Colonial
Pennsylvania
Jesus Flores
8th World History
William Moreno Jr. High
Standard
• 5.4.1 Understand the influence of location and physical setting
on the founding of the original 13 colonies, and identify on a
map the locations of the colonies and of the American Indian
nations already inhabiting these areas.
Learning Objective
• Students will describe the primary reasons for the founding
and the migration to the colony of Pennsylvania by creating a
brochure to attract colonists to Pennsylvania.
What is Pennsylvania?
William Penn founded a colony that would allow the Quakers and
other religious groups to practice their religion freely without
religious persecution.
Pennsylvania would become a diverse colony that consisted of
many ethnic and religious groups and had friendly relations with
the Native Americans.
Content Vocabulary and Key
People
• Quakers: A Protestant group that had been persecuted or
treated harshly because of their religious beliefs, in England.
• William Penn: wealthy English Quaker, who would founded
the colony of Pennsylvania.
Restate-Apply-Justify
• Choral the description of the colony of Pennsylvania?
• Who were the Quakers?
• Who was William Penn?
William Penn
• In 1680, William Penn, a Quaker, received the land in payment for a
debt that King Charles II, owed William Penn’s father.
• He was granted a royal charter on March 4, 1861
• The land given to William Penn would be called Pennsylvania, or
“Penn’s Wood”.
• It extended inland from the Delaware River.
• It was as large as England
• Origins of Name
• Penn: Penn’s surname
• Sylvania: “forest land”
City of Philadelphia
• In 1862, William Penn sails to America to supervise the
building of Philadelphia.
• “The city of brotherly love”
• Greek translation
• Philos: “love”
• Adelphos: “brother”
William Penn’s primary reason
for founding Pennsylvania
• William Penn had a desire to protect himself and others
Quakers from religious persecution.
• In England, Quakers were religiously persecuted.
• William Penn saw Pennsylvania as a “Holy experiment”.
• He believed that the Quakers could practice the ideas of
toleration and equality.
• William Penn wanted in his colony to have the freedom of
worship and religion which would be granted to all citizens.
Restate-Apply-Justify
• Restate: Think-Pair-Share William Penn’s founding of his colony.
• Who gave William Penn the land as settlement for a owed debt?
• A. King Charles II
• B. English Queen Henrietta Maria
• C. King James I
• What would be the name of the William’s Penn land?
• A. Massachusetts
• B. Rhode Island
• C. Pennsylvania
• What was the primary reason for people’s migration to
Pennsylvania?
• A. Free Land
• B. Religious freedom
• C. Representation
Diversity
• William Penn was hoping to establish a colony of many languages
and customs.
• Penn advertised his new colony and by 1863 he had more than
3,000 settlers.
•
•
•
•
•
English
Welsh
Irish
Dutch
German
• Other religious groups would also arrive in Pennsylvania.
• French Huguenots, Amish, Lutherans, and German Catholics.
• William Penn also granted the colonist the right to elect
representatives to the legislative assembly.
Restate-Apply-Justify
• Restate: Think-Pair-Share the Pennsylvania’s diverse colony
True or False
• 1. The English were the only Europeans to settle in
Pennsylvania.
• 2. Pennsylvania consisted of many religious group not just
Quakers.
• 3. Pennsylvania had an elected representative assembly.
Native American Relations
• William Penn had good relations with the Native Americans
that were settled in his land.
• William Penn believed that the land belonged to the Native
Americans and that the Native Americans should be paid for
their land.
Restate-Apply-Justify
• Restate: Think-Pair-Share with your partner Native America
relation in Pennsylvania.
• True or False
• 1. William Penn had hostile relations with the Native
Americans that were on his land.
• 2. William Penn believed that the Native Americans should be
paid for the land that the new settlers took.
Closure
• Objective: Students will describe the primary reasons for the
founding and the migration to the colony of Pennsylvania.
Brochure
Front Flap
•
•
•
•
•
Title Cover
Name of colony
Colony shape picture
Introductory Name
Class & Period
Brochure
Inside Left Flap
• Information
• Demographics
• Colony facts
• Founder
• Famous people
• Economy
Brochure
Inside Right Flap
• Persuasion for moving to Pennsylvania Colony
• Religious Freedom
• Diversity
• Native American Relations
Back Flap
• Sources Cited
• Where to find more information
Rubric
COLONY BROCHURE RUBRIC
CATEGORY
Historical
Content Accuracy
4
3
2
1
All facts in the
brochure are
accurate and upto-date. Content
relates to the
state.
99-90% of the
facts in the
brochure are
accurate.
89-80% of the
facts in the
brochure are
accurate. A few
inaccuracies
evident.
Fewer than 80% of
the facts in the
brochure are
accurate. Content is
not focused on the
state.
BROCHURE
SECTIONS
Required
FRONT FLAP
Organization of
Ideas and
Content
Grammar and
Spelling
Each section in
the brochure has
a title cover,
inside flaps, and
ending flap. All
required sections
are included.
Brochure is
completely filled.
Almost all
sections of the
brochure are
present.
Brochure utilizes
space well.
Most sections of
the brochure are
present. Space
has some gaps.
Less than half of the
sections of the
brochure are
present. Space is
not used wisely or
well organized.
Gaping holes are
evident.
-Title Cover
-Name of Colony
-Colony Shape Pic
-Introductory Slogan
-Student Name
-Class & Period
-Date
There are no
There are 1-2
grammatical or
grammatical
spelling mistakes. and/or spelling
mistakes.
There are some
grammatical
and/or spelling
mistakes.
There are several
grammatical and/or
spelling mistakes.
INSIDE LEFT FLAP
-Information
-Demographics
-Colony Facts
-Economy
Graphics/Pictures Graphics go well Graphics go well Graphics go well Graphics do not go
Sources
Attractiveness &
Presentation
Editing and
Proofreading
with the text and
there is a good
mix of text and
graphics. 1+
graphics per
section.
with the text, but
there are so
many that they
distract from the
text. (too many)
with the text, but
there are too few
and the brochure
seems "textheavy". (too few)
with the
accompanying text
or appear to be
randomly chosen.
(little to no graphics)
Careful and
accurate records
are kept to
document the
source of 95100% of the facts
and graphics in
the brochure. (5+
sources are used
and cited)
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
brochure. (At
least 5 sources
are cited)
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
graphics in the
brochure. (3
sources used and
cited correctly.)
Sources are not
documented
accurately or are not
kept on many facts
and graphics. (Less
than 3 sources used
or cited correctly.)
The brochure has
exceptionally
attractive
formatting and
well-organized
information.
The brochure has The brochure has
attractive
well-organized
formatting and
information.
well-organized
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Documented
evidence of 4
editors (2 adults
and 2 students
other than the
author)
Documented
editing and
proofing by 1
adult and 1
student.
No documentation
of outside or
independent
editing/proofreading.
Grade Interpretation Option:
INSIDE RIGHT FLAP
-Religious Freedom
-Diversity
-Native American
Relations
BACK FLAP
A = 25+ pts
Documentation of
1 person other
than the author
who edits and
proofs the
brochure.
B = 19-24 pts
-Sources Cited
-Where to find more
information
* Optional
-Little Known Facts
-Unique Products
C= 14-18 pts
D= 7-13 pts
-Laws & Rules
-Cultural Nuances
-Famous People
-Must-sees or Musthaves
-Quotations
&
-Other
F = 0-6 pts