are a few examples of crimes and punishments:

Crimes Punishments
Trade with Native Americans Death
without permission
Blaspheme God’s holy name 1st and 2nd time: tongue pierced
(speak irreverently or rudely with a needle
about God) 3rd time: death
Skip church services 1st time: lose food for a week
2nd time: lose food for a week
and whipping
3rd time: death
Kill a cow, horse, goat, pig, Death
chicken, dog, or turkey without
permission
Run away from the colony Death

Steal food from any garden (ex: Death

herbs, flowers, grapes, corn)

According to this list, which crimes have the most severe punishments?

© 2021 The Clever Teacher

8 Pocahontas’s real name was "Matoaka." "Pocahontas" was a nickname
meaning "playful one.” Her father was an important leader of the
Powhatans. When the Jamestown settlers arrived, Pocahontas was a
child. She tried to promote peace between the Powhatans and the
Jamestown colonists. She eventually married an English man and died in
England around the age of 20.

Compare how three different Western artists depicted Pocahontas.

What differences and similarities do you notice?

© 2021 The Clever Teacher

Name: ________________

EXPLORE JAMESTOWN ARTIFACTS

Explore the “JR Kids at Home” webpage. Look at pictures of the artifacts and read about
them. Pick your three favorite artifacts to write about below.

ARTIFACT 1
What is it? What does it teach you about the
people at Jamestown?

ARTIFACT 2
What is it? What does it teach you about the
people at Jamestown?

ARTIFACT 3
What is it? What does it teach you about the
people at Jamestown?

© 2021 The Clever Teacher

Name: ________________ Side A
History of the Southern Colonies
The Mystery of Roanoke
Did you know that there were multiple attempts by the
English to settle North America? The most famous failed attempt is the
colony of Roanoke Island which is sometimes called “The Lost Colony.”
Led by John White, the settlers arrived in 1587. White later left the 115
colonists, including his daughter Eleanor, to sail back to England for
supplies. He hoped to return within a few months. However, his return
journey was delayed for three years. When White finally returned to
Roanoke, he found the colony abandoned. There was no sign of what John White finding the word
happened to the colonists, apart from the word “Croatoan” carved into Croatoan
a post. What happened to the early Roanoke colonists is still a mystery.
Jamestown & The Virginia Company
The first permanent English settlement in America was founded in 1607 at Jamestown,
Virginia. It was funded by the Virginia Company of London, a joint stock company. The company hoped to
make money by finding gold in Virginia like the Spanish had in South America.
At first, things did not go well for the colonists at Jamestown. They built their fort in a
swamp, which was strategically defensible but plagued by mosquitoes. The colonists arrived too late in the
season to plant and harvest crops. To make matters worse, there was an intense drought in the land.
Although they initially were welcomed by the native people, the Powhatans, within a few months they were
regularly fighting with them. Within a year, more than half of the colonists died. In 1610, after a particularly
brutal winter which they called the “Starving Time,” only 60 of the original 214 settlers remained alive.
An early leader of the Jamestown Colony was Captain John
Smith. He taught the colonists to farm and declared, “He that will not work,
shall not eat.” He also helped build trade relations with the Powhatans.
Contrary to popular belief, he did not marry Pocahontas. However, according
to his writings, he was once captured by her people, the Powhatans. He
believed that he was about to be executed by the Powhatan leader when
Pocahontas saved him. Pocahontas eventually married English colonist John
Rolfe, moved to England, and later died of disease there.
Although they never found gold, the early colonists did find
success growing tobacco. Tobacco was grown on large plantations which
required a large workforce. Thousands of Englishmen came to the South to
A painting of work as indentured servants. Plantation owners added to their workforce by
enslaving people. Unlike indentured servants, enslaved Africans were brought
Pocahontas
against their will and forced to work without any hope for freedom.
In 1619 Virginia Colony created the House of Burgesses. This was the first example of representative
government in the British colonies. Only men of English origin who owned land were permitted to vote.

© 2021 The Clever Teacher

Name: ________________ Side B
History of the Southern Colonies
Maryland
North of Virginia is Maryland. This colony was a
proprietorship, a massive land grant to a single individual named Cecilius
Calvert. Calvert was Catholic and wanted to create a haven for
Catholics, a minority Christian religion in England. The Province of
Maryland, which was established in 1632, was named after Henrietta
Maria, the British king’s Catholic wife. Like Virginia, Maryland’s economy
was supported by growing and selling crops like tobacco. Large numbers
of indentured servants were brought to Maryland to work on the
plantations. Since most of these were Protestants, Catholicism quickly
Queen Consort Henrietta Maria became a minority religion in Maryland. In 1642, the first captive
Africans were brought to Maryland against their will and enslaved.
Slavery in Maryland lasted more than 200 years.
The Carolinas
South of Virginia was Carolina
colony, which later split into North and South Carolina.
It was formed after the English Civil War of 1688.
The southern part of Carolina traded with the West
Indies (the Caribbean). Soon the slave trade of the
Caribbean found its way to the area. Thousands of
captive Africans were brought to the southern part
of Carolina to work on rice and cotton plantations.
The northern part of the Carolina colony was mainly
inhabited by former indentured servants who worked
on small tobacco farms. However, slavery also existed
in the northern part of the colony. In 1712, North and Enslaved people on a South Carolina plantation (1790)
South Carolina became separate colonies.

Georgia
In the Deep South, the colony of Georgia was established in 1732. This was the last of the
thirteen colonies to be established. King George, for whom the colony was named, hoped to establish a “buffer
colony” between his profitable Southern colonies and the Spanish territory of Florida. In addition, Georgia was
intended to be a utopian society where English debtors could begin a new life. The colony’s founder, James
Oglethorpe, created strict laws that many colonists disagreed with. For example, he made alcohol and slavery
illegal and did not allow colonists to buy or sell their land. When Oglethorpe lifted these limits in the mid 1700s,
Georgia became much like the other Southern colonies. Its economy was based on plantation crops and slavery.

© 2021 The Clever Teacher

Name: ________________

Facts About the Southern Colonies

Using the information from the article, write three facts about each colony.

Virginia Maryland

North Carolina
Georgia South Carolina

Maryland North & South Carolina

• •

• •

• •

Virginia Georgia
• •

• •

• •

© 2021 The Clever Teacher

Name: ________________
History of the Southern Colonies
Comprehension Questions
Within the Text

1. What is Roanoke Colony?

________________________________________________________
________________________________________________________
2. Explain the hardships that befell Jamestown Colony.
________________________________________________________
________________________________________________________
3. How was Maryland different from the other Southern colonies?
________________________________________________________
________________________________________________________
4. For what two reasons was Georgia Colony founded?
________________________________________________________
________________________________________________________
Beyond the Text

5. What did you learn about the culture of the Southern colonies?
________________________________________________________
________________________________________________________
6. Why is the history of the Southern colonies important today?
________________________________________________________
________________________________________________________
________________________________________________________
About the Text

7. How did the paintings and illustrations add to the quality of the article?
________________________________________________________
________________________________________________________

© 2021 The Clever Teacher

 Life in the Southern Colonies
Education
Prompt: Was education considered a right or a privilege in the Southern colonies? Explain.
Literacy the ability to read and write. Literacy rates were lower in the
South than in the New England or Middle colonies. This was partly because
the South mostly consisted of large plantation farms. The distance
between the farms delayed the growth of schools. In addition, education
in the South was tied to class and gender. Most poor farmers and
indentured servants were not literate. Enslaved people were not taught to
read or write. Most women at this time, even wealthy women, were not
literate either. Most people who were well-educated were rich, white, and
male. Private tutors were hired by the wealthiest families to teach their
sons math, science, reading, history, and plantation management. Many of
these young men completed their education in England.
Quill and ink used for writing

Life in the Southern Colonies

Education
Prompt: Was education considered a right or a privilege in the Southern colonies? Explain.
Literacy is the ability to read and write. Literacy rates were lower in the
South than in the New England or Middle colonies. This was partly because
the South mostly consisted of large plantation farms. The distance
between the farms delayed the growth of schools. In addition, education
in the South was tied to class and gender. Most poor farmers and
indentured servants were not literate. Enslaved people were not taught to
read or write. Most women at this time, even wealthy women, were not
literate either. Most people who were well-educated were rich, white, and
male. Private tutors were hired by the wealthiest families to teach their
sons math, science, reading, history, and plantation management. Many of
these young men completed their education in England.
Quill and ink used for writing

© 2021 The Clever Teacher

 Life in the Southern Colonies
religion
Prompt: Were the Southern colonies religiously diverse? Explain.
Unlike the Puritans of New England, most Southerners did not come to the
New World seeking religious freedom. The Virginia Company, after all, was
a business. Its goal was to make money. The exception was Maryland, which
was originally founded as a haven for Catholics. But Puritan servants lived
there too and soon became the religious majority. Southerners practiced a
variety of religions. In Virginia, Baptists and Anglicans (members of the
Church of England) were often at odds. Colonial ministers had limited
power in the South. An exclusive group of wealthy landowners, not church
leaders, made decisions in each town. Large distances between plantations
Bruton Parish, an Anglican made regular church attendance difficult. Worshippers came from all
church established in 1674 in social classes. In addition, enslaved people and Indigenous Peoples practiced
Virginia their own religions.

Life in the Southern Colonies

religion
Prompt: Were the Southern colonies religiously diverse? Explain.
Unlike the Puritans of New England, most Southerners did not come to the
New World seeking religious freedom. The Virginia Company, after all, was
a business. Its goal was to make money. The exception was Maryland, which
was originally founded as a haven for Catholics. But Puritan servants lived
there too and soon became the religious majority. Southerners practiced a
variety of religions. In Virginia, Baptists and Anglicans (members of the
Church of England) were often at odds. Colonial ministers had limited
power in the South. An exclusive group of wealthy landowners, not church
leaders, made decisions in each town. Large distances between plantations
Bruton Parish, an Anglican made regular church attendance difficult. Worshippers came from all
church established in 1674 in social classes. In addition, enslaved people and Indigenous Peoples practiced
Virginia their own religions.

© 2021 The Clever Teacher

 Life in the Southern Colonies
Plantation society
Prompt: How did the tobacco industry structure Southern society?
The Virginia Company’s goal was to find gold and make a profit. Although
early colonists failed to discover gold, they did find another valuable
resource: tobacco. The tobacco industry structured Southern society.
Tobacco was grown on large plantations (farms) which required a large
workforce. The English poor arrived in the Southern colonies to work as
indentured servants. As early as 1619, captive Africans were forcibly
brought to Virginia and enslaved. The social structure of Virginia ended up
closely resembling England: a small class of wealthy landowners supported
by a large servant and enslaved population. The few at the top of society
Illustration of a tobacco enjoyed many freedoms. They could afford an education and held positions
planation
of power in the government. Most Virginians lived hard lives as servants or
enslaved people. They had few rights in society.

Life in the Southern Colonies

Plantation society
Prompt: How did the tobacco industry structure Southern society?
The Virginia Company’s goal was to find gold and make a profit. Although
early colonists failed to discover gold, they did find another valuable
resource: tobacco. The tobacco industry structured Southern society.
Tobacco was grown on large plantations (farms) which required a large
workforce. The English poor arrived in the Southern colonies to work as
indentured servants. As early as 1619, captive Africans were forcibly
brought to Virginia and enslaved. The social structure of Virginia ended up
closely resembling England: a small class of wealthy landowners supported
Illustration of a tobacco
by a large servant and enslaved population. The few at the top of society
planation enjoyed many freedoms. They could afford an education and held positions
of power in the government. Most Virginians lived hard lives as servants or
enslaved people. They had few rights in society.

© 2021 The Clever Teacher

 Life in the Southern Colonies
Indentured servants
Prompt: What was life like for an indentured servant?
The growth of plantations in the Southern colonies created the need for a
large workforce. Thousands of English colonists became indentured servants
with hopes that they could create a better life in the New World. They
agreed to work for a certain number of years (typically 5-7) in exchange
for passage to Virginia and food and shelter once they arrived. After their
years of service were up, they would receive their “freedom dues,” which
were typically money or goods to begin their new life. Indentured servants
could be bought and sold and had to obey their masters. Most indentured
servants were men. Because of diseases like malaria and yellow fever, most
indentured servants never lived to collect their freedom dues. Hard work and
An example of an indentured terrible living conditions led some to run away.
servant’s contract

Life in the Southern Colonies

Indentured servants
Prompt: What was life like for an indentured servant?
The growth of plantations in the Southern colonies created the need for a
large workforce. Thousands of English colonists became indentured servants
with hopes that they could create a better life in the New World. They
agreed to work for a certain number of years (typically 5-7) in exchange
for passage to Virginia and food and shelter once they arrived. After their
years of service were up, they would receive their “freedom dues,” which
were typically money or goods to begin their new life. Indentured servants
could be bought and sold and had to obey their masters. Most indentured
servants were men. Because of diseases like malaria and yellow fever, most
indentured servants never lived to collect their freedom dues. Hard work and
An example of an indentured terrible living conditions led some to run away.
servant’s contract

© 2021 The Clever Teacher

Life in the Southern Colonies
Enslaved people
Prompt: What was life like for an enslaved person?
As early as 1619, African captives were brought to the British colonies against
their will and enslaved. Enslaved people did not have freedom. This means
that enslavers controlled their actions, what jobs they did, what food they
ate, and many other parts of their lives. Men, women, and children were
enslaved. Enslaved people did many different kinds of work, like fieldwork,
household chores, and skilled trades. Enslaved people faced many challenges.
For example, enslavers often separated families to make more money or as a
punishment. Once separated, it was difficult to communicate or reunite with
their families. Enslaved people resisted slavery in many ways. Some rebelled
and fought back. Others resisted in more everyday ways. For example, they
slowed down their work, broke tools, pretended to be sick, and secretly
learned to read and write (which was illegal). Another form of resistance
was religious worship, singing, and maintaining cultural traditions.

Life in the Southern Colonies

Enslaved people
Prompt: What was life like for an enslaved person?
As early as 1619, African captives were brought to the British colonies against
their will and enslaved. Enslaved people did not have freedom. This means
that enslavers controlled their actions, what jobs they did, what food they
ate, and many other parts of their lives. Men, women, and children were
enslaved. Enslaved people did many different kinds of work, like fieldwork,
household chores, and skilled trades. Enslaved people faced many challenges.
For example, enslavers often separated families to make more money or as a
punishment. Once separated, it was difficult to communicate or reunite with
their families. Enslaved people resisted slavery in many ways. Some rebelled
and fought back. Others resisted in more everyday ways. For example, they
slowed down their work, broke tools, pretended to be sick, and secretly
learned to read and write (which was illegal). Another form of resistance
was religious worship, singing, and maintaining cultural traditions.
© 2021 The Clever Teacher
 Life in the Southern Colonies
Southern women
Prompt: What was life like for women in the Southern colonies?
In plantation society, the majority of Southerners were servants or enslaved
people. Most indentured servants were men. As a result, men outnumbered
women five to one in the Southern colonies. Enslaved and servant women
were vulnerable to mistreatment and abuse. Women who worked as
indentured servants were not allowed to marry until their years of service
were up. This led to delayed marriages and fewer children than in other
colonies. When they could marry, Southern women were in high demand.
Because of disease, the Southern colonies had a very high death rate. This
meant that husbands would often die and second or third marriages were
common. Sometimes widows in the South were able to own and sell property,
which was unusual at the time. Colonial women were completely excluded
An illustration showing
colonial clothing for a from voting and politics.
wealthy woman

Life in the Southern Colonies

Southern women
Prompt: What was life like for women in the Southern colonies?
In plantation society, the majority of Southerners were servants or enslaved
people. Most indentured servants were men. As a result, men outnumbered
women five to one in the Southern colonies. Enslaved and servant women
were vulnerable to mistreatment and abuse. Women who worked as
indentured servants were not allowed to marry until their years of service
were up. This led to delayed marriages and fewer children than in other
colonies. When they could marry, Southern women were in high demand.
Because of disease, the Southern colonies had a very high death rate. This
meant that husbands would often die and second or third marriages were
common. Sometimes widows in the South were able to own and sell property,
which was unusual at the time. Colonial women were completely excluded
An illustration showing
colonial clothing for a from voting and politics.
wealthy woman
© 2021 The Clever Teacher
Name: __________________ Side A

LIFE IN THE SOUTHERN COLONIES

Read each task card and its prompt. Answer the prompts in complete sentences below.
Note: You do not have to read the task cards in order.

Education
Was education considered a right or a privilege in the Southern colonies? Explain.

Religion
Were the Southern colonies religiously diverse? Explain.

Plantation society
How did the tobacco industry structure Southern society?

© 2021 The Clever Teacher

Name: __________________ Side B

LIFE IN THE SOUTHERN COLONIES

Read each task card and its prompt. Answer the prompts in complete sentences below.
Note: You do not have to read the task cards in order.

Indentured servants
What was life like for an indentured servant?

Enslaved People
What was life like for an enslaved person?

Southern women
What was life like for women in the Southern colonies?

© 2021 The Clever Teacher

Name: __________________

Life in the southern colonies REFLECTION

Reflect on the lesson by answering the questions below.

What are 3 facts you learned?

3
What are 2 questions you have?

2
What is one thing you want to learn more about?

1
© 2021 The Clever Teacher
 Native Famous People Name: _____________________

Americans
The Southern
There were several Indigenous
nations who lived in the area that is
now the Southern colonies for
Colonies
thousands of years. Some of these Using crayons, color each of the five
groups are the Muscogee, the Southern Colonies a different color.
Cherokee, and the Sissipahaw. Create a key.
One well-known group is the
Powhatan who lived in what is now
Virginia. They were also known as the
Algonquians since the Powhatan
language is associated with the Cecilius Calvert (Lord Baltimore) was granted
Algonquian language. The group’s possession of Maryland by the English King. He
leader was called the Powhatan. wanted Maryland to be a safe place for Catholics.
The story of John Smith and
Pocahontas comes from the
interactions between the Jamestown
settlers and the Powhatan people.
John Smith was captured by the
Powhatan people in 1607. He wrote
that he was nearly killed before the
chief’s daughter, Pocahontas, saved
his life. However, today many
historians believe this story isn’t true.
The English and the Powhatan
people had increasingly violent
interactions. This led to wars and many
Powhatan being pushed off their land.

Key:
Maryland South Carolina
John Smith was a famous English soldier, explorer,
and colonial governor of Jamestown. He helped
Virginia Georgia
settlers learn to farm and survive in the new land.

Painting showing Pocahontas North Carolina

saving John Smith ©2021 The Clever Teacher
 Geography & Government & Politics Religion
Economy
Unlike the Puritans of New
The geography of the Southern England, most Southerners’ primary
Colonies varied from coastal plains to purpose in settling the New World was
mountains. Forests and foothills also not religious freedom. Rather, most
covered the area. Southern colonies sought land and
These colonies had the best wealth.
The exception was Maryland,
farming land in British North America. The
soil was deep, fertile, and rich. The which was originally founded as a
summers were long, and the winters haven for Catholics. But Puritan
were mild. This warm climate led to a servants lived there too and soon
long growing season of seven to eight Protestantism became the majority
months! Unfortunately, the warm religion.
Most Southern colonists were
weather also allowed diseases like
malaria and yellow fever to spread. Protestant. However, they worshiped in
Patrick Henry addressing the a variety of ways. In Virginia, Baptists
Farmers in the South grew large House of Burgesses
cash crops like tobacco, rice, indigo and Anglicans (members of the Church
(blue dye), sugar cane, and cotton. of England) were often at odds.
Virginia’s government was run by the
These crops were grown on large farms Most enslaved Africans were
colonial governor, his council, and the House
forced to convert to Christianity. Some
called plantations. Plantations were of Burgesses.
worked by indentured servants and developed hybrid traditions that
Colonial governors were appointed, or
enslaved people. Enslaved people were blended their cultural forms of spirituality
chosen, by the English monarchy. The
forced to work without pay or hope for with Christian beliefs.
governor had power over the military, the
freedom. Lastly, each Indigenous group
judicial system, and official appointments. He
had its own religion. For example, the
could also veto laws made by the House of
Powhatan worshipped several spirits like
Burgesses.
Okee and Ahone.
The Governor’s Council was also
appointed by the English monarchy. The
council typically consisted of twelve upper-
class colonists. The Council had power over
funds and taxation.
The House of Burgesses were
representatives chosen by the people to give
them a voice in the government. The House of
Burgesses had the power to submit bills
The Southern Colonies grew plantation addressing taxation and government The remains of a church tower in
crops like sugar cane. spending. Jamestown
©2021 The Clever Teacher
 THE MAYFLOWER AND PLYMOUTH COLONY
Day 6 Time: 45 min.
Materials:
• Facts About the New England colonies—one for each student or one to put under the document camera.
• The Mayflower, Pilgrims, and Plymouth Colony article—one for each student (2 pages, copied double sided)
• Mayflower and Plymouth Colony Timeline—one for each student
• Timeline answer key—one for the teacher
• Blue and red crayons, markers, or colored pencils
• Plymouth Colony Reflection—one for each student
• Optional: sticky notes & 3 blank posters (or anchor chart papers) for attention activity

Objective:
I can read about and explain important events in Plymouth Colony’s history. I can write a reflection about what
I’ve learned.

Steps
Articles
1. Introduce the focus for week two: The New England colonies. Read Facts About the New England colonies
together. Emphasize that all four of the colonies were Puritan societies (or in the case of Rhode Island a
reaction to a Puritan society). Explain that you will focus mostly on Massachusetts Bay Colony in this lesson.
2. Attention Activity:
• On a blank poster, write the word “Mayflower.” On two other blank posters write “Plymouth
Colony” and “Pilgrims.” Tape the posters around the classroom.
• Pass out 3 sticky notes (or more) to each student. Ask students to write at least one thing they
know about each topic on their sticky notes. Students should stick their sticky notes onto the correct
posters. (If students are unsure, have them write a question about the topic).
• Briefly discuss what students wrote. Tell students that by the end of the lesson they will know
much more about the history of Plymouth Colony, the Pilgrims, and the Mayflower.
3. Read objectives. Pass out article. Read article together and discuss.
Timeline
4. Pass out Timeline worksheets. Students will need red and blue crayons, colored pencils, or markers.
5. Explain that timelines are helpful because they help us see the relationship between events. Ask students to
read the events on a timeline with a partner and decide which events are negative (color red) and which are
positive or neutral (color blue).
6. Check answers as a class using the teacher answer key. Some events might be up for interpretation. My
approach is if students can effectively justify their answer, then they can keep it.
Reflection
7. Pass out Reflection worksheets. Students should complete this independently (this could be your assessment
for the lesson).
8. Early Finisher: If you did the attention activity, ask students to add sticky notes to the three posters with
things that they’ve learned.

© 2021 The Clever Teacher

Name: ________________

Facts About the New England Colonies

Massachusetts Bay
New Hampshire

Rhode Island
Connecticut

Massachusetts Bay New Hampshire

• Plymouth was established in • Established in 1629
1620 & later became part of • Was governed by
Massachusetts Bay Colony Massachusetts Bay until
• A Puritan society; other 1680
religions were not tolerated • Mostly Puritan

Rhode Island Connecticut

• Founded by Roger Williams • Founded by Puritan leaders
in 1636 from Massachusetts Bay in
• Was a haven for religious 1639
dissenters • A Puritan society like
• Religious freedom Massachusetts Bay

© 2021 The Clever Teacher

 Side A

The Mayflower, Pilgrims, and

Plymouth Colony
The Mayflower
The Mayflower was an
English ship that set sail for the
New World in 1620. The Mayflower
left Plymouth, England, with
102 passengers and a crew of
around thirty. Many of those
aboard the Mayflower were
Pilgrims seeking religious freedom.
The colonists’ goal was to land in The arrival of The Mayflower at Cape Cod in
Massachusetts
Northern Virginia and set up a British
colony. Due to dangerous sailing conditions and delays during the voyage,
the Mayflower was forced to change course and eventually anchored at
Cape Cod in Massachusetts.

The Mayflower Compact

While anchored at Cape Cod, some colonists began to question
their right to settle the area. So a group wrote and signed a governing
document called the The Mayflower Compact. It made it clear that the
colony would be governed by “just and equal laws” and those who signed
it promised to obey the laws.
The document was built around the ideas of majority rule (the group
with the most votes wins) and the colonists’ allegiance to the king. The
colonists hoped to create unity and order in the new colony. The
Mayflower Compact was signed by forty-one men including gentlemen,
adventurers, and tradesmen. No women signed the compact.

The First Winter

The colonists took several weeks to find a place to settle. They finally
decided upon Plymouth Rock, a location chosen for its defensive position
and because it had previously been a Native American settlement. The
first winter was very difficult. The colonists had little time to build houses. In
order to stay warm, they stayed on board the Mayflower. The limited
space and bad conditions led to an outbreak of disease. When the
colonists finally recovered from their illnesses, there were only fifty-three
passengers still alive.
When the worst of the weather had passed, the colonists
constructed homes and a fort. They armed their fort with six iron cannons.

© 2021 The Clever Teacher

 Side B

The Mayflower, Pilgrims, and

Plymouth Colony
The First Thanksgiving
After the devastating long winter, the fifty-three surviving Pilgrims
held a harvest festival. They were joined by Massasoit, the leader of the
Wampanoag tribe, and ninety of his men. The winter had been so deadly
that only four of the original eighteen female colonists were left alive. The
three-day long celebration included a feast of turkey, fish, and deer.

William Bradford
William Bradford served as a leader of Plymouth Colony for many
years. Born in Yorkshire, England, he traveled with the Pilgrims to the
Netherlands and then to New England in search of religious freedom.
When the Mayflower first arrived in the New World, William Bradford
was among those who volunteered to explore the area. He was chosen to
be governor in April of 1621 after Governor Carver collapsed while working
in the fields. During his time as governor, Bradford made changes to the
organization of Plymouth Colony’s government. For instance, he
established a governor’s council. The council consisted of a group of
magistrates who were able to advise the governor and vote on
government matters.
William Bradford is also famous for his detailed history of Plymouth
Colony known as “Of Plymouth Plantation.” Bradford’s journal detailed the
colony’s achievements and challenges. He was very religious and often
drew parallels between everyday life and teachings in the Bible.

Signing the Mayflower Compact William Bradford

© 2021 The Clever Teacher

Name: _________________________

Mayflower and Plymouth Colony Timeline

Plymouth Colony began with the voyage of the Mayflower and ended when the colony was
combined with Massachusetts Bay. Below are some of the significant events in the history of the
colony. (Note: this is not a comprehensive list. After all, Plymouth Colony existed for over 70 years!).
Color events that are negative for the pilgrims red. Color positive or neutral events blue.

1606
Plymouth Company is chartered
by King James I
1607
Pilgrims flee England for the Netherlands
July 1620 in search of religious freedom
Pilgrims leave the Netherlands to
join up with the Mayflower
Sep 1620
The Mayflower sets sail for the
Nov 1620 New World
The Mayflower is unable to reach
Virginia due to dangerous conditions
Nov 1620
Pilgrims create the Mayflower
Dec 1620 Compact
Pilgrims arrive in Plymouth
Dec-Mar 1620-1621
Many colonists die of illness due to
Mar- April 1621
harsh weather conditions
Pilgrims meet the Wampanoag
and sign a treaty
April 1621
Governor John Carver dies and
Oct 1621
is replaced by William Bradford
Pilgrims celebrate the First
Thanksgiving
Nov 1621
Colonists experience a food
July-Aug 1623 shortage
Two ships arrive carrying about
100 new colonists
Nov 1623
June 1630 A fire destroys several buildings
More colonists arrive and Plymouth and homes
Colony continues to grow
© 2021 The Clever Teacher
Name: __________________________

Plymouth Colony Reflection

Reflect on what you have learned about the the Mayflower, Pilgrims, and Plymouth Colony.
Answer the questions in complete sentences.

Describe the Mayflower Compact.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Which event on the timeline did you find most interesting? Explain why.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Who was William Bradford and what contributions did he make to Plymouth Colony?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What questions do you have about Plymouth Colony?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

© 2021 The Clever Teacher

Name: _________________________ Side A

Analyzing The Mayflower Compact

In the name of God, Amen. We, whose names are underwritten, Reasons for
the loyal subjects of our dread Sovereigne Lord, King James, by their voyage:
the grace of God, of Great Britaine, France and Ireland king, 1.
“Civil body defender of the faith, etc. having undertaken, for the glory of
politick” 2.
God, and advancement of the Christian faith, and honour of our
means:
king and country, a voyage to plant the first colony in the 3.
__________ Northerne parts of Virginia, doe by these presents solemnly and
__________ mutually in the presence of God and one of another, covenant and “Covenant”
__________ means:
combine ourselves together into a civill body politick, for our
“meete and better ordering and preservation, and furtherance of the ends __________
convenient
for the aforesaid; and by virtue hereof to enacte, constitute, and frame
What did
generall such just and equall laws, ordinances, acts, constitutions and they decide
good” means: offices, from time to time, as shall be thought most meete and to do?
convenient for the generall good of the Colonie unto which we (Translate
__________ into modern
__________ promise all due submission and obedience. In witness whereof we language)
__________
__________
have hereunder subscribed our names at Cape-Codd the 11. of
November, in the year of the raigne of our sovereigne lord, King
“subscribed” James, of England, France and Ireland, the eighteenth, and of
means:
Scotland the fiftie-fourth. Anno Dom. 1620.
__________ • John Carver • Edward Tilley • Degory Priest
• William Bradford • John Tilley • Thomas Williams
• Edward Winslow • Francis Cooke • Gilbert Winslow
• William Brewster • Thomas Rogers • Edmund Margeson
• Issac Allerton • Thomas Tinker • Peter Browne
• Myles Standish • John Rigdale • Richard Britteridge
• John Alden • Edward Fuller • George Soule
• Samuel Fuller • John Turner • Richard Clarke
• Christopher Martin • Francis Eaton • Richard Gardiner
• William Mullins • James Chilton • John Allerton
• William White • John Crackston • Thomas English
• Richard Warren • John Billington • Edward Dotey
• John Howland • Moses Fletcher • Edward Leister
• Stephen Hopkins • John Goodman

© 2021 The Clever Teacher

Name: _________________________ Side B

The Fundamental Orders of Connecticut

Original Text (abridged): In Modern Language:

For as much as it hath pleased Almighty God by the wise Preamble:

disposition of his divine providence … that we the Inhabitants Because of God’s will, we (the residents of Windsor,
and Residents of Windsor, Hartford and Wethersfield are Hartford, and Wethersfield) have formed a colony
now cohabiting and dwelling in and upon the River of along the River of Connecticut. We know that when
Connectecotte and the lands thereunto adjoining; and well people are gathered together, God requires them to
knowing where a people are gathered together the word of
be peaceful and create an orderly and good
God requires that to maintain the peace and union of such a
people there should be an orderly and decent Government Government. So, we are establishing a government that
established according to God,… do therefore associate and will set laws which we must obey.
conjoin ourselves to be as one Public State or Commonwealth…
to be guided and governed according to such Laws, Rules,
Orders and Decrees as shall be made, ordered, and decreed Laws:
as followeth: (Note there are eleven laws in the original unabridged
1. It is Ordered, sentenced, and decreed, that there shall be
document)
yearly two General Assemblies, … the first shall be called the
Court of Election, wherein shall be yearly chosen… so many 1. Every year there will be 2 assemblies. The first will
Magistrates and other public Officers as shall be found be called the Court of Election where we will elect
requisite…which choice shall be made by all that are admitted public officials.
freemen and have taken the Oath of Fidelity, and do cohabit
within this Jurisdiction…

2. It is Ordered, sentenced, and decreed, that the election of

the aforesaid Magistrates shall be in this manner: every 2. Voters will elect their public officials by writing the
person present and qualified for choice shall bring in … one name of their favorite candidate on a piece of paper.
single paper with the name of him written in it whom he The votes will be counted and the person with the
desires to have Governor, and that he that hath the greatest most votes wins.
number of papers shall be Governor for that year.

4. It is Ordered, sentenced, and decreed, that no person be

4. Governors serve for only two years and must
chosen Governor above once in two years, and that the
Governor be always a member of some approved belong to an approved church.
Congregation

5. It is Ordered, sentenced, and decreed, that …the other 5. The second yearly assembly (meeting) will be for
General Court in September shall be for making of laws making laws.
8. It is Ordered, sentenced, and decreed, that Windsor,
8. Each town will send representatives to the assembly
Hartford, and Wethersfield shall have power, each Town, to
send four of their Freemen as their deputies to every where they will vote on and make laws. Everyone must
General Court; therein; which deputies shall have the power of follow these laws.
the whole Town to give their votes and allowance to all such
laws and orders as may be for the public good, and unto
which the said Towns are to be bound.
The above laws have been voted on and accepted.
14th January 1639 the 11 Orders above said are voted.

© 2021 The Clever Teacher

Name: _________________________ Side C

Reflection
The Mayflower Compact (1620)
1. What is the purpose of the Mayflower Compact?

2. Why do the signers say they are starting a new colony?

The Fundamental Orders of Connecticut (1639)

1. What reasons do the writers give for forming a government?

2. Explain one of the laws stated in this document.

3. What are some differences between the Mayflower Compact and

the Fundamental Orders of Connecticut?

© 2021 The Clever Teacher

Name: _________________________ Side A

Create Your Own Constitution!

Imagine that you wish to create a constitution (a set of rules that will guide
how your government works). Work with your group to create and sign your
constitution.

Part 1: Who you are and why you decided to write a constitution
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Part 2: How new laws will be created

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Part 3: Three important laws you wish to create

1.______________________________________________________________
________________________________________________________________
________________________________________________________________
2.______________________________________________________________
________________________________________________________________
________________________________________________________________
3.______________________________________________________________
________________________________________________________________
________________________________________________________________

Part 4: Sign your constitution

© 2021 The Clever Teacher

Artifact A Religion

Church of England Cathedral at Canterbury Puritan church in Massachusetts (Old Ship Church)
"Photo by DAVID ILIFF. License: CC-BY-SA 3.0" "Photo by DAVID ILIFF. License: CC-BY-SA 3.0"

“For we must consider that we shall be as Instructions:

a city upon a hill. The eyes of all people 1. Compare the interiors of the two churches (Church of
are upon us. So that if we shall deal falsely England and Puritan). Which is more elaborate?
with our God in this work we have 2. Read John Winthrop’s famous quote. What does he
undertaken, and so cause Him to mean by saying, “the eyes of all people are upon us?”
withdraw His present help from us, we shall
be made a story and a by-word through Big Question: The Puritans disagreed with the way the
the world.” Church of England was run and sought to reform, or
-A Model of Christian Charity by Governor improve, it. What types of things did the New England
John Winthrop, 1630 Puritans value?

©2021 The Clever Teacher

Artifact B Education
Words from the Primer (left):
The New England Primer was first
published in the late 1600s as a In Adam’s fall
We sinned all.
way to teach children reading
and religious values. It contained Thy life to mend,
This Book (Bible) attend.
lessons on the alphabet as well
The Cat doth play,
as Biblical and moral stories. And after slay.

A Dog will bite

Famous verse from the Primer: A thief at night.
Now I lay me down to sleep, An Eagle’s flight
I pray thee, Lord, my soul to keep; Is out of sight.
If I should die before I wake, The idle Fool
I pray thee, Lord, my soul to take. Is whipt (whipped) at school.

Instructions: "All the learning the many

1. Read about the New England Primer. Have
have serves only as a bag of
you ever heard that famous verse before?
2. Look at the page from the Primer which taught gold about a drowning man;
children about the ABCs. Notice how each it sinks them the deeper into
picture is teaching about a different letter of the scalding floods of the lake
the alphabet. What types of stories do the that burns with fiery
pictures tell? brimstone: But the knowledge
3. Read Cotton Mather’s quote on education.
of the Lord Jesus Christ is a
Do you agree?
saving thing.”
Big Question: What did the New England colonists -Cotton Mather (Puritan
believe was the purpose of education?
preacher & scholar)

©2021 The Clever Teacher

 Artifact C Puritan Women
Instructions:
Popular Puritan Names for Girls:
1. Read the list of Puritan girl names. What do these
• Silence
• Prudence names tell you?
• Patience 2. Read the Scripture and Fast Facts. What were
• Obedience colonial women expected to do or not do?
• Repentance Big Question: What was life like for colonial women
• Sorry-for-sin in New England?
• Charity
Source: Curiosities of Puritan nomenclature by Bardsley,
Charles Wareing Endell, 1888

1 Corinthians 14: 34-35

Fast Facts about Life in New
“Let your women
England
keep silent in the
• Only men participated in town
churches, for they are
meetings and served as
not permitted to
religious leaders.
speak; but they are to
• Men and women had
be submissive, as also
different roles at home. For
the law says.
example, men and boys
And if they want to
farmed, cared for the animals,
learn something, let
and fixed buildings. Women
them ask their own
and girls cooked food,
husbands at home; for
cleaned, and made clothing.
it is shameful for
• Motherhood and children
women to speak in
were greatly valued.
the church.”

©2021 The Clever Teacher

Artifact D Religious Laws and Punishments
Instructions:
1. Look at the picture. Do you think the
stocks were an effective punishment?
2. Read the list of religious laws. Do you think
the laws are fair?
Big Question: What do Puritan laws and
punishments reveal about how they viewed
God and men?

Religious Laws and Harsh Punishments

• Church attendance was mandatory.
Colonists could be fined if they
missed church regularly.
• In the Massachusetts Bay Colony,
there there was a Puritan law
banning the practice of other
religions. In 1660 Mary Dyer was killed
for being a Quaker.
• At one time in Connecticut, colonists
could be put to death for speaking The stocks or “stockades” were used to publicly punish
badly of God or their parents. someone who committed a crime. Public whipping
was another common punishment.

©2021 The Clever Teacher

 Artifact E Religious Dissention
“Enforced uniformity Instructions:
confounds civil and religious 1. Read about Roger Williams. What
liberty and denies were his “dangerous ideas?”
the principles of Christianity 2. Read about Anne Hutchinson. What
and civility. No man shall be were her ideas on grace?
required to worship or
maintain a worship against Big Questions: What happened to those
his will.”
who disagreed with orthodox Puritan
-Roger Williams
beliefs? Is this fair? Why or why not?

Statue of Roger Williams

Roger Williams was a Puritan minister who believed in

freedom of religion, separation of church and state,
and fair dealings with Indigenous Peoples. He was "If God has
banished from Massachusetts Bay Colony for predetermined
spreading these “new and dangerous ideas.” He for me salvation
founded the Colony of Rhode Island which was a …how could
haven for religious dissenters. any behavior of
mine change
Anne Hutchinson was a Puritan spiritual adviser. She my fate?”
believed that God’s grace rather than good works
saves people. This doctrine went against the beliefs -Anne
of the church leaders in Massachusetts Bay Colony. Hutchinson
As a result she was banished (forced to leave the
colony and never return). She eventually joined
Roger Williams in Rhode Island.
Trial of Anne Hutchinson

©2021 The Clever Teacher

Name: __________________ Side A

ARTIFACTS ABOUT PURITAN LIFE

Thoughtfully study artifacts A-E. Think about the questions on
each page and answer the “Big Questions” in the spaces below.

What type of things did the New England Puritans value?

Artifact A

What did the New England colonists believe was the

Artifact B purpose of education?

What was life like for colonial women in New England?

Artifact C

© 2021 The Clever Teacher

Name: __________________ Side B

ARTIFACTS ABOUT PURITAN LIFE

Thoughtfully study artifacts A-E. Think about the questions on
each page and answer the “Big Questions” in the spaces below.

What do Puritan laws and punishments reveal about how

Artifact D they viewed God and men?

What happened to those who disagreed with orthodox

Artifact E Puritan beliefs?

What have you learned about the Puritan life in New

Reflection England? Write a few sentences and draw a picture.

© 2021 The Clever Teacher

 Name: __________________ Side A

THE SALEM WITCH TRIALS

SETTING
Salem Village was a tense place in 1692. Several years of extra cold winters and crop failures had plagued
the town. A recent smallpox epidemic and violent interactions with nearby Indigenous groups created a
culture of fear and suspicion. Furthermore, the small town was populated mostly by Puritans who lived a
strict, religious way of life. Small differences in behavior or appearance made some Puritans nervous.
TIMELINE

January 1692 March-June 1692 July-September 1692 Jan 14, 1697

Reverend Parris’s daughter Many more villagers are July 19— Five people are Four years later, Salem’s
and niece (Betty and Abigail) accused of being witches and hanged for witchcraft General Court orders a
become sick. The young girls put on trial. Some are special day in honor of the
Aug. 19— Five people are
twitch and twist their bodies tortured before confessing. victims of the Salem Witch
hanged for witchcraft
and speak nonsense words. Other young girls are Trials. One of the judges,
The Reverend calls the local “afflicted” and say that Sept. 22— Eight people are Samuel Sewall, apologizes for
doctor, William Griggs who witches are torturing them. hanged for witchcraft his role in the trials. In the
says the girls have been Moles and blemishes on the end, 19 people were executed,
More than a hundred people
“afflicted” with witchcraft. skin are seen as evidence that one was tortured to death
are accused of being witches.
someone is a witch. and five died in jail.

1 2 3 4 5 6 7
Feb.-March 1692 June 10, 1692 Oct. 1692-May 1693
The Reverend asks the girls Bridget Bishop is hanged at Oct. 29, 1692— Governor Phips
who torments them, and they Gallows Hill. She is the first in dissolves the court which has
eventually name three women Salem to be executed for been conducting the witch
from the town: Tituba, Sarah “being a witch”. trials
Good, and Sarah Osborne. The
women are questioned. After Jan. 1693— 49 of the 52
accused witches are released
being beaten, Tituba says she
is a witch and that there are May 1693— Phips pardons and
many witches in Salem. releases the remaining
accused witches

MODERN-DAY EXPLANATIONS
Modern historians have wondered for years: If the possibility of witchcraft is ruled out, what was afflicting
the Salem girls in 1692? The tragic event is viewed by some as an example of mass hysteria. Mass hysteria is
when a group of people all suffer the same hysterical symptoms without an obvious physical cause. Mass
hysteria typically takes place in conditions of psychological and physical stress. One theory is that the young
girls’ boredom and lack of power in the community led them to extreme attention-seeking behavior. Surely,
the Puritans’ strong belief in witchcraft was also an important factor. Another theory is that the girls were
diseased after eating rye infected with fungus. Finally, some theorize that the witch trials were a way for
the town to get rid of individuals who were seen as threats to their values.

© 2021 The Clever Teacher

Name: __________________ Side B

EVIDENCE USED IN THE SALEM WITCH TRIALS

Read about evidence used in 1692 to prove that individuals were
“witches.” For each type of evidence, decide if something similar is
used in U.S. courts today. If so, explain more.

Is something
Types of similar used
Description of Evidence If so, explain.
Evidence in U.S. courts
today?

Spectral The victims could claim to

evidence be tortured by an ghost in
the shape of the accused
witch (note: Puritans
believed that the devil
could not use a person’s
shape without their
permission).
Touch Test If the accused witch
touched the victim while
the victim was having a fit,
and the fit stopped, it
meant the accused was a
witch.
Witness Witnesses could testify
testimony against the accused and
explain what they had
seen them do.

Physical Birthmarks, warts, moles or

Evidence blemishes could be
evidence that the person
was a witch because they
were seen as portals
through with Satan could
enter the body.
Confession The accused could
confess that they were a
It was witch. (Note: most who
confessed and accused
me. others of witchcraft were
not hanged.)

© 2021 The Clever Teacher

 Leaders Reflection Name: _____________________

Important
Reverend Samuel Parris 1. How old were the “afflicted” girls?
• His daughter and niece were the Why is this significant?
first “afflicted” with witchcraft.
•
•
Was educated and well respected
His support and testimony validated
People from
the young girl’s claims of being

The Salem
bewitched.
• He may have _____________ the girls
to name certain people as witches.
2. What similarities are there between

Witch
• Served as a _____________ of the
girls’ sufferings during the trials the first 3 people accused (Tituba,
Sarah Good, and Sarah Osborne)?

Trials
Sir William Phips
• The _____________ of Massachusetts
during the Salem witchcraft trials
• Was likely well informed about the
trials and supported them while
they lasted
3. After the trials were over, did anyone
• Put a stop to them after his ________
was accused to witchcraft involved apologize? If so, who and
• Pardoned some of the accused what were their roles in the trials?
who were awaiting execution

Samuel Sewall
• Was well-educated and wealthy
• Selected by Governor Phips to sit as 4. Which person was the most
a _____________ for the witchcraft interesting to learn about, in your
trials (He was one of 9 judges.) opinion? Why?
• Five years after the trials, he issued
a public _____________ expressing
his shame in condemning innocent
people. (He was the only judge to
do so.)

©2021 The Clever Teacher

 “Afflicted” Girls The Accused The Accused
Betty Parris Tituba Indian Reverend George Burroughs
• _____________ years old • _____________ Native American • A Puritan _________ who had served
• Daughter of Rev. Samuel Parris woman in Reverend Parris’s the town about 10 years earlier
• She may have experimented with household • Owed money to the Putnam family
fortune telling to know her future • One of the first accused • Was called the “ringleader” of the
marital status. • Known to play fortune telling games witches and a priest of the devil.
• In January her strange behaviors (forbidden by Puritans) & was viewed • His hanging was attended by
began (twitching and twisting her as an _____________. influential leader Cotton Mather
• She confessed and accused others of who urged the crowd against him.
body, nonsense words, etc.).
witchcraft Never confessed
• _____________ against the accused •
• Fate: spent 13 months in jail & little is Fate: ____________ in August of 1692
witches •
known of her life after the trials

Abigail Williams Sarah Good Rebecca Nurse

• _____________ years old • One of the first accused • A frail, elderly, and respected
• Niece of Rev. Samuel Parris • Was ___________ by the community . woman
• She may have experimented with She was poor and homeless. • Many friends and family members
fortune telling to know her future • She did not confess but did accuse wrote _____________ in her defense.
marital status Sarah Osborne of witchcraft. • Was tried for witchcraft, the jury first
• She and Betty were the ___________ • Her six-year-old daughter was found her ”not guilty” but after
to be “afflicted” with witchcraft. accused and imprisoned. being told to reconsider found her
• Gave formal testimony in 7 cases- • Fate: she gave birth to a baby girl in “guilty”
involved in as many as 17 cases prison (the infant died) and then • Did not confess or accuse others
which resulted in hangings. Sarah Good was ___________ in July • Fate: _____________ in July of 1692

Anne Putnam Jr. Sarah Osbourne Summary

• _____________ years old • One of the first accused • 100+ people were accused
• One of the first to join Betty and • Was disliked by the community • In general, those who confessed
Abigail as an “afflicted child” because of a scandalous and accused others had a greater
• Accused _____________ people & ___________ to her second husband. chance of surviving
eleven of them hanged • Also, she was disliked because she • 25 people died
• Her father also was an accuser. may have tried to spend her • 19 were hanged at Gallows
• Years later she apologized and children’s inheritance. Hill
admitted she was lying. (Note: She • Never confessed or accused others • One (Giles Cory) was
was the only accuser to do so.) • Fate: died in ________ in May of 1692 tortured to death
• 5 died in jail

*Note: 11 girls in all were “afflicted.” ©2021 The Clever Teacher

 Name: _____________________
Native Famous People
Americans
New England
Colonies
Many Indigenous Peoples lived in
what would become New England for
thousands of years. This included the
Wampanoag, Massachuset, Nipmuck, Using crayons, color each of the four
Pennacook, Penobscot, New England Colonies a different
Passamaquoddy, and Quinnipiac. These color. Create a key.
groups belonged to the Algonquian
people and are part of one of the largest
Indigenous groups to speak the same
language. New England settlers had
both peaceful and violent interactions
with these tribes. John Winthrop, 3rd Governor of Massachusetts Bay
Most Algonquian settlements Colony, is famous for his sermon, “A Model of
Christian Charity,” which talked about the colony
survived by hunting, fishing, and
being like a ”city upon a hill” or a model for
gathering. Many settlements also farmed Christians around the world.
crops like squash, corn, beans, and wild
rice.
Squanto (also called Tisquantum)
was a member of the Patuxet tribe. He
could speak English and helped the New
England colonists grow crops and
establish trade agreements with other
Indigenous Peoples.
The passengers of the Mayflower
likely would have starved to death
without the help of Squanto and other
Indigenous people.

Squanto Key:
teaching the
New England New Hampshire Rhode Island
colonists how Squanto, or Tisquantum, is best known for
to grow corn. negotiating peace between the Pilgrims and the Connecticut Massachusetts
Pokanokets. He taught the Pilgrims how to plant and Maine
and fertilize native crops.
©2021 The Clever Teacher
 Geography & Government & Politics Religion
Economy
Two significant religious groups in
The New England landscape is the New England Colonies were the
covered with mountains, rivers, and Pilgrims and the Puritans.
miles of forests. The Pilgrims traveled to New
However, the soil is rocky and England on the Mayflower in 1620. The
unsuited for farming. Long winters and Pilgrims disagreed with many of the
a short growing season meant that practices of the Church of England.
New Englanders could not grow large They moved from England to the
cash crops like wheat. Instead, they Netherlands to New England in search
raised corn, beans, and pumpkins. of religious freedom. The Pilgrims
The economy in New England wanted to separate themselves from
was based on two natural resources: the Church of England.
trees and fishing. New Englanders sold After surviving their first year in
lumber to other colonies and countries. The Mayflower Compact 1620 by Jean Leon Plymouth Colony, the Pilgrims
They also used lumber to build and sell Gerome Ferris. celebrated the first Thanksgiving by
ships. Fishing and whaling were also eating deer, turkey, corn, and bread
exports. with the Wampanaog people.
The Mayflower’s goal was to voyage to
In addition, New Englanders The Puritans’ beliefs were very
Virginia and establish a colony north of
traded maple syrup and livestock to similar to the Pilgrims. The main
Jamestown.
the other colonies. In return, they difference was that the Puritans did not
The Mayflower was blown off course
bought manufactured tools and crops want to separate themselves from the
during its voyage and landed far north of
like wheat. Church of England, but rather reform it
Virginia. Because its colony would no longer
be a part of Virginia, it needed to decide on from within.
its own form of government.
Plymouth Colony set up its government
through the Mayflower Compact in 1620. The
Pilgrims decided they would govern
themselves based on majority rule. The settlers
agreed to follow the compact’s “just and
equal” laws.
This form of government eventually led
to town meetings and elected officials, laying
the foundation for a democratic republic in
the American colonies.
The New England colonies exported fish The First Thanksgiving by Jean Leon Gerome
and whale products Ferris.
©2021 The Clever Teacher
Name: ________________

Facts About the Middle Colonies

New York

Pennsylvania
New Jersey
Delaware

New York: Pennsylvania:

• Established in 1664 • Established in 1682
• Before that it was a Dutch • Founder was William Penn
colony • Religious freedom for
• Many different religions, Quakers & those of other
languages, and nationalities faiths

New Jersey: Delaware:

• Established in 1664 • Established in 1682
• Before that it was a Dutch • Before that it was a
colony Swedish colony
• Ruled by New York’s • Ruled by Pennsylvania’s
governor until 1738 governor until 1776

© 2021 The Clever Teacher

 Side A

From New Amsterdam to New York

New Netherlands
Squeezed between the British New
England colonies and the British Southern colonies was
New Netherlands. At its height, this Dutch colony
covered all or part of the following states: New York,
New Jersey, Connecticut, Pennsylvania, and
Delaware. Unlike the Puritans and Pilgrims of New
England, the Dutch did not journey to the New World
in search of religious freedom. New Netherlands was a
business venture by the Dutch West India Company,
which made money through privateering (legal The Seal of New
piracy) and trading goods like fur. Therefore, Dutch Netherlands featuring
a beaver
many colonists were merchants and businessmen.
The island of Manhattan was originally purchased by Peter Minuit from
an Indigenous group called the Lenape in exchange for valuable goods like iron
kettles and axe heads. A fort was built on the island which was named New
Amsterdam. The Dutch colony was certainly more diverse than the nearby British
colonies. The Dutch welcomed anyone who would help them turn a profit
(including the French, the Swedish, the Danish, Jews, Quakers, and more).
According to one visitor of the island, at least eighteen languages were spoken in
New Amsterdam. However, the Dutch were not inclusive of Indigenous Peoples. In
addition, the Dutch West India Company was involved in the slave trade. This
means they bought and sold captive Africans and enslaved them.
Adriaen van der Donck
An early leader in New Amsterdam was
Adriaen van der Donck. He was a lawyer whose
ideas shaped the colony’s early government. He
disagreed with the way the Dutch West India
Company was running the town. He wanted a
local government that would encourage free
trade. After relentlessly petitioning the Dutch
government, he was successful. A municipal
charter established a local representative
government in New Amsterdam with free trade
laws. Van der Donck also recognized that the
colony had the potential to grow larger and more
powerful than the home country of the
Netherlands. He foresaw that if the Dutch did not
take this opportunity to grow and protect the
Adriaen van der Donck
colony, the British would.

© 2021 The Clever Teacher

 Side B

From New Amsterdam to New York

New Netherlands
Another important Dutch leader was Peter Stuyvesant. He was
sometimes called “Peg Leg Pete” because he wore a peg leg after his right leg
was crushed by a Spanish cannonball. Stuyvesant was the director-general of the
colony and supposedly ruled with an iron fist. He was a member of the Dutch
Reformed Church and did not tolerate religious freedom for other groups. He
tried several times to restrict the rights of Lutherans, Jews, and Quakers. However,
his orders were all challenged by the Dutch West Indies Company or the citizens
of New Amsterdam. Despite Stuyvesant’s efforts, religious toleration prevailed in
New Amsterdam. It was certainly not an all encompassing freedom of religion.
However, compared to the British colonies at the time, it was significant.
Stuyvesant is most
famous for losing the Dutch colony
to the British. In 1664 four British ships
sailed into New Amsterdam harbor
and demanded that the colony
surrender. The Dutch colonists
simply did not have the military
power to defend the colony. New
Amsterdam was peaceably given
up to the British. It was renamed
New York, after the English King’s
brother, James II, Duke of York.
New Amsterdam in 1664 by Johannes Vingboons
New York
After taking control, the English did not expel the current residents or
take their property. As a result, the influence of early Dutch colonists can still be
seen in New York. For instance, several names of places come from the original
Dutch words like Brooklyn
(Brueckelen), Coney Island
(Conyne Eylandt) and Broadway
(Breede Wegh). In addition, the
street pattern of lower
Manhattan is largely the same as
the original Dutch town. The
Dutch also had an important
political legacy. Some historians
believe that the Dutch ideas
about freedom of religion
influenced the Declaration of
The original map of New Amsterdam (1660) Independence and Bill of Rights.

© 2021 The Clever Teacher

Charles II has an idea Page 1

Charles II Has an Idea

Caveat: Although this Reader’s Theater is based on true events and people, significant creative license has been taken with the
telling of the story.

Characters
King Charles II James, Duke of York (the King’s brother)
King’s Advisor #1 King’s Advisor #2

Scene 1: At the English Royal Palace, March 1664

King Charles II is sitting on his throne looking displeased. His two advisors and his brother James
surround him.

King’s Advisor #1
Your Majesty, I am pleased to report that you are very popular with the
people. You are liked muuuuuuch better than that Oliver Cromwell fellow.

King Charles II
Hmmmm.

James, Duke of York

It’s true, brother! There is optimism in the air! The people are hopeful that
the power and glory of England will be restored through YOU!

King Charles II
(in a distracted voice) Ok.

King’s Advisor #2
Y-y-your Majesty, may I ask what tr-tr-troubles you?

King Charles II
MONEY! It’s all of this terrible debt that is weighing me down. Winning the civil
war was EXPENSIVE! I just do not see how I can restore my fortune…

James, Duke of York

You know it’s funny that you should ask that…because your advisors and I have been
consulting, and we have an answer: the Dutch!

King Charles II
The Dutch???

© 2021 The Clever Teacher

Charles II has an idea Page 2

King’s Advisor #1
THE DUTCH!! Um, I mean, the Dutch, your Majesty.

King’s Advisor #2
The way we view it, the Dutch have PLENTY of money. More than they deserve,
really. While we have been fighting this civil war in England, they have been building
ships and trading around the world. They are FLUSH with cash!

King Charles II
I wouldn’t mind pocketing some of their wealth. But is that a good enough reason to
start a war?

James, Duke of York

You know, brother, the Dutch have been establishing colonies all over the place! One
might even say they are putting them in places that they do not belong. For instance,
their colony in America is located RIGHT BETWEEN our New England and Southern
Colonies.

King Charles II
The nerve! That does seem dangerous…

King’s Advisor #1
If you ask me, which I don’t mean to imply that you would, dear great and honorable
king, but IF you were to ask me, I would say the New Netherland colony is just
WAITING to be taken.

King Charles II
Innnnnnteresting….

King’s Advisor #2
In addition, taking the colony would do more than refill your coffers. It would also be
a BIG show of strength.

James, Duke of York

Indeed! It would show the whole country, no the WHOLE WORLD that you are a
truly great and powerful king.

King’s Advisor #1
A king that should NOT be messed with!

© 2021 The Clever Teacher

Charles II has an idea Page 3

King’s Advisor #2
That’s right!

King Charles II
You know while you fools have been babbling on, I’ve had an IDEA! I will declare a
war on the Dutch Republic. I will allow British ships to begin attacking and looting
Dutch ships. In addition, I will take over their presumptuous colony in America and
claim it for the British! I will start with the island of New Amsterdam!

King’s Advisor #1
EXCELLENT idea, your Majesty!

King’s Advisor #2
Absolutely brilliant, your Majesty! I wonder how you came up with such an idea!

James, Duke of York

And what exactly will you name your new colony? You certainly can’t keep the name
“New Amsterdam.” If only you had a favorite brother that you could name it after…

King’s Advisor #1
*cough* HINT HINT

King Charles II
Why I’ve just had a splendid idea! We could call it New York. After you, my
dear brother, the Duke of York.

James, Duke of York

After me?? Well, really, you shouldn’t…it’s too much!...OK sounds GREAT!

© 2021 The Clever Teacher

Peg Leg Pete’s Decision Page 1

Peg Leg Pete’s Decision

Caveat: Although this Reader’s Theater is based on true events and people, significant creative license has been taken with the
telling of the story.

Characters
(Peg Leg Pete) Peter Stuyvesant Lawyer #1
Lawyer #2 Merchant

Scene 1: On the Coast of New Amsterdam, August 1664

Peter Stuyvesant, the governor, is looking at the harbor. Before him float four impressive British
ships. A lawyer and a merchant stand near him. Another lawyer hurriedly rushes from one of the
ships with a paper in his hand.

Peg Leg Pete

I mean… it’s only four ships, right?

Lawyer #1
Yes. Four ships and at least THREE HUNDRED soldiers!!

Merchant
ARMED soldiers! And cannons!

Lawyer #1
Do WE have loaded canons?

Peg Leg Pete

Um…

Lawyer #2
(arrives out of breath with a paper in his hand) I have it! British Colonel Nicolls’s
terms for surrender!

Peg Leg Pete

Burn it in the fire! We will not surrender.

Lawyer #1 and Lawyer #2

But sirrrrrrrrr!

(The merchant snatches the paper out of Lawyer #2’s hands and starts reading)

© 2021 The Clever Teacher

Peg Leg Pete’s Decision Page 2

Peg Leg Pete

I can not surrender. I WILL not surrender. We must show that the Dutch are more
powerful than the English. My honor will not stand for it, and I can’t believe that you
would even consider-

Merchant
(Looking at the paper thoughtfully) Interesting! We would be able to keep our
homes and property!

Peg Leg Pete

Ugh like I was saying… my HONOR-

Merchant
(Ignoring Peg Leg Pete and still looking at the paper) Oh and they will allow Dutch
ships to continue to come here. Verrrry generous!

(Lawyer 1 starts reading over the merchant’s shoulder)

Peg Leg Pete

As I was saying, I really COULDN’T live with myself if-

Lawyer #1
(Ignoring Peg Leg Pete and looking at the paper) Wow! Have you read the part
where they say that we can keep our leaders until the next election? Very kind
of them…

Lawyer #2
(Turning away from Peg Leg Pete and talking to the two others) MY favorite part
was the bit where they said we could continue to enjoy our freedom of religion.
Refreshingly un-English of them, if you ask me.

(The lawyers and merchant are now completely ignoring Peg Leg Pete. He looks frustrated.)

Merchant
Colonel Nicolls really has been very generous with his terms. He says that if we
peacefully surrender, no one will be harmed. OF COURSE, I would never normally
consider surrendering. But since they have 300 men… and the terms are so fair...

© 2021 The Clever Teacher

Peg Leg Pete’s Decision Page 3

Lawyer #1
I completely agree! I would never be afraid to fight for the Dutch Republic. It just
seems that in THIS case, when our chance of winning is basically zero…

Lawyer #2
Right! I’m as patriotic as the next person. But there is no need for unnecessary
slaughter, is there?

Merchant and Lawyer#1

Exactly!

Peg Leg Pete

HELLO! Is anyone listening to me?? I am the leader of this town and I will decide
what we do. We will NOT surrender.

Merchant
That’s interesting. I wonder how the PEOPLE of New Amsterdam will feel about
that decision. Especially once they hear about Nicolls’s very generous terms.

Peg Leg Pete

Well, the people don’t need to know about the terms of surrender!

Lawyer #2
I’m afraid that I may accidentally let it slip…

Lawyer #1
Yeah, people have accused me of being loose lipped. I can’t help it!

Peg Leg Pete

(glaring at the others) Well, that’s… that’s just… Ugh! FINE! Hand me the paper, and
I will read the British terms of surrender. (Peg Leg Pete slowly reads the paper.)

Merchant
So??

Peg Leg Pete

(with a huge sigh) FINE! You win. Go back to the ship. We will surrender.

© 2021 The Clever Teacher

Name: ___________________

From New Amsterdam to New York

Comprehension Check
1. How was life in New Amsterdam different from the surrounding
colonies?

2. According to the article, what was Peter Stuyvesant like?

3. Why did King Charles II choose to take over New Amsterdam?

4. Who is New York named after?

5. Why did the Dutch surrender New Amsterdam without a fight?

6. How is the influence of the Dutch still seen in New York City
today?

© 2021 The Clever Teacher

 Colonial Fur Trading
Side A

Trading
Trading is when two groups exchange goods or services
without using money. For thousands of years, Indigenous groups traded
with each other and developed large trade networks and trails.
One of the items they traded was animal furs. Throughout
North America, Indigenous Peoples depended on animal hides for food
storage, clothing, and shelter.

The Colonial Fur Trade

When Indigenous people first encountered European
explorers, trading naturally occurred between the groups. The first
Europeans to trade for furs were fisherman who lived in what is now
Canada.
French and English explorers were very interested in the
beaver pelts and other furs acquired by Indigenous Peoples. These furs
could be sold for a profit. They were used in two ways. First, “fancy
furs” like mink, fox, and otter could be made into luxury clothing. Second,
beaver and rabbit pelts could be processed into felt which was used to
make hats. At this time in history, hats were considered a mandatory
part of everyday dress for both men and women. Beaver furs in
particular were valued for their strength and ability to resist water.
Furs were more valuable if they had been worn for at least a year by
traders because they were softer. The best, thickest furs were found
in very cold areas.

Example of a beaver pelt Example of felt hats

© 2021 The Clever Teacher

 Colonial Fur Trading
Side B

Indigenous Groups
Many Indigenous people traded furs with Europeans. Some of
these groups included the First Nations, the Algonquin, Montagnais, the
Huron, the Iroquois, and the Ojibwa. These people were expert trappers.
They traded furs for items they needed. This included iron-based
products like knives, kettles, and needles. In addition, they traded for
beads, wool blankets, guns, clothing items, and more.

European Groups
The first European fur traders were the French. Later the
Dutch in New Amsterdam developed trade relations with nearby
Indigenous Peoples. When the English took over the Dutch colony, they
became more involved in the fur trade.
During the 1600s-1800s, French and English traders were in
fierce competition with each other. The French traders typically learned
native languages and would travel to Indigenous Peoples to trade. The
English adopted a different strategy. They built trading posts where
Indigenous Peoples could come to them. The English established the
Hudson’s Bay Company in 1670, which
built many trading posts in what is
now Canada and the United States.
Trappers typically acquired
and prepared their furs in the fall
and winter. Then they would travel by
canoe or on foot to sell their pelts at
a trading post. This meeting was
marked with a great celebration at
the fort. After the trading season,
English traders would sell their furs
to merchants in London who would
turn them into hats or clothing.
Illustration of a Hudson’s Bay Company
trading post with 90 pound packs of furs

© 2021 The Clever Teacher

 Colonial Fur Trading
Side C

Effects of the Fur Trade

The colonial fur trade reshaped life for many Indigenous
groups. Manufactured items like iron cooking kettles, metal fish hooks,
and guns changed the way they lived and hunted. As a result of the fur
trade, more Indigenous people started wearing European clothing.
European diseases like smallpox were spread through the fur trade. In
addition, the great demand for fur led to violence and wars.
Furthermore, the killing of so many beavers devastated local
ecosystems. Beavers play an important role in the environment. They
help create wetlands, store water during droughts, and minimize
flooding. Because of the fur trade, beavers were trapped almost to
extinction.

Fur Trading Today

Today, furs are much less popular than they were. This is
partly because wearing a hat is no longer a cultural necessity in Europe
and America. In addition, animal rights organizations oppose the fur
trade, citing that animals are killed brutally and needlessly. In many
modern-day garments, fur has been replaced by man-made “faux fur.”

Fur traders, 1777

North American Beaver

© 2021 The Clever Teacher

Name: __________________ Side A

Colonial Fur Trading questions

Use the article ”Colonial Fur Trading” to answer the questions below.

1. What is trading?

2. Why were Indigenous groups interested in animal hides and furs?

3. Why were Europeans interested in furs?

4. List three Indigenous Peoples who trapped furs.

5. What types of European items were Indigenous Peoples interested in?

© 2021 The Clever Teacher

Name: __________________ Side B

Colonial Fur Trading questions

Use the article ”Colonial Fur Trading” to answer the questions below.

6. List three European groups who were fur traders.

7. Explain how the French fur trading strategy differed from the English
fur trading strategy.

8. What effects did the fur trade have on Indigenous groups?

9. What effects did the fur trade have on the environment?

10. Why is the fur trade less important today?

© 2021 The Clever Teacher

 Fur Trapper Goals
Fur Trapper Group # _____ Names: _______________________________________
Suggested Exchange Rates
1 large blanket 3 beaver pelts
Your goal is to acquire the following items:
q 1 large blanket 1 string of beads 4 beaver pelts
q 2 strings of beads 1 kettle 1 beaver pelt
q 3 kettles 1 pair of boots 6 beaver pelts
q 1 pair of boots
8 knives 1 beaver pelt
q 8 knives
q 1 leather hat 1 leather hat 1 beaver pelt
Hint: The above are suggestions. Try to make trades where you give
away as few beaver pelts as possible.
RULES:
1. You must trade with at least 2 English trader groups. You can’t get everything from one group.
2. Your entire group must be present and agree to make a trade.
3. No running!
How to Win: Acquire all your items. Special prizes will be given to the fastest group and to the group with
the most beaver pelts left over in the end.

Fur Trapper Goals

Fur Trapper Group # _____ Names: _______________________________________
Suggested Exchange Rates
1 large blanket 3 beaver pelts
Your goal is to acquire the following items:
q 1 large blanket 1 string of beads 4 beaver pelts
q 2 strings of beads 1 kettle 1 beaver pelt
q 3 kettles 1 pair of boots 6 beaver pelts
q 1 pair of boots
8 knives 1 beaver pelt
q 8 knives
q 1 leather hat 1 leather hat 1 beaver pelt
Hint: The above are suggestions. Try to make trades where you give
away as few beaver pelts as possible.
RULES:
1. You must trade with at least 2 English trader groups. You can’t get everything from one group.
2. Your entire group must be present and agree to make a trade.
3. No running!
How to Win: Acquire all your items. Special prizes will be given to the fastest group and to the group with
the most beaver pelts left over in the end.
© 2021 The Clever Teacher
 English Trader Goals
English Trader Group # _____ Names: _______________________________________
Suggested Exchange Rates
1 large blanket 3 beaver pelts
Your goal is to acquire the following items:
q At least 22 beaver pelts 1 string of beads 4 beaver pelts
If you meet your goal, tell the teacher, 1 kettle 1 beaver pelt
then keep trading! Try to get as many 1 pair of boots 6 beaver pelts
beaver pelts as you can. The more pelts
8 knives 1 beaver pelt
you acquire, the more money you can
earn from the London fur merchants. 1 leather hat 1 beaver pelt
Hint: The above are suggestions. Try to make trades where you give
away as few beaver pelts as possible.
RULES:
1. You must trade with at least 2 fur trapper groups. You can’t get everything from one group.
2. Your entire group must be present and agree to make a trade.
3. No running!
How to Win: Acquire all your items. Special prizes will be given to the fastest group and to the group with
the most beaver pelts in the end.

English Trader Goals

English Trader Group # _____ Names: _______________________________________
Suggested Exchange Rates
1 large blanket 3 beaver pelts
Your goal is to acquire the following items:
q At least 22 beaver pelts 1 string of beads 4 beaver pelts
If you meet your goal, tell the teacher, 1 kettle 1 beaver pelt
then keep trading! Try to get as many 1 pair of boots 6 beaver pelts
beaver pelts as you can. The more pelts
8 knives 1 beaver pelt
you acquire, the more money you can
earn from the London fur merchants. 1 leather hat 1 beaver pelt
Hint: The above are suggestions. Try to make trades where you give
away as few beaver pelts as possible.
RULES:
1. You must trade with at least 2 fur trapper groups. You can’t get everything from one group.
2. Your entire group must be present and agree to make a trade.
3. No running!
How to Win: Acquire all your items. Special prizes will be given to the fastest group and to the group with
the most beaver pelts in the end.
© 2021 The Clever Teacher
Wearable Name Tags
• One person in each group wears the nametag for the group. Groups must stay
together during the game.
• Ways to wear:
• Hole punch at the top and string with yarn
• Pin the name tag to student’s shirt with a safety pin

Fur Trapper Fur Trapper

Group 1 Group 2

Fur Trapper Fur Trapper

Group 3 Group 4

© 2021 The Clever Teacher

Wearable Name Tags
• One person in each group wears the nametag for the group. Groups must stay
together during the game.
• Ways to wear:
• Hole punch at the top and string with yarn
• Pin the name tag to student’s shirt with a safety pin

English Trader English Trader

Group 1 Group 2

English Trader English Trader

Group 3 Group 4

© 2021 The Clever Teacher

English Traders Group ONE Goods

Large
Kettle
Blanket
English Traders Group 1 English Traders Group 1

String Pair of
of Beads Boots
English Traders Group 1 English Traders Group 1

String Set of
of Beads 8 Knives
English Traders Group 1 English Traders Group 1

Kettle Leather
Hat
English Traders Group 1 English Traders Group 1

Kettle Leather
Hat
English Traders Group 1 English Traders Group 1

© 2021 The Clever Teacher

English Traders Group TWO Goods

Large
Kettle
Blanket
English Traders Group 2 English Traders Group 2

String Pair of
of Beads Boots
English Traders Group 2 English Traders Group 2

String Set of
of Beads 8 Knives
English Traders Group 2 English Traders Group 2

Kettle Leather
Hat
English Traders Group 2 English Traders Group 2

Set of
Kettle
8 Knives
English Traders Group 2 English Traders Group 2

© 2021 The Clever Teacher

English Traders Group THREE Goods

Large
Kettle
Blanket
English Traders Group 3 English Traders Group 3

String Pair of
of Beads Boots
English Traders Group 3 English Traders Group 3

String Set of
of Beads 8 Knives
English Traders Group 3 English Traders Group 3

Kettle Leather
Hat
English Traders Group 3 English Traders Group 3

Kettle Leather
Hat
English Traders Group 3 English Traders Group 3

© 2021 The Clever Teacher

English Traders Group FOUR Goods

Large
Kettle
Blanket
English Traders Group 4 English Traders Group 4

String Pair of
of Beads Boots
English Traders Group 4 English Traders Group 4

String Set of
of Beads 8 Knives
English Traders Group 4 English Traders Group 4

Kettle Leather
Hat
English Traders Group 4 English Traders Group 4

Set of
Kettle
8 Knives
English Traders Group 4 English Traders Group 4

© 2021 The Clever Teacher

For Fur Trapper Groups—Each group needs 24 pelts (2 copies), Copy 8 times for 4 groups

1 Beaver 1 Beaver
Pelt Pelt

1 Beaver 1 Beaver
Pelt Pelt

1 Beaver 1 Beaver
Pelt Pelt

1 Beaver 1 Beaver
Pelt Pelt

1 Beaver 1 Beaver
Pelt Pelt

1 Beaver 1 Beaver
Pelt Pelt
© 2021 The Clever Teacher
 Quakers and
the Middle Colonies
The Diverse Middle Colonies
The Middle colonies were the most diverse region of
colonial America. The English, Swedes, Germans, Scots, the Dutch, the
French, Indigenous Peoples, and enslaved people from Africa lived near
and among each other. Unlike strictly Puritan New England, a variety of
religions were practiced in the Middle colonies. Among the colonists,
there were Mennonites, Lutherans, Dutch Calvinists, Presbyterians,
Quakers, and more. The largest group were the Quakers.

Quakers in England
The Quaker faith (or The Religious Society of Friends)
was founded in England by George Fox. Colonial Quakers were Christians
who disagreed with the practices of the Church of England. They felt
The Middle colonies of Delaware, New
Jersey, New York, and Pennsylvania that religion was personal and that each individual had a direct
relationship with God. Colonial Quakers rejected elaborate religious
ceremonies and an official clergy. In addition, they believed that all
people (regardless of race, gender, or class) were equal. Colonial
Quakers refused to bow down to nobility or use honorific titles like “Your
Lordship.” In addition, they were pacifists, which means they were
against violence and war. Some even refused to pay taxes if the money
would go toward the military. Colonial Quakers were persecuted in
England. Many spent time in jail because of their beliefs.

William Penn and Pennsylvania Colony (founded in 1682)

A painting showing King Charles II giving William Penn was a wealthy English nobleman and a
William Penn land in the New World Quaker. King Charles the II owed Penn’s father a debt. To repay the
debt he gifted William Penn a large area of land in the New World that
covered modern-day Pennsylvania, New Jersey, and Delaware. The Royal
Colony was named Pennsylvania Colony and William Penn was its
governor. As a Quaker, Penn had experienced persecution and wanted
Pennsylvania to be a refuge for Quakers. He wanted to offer religious
freedom and more equality than there was in England.
Under Penn’s leadership, there was religious freedom
for Quakers and for those of other faiths. Women saw greater
freedom there than in the other colonies. In addition, Penn and the
nearby Indigenous Peoples had mostly peaceful interactions.
The Quaker Oats man was identified as
William Penn in early advertising

© 2021 The Clever Teacher

 Poster and Presentation Rubric
Your teacher will use this rubric to evaluate your poster and presentation. Please read this
carefully so you know what you will be graded on.

Team: ______________________________________ Total Points earned: ___________/20

Points
Category 4 3 2 1 Earned
Poster Content Details on the Details on the Details on the Details on the
poster poster poster are poster have
include clear include related to the little or
& important information content in the nothing to do
information which mostly article with the
which covers the but are content in the
thoroughly content in the unclear or article
covers the article incomplete
content in the
article

Illustrations All illustrations Most Illustrations Illustrations do

are related to illustrations relate to the not relate to
the topic and are related to topic but do the topic or
add to the the topic and not add to no graphics
viewer’s add to the the viewer’s are included
understanding viewer’s understanding
understanding

Organization Information is Information is Information is The

& Layout very organized not well information is
organized with titles and organized but very
with titles & subtitles, is can be seen disorganized
subtitles, is mostly neat, from 4 feet and too small
neat, and and can be away to read
can be seen seen from 6
from 6 feet feet away
away
Mechanics No Almost no A few Several or
grammatical grammatical grammatical many
or spelling and/or and/or grammatical
errors spelling errors spelling errors and/or
spelling errors
Presentation Presenters Presenters Presenters Presenters
spoke very spoke clearly spoke clearly were either
clearly, at an most of the most of the very
appropriate time, at an time at an unprepared
pace, and appropriate inconsistent and/or very
were well pace, and pace, and difficult to
prepared. were well were mostly understand.
prepared. prepared.
© 2021 The Clever Teacher
 Example Poster

What is Plain Dress?

• Simple clothes without
ornamentation worn by
Colonial Quakers
• No extra cuffs, collars, or
buttons

Why Plain Dress?

• To keep away from the “vain
fashions” of the world
• To focus on soberness and
doing good
• Quakers today wear modern
clothes but try to keep them
modest & clean
© 2021 The Clever Teacher
 Quaker Life: Education
Colonial Quakers believed one goal of education was to
guard children from the evil influences of the world. They
valued simplicity and plainness. William Penn, Pennsylvania’s
founder, recommended that schooling teach children
practical skills like frugality (being thrifty with money). In
addition, he believed that school should teach children to be
hard-working and diligent.
Education was focused around the Bible
Because Quakers believed in equality, both boys and girls
were educated and taught to read. However, this privilege
did not extend to African Americans in Pennsylvania until the
late 1700s. Notably, Pennsylvania Quakers included other
races and classes in education far sooner than other
colonies. Students learned through the use of primers
(textbooks) and grammar books. They were often taught
through religious stories.
An ABC page from a primer (textbook)

Quaker Life: Education

Colonial Quakers believed one goal of education was to
guard children from the evil influences of the world. They
valued simplicity and plainness. William Penn, Pennsylvania’s
founder, recommended that schooling teach children
practical skills like frugality (being thrifty with money). In
addition, he believed that school should teach children to be
hard-working and diligent.
Education was focused around the Bible

Because Quakers believed in equality, both boys and girls

were educated and taught to read. However, this privilege
did not extend to African Americans in Pennsylvania until the
late 1700s. Notably, Pennsylvania Quakers included other
races and classes in education far sooner than other
colonies. Students learned through the use of primers
(textbooks) and grammar books. They were often taught
through religious stories.
An ABC page from a primer (textbook)

© 2021 The Clever Teacher

 Quaker Life: Religion
The Religious Society of Friends was founded by George Fox
in England in the 1600s. Members of this Christian group
are called Quakers or “Friends.” Quakers are religious
dissenters of the Church of England. They believe that each
person can have a direct, personal relationship with God
without needing a formal church or official clergy. They
also believe in equality for men and women. Colonial Quaker
women could speak out in meetings, which was unusual for George Fox, the founder of the Quakers
the time period.

Quakers are pacifists, which means they do not believe in

violence or wars. Colonial Quakers lived by a strict moral
code. They wore plain clothes and outlawed gambling,
drinking, telling lies, and even stage plays. Pennsylvania was
considered a haven for Quakers and those of other
Christian religions who wished to worship without
persecution. There are still many practicing Quakers today. Quakers shown wearing plain clothes

Quaker Life: Religion

The Religious Society of Friends was founded by George Fox
in England in the 1600s. Members of this Christian group
are called Quakers or “Friends.” Quakers are religious
dissenters of the Church of England. They believe that each
person can have a direct, personal relationship with God
without needing a formal church or official clergy. They
also believe in equality for men and women. Colonial Quaker
women could speak out in meetings, which was unusual for George Fox, the founder of the Quakers
the time period.

Quakers are pacifists, which means they do not believe in

violence or wars. Colonial Quakers lived by a strict moral
code. They wore plain clothes and outlawed gambling,
drinking, telling lies, and even stage plays. Pennsylvania was
considered a haven for Quakers and those of other
Christian religions who wished to worship without
persecution. There are still many practicing Quakers today. Quakers shown wearing plain clothes

© 2021 The Clever Teacher

 Quaker Life: Social Class System
From the beginning Quakers believed in equality for
everyone regardless of gender, class, or race. However,
these ideals were not put into practice right away. Women
were able to speak in religious meetings; however, they
were not able to vote or own property.

The founder of Pennsylvania, William Penn, was both a

Quaker and an enslaver. There was certainly a strict social
order in colonial Pennsylvania which privileged wealthy white
land owners over indentured servants and enslaved people.

However, Quakers threw off slavery before the rest of the

country did. Slavery was outlawed in Pennsylvania in the mid
An anti-slavery medallion used in the
1700s. Some leading abolitionists in both the United States 1700s that reads
and England were Quakers. Later in history, Quaker women “Am I Not a Man and a Brother?”
were outspoken in fighting for women's right to vote.

Quaker Life: Social Class System

From the beginning Quakers believed in equality for
everyone regardless of gender, class, or race. However,
these ideals were not put into practice right away. Women
were able to speak in religious meetings; however, they
were not able to vote or own property.

The founder of Pennsylvania, William Penn, was both a

Quaker and an enslaver. There was certainly a strict social
order in colonial Pennsylvania which privileged wealthy white
land owners over indentured servants and enslaved people.

However, Quakers threw off slavery before the rest of the

country did. Slavery was outlawed in Pennsylvania in the mid
An anti-slavery medallion used in the
1700s. Some leading abolitionists in both the United States 1700s that reads
and England were Quakers. Later in history, Quaker women “Am I Not a Man and a Brother?”
were outspoken in fighting for women's right to vote.

© 2021 The Clever Teacher

 Quaker Life: Women
One core belief of Quakers is equality for men and women.
This belief led them to educate both boys and girls. From
the beginning, Quakers allowed men and women to speak in
religious meetings (an unusual practice at the time).
However, things were not completely equal. In the 1600s,
business meetings were dominated by males. Women were
not able to vote or own property. Although colonial
Pennsylvania was not universally equal, it was progressive
for the time.

Quaker women have a long history of social activism. For

instance, Mary Dyer was a Quaker who challenged the anti-
Quaker laws in Massachusetts Bay Colony in 1659. She was
banished from the colony. When she returned, she was
hanged. Later, Quakers were outspoken supporters of
abolition (ending slavery) and women’s rights. Mary Dyer, a Quaker woman, being led to
the gallows in Boston in 1660

Quaker Life: Women

One core belief of Quakers is equality for men and women.
This belief led them to educate both boys and girls. From
the beginning, Quakers allowed men and women to speak in
religious meetings (an unusual practice at the time).
However, things were not completely equal. In the 1600s,
business meetings were dominated by males. Women were
not able to vote or own property. Although colonial
Pennsylvania was not universally equal, it was progressive
for the time.

Quaker women have a long history of social activism. For

instance, Mary Dyer was a Quaker who challenged the anti-
Quaker laws in Massachusetts Bay Colony in 1659. She was
banished from the colony. When she returned, she was
hanged. Later, Quakers were outspoken supporters of
abolition (ending slavery) and women’s rights. Mary Dyer, a Quaker woman, being led to
the gallows in Boston in 1660

© 2021 The Clever Teacher

 Quaker Life: Government
Pennsylvania Colony was founded by William Penn in 1681.
The King of England gave Penn the land to set up a Royal
Colony. William Penn was a Quaker and had experienced
persecution for his religious beliefs in England. He wanted
to create a colony that would be a refuge for Quakers.
Pennsylvania’s first constitution set up a two-house
parliament with an upper and lower house. It is regarded
Pennsylvania Coat of Arms
as a significant move toward democracy in America.

Quakers were heavily involved in Pennsylvania’s new

government. Colonial Pennsylvania was known for its
religious freedom. For instance, there was no tax-
supported church or laws that colonists must worship a
certain way. In addition, during William Penn’s lifetime,
Pennsylvania maintained good relations with nearby
Indigenous Peoples.

Quaker Life: Government

Pennsylvania Colony was founded by William Penn in 1681.
The King of England gave Penn the land to set up a Royal
Colony. William Penn was a Quaker and had experienced
persecution for his religious beliefs in England. He wanted
to create a colony that would be a refuge for Quakers.
Pennsylvania’s first constitution set up a two-house
parliament with an upper and lower house. It is regarded
Pennsylvania Coat of Arms
as a significant move toward democracy in America.

Quakers were heavily involved in Pennsylvania’s new

government. Colonial Pennsylvania was known for its
religious freedom. For instance, there was no tax-
supported church or laws that colonists must worship a
certain way. In addition, during William Penn’s lifetime,
Pennsylvania maintained good relations with nearby
Indigenous Peoples.

© 2021 The Clever Teacher

Name: __________________ Side A

QUAKER LIFE NOTES

Listen carefully as each group gives their presentation. Take notes on each
aspect of Quaker life.

religion
3 facts I learned:
•
•
•

One question I have:

EDUCATION
3 facts I learned:
•
•
•

One question I have:

GOVERNMENT
3 facts I learned:
•
•
•

One question I have:

© 2021 The Clever Teacher

Name: __________________ Side B

QUAKER LIFE NOTES

Listen carefully as each group gives their presentation. Take notes on each
aspect of Quaker life.

women
3 facts I learned:
•
•
•

One question I have:

SOCIAL CLASS SYSTEM

3 facts I learned:
•
•
•

One question I have:

REFLECTION
What questions, ideas, and feelings did this lesson raise for you?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

© 2021 The Clever Teacher

 Native Famous People Name: _____________________

Americans
The Middle
Colonies
The area that would become the
Middle Colonies was home to many
Indigenous Groups like the Secatogue
and the Susquehannock. Using crayons, color each of the four
Another group is the Lenape. They Middle Colonies a different color.
lived in what is present-day Canada, Create a key.
New Jersey, Pennsylvania, Delaware,
and New York.
The Lenape have a matrilineal
clan system, which means a child’s
lineage is traced through the mother.
William Penn, the founder of Pennsylvania, is
They are also matrilocal, which means famous for his successful treaties with the Lenape
the children would live with their mothers people and his early push for religious freedom.
and live near their mother’s side of the
family. This system produced large clan
families that included three to four
generations living in the same place.
The Lenape people had both
peaceful and violent interactions with
colonists. By the end of the18th century,
most Lenape were forcibly removed
from their homelands by colonists. There
are around 16,000 Lenape living today.

Henry Hudson, a famous English sea explorer, is best Key:

known for his exploration of present-day Canada
and parts of the Northeastern United States. The New York New Jersey
Hudson Straight, Hudson River and Hudson Bay are
all named after him. Pennsylvania Delaware
Benjamin West’s painting of William Penn’s 1682
treaty with the Lenape Native Americans
©2021 The Clever Teacher
 Geography & Government & Politics Religion
Economy
The people of the Middle
The geography of the Middle Colonies came from a variety of Christian
Colonies was diverse: from mountains religions including Quakers, German
and hills to flat plains. Long days, plenty Lutherans, Amish, Mennonites, and many
of rain and sunlight, and a moderate others.
climate created a long growing In the 1600s the Quakers, or
season. “Friends” as they called themselves,
The Middle Colonies enjoyed traveled to the colonies on a ship named
rich, fertile soil that was perfect for Welcome. The Quakers left England in
growing crops. These colonies pursuit of religious freedom. They believed
successfully grew wheat, barley, and that people should be free to worship
oats, which is why they are sometimes and talk with God in their own unique
called the breadbasket of British North way without the help of a minister or
America. Another important export was William Penn receiving Pennsylvania’s royal
charter from King Charles II of England priest.
flour, which was made by grinding Quakers believe that religion is
wheat in a mill. Government in the Middle Colonies manifested best through actions not
Iron tools like plows, nails, and was made up of Royal Governments and words. The Quakers are also famous for
kettles were also made in the Middle Proprietary Governments. their opposition to violence in any form.
Colonies and shipped to England. In Royal governments were set up on land They also believe in equality for everyone.
big cities like Philadelphia, industries like that was owned and ruled by the English The Indigenous groups in the
shoe-making, cabinetmaking, and monarchy. They were led by royal governors Middle Colonies had their own religions.
weaving were lucrative. that were appointed by and responsible to For example, in the Lenape religion, all
The Middle Colonies’ trade was the king. living things have life-spirits. They also
helped by its natural harbors where Proprietary governments were set up in believe in a creator god named
ships could load and unload goods. areas where land was granted to companies Kishelemukong.
Colonists in this area also relied on the or individuals by the king. Proprietary
sea for food. Fishing and whaling were governments selected their leaders and
popular. officials from members of the colony.
Many of the constitutions of the Middle
Colonies included a guarantee of religious
freedom and did not allow taxation without
representation.
Royal governors were arrested or
overthrown on a number of occasions when
their laws inspired the colonists to rebel.
The Middle Colonies were the Quaker meeting house in London.
breadbasket of British North America.
©2021 The Clever Teacher
The Southern Colonies
Name: ___________________

Glue Reasons
Glue Names of Glue Key
for Settlement
Colonies here Groups here
here

Glue Key Glue Economy Glue Geography

Individuals here here here

Glue Social
Glue Major Glue Education
Class System
Religions here here
here

© 2021 The Clever Teacher

The New England Colonies
Name: ___________________

Glue Reasons
Glue Names of Glue Key
for Settlement
Colonies here Groups here
here

Glue Key Glue Economy Glue Geography

Individuals here here here

Glue Social
Glue Major Glue Education
Class System
Religions here here
here

© 2021 The Clever Teacher

 The Middle Colonies
Name: ___________________

Glue Reasons
Glue Names of Glue Key
for Settlement
Colonies here Groups here
here

Glue Key Glue Economy Glue Geography

Individuals here here here

Glue Social
Glue Major Glue Education
Class System
Religions here here
here

© 2021 The Clever Teacher

Sorting Cards Page 1 of 3
Cut out each card and decide which region (Southern, New England, or Middle) it describes. Sort
the cards onto the correct sorting mat. Check with your teacher before gluing.

NAMES OF COLONIES NAMES OF COLONIES NAMES OF COLONIES

• New Hampshire • Maryland • New York

• Rhode Island • Virginia • New Jersey
• North Carolina
• Connecticut • Delaware
• South Carolina
• Massachusetts • Georgia • Pennsylvania

KEY GROUPS KEY GROUPS KEY GROUPS

• The Virginia • Puritans • Quakers
Company • Pilgrims • The Dutch
• The Powhatan • The Wampanoag • The Iroquois

REASONS FOR SETTLEMENT REASONS FOR SETTLEMENT REASONS FOR SETTLEMENT

• To escape religious • To escape religious • To find gold & make
persecution persecution money
• To show England’s • To create a “City • To create a refuge
power over the Dutch upon a Hill” for Catholics

© 2021 The Clever Teacher

Sorting Cards Page 2 of 3
Cut out each card and decide which region (Southern, New England, or Middle) it describes. Sort
the cards onto the correct sorting mat. Check with your teacher before gluing.

KEY INDIVIDUALS KEY INDIVIDUALS KEY INDIVIDUALS

• John Smith • William Penn • John Winthrop
• Cecilius Calvert • Peter Stuyvesant • William Bradford
(Lord Baltimore)

ECONOMY ECONOMY ECONOMY

Based on fur trading, Based on lumber and Based on cash crops
iron tools, and farming fishing like tobacco, rice, and
crops like wheat sugar cane

GEOGRAPHY GEOGRAPHY GEOGRAPHY

Mountains, rivers, & Mountains, hills, plains, Mountains, plains,
forests with rocky soil and fertile soil forests, very fertile soil,
and a warm climate

© 2021 The Clever Teacher

Sorting Cards Page 3 of 3
Cut out each card and decide which region (Southern, New England, or Middle) it describes. Sort
the cards onto the correct sorting mat. Check with your teacher before gluing.

MAJOR RELIGIONS MAJOR RELIGIONS MAJOR RELIGIONS

Puritans and other groups Quakers, German Catholics, Anglicans
that separated from the Lutherans, Amish, (Church of England),
Church of England Mennonites, and more Baptists, and more

EDUCATION EDUCATION EDUCATION

Both boys and girls were Literacy was highly valued Education was considered
taught to read; values like (because they wanted a privilege for the wealthy
simplicity and equality everyone to read the
were taught Bible); religious stories
were taught in school

SOCIAL CLASS SYSTEM SOCIAL CLASS SYSTEM SOCIAL CLASS SYSTEM

Large class of indentured A patriarchal society Women had more rights
servants and enslaved (controlled by men); than in the other colonies;
people with a very small religious leaders held slavery was outlawed
class of landowners political power before the other colonies

© 2021 The Clever Teacher

Name: __________________

THIRTEEN COLONIES REFLECTION

1. Which region (Southern, New England, or Middle) was the most
interesting to learn about? Why?

2. How does something you learned in this unit connect with something you
already knew?

3. Do you think that the three regions (Southern, New England, and Middle)
are more similar to each other or are more different? Explain.

4. Which lesson from this unit was your favorite? Explain what you learned
from that lesson.

© 2021 The Clever Teacher