Vanessa Cobb Stephanie Lofton Jessica Tillman Jessica Vincent Essential Question Suppose your family was setting off for the new world. What would your colonial life be like? How were the colonial people like me? Gather all of your completed activities an bind them together to form your personal Colonial Life Journal. You keep this journal for study and reference. In the Southern Colonies Standards Essential Question Timeline of the Southern Colonies? Who was here? Large Landowners Farmers Artisans Women Indentured Servants Slaves Native Americans Activity Reference Page SS4H3: The student will explain the factors that shaped British Colonial America b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. Table of Contents Imagine you were taken back in time. No more cars, no more computers, TVs, radio, or even an iPod! All you have is the wide open land! What are you going to do? How are you going to survive? How or what are you going to eat? Come along and join me on this travel back in time to see how the different economic groups made it during the early days of America! Table of Contents Virginia ~ 1607 Maryland ~ 1634 North Carolina ~ 1663 South Carolina ~ 1663 Georgia ~ 1732 Click on horse to watch video Table of Contents Large Landowners Native Americans Farmers Indentured Servants Artisans Slaves Table of Contents Women Large Landowners Owned HUGE plantations. Owners of the plantation lived in the Planters house. Their children had private teachers, and they learned to read, write, and dance. Boys were also taught classical languages, science, geography, history, and etiquette. In later years, the boys were taught how to manage the large plantation because it was handed down to them. Table of contents Girls were usually taught by a governess. They were taught enough reading, writing, and math to run a household Girls were also taught social skills in order to attract a husband. Grew tobacco, indigo, cotton, and rice. Had many buildings and workers (slaves). Boys Girls Had private teacher Had Governess Science Reading Geography Writing History Math How to run plantation Skills to find husband Most colonist lived on small farms in the backcountry. Farmers grew much of the same things as did Landowners: wheat, barley, corn, tobacco, rice, and indigo. Did not live near schools or towns.. Farmers children learned to read and write ONLY if their parents were able to teach them. Table of Contents 120 100 80 60 40 20 0 Ability to Sign Name Ability to Sign Name Upper Laborers Upper Class Class Men Women Slaves Ability to Sign Name Upper Class Men Laborers Upper Class Women Slaves Carpenters Wheelwrights Blacksmiths Shoemakers Tailors Table of Contents Women’s full time job was homemaking. cook meals make clothing doctor their family Cleaning making household goods to use and sell taking care of their animals maintaining a fire To find out about one of the recipes from colonial time, click on the underlined site. Higher Level Math.pptx Table of Contents This is a person who would sign a contract with a wealthy landowner. They would agree to work for this person typically 3 – 7 years in exchange for their transportation to the colonies, food, clothing, and a place to live. Once their contract was up, they were free to leave the plantation, but often times they would stay, and continue to work for the Planter. Table of Contents Most lived in Southern Colonies. Were treated as property, not people. Worked on Plantations. They formed close communities among themselves. Table of Contents In this area there were the Creek and Cherokee Indians. The Cherokee called Georgia "the Enchanted Land." Indians taught colonist how to grow crops on the land. Taught how to survive. Table of Contents Each student will be given a piece of a quilt. On one side of the quilt, the student will design how the quilt should look as a representation of their life if they were from one of the following groups: a farmer, large landowner, artisans, indentured servant, slave, Native American, or a woman living during the colonial times. On the back side of the quilt, students will write in narrative form about a person from the group he chose to illustrate. The student will write the reasons he would have wanted to be in that particular economic group. Students will compare/contrast their person with a group they would not have wanted to be a part of. Table of Contents http://www.socialstudiesforkids.com/articles /ushistory/13coloniespark.htm http://www.history.org/Almanack/life/trade s/tradebla.cfm www.watertown.k12.ma.us/cunniff/.../A_Southern _Pla.html http://www.angelfire.com/ca/HistoryGals/C hloe.html http://streaming.discoveryeducation.com/ Table of Contents Watch this! Vocabulary Voyage! Table of Contents 1634 Title Page Statistics Task & Roles Passages Extra Quest Standard 1607 1663 1732 Check Out These Statistics… Survival Rate: First 18 Years Population of First Colony 8,000 7,000 6,000 5,000 Surived Didn't Survive Total Population Survived 4,000 3,000 2,000 1,000 0 Didn't Survive Task & Roles Ahoy, matey! We’re going on a Vocabulary Voyage! We’re seeking hidden treasures in our text… just like the colonists found treasures in uncharted territories, we’re looking for words unknown! As a group, read your passage of the text and locate and creatively define unfamiliar or interesting words. It’s time to test your sea legs! Click on each icon below to discover your role in the treasure hunt. Vocabulary Enricher Your job is to record the interesting or unfamiliar words that the group identifies while reading the passage. Write down the word and the sentence it’s used in. Write down at least 3. Word Sentence hardships Had you known the hardships you would face, would you still have wanted to be an American colonist? 1. 2. 3. Literary Luminary Your job is to relate the new words back to the content in the passage, and provide definitions from dictionaries or other sources. Context clues Dictionary How to find definitions textbook internet Connector Your job is to use what you already know about the words to make a connection between the meaning of the words and your life. For example: Look at this short paragraph and the word unpredictable. The weather is unpredictable. Sometimes it’s hot and humid, with sudden violent winds and thunderstorms. Other times, it’s freezing! How can you connect that with your life? The weather in Georgia changes often, so it’s hard to figure out what to wear to school. Discussion Director Your job is to lead a discussion with your group about the unknown words. Some questions that you may ask are: What are some synonyms of this word? What are some antonyms of this word? How can we use this word in a new sentence? Summarizer Your job is to record the important details about your group’s unknown words and report them to the whole class. STOP Stop here! STOP Click on your group’s assigned passage and begin your treasure hunt. After your groups is finished with the tasks, click here. Passage 1 Passage 2 Passage 3 Passage 4 Passage 5 Passage 1 Passage 2 Passage 3 Passage 4 Passage 5 Congratulations! Your treasure hunt is complete! You’ve found unknown words and made them treasures of your own. Put your group’s work together to use as a map for the next time you come across these words. Ready for Another Quest? Test your survival skills here: Standard ELAR3: The student understands and acquires new vocabulary and uses it correctly in reading and writing. (The Southern Colonies) Table of Contents What do you need to know? 1634 Southern Crops 1607 Exploring Area Time to Think Design Your Own Fields 1663 1732 crops land planting harvest The Southern Colonies’ Main Crops Virginia & Maryland Tobacco Georgia Cotton Georgia & Carolinas Sugar Cane South Carolina Indigo Indigo The Southern Colonies’ Main Crops Tobacco Click to watch video Cotton Sugar Cane Main Crops Exported in Southern Colonies Cotton Tobacco Sugar Cane Indigo Farmers and plantation owners during colonial times needed to know exactly how much land they had to grow crops on. To do so, they had to find the area of their fields. What is Area? Is the area represented by the black line that outlines the figure or the blue part inside it? If you said that area is the blue part inside the figure, you are RIGHT! The black line around the figure is the perimeter. area area area 9… that’s right! How many So, the area for this blocks are in square is 9 square the square? blocks. What is the length = 3 blocks length of this width = 3 blocks square? What’s the width? Width Length 1 2 3 Width = 13 units 4 5 Length = 13 units 2 3 4 5 6 7 8 9 10 11 12 13 To quickly find the area of a square or rectangle, multiply the length x width 6 7 8 9 10 11 12 13 Remember the answer is always ___ square units. 13 units Length 1 Area width 3 4 5 2 3 4 13 units Try it! What’s the area? 2 5 6 7 8 9 13 11 X 13 12 39 13 +130 169 square units 10 6 7 8 9 10 11 12 13 Let’s say you wanted to grow tobacco in a field that is a rectangle. If you know that the length of the field is 64 feet and the width is 43 feet, what is the area of the tobacco field? 1. Draw a picture to represent the tobacco field. 2. Label the length and width. 3. Solve for the area of the field. Don’t forget to write the units, which in this case is square feet. Stop! Take a few minutes to work on the problem! You have an empty space on your farm with an area of 970 square feet. Is there room to plant your sugar cane crops that have to be planted in a square field with a length of 31 feet and width of 31 feet? 1. Draw a picture to represent the rice field. 2. Label the length and width. 3. Solve for the area of the rice square field. 4. Write a sentence telling whether or not the rice field will fit in the empty space and why. I have a job for you… 1. Get a handout, graph paper , a pencil, and a partner. 2. Draw a field on your graph paper that has the length of 30 inches and width of 25 inches. 3. Divide your field into 3 spaces: tobacco, cotton, and sugar cane. 4. Answer the questions from the handout. G Get Started To get you started: 3 fields on graph paper example: Cotton Tobacco Sugar Cane Bar graph example: Area of Crop Fields 31 30 29 28 27 26 25 24 23 22 Cotton Tobacco Sugar Cane Cotton Tobacco Sugar Cane Georgia Performance Standards: M4N3: Students will solve problems involving multiplication of 2-3 digit numbers by 1 or 2 digit numbers. M4P2: Students will make connections among mathematical ideas and to other disciplines. Did you ever wonder what it was like to be a kid in George Washington's time? What did kids do? What was school like? What games did they play? What was life like for them? • • • • • • • Standards Essential Question Schooling My first job Map of Southern Colonies. Hobbies Resources Standards • ELAR3: The student understands and acquires new vocabulary and uses it correctly in reading and writing. • ELA4W1: b. Writes texts of a length appropriate to address the topic or tell the story. IMAGINE If we had a time travel machine and could bring Nathan Smith to 2009, what do you think Nathan would have questions about? What would you want to learn from him? Colonial schools were small and had only one room. There was a schoolmaster who taught everyone. Boys went to school longer than girls. Nice handwriting was considered more important than spelling. If you did not behave in colonial school, you were severely punished. Colonial school was very hard! Click here to see a video about our education What we learned in my school. At school we are taught to read, write, and do some arithmetic, which is like math. We need to learn this because then we can read the bible, write letters to people and keep track of our amount of money. Our town is considered lucky to have a schoolhouse because most towns don’t have one. If we didn’t have a school our parents would teach us some things. Then we would probably have the same job that our father has when we grow up. Here’s what I used to write with. This is my quill pen. Remember, nice handwriting was important! This is my hornbook. Hornbooks are wooden paddles that have the lower case and upper case alphabet, and a scripture on it. Then the hornbook is covered with a thin covering of horn from a ram. Ps. We had to be at school by 7A.M. We also had school Mon-Saturday! In addition to school, we have other responsibilities. The girls help around the house, and the boys learn a trade or find a job. I just got my first job. Click the Post Office below to find out what job I got and how you can help me solve my problem! Here’s a map of the Southern colonies: Georgia, South Carolina, North Carolina, Virginia, and Maryland. This map shows the different resources that each colony has. As you can see, my colony’s emphasis is Indigo, pigs, and rice. Do you remember what state I’m from? See if you can guess based on the resources I’ve told you we have. When the Colonies were established. 1634 1607 1663 1663 1732 Maryland Virginia North Carolina South Carolina Georgia Tobacco Tobacco Tobacco Indigo Indigo Pigs Pigs Pigs Pigs Corn Corn Corn Naval Stores Naval Stores Rice Rice Rice Pigs Naval Stores Rice Corn Indigo Tobacco I know what you’re thinking: did the colonial children work and study all the time? NO! Here are some things that we do: •Foot races •Shooting contests •Corn husking contests •Quilting bees •Horse races •Puppet shows •Kite making This is a picture of my little sisters playing with their toys Children also have toys made for them. They have miniature soldiers and cannons. They have store bought marbles, and musical instruments. This will show you how I spend an average day. According to this chart, how do I spend most of my time? •http://streaming.discoveryeducation.com/ •http://www.youtube.com/watch?v=vU_j05vVG4&feature=related •http://www.kidinfo.com/american_history/colo nization_colonial_life.html •http://www.noahwebsterhouse.org/games.html Click on the picture! Settlement Building in the Southern Colonies Table of Contents Title Slide Task ToolsTools Examples Simple Machines Lever Inclined Plane Wedge Pulley Screw Wheel and Axle Resource Chart Build a Machine! Process Standard Hi! I’m William Henry. Thank you for joining me in the journey to build our colony! We need all the help we can get! Fun Fact! These were the original colonies: Virginia- est. 1607 Maryland- est. 1634 Carolinas- est. 1663 Georgia- est. 1732 Suppose you lived in the southern colonies and your job was to build a settlement like the one we saw in the video in North Carolina. How would you do this? What tools would you use? What if you had to move the materials for the structures many miles? What would you do? Tools Colonists needed tools to clear land, build their settlement, and farm, much like today. Though some colonial tools look a little different from those we use today, they were just as important and performed many of the same tasks. Can you think of some tools that we use today? How do we use them? You probably thought of some of the tools that are shown below. These tools are called simple machines. Simple Machines a simple machine is any tool that only requires the application of a single force to work. It is a tool used to make work easier. Simple machines use a force (a push or a pull) to move a load. Hmmm… so, what does that mean? Think about it for a minute, then watch the video below to discover more about simple machines. click here! So, let’s review… Lever A hammer is an example of a lever. Levers are used to exert a large force over a small distance at one end by exerting only a small force over a greater distance at the other. Colonists used hammers on everything from building houses to shaping metal. Inclined Plane The inclined plane is a surface set at an angle against a horizontal surface. The inclined plane lets us move a large or heavy object by applying a smaller force through a longer distance than the load is to be raised. Wedge Axes and hatchets are examples of wedges. The colonists used them for cutting down trees and working them into useful pieces of wood. The felling axe, which has a long narrow blade, was used to chop down trees and cut off limbs. Pulley Pulleys are clever devices that allow you to lift large weights with much smaller forces. Screw A screw depends upon another machine (the lever) for its operation. It can be looked at as a twisted wedge that gets its power from being turned by a lever. In other words, it is a cylinder with an inclined plane wrapped around it. It can raise weights and it can press or fasten objects. Wheel and Axle A wheel and axle is really two machines in one because you can use each part in different ways. The first way is to roll something along. Wheels help you move an object across the ground because they cut down on the amount of friction between what you're trying to move and the surface you're pulling it against. The axle is the object that attaches the wheel to the object it's moving. The second way of using a wheel is like a lever in the round. A door knob or a faucet on a sink are really round levers, and the fulcrum is in the middle where the axle turns. RESOURCE CHART SIMPLE MACHINES LEVER INCLINED PLANE WHEEL AND AXEL SCREW PULLEY WEDGE WHAT IT IS A stiff bar that rests on a support called a fulcrum HOW IT HELPS US WORK Lifts or moves loads EXAMPLES Shovel, nutcracker, seesaw, crowbar, elbow, tweezers, bottle opener A slanting surface connecting a lower level to Things move up or a higher level down it Slide, stairs, ramp, escalator, slope A wheel with a rod, called an axel, through its Lifts or moves loads center: both parts move together Car, wagon, doorknob, pencil sharpener, bike An inclined plane wrapped around a pole A grooved wheel with a rope or cable around it An object with at least one slanting side ending in a sharp edge Screw, jar lid, Holds things together vise, bolt, drill, or lifts corkscrew Moves things up, down, or across Curtain rod, tow truck, miniblind, flag pole, crane Cuts or spreads an object apart Knife, pin, nail, chisel, ax, snowplow, front of a boat Build a simple machine! Click Here! Process Now you know what kinds of tools the colonists needed and used to build their settlements. For your book, write about how you could use simple machines to design and build your own settlement. What kinds of buildings would you build? How would you use your tools to accomplish this? Please include at least 3 of the 6 simple machines that you’ve discovered and learned about. Good job! Standard S4P3a Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object. a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).