Religious Colonies: Plymouth, Massachusetts Bay, and PennsylvaniaAbby Heider

TITLE: Religious Colonies: Plymouth, Massachusetts Bay, and Pennsylvania

VSOL STANDARDS: USI.5: The student will demonstrate knowledge of the factors that shaped colonial America by:

a) describing the religious and economic events and conditions that led to the colonization of America.

CONTENT SUMMARY/RELEVANCE:This is the third lesson of nine in the large Colonization unit. Even though there is a lot of time to

teach this content, the time is chopped up because of teacher work days and various field trips and activities. As a result, a lot of re-teaching and backtracking needs to be done to make sure that the students remember the content being taught. Although I will be reviewing the economic colonies (primarily Jamestown and Georgia) at the beginning of the lesson, the crux of this particular lesson focuses on the three religious colonies that were established in North America by the British: Plymouth Colony, Massachusetts Bay Colony, and the Colony of Pennsylvania. Each of these three colonies were founded on the basis of religious freedom for a particular group of people who experienced persecution in their home country of England. The students will take a look at the different reasons why each colony was formed and will have a chance to teach each other the basic information about each colony. Additionally, the lesson goes deeper into learning about the Massachusetts Bay Colony and its treatment of Anne Hutchinson through a reader’s theater of Anne Hutchinson’s trial.

This particular content is relevant to the students’ lives in two ways. First, it discusses having to move to a different place because of religious persecution. While hopefully the students have not experienced that degree of persecution, they may have experienced some tension or mistreatment because of their culture or religious beliefs. It also helps re-emphasize the importance of treating others with respect regardless of their religious or cultural background. Second, the trial of Anne Hutchinson demonstrates the damage of alienating and mistreating one person because of their religious practices or gender. Bullying and ostracizing other kids who may not fit in to the perceived norm or who do things differently is unfortunately common in middle schools. This lesson hopes to highlight that treating someone poorly because they are different is not respectful and not acceptable.

OBJECTIVES:

Students will understand: change comes from conflict or cooperation.

Students will know:*All of the information below is taken from USI.5a:-Roanoke Island (Lost Colony) was established as an economic venture-Jamestown Settlement, the first permanent English settlement in North America (1607), was an economic venture by the Virginia Company.-Plymouth Colony was settled by separatists from the Church of England who wanted to avoid religious persecution.-Massachusetts Bay Colony was settled by the Puritans to avoid religious persecution.-Pennsylvania was settled by the Quakers, who wanted freedom to practice their faith without interference.-Georgia was settled by people who had been in debtors’ prisons in England. They hoped to experience economic freedom and start a new life in the New World.

Students will be able to:-Identify and interpret primary and secondary source documents to increase understanding of events and life in United States History (USI.1a)-Sequence events in United States History (USI.1c)-Interpret ideas and events from different historical perspectives (USI.1d)-Cooperatively work together in a group to achieve a common goal-Teach specific information to other students

ASSESSMENT:Diagnostic: The diagnostic assessment is in the form of a do-now worksheet in the beginning of class. The worksheet is front and back and each side has a primary source document and response questions for the students to fill out. On the front the source is a ship log with the names of emigrants sailing for New England in the 1630’s, and on the back the source is a ship log with the names of emigrants sailing for Virginia in the 1630’s. The students have to identify the information that they see in each document and ultimately have to articulate why they are different. The differences in the ship logs highlight that the New England colonies were founded to establish permanent communities because of the number of families that emigrated while the Southern colonies like Jamestown were founded for economic reasons because of the number of single, young men who traveled to the New World.Formative: There are two forms of formative assessments for this lesson. The first form is a graphic organizer that the students will fill out as they read one of the secondary sources about one of the religious colonies.  They will write the date the colony was founded, the person/group of people who founded it, why it was founded, and what colonial region it is in.  They will then fill in the information on the other colonies when they talk to other students who learned about the other colonies. This will not be collected but will serve as a study aide for the rest of the unit. The second formative assessment is a response worksheet the students will fill out after reading the trial of Anne Hutchinson. If the students do not finish the worksheet in class, then they will have to complete it for homework. It will be checked the following class for completion.

MATERIALS:Teacher: Do now worksheets, religious colonies readings, Anne Hutchinson trial packets, Anne Hutchinson trial response worksheets, iPad, ELMO, projector, computer, extra papers and pencils/pens.Students: History notebook with all Colonization unit papers, pencil/pen, homework planner.

PROCEDURES:Agenda (total class time is 83 minutes):

-Do Now (6 minutes)-Overview of agenda/review of do now (15 minutes)-Review: Jamestown and Georgia (10 minutes)-Jigsaw activity: religious colonies (12 minutes)-Review of religious colonies content (10 minutes)-Anne Hutchinson trial reading (25 minutes)-Anne Hutchinson trial response and wrap-up (5 minutes)

1. As the students enter the classroom, they are to sit down in their seats and look at the board for instructions on what to do.  The day-to-day instructions are as follows: take out their homework, update their notebook table of contents, write down the following night’s homework in their agenda, and then work on the do-now worksheet.  The teacher has a timer set up in the front of the room for

approximately 6 minutes.  While the students complete the do-now, the teacher will circulate around the room to check the previous night’s homework, check any late homework and to make sure that students are on task.2. The timer’s alarm at the completion of 6 minutes is the signal for the students to pause what they’re doing and look up to the front of the room.  At this time, the teacher will go over the agenda for the day that is posted on the board.  This agenda is the same as the one written above, minus the time approximations.3. After going over the agenda, the teacher will go over the do-now (Emigrant Logs sheet).  This do-now highlights that the New England colonies were founded to establish permanent communities because of the number of families that emigrated while the Southern colonies like Jamestown were founded for economic reasons because of the number of single, young men who traveled to the New World. The review of the agenda and do-now will take approximately 15 minutes.4. At this point the students will take out their colonization graphic organizer and the teacher will put one on the ELMO to fill out with the students. The teacher and students will review together the colonies of Jamestown and Georgia. While the students learned about these colonies in the previous class, due to shortened class periods that day they were unable to go over the key information about these colonies. This review will take about 10 minutes.5. The students will keep out their graphic organizers and the teacher will pass out a short reading about one of the three religious colonies (Plymouth, Massachusetts Bay, and Georgia). The students are seated in groups of 2, so they will read the 1-page source about their colony with their seat partner and work together to fill out their graphic organizer about their respective colony. When the 5-minute timer on the iPad goes off, the students should have their colony’s row completely filled out. At this time the teacher will then regroup the students so that there’s at least one expert per colony in each group. For the next 7 minutes the students will teach each other the information about their colony.6. When the iPad timer goes off for the second time, the students will return to their seats and the teacher will again put the graphic organizer on the ELMO. The teacher will then review the information about each colony and fill out the graphic organizer, encouraging students to check their work and correct any mistakes or incorrect information they may have written down. This class-wide review will take about 10 minutes.7. As the students put away their graphic organizer after the review is completed, the teacher will pass out the scripts for the reader’s theater for the Anne Hutchinson trial. The teacher will then assign speaking parts for the trial and write them on the board so that students have a visual reminder of what part they will speak. Then the students will read out loud the script for the Anne Hutchinson trial. This whole process will take about 25 minutes.8. After the reader’s theater is over, the teacher will collect the Anne Hutchinson trial scripts and pass out the trial response worksheet. The students will have the remainder of class to work on the response sheet (anything not finished is homework) after the teacher does a short recap of the trial and that day’s lesson.

Name: _____________________________________

Do Now: Emigrant Logs

Name: ________________________________

Colonies Organizer

Colony/Settlement When was it founded?

Who founded it? Why did they found it?

What region is it in?

Jamestown

Georgia

Plymouth

Massachusetts Bay

Pennsylvania

Name: ________________________________________________

Anne Hutchinson Trial Response Sheet

1. What does Anne Hutchinson’s trial tell us about Puritan society?

2. What does her trial suggest about the role of women in the colony?

3. Is diversity valued in Puritan society? Explain.

4. Would you prefer to live in Massachusetts Bay Colony or Jamestown? Why?