Colonial America (1607-1750)
5th Grade GLAD Unit
by Tiffany Sparks & Gaylynn Lynch, Everett Public Schools (January 2008)
This GLAD unit includes the following resources/strategies:
Process Grid
Pictorial Input Chart
 Map of the 13 Colonies (picture template)
Comparative Input Chart
 Colonist Family (picture template and notes comparing different clothing)
Big Book (see separate file; text adapted from Rosenzweig/Wyffels/Riebeek)
Chants
 13 Colonies – Hurrah, Hurrah
(sung to the tune of “When Johnny Comes Marching Home”)
 There Were 13 Colonies to Start this Land
(sung to the tune of “She’ll Be Coming ‘Round the Mountain”)
Home-School Connections (4 total)
(Note: the first prompt was adapted from Rosenzweig/Wyffels/Riebeek’s unit)
Cognitive Content Dictionary – Word List
 Freedom
 Colony
 Displacement
Inquiry Chart (to be created with students)
Colonial America Process Map
Region
Colonies
(Year Founded)
Settled By
Reasons for Establishment
Primary
Land Uses
MA - Religious Freedom (government closely tied to church)
New
England
Colonies
Massachusetts
(1620), Connecticut
(1636), Rhode
Island (1636), and
New Hampshire
(1688)
Mainly Puritans
(who came
seeking the
freedom to
practice their
own religion)
CT - Religious Freedom (founded by Thomas Hooker who
felt local church should be free to elect own leaders)
RI – Religious Freedom (founded by Roger Williams who
disagreed with MA Puritan leaders)
Mixed farming,
fishing, and crafts
and shops
NH – Part of a land grant given in 1622 to Gorges and
Mason
NY - Dutch wanted more fur trade (exploit natural resources
for wealth)
Middle
Colonies
New York (1626),
Delaware (1638),
New Jersey (1664),
and Pennsylvania
(1682)
Dutch and
Swedish; Later
English
DE – Taken from Dutch by York; given to Penn for coast
access; chartered as independent colony in 1701
NJ – Established by Dutch for trade; English took over, then
Dutch reclaimed, the English take back
Iron Making, crafts
and shops, mixed
farming
PA – Place to be Quakers in peace
VA - Settled by private companies for profit
Southern
Colonies
Virginia (1607),
Maryland (1633),
North Carolina
(1653), South
Carolina (1663),
and Georgia (1732)
Wealthy
Englishman
(who started
plantations);
Later European
farmers
MD - Founded by Calvert as a Catholic refuge
NC - Virginia colonists began to settle in 1653 as better
option for the southern farmer
SC - First settled by people from Hispaniola 1526; then in
1663 Charles II granted territory to supporters
GA - Olgethorpe asked King George II for debtors’ colony
Mixed farming,
Forestry, crafts and
shops
Pictorial Template: Map of the 13 Colonies
Pictorial Template: Colonist Family
Comparative Notes: Colonist Family
GENTLEMEN’S CLOTHING
Breeches
From the late 16th century until the early 19th century, most men wore breeches as their lower body
garment. Through the centuries breeches were seen in many forms and lengths. In the early 18th
century breeches were barely seen beneath long waistcoats and coats. By the mid-18th century they
were more noticeable beneath shorter waistcoats and open coats, and so the cut of breeches
became tighter and revealed the shape of the leg. Worn by all levels of society, breeches were made
in a great variety of silks, cottons, linens, wools, knits, and leathers. (See also Trousers)
Cloak
The cloak has been the most enduring of outer garments throughout the history of fashion. In the 18th
century a man's cloak was made with a collar at the neck, a cape over the shoulders, and hung to the
knee or below. The most usual form was circular. Cloaks were made of dense well-fulled wools, often
dyed scarlet. Other choices in fabric included worsteds, camlets, and occasionally plaids. Cloaks
were also known a "roquelaires" or "rockets." It was in the 18th century that a rival to the dominance
of the cloak appeared in the form of the great coat. (See also Great Coat)
Hat
Towards the end of the 17th century the vast wigs then worn by some men made it impractical for
them to wear the fashionable broad-brimmed hat unless necessary. Custom dictated, however, that
hats should then be carried beneath the arm. Rapidly, the hat began to be folded to make it easier to
carry (not hat shown). In the 18th century this habit and changing fashions led to many sorts of
folded or cocked hats - cocked on one, two, or three sides. It was the hat with three sides cocked that
dominated fashion and was seen in innumerable variations of adornment and proportion. While
beaver felt was the preferred material others, including wool and camel's down, were available.
Shirt
The shirt was worn as a man's undergarment, covering the body from neck to knee. Most were made
of white linen which could be very fine or very coarse. A gentleman's best shirt may have ruffles
(ruffs) at the wrist and/or breast. A laborer's shirt was sometimes made of unbleached linen or small
patterned checks and stripes. A plain shirt might serve as a nightshirt.
Shoes
Men's shoes were made in a great variety of styles and qualities. Fashionable low-heeled shoes or
pumps were of softer leather, coarse common shoes of sturdier leathers. Black was by far the most
usual color, and only occasionally were other colors seen. While buckles were the primary mode of
fastening, ties were worn for utilitarian purposes. Boots of many sorts were worn for sporting, riding
and working.
Stockings or Hose
Stockings of the 18th century were worn by men and women, and were most often knit. The knitting
frame (machine) was developed in the late 16th century and many improvements during the 18th
century increasingly forced hand knitters from their business. Fashionable stockings of silk or cotton
were generally white, and at times were decorated with knit or embroidered patterns at the ankle,
referred to as "clocks" or "clocking." More utilitarian stockings of linen, and particularly worsted wool,
were seen in colors, with blue and gray predominating. Occasionally, coarse stockings for the low
laboring sort and slaves were cut of woolen or linen cloth and sewn to fit the shape of the leg.
Stocks
A stock was a gentlemen's most formal neckwear. In fashionable dress it was universally of fine white
linen pleated to fit beneath the chin. For martial purposes it was often constructed of black leather or
woven horsehair. For the clergy the white linen stock had falling bands added. All of these forms were
buckled behind the wearer's neck. (See also Cravat and Neck Handkerchief)
LADY’S CLOTHING
Cap
The cap was worn by women and girls to dress their heads. It was a practical piece that allowed the
head to be dressed without styling the hair. At the same time it protected the hair from everyday dust
and dirt so that the hair need not be washed as frequently. A hat was tied on top of the cap when
going out. The cap could be made of linen, cotton, or even all lace. Lace and ruffles could be added
to the cap. The style of fashionable cap changed frequently.
Dress
Dress in the 18th century referred to the overall fashion for everyone and not a single garment. It was
the total look from head to toe. Full dress would refer to the most formal, fashionable look. Today the
military's most formal uniform is referred to as the full-dress uniform. (See also Fashionable Undress
and Undress)
Mitts or Mittens
In the 18th century mitts were elbow-length, fingerless gloves. Although there was a thumb, it was
open and the fingers were left free. They were usually cut with peaked flaps over the knuckles.
Embroidered floral motifs and fancy arm openings were popular adornments. Heavy mitts gave
warmth in winter and light weight ones protected the arms from the sun in summer. In the winter the
hands could be kept warm with a muff.
Petticoat
A woman's skirt-like garment worn with a gown or jacket. Most gowns were open-fronted robes
needing the addition of the petticoat to fill the gap. Quilted ones could be worn for both warmth and
fashion. Underpetticoats of linen, wool, or cotton were added for warmth.
Shift
The shift was the undermost garment worn by children and women. It served the same purpose as
the man's shirt. Made from various qualities of white linen, it had either a drawstring or plain neck, as
well as drawstrings or cuffs at the elbows. It could be plain or lace trimmed.
Shoes
Shoes were made of silk fabrics, worsteds, or leathers. Depending on current fashions, they may or
may not have had elevated heels. They would fasten by buckles, clasps or, if very utilitarian they
might have ties.
Sleeve Ruffles
Ruffles were attached to the edge of the gown sleeves to cover the elbows.
Either plain or lace trimmed ruffles, the degree of decoration and the number of ruffles varied with
fashion.
Stays
Stays were the essential foundation garment of the 18th century. They developed from the "boned
bodies" of the 17th century, and in the 19th century were to become corsets. But just as the names of
these garments changed, so did the shape and effect upon the body. The fashionable 17th century
torso was an elongated tubular trunk, with little taper and encased the bosom. Through the 18th
century stays covered the body with their conical form, lifting and supporting the bosom. In the 19th
century corsets created a curvelinear body, minimizing the waist and accentuating the bosom.
Tucker
A plain or lace ruffle stitched around the neck of a gown.
CHILDREN’S CLOTHING
Child's Gown
A back-fastening gown was worn by girls until about age twelve or fourteen, and by boys until
breeched at age four to seven years. The gown most often resembled a woman's but those worn by
boys sometimes resembled men's coats and would button center front.
Leading Strings Bands
Toddlers' gowns often had cords or strips of fabric sewn to the shoulder, which were used by adults to
guide and prevent the child from falling. They might be used on older girls' gown as a symbol of their
need for parental guidance; replaced by leading reins in the 19th century.
Pudding Cap
A padded cap was tied on the head of a child learning to walk. It protected the child's brain when it fell
and hit its head. There was a belief that if the head was hit it would be permanently soft, and falling
frequently could lead to the brain turning mushy like pudding. Toddlers were often and lovingly
referred to as "little pudding heads."
Stays
Stays were worn by children, both boys and girls, from the age of 18 months or when they were
walking well. The first stays a child wore were "soft" or lightly boned and were never tightly laced.
Stays were intended to support and round the soft rib cage. By two or a little older, the stays would be
of a heavy linen, boned with pack thread, reeds, wooden splints, or baleen. These stays fostered
good posture. Again, the lacing would be gently firm and not cinch or pinch. Boys wore them to age
four to seven years old; girls for the rest of their lives. (See also Woman's Clothing-Stays)
*****Info About Boys
Skeleton Suit (1780-1820)
A small boy's suit with the trousers buttoned onto the waist of the jacket or waistcoat was known as a
skeleton suit. It was usually high-waisted and tight fitting.
Breeching
"Breeching" was the time at which a young boy (age four to seven years old) would be taken out of
his child's gown and stays and given his first pair of breeches (adult clothing). Sometimes a party
would be given to celebrate the end of his childhood.
13 Colonies - Hurrah, Hurrah
(sung to the tune of “Johnny Come Marching Home”)
There are 13 colonies – hurrah, hurrah
Divided into 3 regions – hurrah, hurrah
There’s Southern and Middle and New England
Full of people taxed by England
And they all worked hard to make a new home here
4 New England Colonies – hurrah, hurrah
Settled by mostly puritans – hurrah, hurrah
Connecticut and Rhode Island
Massachusetts and New Hampshire
And they all worked hard to make a new home here
4 Middle Colonies – hurrah, hurrah
Settled first by the Dutch – hurrah, hurrah
New York, New Jersey, Delaware
And Pennsylvania all had crafts to share
And they all worked hard to make a new home here
Five Southern Colonies – hurrah, hurrah
Settled by wealthy Europeans – hurrah, hurrah
Maryland, Georgia, Virginia
North and South Carolina
And they all worked hard to make a new home here
There are 13 colonies – hurrah, hurrah
Divided into 3 regions – hurrah, hurrah
There’s Southern and Middle and New England
Tired of being taxed by England
And they all worked hard to make a new home here
By T. Sparks & G. Lynch
January 2008
There Were 13 Colonies to Start this Land
(sung to the tune of “She’ll Be Coming ‘Round the Mountain”)
There were 13 colonies to start this land
Divided into 3 big regions, oh how grand
There was New England, Southern, and Middle
For everyone’s cow, cat and fiddle
There were 13 colonies to start this land
Of the 3 regions, New England’s where we’ll start
Connecticut and Massachusetts were a part
And to join them was Rhode Island
With New Hampshire also smilin’
Settled by Puritans who moved around in carts
The next is Middle region don’t you know
There was New York, New Jersey, and lots of snow
Add to those the great, grand Delaware
Settled by Dutch folks who came in pairs
And last ole Pennsylvania with a lot to show
The last region to cover is the Southern
Englishmen claimed this region for their turn
Georgia, Virginia and Carolina
North and South there’s nothing finer
And for Maryland the people they did yearn
13 Colonies is where it all began
When tired of England, this is where the people ran
Too many bad rules and high taxes
Drove them to leave and swing their axes
To build up towns and cities in this great new land
By J. Lynch
January 2008
Due Date: ________________
Colonial America Unit
Home/School Connection #1
Interview your parents or an older person you know. Ask them what they know about
what was happening 400 years ago in their country of origin. Sketch and/or write what
they told you in the space below.
Parent/Guardian Signature: _____________________________
Student Signature:
_____________________________
Project GLAD
Colonial America Unit
1/2008
Due Date: ________________
Colonial America Unit
Home/School Connection #2
Tell your parents or guardians about the colonies in the New England Region (the four
colonies that made up the region, who founded each of the colonies, the major land
uses, etc.). Ask them what they know about the present-day states that were once
New England Colonies. Sketch and/or write what they told you in the space below.
Parent/Guardian Signature: _____________________________
Student Signature:
_____________________________
Project GLAD
Colonial America Unit
1/2008
Due Date: ________________
Colonial America Unit
Home/School Connection #3
Tell your parents or guardians about the colonies in the Middle Region (the four
colonies that made up the region, who founded each of the colonies, the major land
uses, etc.). Ask them what they know about the present-day states that were once
Middle Colonies. Sketch and/or write what they told you in the space below.
Parent/Guardian Signature: _____________________________
Student Signature:
_____________________________
Project GLAD
Colonial America Unit
1/2008
Due Date: ________________
Colonial America Unit
Home/School Connection #4
Tell your parents or guardians about the colonies in the Southern Region (the five
colonies that made up the region, who founded each of the colonies, the major land
uses, etc.). Ask them what they know about the present-day states that were once
Southern Colonies. Sketch and/or write what they told you in the space below.
Parent/Guardian Signature: _____________________________
Student Signature:
_____________________________
Project GLAD
Colonial America Unit
1/2008