Lesson Plans for New England Colonies (Chapter 6)




Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, French).


Recognize the concept of supply and demand.
(BrainPop http://www.brainpop.com/socialstudies/economics/supplyanddemand/)


Interpret a chart of major agricultural produce in Tennessee (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, sheep).


Identify and use key geographical features on maps (i.e., mountains, rivers, plains, valleys, forests).


Recognize river systems that impacted early American history (i.e. Mississippi, Mystic, Charles, Hudson).


Determine the hardships faced by early Tennessee settlers in the late 1700ís (i.e., security, isolated communities, lack of access to goods, natural geography).


Determine the reasons for colonial settlement (i.e., religious, economic, individual freedom).


Day 1 Geography of the Colonies

  1. Vocabulary
  2. Text p. 124-127
  3. The 13 Colonies Website http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm


Day 2 New England

  1. Review vocabulary
  2. Text p. 128-131


    • John Mason took group of people from Massachusetts Bay Colony to find more fertile farming land (too rocky in Massachusetts) and to worship freely

    • settled in Portsmouth and found New Hampshire Colony

    • two men decided to leave Massachusetts Bay Colony and begin colonies of their won

    • (1) Roger Williams Puritan minister

    • believed church leaders should not be colony leaders

    • believed Indians should be paid for land

    • Puritan leaders wanted to send Williams back to England, but escaped in 1636 and founded Rhode Island Colony (which he bought from Indians)

    • allowed everyone to practice their own religion


    • (2) Thomas Hooker minister

    • left Massachusetts Bay Colony with 35 families to form the Connecticut Colony

    • families walked 2 weeks before reaching the site which is now Hartford


    • By 1636 four New England Colonies founded

      • Connecticut

      • Massachusetts

      • Rhode Island

      • New Hampshire

    • fished and built ships

    • also carried on much of slave trade

  3. Make a horn book
    hornbook.JPG (11339 bytes) Make a horn book. A hornbook was a page of writing that was fastened to a wooden frame. The writing was covered with a translucent sheet of animal horn. The handle of the hornbook had a hole so that the hornbook could be warn around a child's neck or fastened to his belt with a length of rope or twine.

    Directions:  Cut out the hornbook shape from a piece of brown poster board. Punch a hole in the handle. Thread a length of yarn through the hole and tie the yarn's ends. Write the alphabet using berry ink on a piece of paper. Glue this to the hornbook. Cover the paper with a clear piece of plastic.

  4. Dress Up  -  Learn about the unfamiliar clothing that Americans have worn throughout our nation's history. These interactive files require the Flash Player.




Day 3 Life in New England

  1. Review vocabulary
  2. Text p. 136-141
  3. Triangle Trade Activity
  4. Have students look at the chart in their folders and answer the following questions.

    1. The settlement used as a trading center was __________.

    2. The colonies set up for religious purposes were ______________.

    3. The first British settlement in the New World was _____________________ in the colony of _____________ settled in the year _________________.

  5. Have students find the four New England colonies on the map.

  6. Activity

    Read to the students "Lighting the Colonial House".
    Have students use the picture wheel to tell the story of how candles were made.
    Have students make a hand dipped candle.

    candle.JPG (9156 bytes) candle3.jpg (2042 bytes) candle2.JPG (11330 bytes)
  7. Play Thirteen Colonies Game

    Have students try to throw pennies one at a time on a floor map of the 13 colonies. Students try to land on Massachusetts, New Hampshire, Rhode Island, or Connecticut. Students earn points for each colony their penny lands in without touching any lines on the map. Students must name the colony before receiving the points.

  8. Coloring pictures of Rhode Island and Connecticut from Educational Coloring Book of the Colonies


Day 4 Latitude and Longitude (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington D.C., Philadelphia, Santa Fe, Los Angeles)

1.  Interactive Lessons

2.  Tutorial on Latitude and Longitude http://www.rlc.dcccd.edu/MATHSCI/anth/g104/physicl/latlong/


Day 5 Review and Test

1.  Chapter 6 Review p. 144-145
2.  Chapter 6 Test