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1
Colonial Early American TimesResource Unit
for5th Grade

• Created By
• Tiffany Tilley

2
Table of Contents

• Introduction
• Content to be Covered
• Objectives
• Activities (sorted by Ohio Social Studies
  Benchmarks)
• History
• People in Societies
• Geography
• Economics
• Government
• Citizen Rights and Responsibilities
• Social Studies Skills and Methods
• Evaluation
• Teacher References
• Student References
• Audio/Visual References

3
Introduction

• This resource unit has been designed to
  introduce students to life and major events in
  colonial times and early United States history.
  This resource unit will cover major events in
  American history during the time period of
  1700-1780. Students will explore this time period
  using a variety of different engaging activities.
  Each of the seven areas of the Ohio Content
  Standards will be addressed within the framework
  the activities and lessons contained within this
  resource unit.

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Content to be Covered

• Native American groups, migration patterns,
  culture, trading with colonists, crops, division
  of labor
• Latitude and longitude
• Explorations of Christopher Columbus
• Early American immigration, routes, travel
  conditions,
• Slavery in the colonies

• Virginia Slave Codes
• Pontiacs Rebellion
• French and Indian War
• Imports and exports
• Common Sense
• Intolerable Acts
• Loyalists and Patriots
• Sons of Liberty
• Boston Tea Party
• Declaration of Independence

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Objectives

• Identify the major Native American groups present
  in America
• Correctly use longitude and latitude to find
  specific points on a map
• Discuss the explorations of Christopher Columbus
• Discuss the travel route and conditions of early
  American immigrants

6
Objectives

• Summarize the function and implications of
  slavery in the colonies
• Define the Virginia Slave Codes
• Discuss the cause of Pontiacs Rebellion and the
  result
• Discuss the cause of the French and Indian War
  and the outcomes
• Define imports and exports as they existed in
  colonial America

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Objectives

• Describe Thomas Paines Common Sense and
  explain the reaction by colonists
• Define the Intolerable Acts and the repercussions
  of the acts
• Identify loyalists, patriots, and the Sons of
  Liberty and their importance in colonial times

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Objectives

• Explain the cause of the Boston Tea Party and
  its effects
• Describe the cause of the Declaration of
  Independence and its significance to the future
  of North America and its leaders

9
ActivitiesStandard History

• Students will create a time line of explorations
  of Christopher Columbus. (1)
• Students will work in small groups to identify
  various Native American groups through web site
  resources. The students will specifically look
  for information on migration patterns, rituals,
  and unique characteristics of the groups. The
  students will present their assigned group to the
  remainder of the class. (2)
• Students will write a persuasive letter from the
  perspective of a pilgrim who has just arrived in
  the New World. The letter should be addressed
  to a friend or relative and also try to convince
  that person why they, too, should come to the
  New World. Students may use web site resources
  to find facts that would persuade others to come
  to America (i.e. bountiful lands, wild game,
  etc.). (3)

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ActivitiesStandard History

• Students will research one key event from the
  revolutionary period. Topics may include
  Boston Tea Party, Declaration of Independence,
  the Intolerable Acts, etc. Students will create
  a poster highlighting the event and its
  significance. (5)
• Students will inspect the migration patterns of
  Native Americans after the colonization of
  America. Students will choose one Native
  American group to profile and map out the
  migration pattern on a poster and explain their
  findings to the class. Students will also give
  information on the Native American tribe as it
  exists today (if applicable). (6)

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History Web Sites

• Christopher Columbus Timeline
• Native American Indians and Map Locations
• Pilgrims Web Sources
• PBS Boston Tea Party Chronicle
• Social Studies for Kids Intolerable Acts
• Ben's Guide to the Declaration of Independence

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ActivitiesStandard People in Societies

• Students will compare and contrast the food,
  language, and clothing of Native Americans with
  colonial immigrants. Students will print out
  photos of traditional food and clothing from
  provided web sites and categorize these photos on
  a poster board to create a visual aid. Students
  will share their posters with the class.
  (1c,d,e)

• Students will compare and contrast the life of
  the Cherokee Indians before colonization with
  the Cherokee life now as lived on the Cherokee
  Reservation in North Carolina. Students are
  looking specifically at means for survival
  (income), housing, and traditions. Students will
  use a Venn diagram to organize their information
  and findings. (2)
• Students will read If You Lived When There Was
  Slavery in America by Anne Kamma. The students
  will write a journal response to the text, giving
  specific examples from the text of practices
  used. (3)

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ActivitiesStandard People in Societies

• Students will investigate the Irish immigrants
  with a provided website and read Katies Wish by
  Barbara Shook Hazen. The students will write a
  summary of the story and also write a brief
  explanation why immigrants were coming to
  America. (4)
• Students will watch a brief clip from the movie
  Gangs of New York to view how Irish immigrants
  were treated upon their arrival to America.
  Students will compare that scene from the scenes
  in Katies Wish. Students will write a response
  to the movie clip describing specifically how
  immigrants were treated upon their arrival. (5)

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People in Societies Web Sites

• Cherokee, NC Indian Reservation
• Marilee's Native American Resources
• Colonial Williamsburg 18th Century Clothing and
  Practices
• Colonial Williamsburg Slavery in the Colonies
• PBS Slavery and the Making of America

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ActivitiesStandard Geography

• Students will label the latitude and longitude
  coordinates of the 13 colonies on a map provided
  to them. Students will use web sites to research
  the 13 colonies (if that information is unknown).
  (1)
• Students will research the conditions and
  climates early immigrants were exposed to while
  traveling to America on the Mayflower. The
  students will present their findings to the
  class. (3)
• Students will research the conditions early
  immigrants were exposed to at the Jamestown
  settlement. Students will create a drawing (or a
  journal entry) depicting the scene an early
  immigrant would have seen. Drawings and journals
  will be mounted and displayed for all the
  students to view others interpretations of the
  scene. (3)

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ActivitiesStandard Geography

• Students will examine the natural resources that
  were available to early immigrants. Students
  will describe how these resources would help or
  hinder the new settlements. (6)
• Students will research trade relationships
  between immigrants to America and Native
  Americans. Students will reenact trades between
  the two groups and write a response to the
  activity. Students will explain the benefits or
  disadvantages of trading with the other group.
  (7a,c)

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Geography Web Sites

• Enchanted Learning Map Coordinates
• Sail 1620 The Mayflower at Sea
• Colonial Life in Virginia
• The Jamestown Online Adventure
• Teacher Net Colonial FAQ
• Trades and Tools from Colonial Times

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ActivitiesStandard Economics

• Students will research the food scarcity upon the
  immigrants arrival and study about the First
  Thanksgiving. Students will create an I am
  thankful for essay. (1)
• Students will investigate Native American crops
  and how their production stabilized the immigrant
  settlements. Students will create a graph
  depicting crops and their frequency. (2)
• Students will investigate the division of labor
  in Native American groups. The students will
  contrast that information with the division of
  labor of the arriving immigrants. Students will
  utilize a Venn diagram to organize their
  information. (3)

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ActivitiesStandard Economics

• Students will examine the imports and exports of
  colonial America. Students will create a graph
  comparing the amount of imports against the
  amount of exports. (4)
• Students will investigate the Boston Tea Party.
  Students will hypothesize about a black market
  for tea and infer how that would affect tea
  prices. Students will work collaboratively to
  create a line graph to show the rise or fall of
  tea prices over time. (5)

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Economics Web Sites

• Investigate the First Thanksgiving
• Native American Seven Fires Council (Crops)
• Thinkquest Native American Customs
• Economics in Colonial America
• U.S. History Boston Tea Party

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ActivitiesStandard Government

• Students will examine the Declaration of
  Independence and its significance. Students will
  recreate a dramatic scene of the signing of the
  Declaration of Independence. (3)
• Students will investigate the quote No taxation
  without representation. Students will write a
  letter either as a loyalist or a patriot
  defending their position on this quote.(2)
• Students will investigate a loyalist, Samuel
  Seabury. Students will write a journal entry as
  they are Samuel Seabury and share some sentiments
  he had about the patriot movement and the rights
  of men. (2)
• Students will read the book My Brother Sam is
  Dead by James and Chris Collier. Students will
  elaborate on the themes of the book (family and
  country ties, rights of men) and give an oral
  presentation of their summary. (2,b)
• Students will interpret the Declaration of
  Independence from King Georges perspective. The
  students will act out a scene in which King
  George receives the Declaration of Independence
  from his colonies, conveying evident tone and
  mood. (3)

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Government Web Sites

• Samuel Seabury
• No Taxation Without Representation
• Congress for Kids Declaration of Independence
• Eduscapes My Brother Sam is Dead
• Social Studies for Kids King George III

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ActivitiesStandard Citizenship Rights and
Responsibilities

• Students will examine the Intolerable Acts and
  the consequences that were in place for not
  paying ones taxes. Students will create a
  journal entry as a tax collector working for the
  King describing how his job works and if it is
  easy to collect the taxes. (2, b)
• Students will compare and contrast the individual
  rights colonials had under the Kings rule and
  individual rights under Independence. Students
  will use a Venn diagram to organize their
  information. (3, a-d)
• Students will review laws under colonial America
  and contrast them with laws under American
  independence. Students will choose one law under
  each and a journal entry as a settler under each
  law discussing its fairness or unfairness. (2, a)

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ActivitiesStandard Citizenship Rights and
Responsibilities

• Students will research the Sons of Liberty.
  Students will create a Sons of Liberty newsletter
  persuading others to join them in their pursuit
  of independence from King George. Students will
  work in small groups of no more than 3 people.
  (3 b, c)
• Students will research the institution of slavery
  to determine how one was declared a slave from
  birth. Students will write an essay on their
  findings. (1a)

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Citizen Rights and Responsibilities Web Sites

• U.S. History The Sons of Liberty
• Colonial American Law
• History Central Stamp Tax
• Africans in America - Slavery and Birth
• Colonial Life

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ActivitiesStandard Social Studies Skills and
Methods

• Students will research a Sons of Liberty member
  using provided web cites. Students will write a
  biography brochure on this person describing his
  life, dedication to the cause, and death.
  Students will computer generate the brochure.
  (2)
• Students will read Thomas Paines Common
  Sense. Students will write a letter to a
  fictional Tory from the perspective of a
  loyalist. Students will cite specific examples
  from the pamphlet that show the intention of the
  author to further their cause. (4 b, c)
• Students will research the institution of slavery
  in colonial America. Students will write a
  letter to Lord Dunmore stating reasons why
  slavery should be abolished and offering a
  solution to the ending slavery in the colonies.
  (9 b, e)

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ActivitiesStandard Social Studies Skills and
Methods

• Students will research the Virginia Slave Codes.
  Students will dramatize a town square scene in
  which abolitionists speak out against the slave
  codes and demand an end to slavery in the
  colonies. Students will work in groups of no
  more than 5 and write responses to the drama
  scenes of their peers. (9 a, b, c, d)
• Students will investigate Pontiacs Rebellion
  through provided web sites. Students will
  dramatize a meeting of the Ottawa Chief Pontiac
  and North American Indians urging them to fight
  against the British invaders for control of the
  Ohio Valley. Students may work in groups of no
  more than 5 and must critique other groups for
  effectiveness of speech, persuasion, and intent.
  (9 a,b,c,d,e)

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Social Studies Skills and Methods Web Sites

• Sons of Liberty Members
• U.S. History Thomas Paine
• Africans in America Lord Dunmore
• Slavery in Colonial Times
• Pontiac's Rebellion

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Evaluation

• Sample Evaluation (.doc)
• Students would be expected to achieve an 80 or
  better to be considered proficient with the
  material covered in this resource unit.
• If students obtain less than an 80, students
  will have the opportunity to retake the test
  after the teacher has clarified the information
  through re-teaching lessons and alternative
  activities. The teacher may also choose an
  alternative assessment.

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Evaluation

• Name ___________________________________________
  Date _______________
• Colonial Times Evaluation
• Multiple choice Read all the answer choices and
  circle the correct answer.
• 1. The author of Common Sense was
• George Washington
• Paul Revere
• Thomas Paine
• 2. A natural resource available to early
  immigrants was
• Abundant game
• Fuel for heating and cooking
• Crops of food
• 3. Native American grew many crops. One of those
  crops is
• Cabbage
• Carrots
• Maize
• 4. The important message sent to King George in
  1776 and signed by colonists is called the
• Constitution
• Declaration of Independence
• Bill of Rights

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Evaluation

• 5. The acts imposed on the colonists by King
  George requiring them to pay many new taxes were
  called
• The intolerable Acts
• The tax laws
• The unfair acts
• Short Answer questions Write a brief response
  to the question asked.
• 6. Name three prominent Native American groups
  present when early immigrants arrived in America.
• 1. _____________________________________________
  _________
• 2. _____________________________________________
  _________
• 3. _____________________________________________
  _________
• 7. Name the two opposing sides in the French and
  Indian War and give the outcome of the war (who
  won).
• 1. _____________________________________________
  ________
• 2. _____________________________________________
  ________
• Outcome _______________________________________
  ________
• 8. Give an example of a trade transaction
  between a Native American and a colonist (what
  they would trade).
• _________________________________________________
  _______
• _________________________________________________
  _______

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Evaluation

• Short Essay Questions. Read each question
  carefully. Respond to all parts of the question
  in complete sentences. Support your answer with
  specific facts and/or details.
• 9. Who were the loyalists and patriots. How did
  their actions play an important role in Americas
  (or Englands) future?
• _________________________________________________
  _______
• _________________________________________________
  _______
• _________________________________________________
  _______
• _________________________________________________
  _______
• _________________________________________________
  _______
• 10. Discuss the Sons of Liberty and their
  involvement in the Boston
• Tea Party. Give specific details about
  what happened during the
• Boston Tea Party.
• _________________________________________________
  ______________
• _________________________________________________
  ______________

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Teacher References

• Baicker, Karen. Primary Sources Teaching Kit
  Colonial America. New York Scholastic, 2002.
• This resource is a great reference for teaching
  the daily lives of colonial and Native Americans.
  There are sections devoted to education,
  personal diaries, and information on the slave
  trade (auctions and runaway slaves).
• Copeland, Peter. Life in Colonial America. New
  York Dover Publications, 2000.
• This book contains 44 detailed, ready-to-color
  illustrations that depict the drama of American
  life before the Revolution. Images include
  arrival from Europe, encounters with Native
  Americans, the Dutch colony of New Amsterdam, the
  deck of a slave ship, a frontier fort, a colonial
  kitchen, and much more. Descriptive captions
  provide brief history lessons.
• Gravois, Michael. Hands on History Colonial
  America . New York Scholastic, 2003.
• This book gives the teacher some great art
  activities to use in the context of colonial
  America. Some examples are the question and
  answer disk, colonial quilt, log cabin
  vocabulary, and many more.
• Middleton, Richard. Colonial America A History,
  1565 - 1776. Malden Blackwell Publishing, 2002.
• This outstanding book describes the history of
  these colonies, both individually and
  collectively. Since its first publication in 1992
  it has become the established textbook for
  students of this period in American history. The
  third edition, revised throughout and
  substantially expanded, now includes a chapter on
  the Spanish in Florida, New Mexico, and Texas,
  together with an account of the French
  settlements in Louisiana. Accompanied by maps,
  contemporary illustrations, chronologies,
  documents, and a fully updated and expanded
  bibliography, this comprehensive and readable
  history of the colonial period offers a
  fascinating analysis of the evolution of a new
  and distinctive society.
• Silver, Donald M. Colonial America (Easy Make
  Learn Projects). New York Scholastic, 2002.

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Teacher References

• Middleton, Richard. Colonial America A History,
  1565 - 1776. Malden Blackwell Publishing, 2002.
• This book describes the history of the colonies.
  It contains maps, illustrations, chronologies,
  and replicas of documents. It is a great
  resource to find specific information about the
  colonial period.
• Silver, Donald M. Colonial America (Easy Make
  Learn Projects). New York Scholastic, 2002.
• This book uses paper models to illustrate key
  colonial America concepts. This book teaches
  about goods and services with the New England
  Seaport diorama and Lift Look Georgia
  Plantation. Compare and contrast Colonial towns
  and homes with the 3-D Jamestown Map, Dutch Step
  House, and more. Each reproducible model comes
  complete with background information, easy
  how-to's, step-by-step lessons, and extension
  activities.

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Student References

• Beller, Susan. Yankee Doodle And The Redcoats .
  Brookfield 21st Century, 2003.
• This book is a great reference source for
  students. It includes age appropriate text and
  images. Students can research specific details
  about colonial America with this text.
• Colonial America and the Revolutionary War.
  Time for Kids. 2006. 2 Nov. 2006
  lthttp//www.timeforkids.com/?TFK/?hh/?rapidresearc
  h/?0,19469,73237,00.htmlgt.
• This is a great resource for students to access
  online. This website allows students to look up
  the Boston Tea party and other infamous events
  from the colonial period.
• Colonial Kids. St. Luke Elementary. 2 Nov.
  2006 lthttp//www.promotega.org/?csu30025/?children
  .htmgt.
• This site allows students to see what the lives
  of children were like in the colonial period.
  Students can learn about the expectations for
  children and their daily chores, in addition to
  learning about clothing and education.
• Colonial Times in America. Social Studies for
  Kids. 1 Nov. 2006 lthttp//www.socialstudiesforkid
  s.com/?subjects/?colonialtimes.htmgt.
• This site has a multitude of information about
  the colonial period. It has information about
  the 13 colonies, farming, food, education,
  religion, and much more.
• How Do You Lose a Colony? Thinkquest. 2 Nov.
  2006 lthttp//library.thinkquest.org/?J002559/gt
• This website is all about the lost colony of
  Roanoke. Students will learn about the colony,
  and the disappearance of the settlers.

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Student References

• Kids Zone. Colonial Williamsburg - History for
  Kids. 2006. 1 Nov. 2006 lthttp//www.history.org/?
  kids/gt.
• This site is a kid-friendly site that is all
  about colonial America. Students can play games,
  learn about livestock, and daily lives of people.
  It also features information for parents and
  teachers.
• Knight. Journey to Monticello . New York Troll ,
  1999.
• This book allows readers to view life in 1775 as
  a young man travels from Massachusetts to
  Virginia. It depicts major events and is
  illustrated.
• Miller, Brandon Marie. Growing Up in a New World
  1607 to 1775. Minneapolis Lerner Publications,
  2003.
• This book is wrote from the perspective of a
  child growing up in the colonies. It is a longer
  chapter book suitable for advanced readers.

37
Student References

• Minor, Wedell. Yankee Doodle America The Spirit
  of 1776 from A to Z . N.p. Putnam Juvenile,
  2006.
• Gives information of certain people during the
  time period. Each letter features a prominent
  individual from the time and gives a brief
  biography of the person and their importance in
  colonial times.
• Worth, Richard. Colonial America Building Toward
  Independence. N.p. Enslow Publishers, 2006.
• This picture book discusses the key events that
  led to the American Revolution. It also
  discusses the Sons of Liberty and their
  importance in colonial times.

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Audio/Visual References

• Marching out of time sound recording / The
  Fifes and Drums of Colonial Williamsburg.
  Williamsburg, Va. Colonial Williamsburg
  Foundation, p1989.
• This music recording allows listeners to
  experience the different drum marches of the
  colonial soldiers.
• All the best from the American Indian sound
  recording St-Laurent, Québec, Canada
  Distributed by Distributions Madacy Inc., 1993
• This music recording allows listeners to
  experience authentic native American music. It
  features mainly native American groups for the
  northeastern region.
• Wee sing America sound recording songs of
  patriots and pioneers / by Pamela Conn Beall and
  Susan Hagen Nipp. Los Angeles, CA
  Price/Stern/Sloan Publishers, p1987.
• This kid-friendly music collection is designed
  to give students a kids eye view of the patriots
  and pioneers through music. Students will learn
  about patriots such as Samuel Adams and Thomas
  Jefferson through song.
• Heart of America sound recording. Manchester,
  VT Resmiranda, p1989.
• This music collection is songs that are
  patriotic. Students may enjoy listening to the
  variations of patriotic music as it has evolved
  over time.
• Native flute collection sound recording San
  Antonio, TX Talking Taco Records, p1991.
• This recording illustrates the musical
  instruments that many native American groups use
  to create music. Students will enjoy hearing all
  the different instruments and unique sounds they
  create.

39
Audio/Visual References

• Where America began videorecording Jamestown,
  colonial Williamsburg, Yorktown Whittier, Calif.
  Finley-Holiday Film Corporation, c1988.
• This film looks at three historic home
  restorations in Jamestown, Williamsburg, and
  Yorktown. Students will learn about the history
  of those three specific sites.
• The American Revolution. Volume 3, Washington and
  Arnold videorecording / produced by Greystone
  Communications, Inc. for AE Television Networks.
  New York, N.Y. AE Home Video, c1994.
• This production from A E examines the
  revolutionary period in general. It discusses
  all the important events leading up to the war
  and the battles of the war.
• Johnny Tremain videorecording / Walt Disney
  screenplay by Tom Blackburn directed by Robert
  Stevenson. Burbank, Calif. Walt Disney Home
  Video distributed by Buena Vista Home Video,
  1997
• This movie is based from the book Johnny
  Tremain. Students will experience the patriot
  movement in the colonies through the eyes of a
  young boy.

40
Audio/Visual References

• Brands, H. W. The life and times of Benjamin
  Franklin electronic resource / H.W. Brands.
  Prince Frederick, MD Recorded Books Boulder,
  Colo. Made available electronically by
  NetLibrary, 2006.
• This recorded book contains lectures delivered
  by Professor H.W. Brands, Texas A M University.
  He examines the life of Benjamin Franklin and
  his influence on both American and world history.
• Fast, Howard. April morning electronic
  resource / by Howard Fast. Prince Frederick, MD
  Recorded Books, LLC Boulder, Colo. Made
  available electronically by NetLibrary, 2005.
• This recorded book contains the story of
  fifteen-year-old Adam Cooper. He eagerly joins
  the action of the Revolutionary War. On the
  morning of April 19, 1775, he stands next to his
  father to confront the British soldiers marching
  out of Boston.
• Richardson, Fayette.Sam Adams the boy who became
  father of the American Revolution. New York,
  Crown Publishers 1975.
• This book is a brief biography of the
  Massachusetts radical whose belief in forceful
  protest against injustice made him one of the
  leaders of the Revolution.

41
Audio/Visual References

• Brain quest. 4th grade interactive multimedia
  U.S. IBM/Image Builder, c1999.
• This computer software comes with Brain Quest
  questions, multi-player game modes to compete
  against others, game options designed for
  individual learning styles. Topics include the
  colonial period and the revolutionary war.
• Liberty's Kids electronic resource. Novato, CA
  Learning Co., c2002.EditionVersion 1.0
  Windows/Mac ed.
• This computer software allows students to become
  one of Liberty's Kids and report on the events of
  the American Revolution, from the Boston Tea
  Party to the battle of Yorktown. They may
  interview heroes, experience battles and collect
  interesting historical facts. Then publish a
  front page, complete with articles and their own
  headlines.
• Songs and stories from the American Revolution /
  compiled by Jerry Silverman. Brookfield, Conn.
  Millbrook Press, c1994.
• This sheet music allows for students to learn
  patriotic music. It includes lyrics and sheet
  music for keyboard or piano. It includes these
  songs The sergeant, Yankee Doodle, Ballad of
  Bunker Hill, The riflemen of Bennington and
  others.
• Davis, Burke. Black heroes of the American
  Revolution. New York Harcourt Brace
  Jovanovich, 1976.
• This book is an account of the black soldiers,
  sailors, spies, scouts, guides, and wagoners who
  participated and sacrificed in the struggle for
  American independence.

42
Audio/Visual References

• Somerville, Mollie D. Women and the American
  Revolution. Washington National Society,
  Daughters of the American Revolution, 1974.
• This book gives a brief biography of the women
  who played a part in colonial America and the
  American revolution.
• Henry, Patrick. Give Me Liberty or Give Me
  Death! Colonial Williamsburg Online. Mar. 1775.
  2 Nov. 2006 lthttp//history.org/?almanack/?people/
  ?bios/?pathenryspeech.htmlgt.
• The web site contains the full text of Patrick
  Henrys famous speech. Students can read and
  analyze the speech.
• Kid Info. Colonial Life. 2 Nov. 2006
  lthttp//www.kidinfo.com/?American_History/?Coloniz
  ation_Colonial_Life.tmlgt.
• This site allows for students to experience
  colonial life for men, women, and children.
  Students can discover customs, traditions, foods,
  and much more from the time period.

43
Audio/Visual References

• Nall, Trish. Colonies PowerPoint. Jefferson
  City Schools. 2 Nov. 2006 lthttp//www.jc-schools.n
  et/?PPTs-socst.htmlgt.
• This power point presentation is set up like a
  Jeopardy game. Students can answer trivia
  questions for points and compete against one
  another.
• U.S. Gen Net. Colonial America. 2 Nov.2006
  ltwww.usgennet.org/?usa/?topic/?colonial/gt.
• This site allows students to explore the trade
  that existed in the colonies. Students can learn
  about trade agreements, and the blockades.

44
Standards Addressed

• History
• Create time lines and identify possible
  relationships between events.
• Explain how American Indians settled the
  continent and why different nations of Indians
  interacted with their environment in different
  ways.
• Explain why European countries explored and
  colonized America.
• Explain how the United States became independent
  from Great Britain.
• Explain the impact of settlement,
  industrialization and transportation on the
  expansion of the United States.
• Back to History Standard

45
Standards Addressed

• People in Societies
• Compare the cultural practices and products of
  diverse groups in North America including C)
  language, D) food, E) Clothing.
• Compare life on Indian reservations today with
  the cultural traditions of American Indians
  before the reservation system.
• Describe the experiences of African-Americans
  under the institution of slavery.
• Describe the waves of immigration to North
  America and the areas from which people came in
  each wave.
• Compare reasons for immigrations to North America
  with the reality immigrants experienced upon
  arrival.
• Back to People in Societies Standard

46
Standards Addressed

• Geography
• Use coordinates of latitude and longitude to
  determine the absolute location of points in
  North America.
• Describe and compare landforms, climates,
  population, culture, and economic characteristics
  of places and regions in North America.
• 6. Use distribution maps to describe the patterns
  of renewable, nonrenewable and flow resources in
  North America including A) forests, B) fertile
  soil, C) oil, D) coal, E) running water.
• Analyze reasons for conflict and cooperation
  among regions of North America including A)
  trade C) immigration.
• Back to Geography Standard

47
Standards Addressed

• Economics
• Compare different allocation methods for scarce
  goods and services such as prices, command,
  first-come-first-served, sharing equally,
  rationing, and lottery.
• Explain that individuals in all economies must
  answer the fundamental economic questions of what
  to produce, how to produce, and for whom to
  produce.
• Explain how education, specialization, capital
  goods and the division of labor affect productive
  capacity.
• Explain how regions in North America become
  interdependent when they specialize in what they
  produce best and then trade with other regions
  inside and outside North America to increase the
  amount and variety of goods and services
  available.
• Explain the general relationship between supply,
  demand, and price in a competitive market.
• Back to Economics Standard

48
Standards Addressed

• Government
• Explain the essential characteristics of American
  democracy including B) all citizens have the
  right and responsibility to vote and influence
  the decisions of government
• Explain the significance of the Declaration of
  Independence and the U.S. Constitution.
• Back to Government Standard

49
Standards Addressed

• Citizenship Rights and Responsibilities
• Explain how an individual acquires U.S.
  citizenship A) birth
• Explain the obligation of upholding the U.S.
  Constitution including A) Obeying laws, B)
  Paying taxes
• Explain the significance of the rights that are
  protected by the First Amendment including A)
  Freedom of religion, B) Freedom of Speech, C)
  Freedom of the press, D) Right of petition and
  assembly.
• Back to Citizen Rights and Responsibilities
  Standard

50
Standards Addressed

• Social Studies Skills and Methods
• Locate information in a variety of sources using
  key words, related articles and cross references.
• Read information critically in order to identify
  B) The authors perspective, C) The purpose.
• Use a problem-solving/decision-making process
  which includes A) Identifying a problem, B)
  Gathering information, C) Listing and considering
  options, D) Considering advantages and
  disadvantages of options, E) Choosing and
  implementing a solution.
• Back to Social Studies Skills and Methods
  Standard

51
The End.