New Activities, Parodies, Games, Jokes, Review Sheets, “3-D...

Homecourt Publishers Greenville, SC

Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,

and much more!

• Early Settlements &

the Original Colonies

• Colonial Living

• Native American

Groups & Cultures

Copyright 2010 by Homecourt Publishers

Can I really make copies of these pages to use as handouts? Yes. That’s why we made them. Please feel free to make copies of the handouts so that your students can learn and enjoy the material. Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the material in these handouts as your own original work, as they are protected by all relevant copyright laws. Every effort has been made to make these handouts as complete and accurate as possible. However, there may be mistakes, both typographical and in content. Therefore, this material should be used only as a guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor responsibility to any person or entity with respect to any loss or damage caused by the information contained in these handouts. Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!! For information or comments, contact:

Homecourt Publishers 2435 East North St., #245

Greenville, SC 29615-1442 [email protected]

www.homecourtpublishers.com (864) 877-5123

Managing Editor - Ben Bache [email protected] Lead Editor – Alissa Torzewski Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project. Additional contributions made by Nancy Rechtman and Audrey Cook. Cover illustration by Zach Franzen. Copyright 2010 by Homecourt Publishers

Table of Contents

Section 1 — Favorites 5

The 13 Colonies (Song Parody) 6 Native American Groups (Review Matrix) 8 Colonial Living—”Zip Around” (Classroom Game) 10 Colonial America (Reader’s Theater) 12

Section 2 — Information Overload 16

Meeting the Natives 17 Making a Living in the New World 18

Section 3 — Pocket Activities 20

Native American Cultural Groups 20 Colonial Life 20 A Little Humor (Jokes) 21

Section 4 — Language Arts Integration 22

The Pilgrims Find a Reason to Be Thankful 22 Salem Witch Trials 24

Section 5 — Printouts, Puzzles, & Games 26

Settlements & Colonies (Missing Numbers) 26 Early Settlement (Riddles) 28

Section 6 — 3-D Templates 30

Colonial America (Hands-on Study Sheet) 31

“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is

hammering on cold iron.”

—Horace Mann (1796-1859) “The Father of American Public Education”

Over the next few pages I will share some of my personal classroom secrets that are sure to engage and excite your students!

Here’s how it works:

The left-hand page includes

the song parody, activity, poem, game, etc. for

you to share with your students.

The right-hand page includes my

personal commentary, including the

reasons I’ve had success with this exercise, any key

directions, and other tid-bits that might be helpful.

***The exercises on the next few pages are great to use for this topic area, but you can easily modify them to use for other topics and even subject areas.

The simple format and extra notes that are provided will really help with this!

The Southern Colonies – there were 5 The Southern Colonies – there were 5 Carolinas, Maryland, Georgia, Virginia The Southern Colonies -there were 5 Big plantations and lots of farms could be found Cash crops everywhere, all around All the men with property Could vote here, you see The Southern Colonies – there were 5

New England Colonies -there are 4 New England Colonies – there are 4 New Hampshire, Connecticut, Massachusetts, Rhode Island New England Colonies – there are 4 New religions and the weather it was cold, Men could vote in government I am told Small farms and lots of trade, Shipping, lumber had it made New England Colonies – there are 4

The Middle Colonies – there are 4 The Middle Colonies – there are 4 Pennsylvania, Delaware, New York, New Jersey The Middle Colonies – there are 4 The Quakers and some religions that were new More farms with crops and cattle that would moo All the men could vote here, too In the government anew The Middle Colonies – there were 4

Part 1

Part 2

Part 3

Song Parody

Description: A great way to review different colonial regions at the beginning of the year. Sing it through once and let them try it!

Instructions: Sung to the tune of “If You’re Happy and You Know It!”

The 13 Colonies! (Sung to the tune of “If You’re Happy and You Know It!”)

Memorizing the thirteen colonies, and the different colonial regions, is a lot of terminology for students to take in at once. This song is a great mnemonic device, and it can also be used as a “strong cup of coffee” in the middle of a long day.

We sang this song at the start of our colonial unit, and it was a great way for the student’s to keep track of the geography.

We also created quick hand motions for each geographic region. For example, when we sing about the New England colonies, students hug themselves with their hands as if they are cold and shivering.

These motions tap into kinesthetic learning, which works well with many students. I sang this song with them for a few days in a row as we studied the original colonies. Pretty soon, I caught my students singing it in the hall!

Although it might seem frivolous and just extra work, I recommend having students invent the motions for each region mentioned in the song. It really helps get the energy out and the students love being the inventors of the song! Plus, it helps them correctly associate the colonies with the geographic regions.

Review Matrix

Have your students cut out the squares, and randomly shuffle them. They must then try to paste it back together in the correct order.

Description: A matrix to study different Native American groups

Instructions: Make student copies of the matrix. Students cut out the squares, scramble them, and then try to piece them back together correctly.

Native American Review Matrix

Region Environment Culture Everyday Life

Eastern Woodland

Very flat Few trees

Grassy Some crops

Great Council Iroquois

Longhouses Hunted deer

Animal skin clothing Crops – corn, beans,

squash

Southeastern

Part of Eastern Woodlands

Winter is not as cold Woods, lakes, forests

Cherokee Homes in villages

Wore moccasins Strong houses

Crops – corn, beans, squash

Bows and arrows

Plains

Rich natural resources

Lots of game and water animals

Cheyenne Lodges as homes

Teepees when hunting

Buffalo main animal Used all parts

Having horses made hunting easier

Southwestern

Very hot and arid Originally did not grow many crops

until irrigation

Men ran the village Women owned the

property Hopi, Pueblo

Built villages high atop mesas for protection

Did rain dances

Pacific Northwest

Forests, lakes, streams

4 seasons

Held potlatches to give things away

Hunters and gatherers Used wood for totem

poles Strong houses and

canoes

This is a simple, easy-to-understand review tool that is hands-on. It can be used as a quick assessment piece at the end of the unit or as a study guide. I have also found that students love a little “cutting and gluing” once in a while!

The matrix on the previous page is already filled out. To make it more challenging, you might want to place it in a random order before handing to your students. Students must cut out the squares and paste it back together in the correct order. You might want to provide them with a blank matrix that they can use as a template when pasting.

I use literacy stations in my classroom and I put blank matrices at a station for them to complete after we've gone over a lesson. The completed matrix can be brought home and used as a study guide.

This activity can also be used as a formative assessment.

The first time you complete this with the class, walk around and make sure they are gluing things into the correct places – especially if they are bringing it home as a study guide!

Also, I prefer glue sticks (they’re not as messy)!

I am the New England region.

What was the main economy of the New

England region?

I am fishing and shipping.

Why were the New England colonies

founded?

I am religious reasons.

What was the main religion in the New England colonies?

I am Puritan.

Who could vote in

New England colonies?

I am men in the church.

Where did people in the New England

colonies live?

I am to take land from the Dutch and to

trade.

What two things were important to the economy in the

Middle Colonies?

I am farming and iron.

Who could participate in

government in the Middle Colonies?

I am all men. Where did people in the Middle Colonies

live?

I am towns and some big cities.

What region did the Carolinas belong to?

I am the Southern Colonies.

Why were the Southern Colonies

founded?

I am in towns with common

areas.

What does economy

mean?

I am what brings in the

money!

What is a common area?

I am a large open field in the center of town.

What region did Pennsylvania

belong to?

I am the Middle Colonies.

What was one religion in the

Middle Colonies?

I am Quaker. Why were the Middle Colonies founded?

I am for safety, religion and

trade.

What were 2 religions found in the Southern Colonies?

I am Catholic and Protestant.

What were important to the economy in the Southern Colonies?

I am farming with some

trade.

Who could vote in the Southern

Colonies?

I am men with property.

Where did most wealthy people in the

Southern colonies

I am huge plantations.

What region did Massachusetts

belong to?

Classroom Game

Description: “Zip Around” game to review Colonial America Instructions: One student asks the question on their card, and the student with the appropriate

card reads the answer. That student then asks his or her question, and the “zip around” continues. Use as a review tool at end of unit and for end-of-year testing.

All students love to play games for review! This is fast-paced and helps get the blood flowing (and brain working). This review game is a quick informal assessment that’s great for the end-of-unit or end-of-year. It can also be adjusted to review as much, or as little, information as you want.

Cut out the cards and give one to each student. You can probably break the class into two teams and play the game twice. Pick one student to stand up and read the QUESTION aloud on his or her card. Whoever in the class has the answer stands up and reads only the ANSWER. You tell them if they are right. If they are, they then read their question and so on.

Essentially, you will be “zipping” around the room with the questions and answers! The first time you do the game, it might take a little while, but you will be amazed how fast they get used to it!

I time the class to see if they can “beat their time”. You will find students helping each other – which in turn helps everyone! I have had classes zip all the way around in less than a minute! I suggest bringing the same game back at the end of the year, and have the class try to beat its time from earlier in the year (it will take a while to get back up to speed).

Reader’s Theater

Man Blacksmith

Narrator Schoolteacher

Characters

Welcome to Charles Town

Description: Reader's Theater script about Charles Town in the early 1700s Instructions: Use during ELA block or for SS integration

Narrator: The setting of our adventure today is Charles Town, South Carolina, in the early 1700s. We enter into a small schoolhouse.

Teacher: Children, sit up straight at your desks, eyes on me or you will face the consequences.

Child 1: Yes Ma'am.

Child 2: Yes Ma'am.

Teacher: Now, we need to practice writing our alphabet in our horn books today. What's that Timmy, you left yours at home? Well, you know what happens to those who forget their books. Miss Nicole, could you remind him please?

Child 1: You have to write “Long Live the King of England” over and over on your slate.

Teacher: And you aren’t to stop until I tell you. Now then, let's continue.

Narrator: Thank goodness the children are only in school a few more weeks before the indigo harvest! She's a tough cookie. Let's travel down the road a bit after

school is through.

Child 1: Do you want to play hoops or marbles real quick?

Child 2: I better not. I have to help with the butter churn tonight. Thanks.

Child 1: That's okay, I’m supposed to go to the Blacksmiths' anyway.

Blacksmith: Hello, what brings you by today?

Child 1: I need two new horseshoes please. Our horse CJ has worn his out. He’s been pulling our wagon lately.

Blacksmith: I understand. No problem. Give me 10 minutes. I have his foot already molded in the back.

Child 1(Nicole) Child 2 (Samuel)

Farmer Mother

Child 1: I am going to go outside and wait.

Man: Hey son. How are you?

Child 1: Great, thanks. Just waiting for my horseshoes. Are you waiting, too?

Man: No, I’m actually on my way to talk to the Royal Governor. I bet you can’t wait to grow up so you can vote in our government. Am I right?

Child 1: Sure, sounds good. What is government again?

Man: It’s a very important thing. People in government make the rules, son. We are so lucky to be able to vote—in fact, I have to get going right now to talk about some new town rules. Have a good night. Get home quickly, I’m sure your mama is waiting on you.

Blacksmith: Your shoes are done. You're ready to hit the road.

Child 1: Thank you, sir.

Narrator: Meanwhile, across town, Samuel runs into his neighbor Farmer Nathan. They stop to chat a bit before he goes home.

Farmer: I am so busy. Your family is lucky to have all eight of you helping on the farm. Sometimes I wish I owned a huge plantation with dozens of slaves, like some folks do around here. But the truth is that most of us farmers have to do the work ourselves.

Child 2: What are you growing this year?

Farmer: Oh, same as everyone else in this part of South Carolina. I’ve got a field of rice, and a field of indigo, and I’m even giving cotton a try. I’ve also got a few good head of cattle. Got milk?

Child 2: (looks at him strangely) Yes, I do. Thanks anyway.

Farmer: I’ll tell you what. This economy is killing me sometimes. I have to work from sunrise to sunset just to get by.

Child 2: Economy – what is that – a new game?

Farmer: No, it's how I make my money – how we all make our money. We have to work hard – but it’s not like we will ever have “machines” to do everything, is it? That’s enough chit-chat. You’d better run along – it's getting dark.

Child 2: Yes, I need to get home for dinner. Dad must go to the meeting house tonight to vote on the new rules for the town government. See you soon!

Narrator: I see that it is time for dinner in the children's homes. Let's drop in after dinner to see what the evening holds.

Child 1: Mama, may I go to Samuel's house to play marbles for a bit. Mama: Only after you finish the dishes, Nicole. You know the rules.

Child 1: Yes ma'am.

(knock at the door)

Mama: Well come in Samuel, we were just talking about you. Does your mama know you're here?

Child 2: Of course, ma'am. My papa went to the big meeting so I was excused from my work for a while. I thought I'd come over to see Nicole.

Child 1: May we play marbles, Mama?

Mama: I suppose a child has to have some fun, right?

Children: YAY!

(go to play marbles)

Child 2: Nicole, what do you think will happen in our future? Do you ever wonder about that?

Child 1: Well Samuel, I do. I would love to stay home and raise a large family and live in the “Big House” on a huge plantation. Can you imagine a better life than that?

Child 2: It sounds good. But sometimes I have a dream that things in the future will be so different. Maybe there will be other ways to make a good living than to be a plantation owner.

Child 1: What would we do then?

Child 2: Well, we could find other jobs or something. Who knows? Maybe we could travel the world.

Child 1: Have you lost your mind? It took months for my parents to come here from

England, and it takes a week just to travel to the Backcountry. Can you imagine how long it would take to travel the world? It’s not like we can fly across the ocean, you know. Next thing you’ll be telling me is that I can pick up a magical device and talk to someone who is miles away.

Child 2: I know it sounds crazy. I’m just saying that nobody knows what the future will hold. Maybe all of those things will be possible someday.

Child 1: Samuel, you are a dreamer for sure. Let's finish up our game of marbles, okay?

Narrator: I wonder if Samuel was onto something with his dreaming – what do you think? I hope you enjoyed your tour of Charles Town in the early 1700s. Now that you’ve gotten a little peek of their life, think about how your life compares. I hope you don’t take it for granted!

The End

Reader's Theater is always fun, and a perfect integration for ELA. I like this one because it focuses on every day living (not all of history is about the “important” moments). I think that the children’s point-of-view makes it extremely effective.

After learning about life in colonial times, this is a perfect way to drive home the concept. In my ELA block I pass out scripts and we read it all together first. Then I break the class into groups of five and have them “perform” the play individually.

It's okay if one group watches another group perform the same script – each group will put their own “spin” on it naturally, which is also a great learning experience. Each group practices several times together while I walk around and provide support.

After some practice, I let the students perform in front of one another. If students want to use props, I allow them some time to create them. After the performances, we talk about what we learned (i.e. it’s always important to tie it back to the standards!).

Reader's Theaters are not supposed to be memorized. They are not official “plays”. They are meant to be quick review tools and focus on fluency and expression. That being said, my students always take their roles very seriously – even though they are not memorizing anything. They just love performing!

The next few pages feature a wide assortment of Primary Sources from this particular time period. These resources will help engage your students and help them understand the “story behind history”.

Feel free to make copies of these “Primary Source” review sheets to give to your students.

What is a Primary Resource? Primary resources are documents or other materials that give a

researcher a firsthand account of a historical event or time period. These sources reflect the experiences, viewpoints, and observations of

individuals who actually lived through certain events.

Examples of Primary Resources

• Letters • Diaries and Journals • Historic Speeches • Census Data • Audio / Visual Recordings

Primary resources often give a more accurate view of history than secondary resources. Secondary resources are materials that review an event after it has taken place. An example of a secondary resource is an encyclopedia, or even your textbook.

The next few pages contain a variety of primary resources. Each document has been carefully chosen to help explore a unique part of United States

history. We hope you enjoy the materials--& remember…

Have Fun!!!

• Public Records • Firsthand News Reports • Political Cartoons • Original Artwork • Physical Artifacts

Meeting the Natives

As time passes by, certain images have come to define the lifestyle of Native Americans. These are often romanticized, but they are also rooted in historical fact. The truth is that there were many Native American tribes spread throughout the country, so there is no single image, artifact, or reputation that can be attached to the term “Native American.”

For example, “moccasins” are often viewed as a symbol of Native American clothing. In fact, the soft, leather shoes like the ones shown here were mostly worn by Southeastern tribes like the Cherokee, Seminole, and Creek. Likewise, the popular image of a Native hunting a buffalo is very accurate (the painting shown here is from the early 19th century). However, the Plains Indians (such as the Sioux and Cheyenne) were the only ones who lived in a part of the country where this was practical.

This painting from 1734 shows the founders of the Georgia Colony, known as the Georgia Trustees, meeting with the nearby Yamacraw Tribe on July 3rd. As the leader of the Georgia Colony, James Oglethorpe worked to maintain a strong relationship with the Natives, and it was one of the main reasons for the colony’s success.

As a side note, Oglethorpe also had a vision of outlawing slavery in the colony during the mid-18th century, and he even

travelled back to England to plead his case.

In the late 16th century, John White was recruited by Sir Walter Raleigh to record events as a group of English settlers attempted to build the settlement of Roanoke in Virginia.

Shown here is a map that White drew in 1584 of the Roanoke settlement. The area shown is now a

part of the outerbanks of North Carolina.

Here is a sketch that White made of the Natives in the area. In 1587, John White (now the governor of the Roanoke Settlement) returned to England for supplies. His trip took longer than expected, and he didn’t make it back until 1590. He found the entire colony gone, with no clues but the word “CROATOAN” carved on a tree (the name of one of the local tribes). Among the missing was White’s granddaughter, Virginia Dare, the first English citizen born in the New World. To this day, Roanoke is known as the “Lost Colony.”

An apprentice was a young boy or girl who worked for a master craftsman for five to seven years in order to learn a

specific trade. He was bound by a legal contract to work for an agreed period of time and did not begin receiving wages until his

apprenticeship was complete. At that time, the apprentice was allowed to go out and start his own practice. In the best case scenario, the apprentice enjoyed the craft that he practiced, and was anxious to learn

from a caring master. Equally as often, however, a young man was forced to become an apprentice in the same trade as his father, or even sold as an apprentice to another craftsmen who was in search of cheap labor. It is this less unpleasant situation that resulted in so many “Runaway Apprentice” notices in the late 18th century.

The ones shown here are from 1781.

Pennsylvania Packet. 11 October 1781: p. 3.

Pennsylvania Packet. 3 March 1781: p. 3.

An apprentice could work at a number of trades during colonial times. A few of them include:

Apothecary (working with medicine) Basketmaker Blacksmith (working with iron and steel) Brickmaker Carpenter Cabinetmaker Cooper (building barrels) Founder (working with brass & bronze) Gunsmith

Miller (using a mill to make flour) Milliner (similar to a seamstress) Printer Saddler (making saddles for horses) Shoemaker Silversmith Wheelwright (making wheels for wagons) Wigmaker

Did you know?

The familiar expression, “strike

while the iron’s hot” refers to a blacksmith. He

had to be skilled at hitting the iron and

steel at the exact right time to bend it the amount he

wanted. Today, the expression means

to seize an opportunity while

you have the chance.

Making a Living in the New World

Gottlieb Mittelberger was a German immigrant who moved to Philadelphia in the early 1750s. He arrived on a ship that carried mostly poor workers who were hoping to start a new life in America.

While Mittelberger was able to pay for his voyage, most of the passengers on the ship entered into “indentured servant” contracts.

Featured here is an excerpt from Mittelberger’s diary in 1754, in which he describes the beginning of the indentured servant process.

Gottlieb Mittelberger's Journey to Pennsylvania in the Year 1750 and Return to Germany in the Year 1754. Translated from the German by Carl T. Eben. Philadelphia: John McVey,1898, pp. 19-29.

Gottlieb Mittelberger on the Arrival of an Indentured Servant (1754)

…When the ships have landed at Philadelphia after

their long voyage, no one is permitted to leave them except those who pay for their passage or can give good security; the others, who cannot pay, must remain on board the ships till they are purchased, and are released from the ships by their purchasers….

The sale of human beings in the market on board the ship is carried on thus… adult persons bind themselves in writing to serve 3, 4, 5 or 6 years for the amount due by them, according to their age and strength. But very young people, from 10 to 15 years, must serve till they are 21 years old…

Many parents must sell and trade away their children like so many head of cattle… it often happens that such parents and children, after leaving the ship, do not see each other again for many years, perhaps no more in all their lives.

An indentured servant was a person who was committed to working (either voluntarily or involuntarily) for four to seven years in exchange for his passage to America. The servant worked without

payment until his voyage was paid off. Indentured servants were very low on the social structure, and some had no rights at all (i.e. they were treated as slaves). However, many people were forced to accept this arrangement in order to come to America.

To the right is a contract for an indentured servant written in 1771. It is labeled at the top in fancy letters that say “This Indenture.” In this contract, the servant agrees to work for four years in exchange for his ship passage to America. According to the agreement, the servant’s food, clothing, and lodging will all be provided during his service.

Meltzer, Milton, ed. American Revolutionaries:

A History in Their Own Words. New York:

Thomas Y. Crowell, 1987, p. 17.

...the said Michael Groake do hereby Covenant, Promise and Grant, to and with the Nathan Simmons

his Executors, Administrators and Assigns, from the Day of the Date hereof, until the first and next arrival

in America, and after, for and during the Term of four Years, to serve in such Service and Employment…

These are quick activities that can be used for class-openers, ice-breakers, attention-grabbers, and so on.

We’ve also added a few jokes to have in your pocket when you’re

really trying to keep students from staring out the window!

Activity - Native American Cultural Groups

Ask your students to identify the Native American Cultural Groups labeled A to E on the map (Pacific Northwest, Great Basin, Southwest, Plains, Eastern Woodlands). Divide your students into five groups, assigning each group one of the sections on the map.

Each group must research to answer the following questions:

• Which Native American cultural group resided in your area (Eastern Woodlands, Southeastern, Plains, etc.)? • Which specific Native American tribes belonged to that group? • What were some unique customs or practices that were associated with tribes in that area? • How did the lifestyle of the Natives living in that area fit the landscape? • When did the Natives in that area first interact with white settlers? Was it peaceful or violent? • Are there any active Native American tribes currently living in that area?

Have each group share their findings with the rest of the class through a short oral presentation. Activity - Colonial Life

Divide your students into six groups, and assign each group one of the following roles:

• Politician • Plantation owner • Puritan

Your students must decide where they would most likely have lived during colonial times (review the map to the right):

Ask each group to discuss what life would have been like for them during the early 1700s. Where would they have stood on a number of political issues during the time. For example:

• Slavery • Native American Relations • Dealings with the British Parliament

• Indentured Servant • African American (free) • African slave

• Industry vs. Agriculture • Freedom of religion • Structure & Role of Government

Original Colonies

Q: Which was the happiest of the thirteen original colonies? A: “Merry” Land (Maryland) Q: Which of the original colonies was located in the middle of the ocean? A: Rhode “Island” Q: What did Delaware? A: A New Jersey

(silly, I know, but a good way to introduce the thirteen original colonies)

Colonial Life

Teacher: If some of the early settlers were alive today, what do you think people would think about them?

Student: That they were very old…

(there’s probably no instructional value to this joke, but it’s bound to get a laugh) Native Americans

Q: Did you hear about the European settlers who had a skirmish with the Native Americans?

A: They had an “arrow” escape

(a bad pun, but a nice lead into the first interactions between European settlers and the Natives)

As the seasons changed, a tribe of Native Americans was concerned about how severe the upcoming winter would be. The clansmen went to their Chief, who had learned from his ancestors the secrets of reading nature’s signals.

But this year, nature was sending mixed signals. “I’m not sure what the winter will bring,” admitted the Chief. “To be safe, why don’t you go to the forest and begin gathering fire wood.”

The next day, the Chief went to a nearby tribe to get a second opinion. He met with one of the elders and asked, “Do you think we’re in for a bad winter.”

“I am certain that it will be a cold winter,” said the elder confidently. The Chief was confused. “How do you know?” he asked. The elder responded, “Because I was just in the forest, and the Natives are

gathering wood like crazy.”

(a good joke to use when talking about Native Americans and their connection with nature)

The next few pages include passages that focus on this historical topic, but can also be used for practice with

Reading Comprehension and other Language Arts skills. Please feel free to make copies.

The Pilgrims

Find a Reason to be Thankful

Life was hard enough for the Puritans. They had already been mocked and ridiculed in England and, when they tried to leave, they found themselves stuck in the Netherlands for a dozen years. In 1620, a group of them finally managed to hop on board the Mayflower to give life in the New World a try.

Of course, the Mayflower was crowded and uncomfortable, and half of the people on the ship weren’t even Puritans. They were referred to, appropriately, as “Strangers.” The next two months were brutal. The Mayflower slowly inched its way west, and the passengers passed the time by arguing, fighting, and trying to keep from going crazy. When the ship finally reached Plymouth Harbor in December 1620, there was suddenly a new realization— the problems aboard the Mayflower were small potatoes compared to the task that lay ahead. The Puritans and the other passengers on the ship put aside their differences and formed a united group now known as the “Pilgrims.” Plymouth Harbor was located in Massachusetts. In other words, it was cold in the winter. That first winter was especially harsh, and the Pilgrims weren’t prepared. They didn’t have proper food, shelter, or medicine. By the time spring came, over half of the passengers that had stepped off of the Mayflower were dead. Life in the New World wasn’t looking all that promising.

Despite all of the trouble that the Pilgrims had faced in their first few months, they did have a little bit of luck on their side. In their pathetic condition, an unfriendly tribe of Native Americans could have easily done away with the few remaining Pilgrims that disease and starvation had spared. Fortunately, the newcomers were never faced with any aggressive Natives—but that did little to improve morale. In fact, many of the struggling Pilgrims were certain that they had met their doom when, in the spring of 1621, a Native American walked right into their small village.

The Native American’s name was Samoset, but he could have very well been a Guardian Angel. Samoset had learned a bit of English from fishermen that occasionally came onto the coast, but his vocabulary was small. However, he soon introduced the Pilgrims to another Native American, Squanto, who had actually lived in England and was completely fluent. Squanto helped the Pilgrims get adjusted to the New World. He taught them to hunt deer, plant corn, distinguish poisonous plants from healthy ones, and a bunch of other survival basics. He also introduced them to the local tribe, the Wampanoags, who in turn helped the Pilgrims through the rough periods. Unlike the previous winter, the Pilgrims were prepared for the cold months of 1621. They had stored away food, built shelter, and grown accustomed to the land. In late October, they decided it was time to celebrate—and give thanks—to the fact that had indeed survived. With over ninety members of the Wampanoag tribe, they held the first Thanksgiving feast, and it lasted for three days. There was, of course, lots of turkey on the menu, but there were a few other items—like venison, lobster, and duck—that aren’t typically seen at today’s Thanksgiving tables. This Thanksgiving feast was a one-time occasion. It wasn’t an official annual holiday until over 200 years later when Abraham Lincoln issued the “Thanksgiving Proclamation” in 1863.

On March 16, 1620, a Native American marched into the Pilgrim village at Plymouth Harbor and yelled, “Hello, Englishmen!” The Pilgrims were shocked that the he knew English—and that he came in peace.

What happened next…

She’s a Witch! Young Girls ignite the

Salem Witch Trials

Salem, Massachusetts, was not exactly a modern town in the late 17th century. The area had been settled in 1629 and was largely populated by Puritans. To put it simply, Puritans ran a tight ship. In 1641, they declared that practicing witchcraft was a crime punishable by death. At that time, there weren’t too many people that could be identified as “witches”, but it was good to have the law around just in case.

Nearly sixty years after this law was passed, a new minister named Samuel Parris moved to Salem, a small town with a population of about 600 people. Parris was from the big city, Boston, and he received a mixed welcoming when he started practicing as a minister in Salem. Soon things became so heated that Parris decided to move a little bit outside of the town to avoid the controversy. He took his family with him, which included his daughter, Elizabeth “Betty” Parris, and his orphaned niece, Abigail Williams. The two girls were only nine and eleven, and they played games just like any other children. They made a game of trying to look into the future, hoping to learn about their future husbands and things of that nature. This sort of game is similar to one that children of today might play with a “Magic 8 Ball”; but—remember— this was 17th century Salem.

Reverend Parris wasn’t pleased that his daughter and niece were trying their hand at fortune-telling. That pastime was bordering on the fringes of practicing witchcraft—and he was already having enough trouble settling into the new area. Unfortunately, in the winter of 1692, Reverend Parris didn’t realize that a silly game was the least of his worries.

In Salem, Massachusetts, on January 20, 1692, cousins Betty Parris and Abigail Williams begin acting strangely. They scream suddenly, and then space out. This event leads to the Salem Witch Trials.

What happened next…

Children sometimes act strangely, but Reverend Samuel Parris didn’t have any explanation for what was going on with his daughter and niece. Soon other children in Salem began to experience the same symptoms, causing panic in the town. The Reverend turned to a local doctor, William Griggs. After examining the girls, Dr. Griggs came to a simple, yet devastating, conclusion: it was the work of the devil. Reverend Parris was certain that there had to be a witch in Salem who was afflicting these strange symptoms onto the girls. Eventually, he forced the young girls to name names. He told them to identify who was causing them to behave like this. This began the Salem Witch Trials. The girls, along with other children who were “infected” began to name people they had been involved with. The people were then accused of witchcraft, imprisoned, and often executed. Nearly twenty Salem residents were put to death without any real evidence, and several more sent to prison for indefinite terms. To this day, the term “Salem Witch Hunt” is used when people are looking for someone to blame and innocent people are accused. The actual Salem trials lasted less than a year, until a larger court finally stepped in to stop the unjust sentencing. However, the damage to Salem had already been done. There was a general feeling of fear, and farms and businesses were abandoned because family members had been accused of witchcraft. The devastation of the town caused the residents to consider the possibility that they had perhaps been mistaken in their quick accusations. In the end, an apology was issued to those who had been placed on trial, imprisoned, or executed. Of course, that was too little, too late.

“Witchcraft at Salem Village”

This 1876 illustration shows the insanity of the Salem Witch Trials. The woman on the floor is thought to be Mary

Walcott, a famous witness of the trials who fingered others as witches.

Missing Numbers Directions:

Fill in the missing numbers to complete each statement.

Clues are given to help you. Each number—from 1 to 10—is used exactly once. Cross out the number at the bottom of the page when you have used it. ⇒ Jamestown, founded in May of 1___07, was the first permanent English settlement in the

New World. ⇒ The thirteen original colonies are divided into ___ regions, although the Southern colonies

are sometimes broken down into two separate regions: the Chesapeake Bay colonies and the Lower South colonies.

⇒ Of the thirteen original colonies, ___ are referred to as the Southern colonies. ⇒ In 1663, South Carolina became the ___th colony founded in the New World, followed by

New Jersey, New York, Pennsylvania, and Georgia. ⇒ The Mayflower pilgrims arrived at Plymouth Rock in 16___0. ⇒ In the 15___0s, several attempts were made to establish the Roanoke Colony in present-day

North Carolina. Each time was a failure, with settlers either abandoning the settlement or dying off. The last group disappeared altogether and became an unsolved mystery known as the “Lost Colony.”

⇒ Jamestown was named after King James the ___st of England, who reigned from 1603 to

1625, during the early years of England’s colonization in North America ⇒ The Puritans established the Massachusetts Bay Colony in 1629 with an initial group of

about ___00 settlers. ⇒ The Mayflower had ___2 Pilgrims aboard when it departed from Plymouth, England. ⇒ The city of Charles Towne, South Carolina, founded in 1670, did not change its name to

Charleston until 1___83, over 100 years later. Each number is used exactly once. Cross them out as you go!

1 2 3 4 5 6 7 8 9 10

Feel free to make copies of the puzzles to distribute to your students for review

Enjoy!

Missing Numbers ⇒ Jamestown, founded in May of 1607, was the first permanent

English settlement in the New World. ⇒ The thirteen original colonies are divided into 3 regions, although the Southern colonies are

sometimes broken down into two separate regions: the Chesapeake Bay colonies and the Lower South colonies.

⇒ Of the thirteen original colonies, 5 are referred to as the Southern colonies. ⇒ In 1663, South Carolina became the 9th colony founded in the New World, followed by

New Jersey, New York, Pennsylvania, and Georgia. ⇒ The Mayflower Pilgrims arrived at Plymouth Rock in 1620. ⇒ In the 1580s, several attempts were made to establish the Roanoke Colony in present-day

North Carolina. Each time was a failure, with settlers either abandoning the settlement or dying off. The last group disappeared altogether and became an unsolved mystery known as the “Lost Colony.”

⇒ Jamestown was named after King James the 1st of England, who reigned from 1603 to

1625, during the early years of England’s colonization in North America. ⇒ The Puritans established the Massachusetts Bay Colony in 1629 with an initial group of

about 400 settlers. ⇒ The Mayflower had 102 Pilgrims aboard when it departed from Plymouth, England. ⇒ The city of Charles Towne, South Carolina, founded in 1670, did not change its name to

Charleston until 1783, over 100 years later.

From Africa, I came with lots of knowledge Of farming and cooking and taming.

I work all day and will never have rights. My treatment is cruel and shaming.

WHO AM I?

My people have been here for thousands of years.

In tribes, they gathered and hunted. Europeans arrived and settled down;

To some, I am very unwanted. WHO AM I?

I’m wealthy with acres of cash crops

Like cotton, tobacco, and rice. The people that work for me strain and struggle;

To them, I might not be very nice. WHO AM I?

I’m young and devoted to the master of my art;

Seven years, I will be his assistant. I’ll learn and learn ‘til I’m a master myself -

I’ll have to be very persistent. WHO AM I?

I signed a contract before I left

As a way to pay off my debt. And now I will work under strict conditions

Until my needs are met. WHO AM I?

Directions: Solve each riddle and write the answer in the box. A Word List is given below. Not all terms will be used.

1.

2.

3.

4.

5.

Answer:

Answer:

Answer:

Answer:

Answer:

Apprentice Indentured Servant Frenchman Plantation Owner Puritan Native American Quaker Slave Spaniard

Feel free to make copies of the puzzles to distribute to your students for review.

From Africa, I came with lots of knowledge Of farming and cooking and taming.

I work all day and will never have rights. My treatment is cruel and shaming.

WHO AM I?

My people have been here for thousands of years.

In tribes, they gathered and hunted. Europeans arrived and called me a savage;

To them, I am very unwanted. WHO AM I?

I’m wealthy with acres of cash crops

Like cotton, tobacco, and rice. The people that work for me strain and struggle;

To them, I might not be very nice. WHO AM I?

I’m young and devoted to the master of my art;

Seven years, I will be his assistant. I’ll learn and learn ‘til I’m a master myself -

I’ll have to be very persistent. WHO AM I?

I signed a contract before I left

As a way to pay off my debt. And now I will work under brutal conditions

Until my needs are met. WHO AM I?

1.

2.

3.

4.

5.

Slave

Native American

Plantation Owner

Apprentice

Indentured Servant

Answer:

Answer:

Answer:

Answer:

Answer:

Apprentice Indentured Servant Frenchman Plantation Owner Puritan Native American Quaker Slave Spaniard

Colonial America

This template is a great way to identify both the different groups of people who lived in Colonial America, as well as the different colonial groups of the time (i.e. New England Colonies, Middle Colonies, and Southern Colonies). Once completed, the 3-D Template will make a great review sheet!

The template is provided on the next page. Make copies to hand out to your students.

Why 3-D Templates? Our 3-D Templates give students a hands-on way to interact with information.

This kinesthetic technique engages the learner while the information is being presented, and also helps in the processing and cognitive organization of it. To put it another way:

Step 1: Students cut and fold the template according to the labels.

Step 2: Students unfold the template. With each tab they give information

about a group of people in Colonial America (on the bottom), or a group of colonies (on the side).

Relied more on industry with very little slavery. Many settlers came for religious freedom

Lived mainly on Southern Plantations, and had a hard life.

They had no freedom, and no say

in any decisions.

Repeat the step to fill out each panel.

Repeat the step to fill out

each panel.

Cut

Cut

Cut

Cut

Cut

Fold

Fold

New

England C

olonies

Middle

Colonies

Southern C

olonies

African

Slaves N

ative A

mericans

Plantation O

wners

Western

Frontiersmen

Listed below are different groups of people w

ho lived in Colonial

America. In the space provided, briefly describe each group. Include

information about w

here they lived, their standard of living, and their view

s about colonial life.

Shown here are the different groups of

colonies in the early 18th century. In the space provided, briefly describe the colonies in each group. Include exam

ples of colonies, as w

ell as information about

the people, geography, &

economy.

Ecosystems, Habitats, & the Environment

Plants

Animals

The Human Body & Heredity

Cells & Living Things

Heat & States of Matter

Energy & Electricity

Light & Sound

Astronomy

Weather

Earth’s Materials & Processes

Earth’s Biological History

Landforms & Oceans

Chemistry & the Periodic Table

Forces & Motion

Exploration

Settlement

The American Revolution

A New Nation

Westward Expansion

Slavery in America

The Civil War

Reconstruction Era

Late 1800s & Early 1900s

“Roaring Twenties” & Great Depression

The World Wars

Cold War Era

Modern Times

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Science Social Studies

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would like materials to be shipped:

Ecosystems

Plants

Animals

Human Body

Living Things

Heat & Matter

Energy

Light & Sound

Astronomy

Weather

Earth’s Materials

Biological History

Landforms & Oceans

Chemistry

Forces & Motion

Exploration

Settlement

American Revolution

A New Nation

Westward Expansion

Slavery

Civil War

Reconstruction Era

Late 1800s / Early 1900s

1920s & 1930s

World Wars

Cold War Era

Modern Times

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