The

Thirteen
Colonies
A Social Studies Unit
for ELED 427
By Grace Riske

An
Overview
of the
Unit

Overview Questions:
1. Why you chose this unit (goals)? Explain why you chose to write this unit, include
personal as well as professional reasons.
I chose this unit because I know it is something that needs to be covered in the intermediate grades.
Personally, I felt like I was on overkill as a child in New England learning about this. But once I moved to the
south, I began to see how history is really a matter of opinion and can change from place to place. Having the
students think about the reasons settlers had for coming to the Americas is important because it is a part
of our National history. This unit also helps students look at other people's perspectives.
2. Evidence of Inquiry Based Learning.
I believe this unit has examples of Inquiry Based Learning. In addition to asking for specific information from the
students, they are also encouraged to learn research topics they are interested in. Because the students have
to reteach what they've learned to classmates in a variety of ways, they will need to make sure they are asking
questions that will help them. For example, students will need to create a skit to portray why a settling group
came to the Americas. Students will have to form their own questions to learn more about the groups before
they can write a skit about it.
3. How will you know that students are learning (Assessment/Rubrics)?
There are 3 main ways I will know students are learning. First there are rubrics for a few of the lessons to help
monitor students progress. Secondly, there is a test at the end of the week to test their overall knowledge on
the topic. Lastly, there will be a Colonial Fair where outsiders will come into the classroom to see their work
displayed. They will also be asking students questions about their assigned colony as the students try to
convince guests to settle in their colony.
4. Ideally, if you had your own classroom, over how many days/weeks would this unit be
done?
Ideally this unit should take about 5 days spanning 1 week. It can be stretched out longer if you would like to go
more in depth.

Thematic Web
Language Arts

Fine Arts

Ye Olde Journal
Ye Olde Stage

Ye Olde Stage

13 U.S. Colonies

Reading

Technology

Ye Olde Library

Ye Olde Job
Advertisement

Social Studies
Ye Olde State Brochures
Colonial Scattagories
Flash a Baker's Dozen
Chart It Out

Unit Overview
Topic: 13 Colonies
Grade Level: 4th -5th Grade
Population: Suburban Middle-class Class of 30
Introduction:
This unit addresses the location of the 13 US Colonies, their major resources and what
drew the settlers to them. Students will use a variety of activities to learn about the colonies
and colonial life with a culminating Colonial Fair at the end of the unit. Students will create a
travel brochure out of display boards in order to convince those attending the fair to come
settle with them. Student groups will also perform original skits depicting why their group chose
to settle in their state.
At the start of the unit, hand out the Scoring Sheet in a folder (an 11X17 sheet of
construction paper folded in half) where they will keep all their work that will be handed in. Have
the students go over the scoring sheet so they can keep in mind what the objectives are for each
activity. Using the grid below, plan out your days you should start with Ye Olde Library and
follow with Ye Olde Journal so students have a chance to collect information and write about it.
Ye Olde Centres needs to be held each day in the order listed to make sure students
accomplish specific tasks on certain days. The final activity, the Colonial Fair should be held at
the very end as a way to display all they've worked on throughout the week. The rest of the
lessons and activities can be held on any days in whatever order is best for you.
At the end of the week, time should be set aside for a 2 hour Colonial Fair. Others in the
same grade level and other foreign dignitaries such as the principle and secretaries should be
invited. Students will be required to perform their skits for the dignitaries. Attendees can vote for
the colony they'd like to settle in to see who did the best job attracting settlers. The final
assessment is a test given at the end of the week to test their knowledge.
Outline of Activities:
Monday

Tuesday

Wednesday

Thursday

Friday

Reading

Ye Olde Library

Ye Olde Library

Ye Olde Library

Ye Olde Library

Ye Olde Library

Language
Arts

Ye Olde Journal
Ye Olde Stage

Ye Olde Journal

Ye Olde Journal
Ye Olde Stage

Ye Olde Journal

Ye Olde Journal

Ye Olde State
Brochure

Colonial Fair:
Putting It All
Together

Ye Olde Job
Advertisement

Technology
Social
Studies
Learning
Centers

Ye Olde State
Brochure
Ye Olde Centers Ye Olde Centers
1,2 & 5
2,3 & 4

Ye Olde Centers
1,4, & 5

Ye Olde Centers
1,2 & 4

Lesson Plan Summaries:

Ye Olde Library Students choose a book from 1 category of books each day.
Ye Olde Journal Use Discovery Box to write a journal, they'll choose 1 to publish & display at the Fair.
Ye Olde Job Advertisement Use Computers to create a job recruitment poster to be displayed.
Ye Olde Centers See Centers File to see which ones will run on each day.
Ye Olde Stage Groups will write skits to be performed at the Fair about why they settled in America.
Ye Olde State Brochure Students will gather information to turn a display board into a travel brochure
with the intent of convincing Colonial Fair attendees to settle with them in their state.

Complete List Of Materials for this Unit

In General:
11x13 Construction Paper folded in half to make Unit Folder 1 for each student

Unit Discovery Box

Map of US Colonies
Individual States Maps *Colonial
Scatagories cards
Picture of wampum
corn
ship in a bottle
oranges

hand dipped candles

wool yarn
compass
British Flag
ship wheel
section of canvas

Ye Olde Library
Booklist books or similar
copies of Recording Sheet several for each student

Ye Olde Journal

8-10 sheets lined paper stapled together to make a book

Unit Discovery Box

Ye Olde Stage
The Landing of the Pilgrims script for each
student
completed chart from learning centers
Unit Discovery Box
card board

construction paper
scraps
glue
markers
enhancements such as beads, feathers, string

Ye Olde Learning Centres

Instructions for centers

paperclip for each student
Index Cards (enough for each child to have 13 Copies of Map Quiz for each student
plus extra)
Labeled Map
markers
Laminated Map not labeled
glue sticks
pennies
scissors
pencil & paper for scorekeeping
a few copies of Blank Maps for each student copies of Colony Chart for each student
colored pens
Colonial Scatagories
2 display boards with Names of Each Colony and basic information including but not limited
to: date settled, who settled, state name, major resources.

Ye Olde State Brochure

1 Display Board per group
Construction paper

Ye Olde Job Advertisement

Computer
Unit Folder with research

The Assessment
Scoring Sheet for each student
Test for each student

Markers
Pencils

The Unit
Discovery
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The
Lessons
with
Rubrics

Ye Olde Library
Goals: To facilitate a research environment for students.
Grade Level: 4
Objectives: Students will read at least 10 short books in 1 week from the provided
classroom library.
Materials: Classroom library of books (combined from school, personal and local libraries)
that are given point values between 5 and 20 for each category:
1. Traveling to the Americas
2. Northern Colonies
3. Middle Colonies
4. Southern Colonies.
Duration: 30 minute time spots daily over course of 1 week.
Anticipatory Set: On Day 1, ask students what they know about why settlers came to
America and where they settled. See if they can name all 13 colonies.
Instruction: Inform students of the week's reading goals students will be put into 13
groups (14 if you need an extra group that will cover Maine which was part of
Massachusetts). Allow the students to draw a state name out of a hat that will be their
state for the week. Each student will need to read 100 points within the week. They will
need to use a recording sheet to keep track of books read.
Guided Practice: Choose a book to read to the students, preferably You wouldn't want to
sail on the Mayflower! : a trip that took entirely too long by Peter Cook if available.
Complete a section of Ye Old Library Recording Sheet with the book just read which is
worth 5 points.
Independent Practice: Allow student 20-30 minutes each day to read books at their own
pace. This section should be completed every day (the previous only happen on Day 1).
Students may take home specific books to read overnight those books should be in
excess of what is needed for daily work or duplicate copies. This is because students
need resources available during the day and may forget to bring back borrowed books.
IL Learning Standards: 16.A.1b, 16.A.1c, 16.C.1a, 16.D.2a, 17.A.1b, 17.A.2b
Evaluation Procedures: At the end of the week, students will turn in their recording sheet.
Each student needs to have a read a total of 100 points.
Extensions: There will be extra incentives for reading more than 100 points worth of
books. There will be a contest for the top 3 readers and also a reward for those who
read more than 150 points.
Re-teaching: If students are struggling with reading on their own, they can be pulled
aside and helped. With the student's input, decide on a certain number of books or
specific books they will need to finish before the end of the week. It may be necessary
to have someone else read the books so that the student can comprehend what is
read.

Ye Olde Journal
Goals: To have students write in a style of their choosing about the artifacts in the
unit discovery box.
Grade Level: 4
Objectives:

Students will write 5 entries in a style of their choice about an artifact from the
discovery box.
Students will publish 1 piece of writing in a style of their choice from their weekly
collection to be displayed at the Colonial Fair.

Materials:
8-10 sheets lined paper stapled together to make a book
Discovery Box
Duration: 5 days at 20-30 minutes each session. Day 1 may need to be 45 minutes long
to include instruction & guided practice times.
Anticipatory Set: Pull out an artifact from the Discovery Box. Ask the students what they
think it is for.
Instruction: Inform students that each day, each desk block (students will be sitting in
block of 4-5 desks), will randomly pull out 1 card and 1 artifact from the box. Students will
need to do a quick write about either one. At the end of the week, they will be required
to publish one of their writings. On Day 5, students will need to exchange with
someone in their block for review. After the author has also reviewed and made changes,
the author may choose to illustrate their writing. The finished product will be published
and displayed during the Colonial Fair.
Guided Practice: Write a quick poem about whatever artifact that was pulled out on the
board with the students.
Independent Practice: Each day, 1 person from the desk block will pick out 1 card/picture
and 1 artifact from the box for them to write about. On the final day, they will need to
revise a writing of their choice, have it reviewed by a peer and then review it once more.
After changes have been made, they can choose to illustrate it and will publish it for the
Colonial Fair.
IL Learning Standards: 16.A.1c, 16.C.1a, 16.D.2a, 3.B.1a, 3.B.1b, 3.C.2b
Evaluation Procedures: Do a quick check for number of journal entries and use the rubric
for the published piece.
Extensions: Students may publish more 3 or more of their pieces to create a journal for
display.
Re-teaching: Students that are unable to write paragraphs may need help using a
4square to organize their thoughts. Also, it may be easier for them to write poems
about objects.
*A quick-write is a timed writing exercise meant to free thinking and writing. It does not get corrected for
grammar or spelling errors and unless the student ask a teacher to read it, it is for the student's eyes
only. It can be written in whatever style the teacher or student desires.

Ye Old Stage
Goals: Research a colony, write a skit about it & perform for class.
Grade Level: 4
Objectives: After researching using given texts, student groups will write and perform a 5
minute dramatization of why a colonial group came to the Americas.

Materials:

The Landing of the Pilgrims script for each

student
completed chart from learning centers
Unit Discovery Box
card board
construction paper

scraps
glue
markers
enhancements such as beads, feathers, string.
..

Duration: two 40-45 minute sessions at least you may want 3.

Anticipatory Set: Ask students what they've learned so far about why people came to the
Americas.
Instruction: Using their desk blocks, they'll be one of the following settling groups (it is not
necessary for all the groups to be represented take out the Leiden group since it's most
popular):

London Company a private company formed to colonize the Atlantic Coast

Leiden Group - wanted religious freedom (aka Pilgrims)
The Dutch West India Co. - Dutch private company that came to create New Netherlands
The Rhode Island Group Roger Williams & Anne Hutchinson
New Sweden Company private company
German Settlers mostly in PA
Spanish Settlers started Georgia & Carolinas but left after many deaths

Students will be given time to research and come up with a skit telling why their group
came to the Americas and where they ended up. Students should not write down
specific lines, but come up with a general idea on how they want to interact with each
other. Also, not all the students need to have speaking roles nor should one or two
students do all the speaking.
Guided Practice: Hand out The Landing of the Pilgrims skit to each student. Perform it
as a Reader's Theatre with the entire class.
Independent Practice: Using their completed chart from the learning centers and books in
Ye Olde Library, students will make up their own skit about why their assigned group
settled in the Americas. Everyone in the group must be included and at least one item
from the discovery box needs to be used appropriately in the skit. Use the rubric to see
what needs to be included in the skit.
IL Learning Standards: 16.A.1c,16.B.1, 16.C.1a, 16.D.2a, 26.B.1b, 26.B.2b, 26.B.2d, 26.B.1d
Evaluation Procedures: See Attached Rubric
Extensions: Student groups may do more than one skit. If they would like to continue,
they can pick another group that is not represented and create a skit about that group.
Re-teaching: If students are having a hard time with creating a skit, help them answer
the questions that will be checked in the rubric. Next, help them make up a story
with a beginning, middle and end using the answers they've collected. Help the
students divide roles and improvise what they will say to each other. If students need to
write down actual lines because they are uncomfortable with improv, help them
type it up in a way that is easily read for their performance.

Student ___________________________________________
Group Participation Evaluation

Category

Share Information

Shared a lot of
information related
to the topic.

Shared basic
information related
to the topic.

Relayed a little
information related
to the topic.

Didn't do anything.

Listened but
Does most of the
Listened and spoke a
sometimes talked too talking and only lets
good amount.
much.
others talk a little

Does all the talking

and never allows
anyone else to talk.

Listen to Others
Cooperation

Never argues and

shares.

Rarely argues and

mostly shares.

Sometimes argues
and doesn't share.

Score

Always arguing and

not sharing.

Total
Student ___________________________________________
Group Participation Evaluation

Category

Share Information

Shared a lot of
information related
to the topic.

Shared basic
information related
to the topic.

Relayed a little
information related
to the topic.

Didn't do anything.

Does most of the

Listened but
Listened and spoke a
sometimes talked too talking and only lets
good amount.
others talk a little
much.

Does all the talking

and never allows
anyone else to talk.

Listen to Others
Cooperation

Never argues and

shares.

Rarely argues and

mostly shares.

Sometimes argues
and doesn't share.

Score

Always arguing and

not sharing.

Total

13 Colonies of the U.S. Learning Centers

The objective of 5 of these learning centers is students will correctly identify all 13
colonies, the states they became and when they were founded by the end of this unit.
These centers are meant to be done in a rotation of 20 minutes each for a total of
about 2 hours to complete all. Instructions will be at each center so students will
have to read as a group and figure out what they are doing on their own.
Learning Center 1: Flash a Baker's Dozen
Objective: Students will create flash cards with information provided at center.
Time Frame: 20 minutes
Materials:
Instructions for center
Index Cards (enough for each child to have 13 plus extra)
markers
glue sticks
scissors
a few copies of Blank Maps for each student
colored pens
paperclip for each student
display board with Names of Each Colony and basic information including but not
limited to: date settled, who settled, state name, major resources.
Instructions:
Students will use index cards to make flash cards
Students will cut out a state from their blank maps and paste one each card
On lined side of card, students will list state name, date founded, colony name and any
other information they want to remember.
Students will use paperclip to keep their cards together, they will leave their cards to be
checked by the teacher once finished.
Learning Center 2: Where In The US Is It?
Objective: Given a blank map, students will identify the location of each US colony using a
map.
Time Frame: 20 minutes
Materials:
Instructions for center
Copies of Blank Map for each student
Markers
Colored Pens
Labeled Map
Instructions:
A labeled map will be posted on a board at the center.
Students will use map to label their blank ones.
Students may color in their maps.
Students should leave their completed maps for teacher to check off as done.

Learning Center 3: Chart It Out!

Objective: Using information provided at the center, students will fill in a
chart with the name of each US Colony, date it was settled and the state it
became.
Time Frame: 20 minutes
Materials:
Instructions for center
copies of Colony Chart for each student with a few extra
(http://www.teach-nology.com/worksheets/soc_studies/colony/settle/)
pencils
display board with Names of Each Colony and basic information
including but not limited to: date settled, who settled, state name, major resources.
Instructions:
Using the Display Board, students fill in the information listed on the chart of each
colony.
Students should leave their completed Chart for teacher to check off as done.
Learning Center 4: Where In The US Am I?
Objective: Students will familiarize themselves with a map of the 13 colonies by playing a
game.
Time Frame: 20 minutes
Materials:
Instructions for center
Laminated Map not labeled
pennies
paper & pencil for scorekeeping
Instructions:
The student whose birthday is closest to the day will begin
Student tosses the coin on map randomly
Student must name the colony correctly
If correct, add 10 points. If wrong, minus 5 points.
First student to get to 100 wins
Students start over if they finish before time is up
Learning Center 5: Colonial Scategories
Time Frame: 20 minutes
Materials:
see game description
Instructions:
see game description

Colonial Scatagories
Objective: To get the most points by writing down the most original words in 3 minutes!
Materials:
Colonial Scatagories Topic Cards
Colonial Scatagories State Cards in a brown bag
Timer (Egg, Sand, Stopwatch)
Numbered Die
Lined Paper
Pencils

Set Up:
Each Student needs a copy of all topic cards, lined paper & a pencil.
State cards should be kept in the brown bag

To Play:
Set the timer for 3 minutes and go!
The Student whose birthday is closest to that day will roll the numbered die to see which
topic card will be used for that round.
The Student to their right will draw a card from the bag and place it face up in the center.
Using the Letter underlined in the colony, students must come up with words for each topic.
Write down as many words as you can before time runs out.
*Make sure the timer is going while students roll the die & chose a card from the bag.

Scoring:
1 Point for each word written that fits the topic & starts with the correct letter.
2 Points for each word that nobody else in the group has written down.

Winning:
The first player to get to 50 points wins!

Colonial Scatagories
Topic Card

Colonial Scatagories
Topic Card

Colonial Scatagories
Topic Card

1. Things with spots

1.Things you are afraid of

1. TV show

2. U.S. Cities

2. Pizza Topping

2. Name of Country

3. Item In The Room

3. U.S. State

3. Farm Animal

4. Book Title

4. Color

4. Things underwater

5. Something in the fridge

5. Sport

5. Song Title

6. Ice cream flavor

6. Things in the kitchen

6. Thing in the Art Room

7. Pro Sport Team Name

7. School supply

7. Famous Duo or Trio

8. Insect

8. Person in the room

8. Things that are black

9. Things that are sticky

9. Name of Park

9. Lunch Item

10. Dessert Item

10. Snack Item

10. Girl's Name

11. Cartoon character

11. Vegetable

11. Sports Equipment

12. Things you throw away

12. Video game

12. Board Game

Colonial Scatagories
Topic Card

Colonial Scatagories
Topic Card

Colonial Scatagories
Topic Card

1. Boy's Name

1. Something in the sky

1. Animal with fur

2. Musical Instrument

2. Teacher

2. Historical Figure

3. Things at the beach

3. Last Name

3. Pet Name

4. Ways to get around

4. Things you need for camping

4. Things in the woods

5. Things that are hot

5. Name of a bad guy

5. Superhero

6. Things found in the gym

6. Things that are cold

6. Breakfast food

7. Fantasy Animal

7. Things found in the cafeteria

7. Things on the playground

8. Name of a body of water

8. Place to vacation

8. Word meaning money

9. Item in your backpack

9. Magazine Title

9. Candy

10. Things with tails

10. Person in uniform

10. Things you plug in

11. Fruit

11. Name of Toy

11. Types of Cars

12. Movie

12. Things that are round

12. Musical Group

Ye Olde State Brochure

Goals: To put together the data collected in a travel brochure about a US colony.
Grade Level: 4
Objectives: Students will create a travel brochure for a colony in the Americas to
convince others to join their settlement.
Materials:

1 Display Board per group

Construction paper

Markers
Pencils

Research from Unit Folders

Duration: Two 30 minute sessions

Anticipatory Set: Leave out current travel brochures for New England/Colonial States.
Ask students:
Are you interested in visiting one of these places? Why?
Would you move there based on what you see here without traveling there first?
*What would you want to know from the brochures before moving?*
Why do you think the British were willing to move to the Americas?
*What questions would you have if you were a future colonists?*
*What would you look for in a brochure as a future colonist?*
*Write these answers on the board or on chart paper so all can see them.
Instruction:
Put students into groups of 2-3, assign each group a colony to investigate.
Tell them to use the questions given earlier to help them make a brochures
They will be trying to convince their classmates to move to your colony later.
Guided Practice:
Take a question from the list (i.e. - How big is your colony/state?)
Ask them where they'd go for the answer? What is the answer?
Take another question from the list (i.e. - What can I build my house with?)
Ask them where they'd go for the answer? What is the answer?
Independent Practice:
Give them time to finish asking and answering questions on their own.
Give them time to create a brochure with markers and construction paper.
IL Learning Standards: 16.A.1c, 16.C.1a, 16.D.2a
Evaluation Procedures: Students will present their brochures to the class. Give students
time to look at each other's brochures after they are presented. Take a vote (written so
other kids can't see) on which colony they'd like to move to (not counting their own). Talk
about what made one colony better than another and why they'd chose it. Use group
participation evaluation and following rubrics to grade.
Extensions: Have students research their colony to find out what some of the pastimes
or foods that were popular there. Using one of the activity books from the booklist (or
one of their own) have students demonstrate it during the Colonial Fair. (i.e. Hand
dipped candles showing the process of dipping the wick into melted wax)
Re-teaching: Help students organize what needs to be done. Using the rubric, have
them answer all questions. Help them figure out what needs to be done when and by
whom.

Printed
Resources

Children's Literature for Ye Colonial Library

These are selections from my local library and should not be considered the final list.

Broida, Marian. Projects About Colonial Life. 2004. Benchmark Books.

Tarrytown, NY.
Carlson, Laurie. Colonial Kids: An Activity Guide to Life in the New World.
1997. Chicago Review Press. Chicago, IL.
Cook, Peter. You Wouldn't Want To Sail on the Mayflower! A Trip That Took
Entirely Too Long. 2005. Franklin Watts. Danbury, CT.
Doherty, Kieran. Soldiers, Cavaliers, and Planters: Settlers of the Southeastern
Colonies. 1999. The Oliver Press, Inc. Minneapolis, MN.
Doherty, Kieran. Puritans, Pilgrims, and Merchants:Founders of the
Northeastern Colonies. 1999. The Oliver Press, Inc. Minneapolis, MN.
Howarth, Sarah. Colonial People. 1994. The Millbrook Press. Brookfield,
CT.
Howarth, Sarah. Colonial Places. 1994. The Millbrook Press. Brookfield,
CT.
January, Brendan. The Thirteen Colonies. 2000. Children's Press.
Danbury, CT.
Kent, Deborah. African-Americans in the Thirteen Colonies. 1996.
Children's Press. Danbury, CT.
Kent, Deborah. How We Lived In Colonial New England. 2000.
Benchmark Books. Tarrytown, NY.
Kent, Deborah. How We Live in the Middle Colonies. 2000. Benchmark
Books. Tarrytown, NY.
Kent, Deborah. How We Live in the Southern Colonies. 2000. Benchmark
Books. Tarrytown, NY.
King, David C. Colonial Days: Discover the Past with Fun Projects, Games,
Activities, and Recipes. 1998. John Wiley & Sons, Inc. New York, NY.
Morely, Jacqueline. You Wouldn't Want To Be An American Colonist! A
Settlement You'd Rather Not Start. 2004. Franklin Watts. Danbury, CT.
Sakurai, Gail. The Thirteen Colonies. 2000. Children's Press. Danbury, CT.
Wroble, Lisa A. Kids In Colonial Times. 1997. The Rosen Publishing
Group, Inc. New York, NY.

Ye Olde Library Recording Sheet

Staple all your recording sheets together!
Name: ________________________________________________

Sheet _____ of _____

Book Title: ____________________________________ Author: __________________________

3 things you learned or found important:
1.
2.
3.
Points Earned: ________

Book Title: ____________________________________ Author: __________________________

3 things you learned or found important:
1.
2.
3.
Points Earned: ________

Book Title: ____________________________________ Author: __________________________

3 things you learned or found important:
1.
2.
3.
Points Earned: ________

The Landing Of The Pilgrims

(As Seen By The Indians)
taken from http://usscouts.org/bbugle/bb0310/bbskit.html

CHARACTERS: Narrator, Bear Paw, Hungry Wolf, Eagle Eye (all dressed in Indian
costumes)
SETTING: A bluff overlooking Plymouth Harbor. Backdrop shows a snow-covered forest.
Narrator stands to one side. Other 3 Indians are lying on a rock, watching the Pilgrims
land.
NARRATOR: December 21, 1620 - A small wooden boat, the Mayflower, carrying Pilgrims
sails into a small harbor. Everyone has heard of how the Pilgrims landed on Plymouth
Rock on Cape Cod. But have you ever wondered what the Indians thought and felt when
they looked out over the sea and saw strangers coming to their land? Perhaps the scene
went something like this:
BEAR PAW: Look how the big water sparkles - wide and blue and empty.
HUNGRY WOLF: I wish a sea bird would come. I'd like to shoot it. I'm hungry.
BEAR PAW: You are always hungry:
EAGLE EYE: I see something. It's a sea bird. It has wings four, no, five wings, with a
giant canoe beneath it.
HUNGRY WOLF: A canoe big enough for our whole tribe.
EAGLE EYE: It's slowing down. Now it's going to stop beside the big rock on the beach.
Strange people are stepping out of the canoe with wings.
BEAR PAW: Palefaces.
HUNGRY WOLF: The braves have hair on their chins like goats.
EAGLE EYE: Look at the chief. He wears a silver shell on his front and back like a beetle.
(They all laugh)
HUNGRY WOLF: They are strange all right. Look at that one. See the deer running from
him? He is chasing the deer with a stick. Foolish paleface, don't you know you can't
capture a deer with a stick? (They all laugh ... then stop abruptly, shocked by the sound of
a shot)
BEAR PAW: Did you see that? The stick made a boom and smoke came from the end.
EAGLE EYE: (Shocked) The deer lies dead at the feet of the hunter.
ALL: (Looking amazed) Big medicine.
HUNGRY WOLF: Even a bow and arrow cannot do such marvelous things. I wish I had a
thunder stick like that.
BEAR PAW: So do I. Let's go down and trade our bows and arrows for their thunder
sticks.

The 13 British Colonies

(QUEBEC)
BRITISH
TERRITORY

L a ke S u p e r i o r

Quebec

Maine
(part of Mass.)
Montreal

Hu

ron
L

Eri

a ke

Portsmouth

Boston
MASSACHUSETTS
Providence
O
New Haven
NN RHODE ISLAND
EC
T IC
U
New York City T
PENNSYLVANIA
Trenton
Philadelphia NEW JERSEY

NEW
YORK

MARYLAND
Annapolis

DELAWARE

VIRGINIA

ON

BRITISH TERRITORY

ario

Detroit

Ont
L a ke

L I N E O F 17
63

L a ke M
ichi
ga

NEW
HAMPSHIRE

ke

La

AT
I

Williamsburg

PR

LA

NORTH
CAROLINA
New Bern

SOUTH
CAROLINA

GEORGIA

AT LAN T IC
OCEAN
Charleston

Savannah

km 0
mi 0

200

400
200

400

The 13 British Colonies

N
E

W
S

km 0
mi 0

200

400
200

400

Name ________________________

Date ____________________

The Settlement of 13 Colonies

Directions: Complete the chart below.

Name of Colony

Date Settled

State Name

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Unit
Assessment
(3 Page Test & Overall Scoring Sheet)

Name ________________________

Date ____________________

The Settlement of 13 Colonies

Directions: Complete the chart below.

Name of Colony

Date Settled

State Name

Powered by: The Web Portal For Educators (www.teach-nology.com)

2007 Teachnology, Inc. All rights reserved.

The 13 British Colonies

N
E

W
S

km 0
mi 0

200

400
200

400

Name ________________________

Date ____________________

That's My Colony Project

Directions: Once you are given your colony, complete the following about your
colony.

1. What was the purpose of your colony?

_______________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What

3. Who

year was it founded? ________

founded your colony? ________________________

4. What region
_____________

is your colony in? (Southern, Middle or New England)

5. What did the settlers in your colony wear?

____________________________________

6. What

kind of games did the settlers play? ____________________________________

7. What

kind of food did the colonists eat? ____________________________________

8. What

kind of economy did your colony have? ______________________________

9. Did

the children have to go to school? ____________________

10. How

did most colonists earn a living? ___________________