Grade 3 Core Knowledge Language Arts® • Listening & Learning™ Strand Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell Colonial America Colonial Colonial America Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GRADE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. 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Table of Contents Colonial America Tell It Again!™ Read-Aloud Anthology Alignment Chart for Colonial America . .v Introduction to Colonial America . .1 Lesson 1: The English Colonies. 15 Lesson 2: The Founding of Jamestown . 32 Lesson 3: Jamestown and the Powhatan . 47 Lesson 4: Cash Crops, the Carolinas, and Slavery . 64 Lesson 5: The Founding of Maryland and Georgia . 80 Lesson 6: Religious Freedom and the First Thanksgiving . 97 Lesson 7: Religious Dissent and the New England Colonies . 113 Pausing Point 1 . 127 Lesson 8: The Middle Colonies . 136 Lesson 9: Pennsylvania and the Quakers. 150 Lesson 10: Colonial Life . 167 Lesson 11: The Road to Revolution, Part I . 184 Lesson 12: The Road to Revolution, Part II . 198 Pausing Point 2 . 214 Domain Assessment. 224 Appendix . 227 Alignment Chart for Colonial America The following chart contains core content objectives addressed in this domain. It also demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Lesson Alignment Chart for Colonial America 123456789101112 Core Content Objectives Describe the impact Spanish, French, Dutch, and Portuguese exploration and conquest in the Americas had on the English and their decision to settle parts of North America List and locate the three colonial regions: New England, Middle Atlantic, and Southern Locate the thirteen colonies of colonial America, and identify each by region Locate and identify Charleston, Boston, New York, and Philadelphia as important colonial cities, and explain why they flourished Locate Roanoke Island in the Southern region, and identify it as a failed English colonization attempt Explain why Roanoke is known as the Lost Colony Describe some of the reasons people came to North America from England and other countries Explain some of the early challenges faced by the English in establishing colonies in North America Describe how everyday life and economic industries in the three colonial regions were shaped by geography and climate Describe the relationship between the colonists and Native Americans Describe the role of slavery in the colonial time period and why the Southern colonies relied so much more heavily upon enslaved labor than the Middle and New England colonies Identify some of the key people relative to the settlement of each colony Describe the industries and other characteristics of the three colonial regions Identify Jamestown as the first permanently settled English colony in North America, and recall that it was established in 1607 Identify the Discovery, Susan Constant, and Godspeed as the three ships that brought the English settlers to Jamestown Colonial America | Alignment Chart v © 2013 Core Knowledge Foundation Lesson Alignment Chart for Colonial America 123456789101112 Explain the term starving time as it relates to the Jamestown colony Identify the three cash crops and their importance in the Southern colonies: tobacco, rice, and indigo Compare and contrast indentured servants and enslaved laborers Identify 1619 as the year the first-known African laborers were brought to the colonies Explain that the first Africans in the English colonies came to Jamestown as indentured servants, not enslaved laborers Identify the three points of the triangular trading route—Europe, West Africa, and North America—and the leg known as the Middle Passage Compare and contrast the Pilgrims and the Puritans Identify 1620 as the year the Pilgrims came to Plymouth on the Mayflower Explain why Roger Williams and Anne Hutchinson were considered religious dissenters Recall that John Cabot and Henry Hudson had previously explored North America for England and the Netherlands, respectively Explain why the Middle colonies were called “the breadbasket” Explain that the Lower Counties of Pennsylvania became the colony of Delaware Provide reasons why the Middle Atlantic became one of the fastest growing regions in colonial America Describe everyday life in the colonies Compare and contrast colonial life with the present day Describe the many conflicts among the French, English, and Native Americans Describe why the colonists began to feel less and less like Europeans Describe some of the events that led to the American Revolution Explain the statements “no taxation without representation”; “one, if by land, and two, if by sea”; “the shot heard round the world”; and “Give me liberty, or give me death!” vi Colonial America | Alignment Chart © 2013 Core Knowledge Foundation Lesson Alignment Chart for Colonial America 123456789101112 Identify some of the colonial leaders, and explain why they became known as the Founding Fathers of the United States Identify July 4, 1776, as the date the Founding Fathers agreed to the Declaration of Independence Reading Standards for Informational Text: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RI.3.1 answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational read-aloud Ask and answer questions, orally or in writing, that require making interpretations, judgments, CKLA or giving opinions about what is heard in a Goal(s) nonfiction/informational read-aloud, including asking and answering why questions that require recognizing or inferring cause/effect relationships Determine the main idea of a nonfiction/ informational read-aloud; recount the key details and explain how they support the main idea Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical STD RI.3.3 procedures in a text, using language that pertains to time, sequence, and cause/effect. With assistance, create and/or interpret timelines and lifelines related to content in a nonfiction/informational read-aloud Sequence four to six pictures or sentences illustrating/describing events from a nonfiction/ informational read-aloud Describe the relationship between a series CKLA of historical events, scientific ideas or Goal(s) concepts, or steps in technical procedures in a nonfiction/informational read-aloud, using language that pertains to time, sequence, and cause/effect Distinguish nonfiction/informational read- alouds that describe events that happened long ago from those that describe contemporary or current events Colonial America | Alignment Chart vii © 2013 Core Knowledge Foundation Lesson Alignment Chart for Colonial America 123456789101112 Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area. Determine the literal and nonliteral meanings of and appropriately use common sayings and phrases CKLA Goal(s) Determine the meaning of general academic and domain-specific words and phrases in a nonfiction/informational read-aloud relevant to a Grade 3 topic or subject area STD RI.3.6 Distinguish their own point of view from that of the author of a text. CKLA Distinguish their own point of view from that of Goal(s) the author of a text Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., where, when, why, and how key events occur) CKLA Goal(s) Use images (e.g., maps, photographs) accompanying a nonfiction/informational