John Winthrop,
Oliver Cromwell, and the Land of Promise
Study
Guide
This study guide is designed to enhance students’ mastery of key content and skills in social studies, language arts, and other disciplines through examination of the Puritans and their legacy. It is intended to be used in conjunction with John Winthrop, Oliver Cromwell, and the Land of Promise by Sibert Award-winning author Marc Aronson, along with other materials. The lessons will compliment curriculum in the social studies, particularly early colonial Anglo-American history (including key figures in the history of religious toleration, Anne Hutchinson and Roger Williams) and the rise of representative institutions. Each lesson is designed with multiple objectives in mind, to make the most efficient use of teachers’ time.
The guide consists of four lesson plans drawn from topics investigated in John Winthrop, Oliver Cromwell, and the Land of Promise:
· America, Land of Promise
· Anne Hutchinson’s Trial: Conscience in Conflict
· Roger Williams and John Winthrop
Within each lesson plan you will find all or most of the following information:
· Synopsis of lesson
· National curriculum standards met by this lesson (based on Mid-continent Research for Education and Learning standards and benchmarks, www.mcrel.org)
· Time required
· Materials needed
· The lesson (with lesson-starter and lesson procedures)
· Additional resources
· Interdisciplinary activities
Although the study guide is designed so that the four lesson plans provide an integrated course of studies, it is not expected that students will complete all the listed activities. Teachers may assign selected activities to their classes, allow students to choose an activity for themselves, or set up independent learning centers with the material needed for suggested activities. Also, teachers may wish to give students the opportunity to earn extra credit by completing some activities as independent work. Recognizing the time and accountability constraints facing classroom teachers, we encourage you to select and adapt the John Winthrop, Oliver Cromwell, and the Land of Promise activities that best meet your students’ needs and abilities, curriculum requirements, and your teaching style.
This study guide was written by Jean M. West, an education consultant in Port Orange, Florida.
I. Land of Promise
This lesson examines the origins, elements, and evolution of the theme “America, the Land of Promise.” One of the central questions which link the Puritan experience on both sides of the Atlantic Ocean is “Where could a searching soul find true Heaven on earth?” Students will investigate how the Puritan’s view that they were the chosen people, on a mission of destiny, striving for perfection in the Promised Land, judged by man and God has evolved over time. They will also consider the legacy of “America, the Land of Promise,” in the contemporary view Americans have of themselves and the United States. Teachers may choose to use this lesson as a thematic framework for a survey course of American history, either completing all the activities as the initial unit of the school year, or introducing the theme and then returning to it as a touchstone throughout the academic year. This lesson is designed to be used in conjunction with John Winthrop, Oliver Cromwell, and the Land of Promise. The lesson is most appropriate for high school students, grades 9-12.
Mid-continent Research for Education and Learning has created standards and benchmarks for language arts, math, science, geography, economics, and history.
This lesson meets Level IV (Grades 9-12) standards and benchmarks for:
United States History Standard (3rd Ed.) for Era 2 – Colonization and Settlement (1585-1763) including benchmarks:
3. Understands characteristics of religious development in colonial America (e.g., the
presence of diverse religious groups and their contributions to religious freedom;
the political and religious influence of the Great Awakening; the major tenets of
Puritanism and its legacy in American society; the dissension of Anne Hutchinson
and Roger Williams, and Puritan objections to their ideas and behavior)
4. Understands the characteristics of the social structure of colonial America (e.g.,
the property rights of single, married, and widowed women; public education in
the New England colonies and how it differed from the southern colonies,
different patterns of family life; different ideas among diverse religious groups,
social classes, and cultures; different roles and status of men and women)
5. Understands the similarities and differences in colonial concepts of community
(e.g., Puritan’s covenant community, Chesapeake colonial emphasis on
individualism)
Historical Understanding (3rd Ed.) Standard 2: Understands the historical perspective including benchmarks:
1. Analyzes the values held by specific people who influenced history and the role
their values played in influencing history
2. Analyzes the influences specific ideas and beliefs had on a period of history and
specifies how events might have been different in the absence of those ideas and
beliefs
Language Arts (4th Ed.) Standard 4: Gathers and uses information for research purposes including benchmarks:
3. Uses a variety of primary sources to gather information for research topics
4. Uses a variety of criteria to evaluate the validity and reliability of primary and
secondary source information (e.g., the motives, credibility, and perspectives of
the author; date of publication; use of logic, propaganda, bias, and language;
comprehensiveness of evidence)
This lesson will probably take three to five class periods if taught as a complete unit, depending on the amount of reading and written work assigned outside of class.
John
Winthrop, Oliver Cromwell, and the Land of Promise
Land of Promise Worksheet
Lesson-Starter
1. Ask students to examine the photographs and captions for John Winthrop’s home at Groton Manor, Suffolk, England on p. 25 and a reproduction of John Endicott’s Puritan-era home in Salem on p. 44.
2. Invite them to make comparisons between the two structures and to hypothesize why John Winthrop would have left his English manor to pioneer a new life in the wilderness of the New World.
Procedures
1. Direct the class to read “Why This Book,” pp. XIII-XIV; “Chapter Two—John Winthrop,” pp. 23-34; “Chapter Three—Land of Promise,” pp. 35-49; and “Epilogue,” pp. 167-172. Ask students to take notes of examples of Puritan beliefs in the left column of the Land of Promise Worksheet at the end of this lesson.
2. Explain to students that they will be tracing the Puritan belief in America as a Land of Promise by selecting and investigating one later document in U.S. history or literature which touches on the theme. Students may work as individuals or in teams of two to trace how the theme has evolved or transformed in these writings. They will take notes in the right hand column of the worksheet and answer the questions at the end. Possible documents/books they might look at include:
· Declaration of Independence (1776)
· Hector St. John de Crevecoeur’s Letters from An American Farmer, third essay, “What then is the American, this new man?” (1782)
· Samuel Stennett’s hymn “Bound for the Promised Land” (1787)
· James Madison, The Federalist Papers, No.14 (1787)
· Thomas Jefferson, letter to James Madison calling farmers the “chosen of God,” (1787) and/or First Inaugural Address (1801)
· James Madison, First Inaugural Address (1809)
· Francis Scott Key, lyrics to all four stanzas, “The Star Spangled Banner” (1814)
· Washington Irving, beginning paragraphs of “The Legend of Sleepy Hollow” (1820)
· James Fennimore Cooper, “The Prairie,” Chapter I (1827)
· Alexis de Tocqueville, Democracy in America, Vol. I, “Origin of the Anglo-Americans” (1835)
· Andrew Jackson’s farewell address (1837)
· Ralph Waldo Emerson’s oration “On the American Scholar” (1837)
· John O’Sullivan’s article on Manifest Destiny, “The Great Nation of Futurity” (1839)
· The conclusion of Henry David Thoreau’s Walking (1851)
· Walt Whitman’s collection of poems, Leaves of Grass, including “I Hear America Singing,” “American Feuillage,” “One Song, America, Before I Go,” and “Pioneers! O Pioneers!” (first published,1851; full edition 1900)
· Abraham Lincoln’s concluding paragraphs of his Annual Address to Congress (1862), Gettysburg Address (1863), and/or Second Inaugural Address (1865)
· Emanuel Gottlieb Leutze’s mural, Westward the Course of Empire Takes its Way (1861) and Albert Bierstadt’s painting, Discovery of the Hudson River (1874); both located in the U.S. Capitol building
· Emma Lazarus’ “The New Colossus” poem, placed on the Statue of Liberty (1883)
· Frederick Jackson Turner’s thesis, “The Frontier in American History” (1893)
· Theodore Roosevelt, Inaugural Address (1905)
· Mary Antin’s The Promised Land (1912)
· Carl Sandburg’s poems including “Smoke and Steel,” and “The Sins of Kalamazoo” (1922)
· The conclusion of F. Scott Fitzgerald’s The Great Gatsby (1925)
· Langston Hughes’ poems “I, Too, Sing America” (1925) and “Let America Be America Again” (1938)
· Stephen Vincent Benét’s short story, “The Devil and Daniel Webster” (1936)
· John Steinbeck’s Grapes of Wrath (1939)
· Franklin D. Roosevelt’s “Four Freedoms” State of the Union address to Congress (1941)
· Allen Ginsberg’s poems “A Supermarket in California” (1955) and “Crossing Nation” (1968)
· Leonard Bernstein/Stephen Sondheim’s song “America” from the musical West Side Story (1956)
· Claude Brown’s Manchild in the Promised Land, 1965
· Martin Luther King’s speech “The American Dream”(1961) or his collections of sermons, Strength to Love (1963), or his final speech in Memphis (1968)
· Roderick Nash’s “The Cultural Significance of the American Wilderness” (1969)
· The final four paragraphs of Ronald Reagan’s farewell address (1989)
· Wallace Stegner’s “Variations on a Theme by Crevecoeur” in Where the Bluebird Sings to the Lemonade Springs (1992)
· George W. Bush, Remarks at the National Cathedral (September 14, 2001)
3. Collect the worksheets and make a notation of the works studied for reference. The teacher should decide whether to have students share their findings in class all at once or whether they wish students to present their findings during the course of the school year. Return worksheets to students so they may refer to them in their discussion, according to the preferred schedule. If students will need to refer to their worksheets several months after the initial activity, provide them the worksheet several days in advance so they can refresh their memory about the work they have examined. Encourage students to relate the work they have examined to the original Puritan “Land of Promise” as well as later interpretations presented by other students.
1. The culminating activity will be for students to write a paper tracing the evolution of the concept of “America, the Promised Land” from Puritan settlement to the present or to write an essay on the state of “America, the Promised Land” today. This paper should be assigned after all the students have had the opportunity to hear the ideas articulated over the course of U.S. history by a wide range of American writers and observers.
2. The students’ papers may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:
|
|
Excellent |
Good |
Fair |
Not Satisfactory |
No Work |
Historical Comprehension
10 points |
(10) Written assignment
demonstrates excellent historical
·
analysis of
information ·
command of facts ·
synthesis of
information ·
interpretation |
(9-8) Written assignment demonstrates good historical
·
analysis of
information ·
command of facts ·
synthesis
of information
·
interpretation
|
(7-6) Written
assignment shows fair historical
·
analysis of
information ·
command of facts ·
synthesis
of information
·
interpretation
|
(5-1) Written
assignment shows little historical
·
analysis of
information ·
command of facts ·
synthesis
of information
· interpretation |
0 |
Technical Writing Skills
10 points |
(10) Written assignment
shows excellent
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar, spelling,
punctuation |
(9-8) Written
assignment shows good
·
compositional
structure ·
sentence structure and
variety ·
vocabulary
use
·
grammar,
spelling, punctuation
|
(7-6) Written
assignment shows adequate
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar,
spelling, punctuation
|
(5-1) Written
assignment shows inadequate
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar,
spelling, punctuation
|
0 |
Books
Heimert, Alan and Andrew Delbanco, eds., The Puritans in America: A Narrative Anthology. (Cambridge, MA: Harvard University Press, 1985).
Kishlansky, Mark. A Monarchy Transformed: Britain 1603-1714. (London and New York: Penguin, 1997).
Morgan, Edmund Sears. The Puritan Dilemma: The Story of John Winthrop. (Boston: Little, Brown, 1958).
Internet Resources
The Massachusetts Historical Society: Winthrop Papers Project, http://www.millersv.edu/~winthrop/
Reuben, Paul P. "Chapter 1: Early American Literature to1700 - John Winthrop." PAL: Perspectives in American Literature- A Research and Reference Guide. Site hosted by California State University-Stanislaus. http://www.csustan.edu/english/reuben/pal/chap1/winthrop.html
The Winthrop Society: Descendants of the Great Migration, http://www.winthropsociety.org/
The Winthrop Fleet of 1630 by Charles Banks, transcription, http://www.usigs.org/library/books/ma/WinthropFleet/WinthropFleet1630.html
Music
The themes of America as a land of promise and Americans as a chosen people have inspired composers and lyricists since the beginning of the nation. Students may wish to examine the treatment of these themes in music. Some may prefer to trace it over time by collecting a dozen or more examples. Others may wish to focus on a single work (such as My Country ‘Tis of Thee, lyrics by Samuel F. Smith; The Battle Hymn of the Republic, lyrics by Julia Ward Howe; America, the Beautiful by Katherine Lee Bates; Over There by George M. Cohan; God Bless America by Irving Berlin; This Land is Your Land, by Woody Guthrie; America by Neil Diamond; Born in the U.S.A. by Bruce Springsteen; or God Bless the U.S.A. by Lee Greenwood) or an individual composer (such as Aaron Copland who produced Fanfare for the Common Man, Lincoln Portrait, and Appalachian Spring).
Art/Graphic Design
The currency and bills of the United States try to incorporate through words and images the theme of America as a land of promise and Americans as a chosen people. Ask students to identify and analyze the images and words on the back of the $1 bill. (A Latin teacher may collaborate to help with the translation.) Redesign the back with images that might better capture the imagination of Americans today.
Media/Communications
a) Contemporary pop culture continues to be infused with the theme of America as a land of promise and Americans as a chosen people. Students may wish to collect examples from sports and entertainment, or may wish to keep a log of examples that are incorporated in television advertising over the course of several hours during a weekend. Ask students to analyze why these themes continue to appeal to audiences and consumers far removed from the Puritans and John Winthrop.
b) Rhett Butler, in the classic film Gone with the Wind, tells Scarlett O’Hara, “You get your strength from this red earth of Tara, Scarlett. You're a part of it. It's a part of you.” American film has returned again and again to the American land and landscape for inspiration and to explore the relationship of the American people and the land, from Pare Lorentz’s The Plow that Broke the Plains to John Ford’s Grapes of Wrath or Kevin Costner’s Dances with Wolves. Ask students to create a select list of ten films that explore this relationship. In addition to creating the list, the student should annotate each film with a paragraph explaining how the film-maker portrayed and explored the relationship between the American land and its people.
Student Name ___________________________________________________________
Name of work studied _____________________________________________________
|
Beliefs |
Puritan Examples |
My Selection’s Examples |
|
A chosen people |
|
|
|
A mission of destiny |
|
|
|
Striving for perfection |
|
|
|
Judged by other humans and the Deity |
|
|
|
A promised land |
|
|
Questions
a) How does your selection relate to the Puritan themes?
b) Are there variations, evolutions, or transformational changes to the Puritan theme(s) in the selection you examined? If so, explain what they are.
II. Anne Hutchinson’s Trial: Conscience in Conflict
Anne Hutchinson tested how the Puritans would deal with challenges of conscience. Individual revelation might strengthen faith and assist the community to be God’s chosen or it could undermine God’s laws and threaten the common good. This lesson is designed so students can use material in John Winthrop, Oliver Cromwell, and the Land of Promise to learn the story of Anne Hutchinson, her trial, and punishment. The lesson is most appropriate for high school students, grades 9-12.
Mid-continent Research for Education and Learning has created standards and benchmarks for language arts, math, science, geography, economics, and history.
This lesson meets Level IV (Grades 9-12) standards and benchmarks for:
United States History Standard (3rd Ed.) for Era 2 – Colonization and Settlement (1585-1763) including benchmarks:
2. Understands how gender, property ownership, religion, and legal status affected
political rights (e.g., that women were not allowed to vote even if they held
property and met religious requirements)
3. Understands characteristics of religious development in colonial America (e.g., the
presence of diverse religious groups and their contributions to religious freedom;
the political and religious influence of the Great Awakening; the major tenets of
Puritanism and its legacy in American society; the dissension of Anne Hutchinson
and Roger Williams, and Puritan objections to their ideas and behavior)
4. Understands the characteristics of the social structure of colonial America (e.g.,
the property rights of single, married, and widowed women; public education in
the New England colonies and how it differed from the southern colonies,
different patterns of family life; different ideas among diverse religious groups,
social classes, and cultures; different roles and status of men and women)
5. Understands the similarities and differences in colonial concepts of community
(e.g., Puritan’s covenant community, Chesapeake colonial emphasis on
individualism)
Historical Understanding (3rd Ed.) Standard 2: Understands the historical perspective including benchmarks:
1. Analyzes the values held by specific people who influenced history and the role
their values played in influencing history
2. Analyzes the influences specific ideas and beliefs had on a period of history and
specifies how events might have been different in the absence of those ideas and
beliefs
This lesson will probably take one class period, depending on the amount of reading and written work assigned outside of class.
John Winthrop, Oliver Cromwell, and the Land of Promise
Lesson-Starter
1. Ask students to define “conscience” in their own words. Record ideas on the chalkboard, a flipchart or an overhead transparency. Develop a definition which reaches class consensus for “conscience.”
2. Direct the class to read the exchange between John Winthrop and Anne Hutchinson on page 68 and the paragraph discussing the way the word “conscience” was used in the 17th century.
3. Ask
students to write a journal entry or position paper clarifying for themselves
their own answers to the key questions raised in the trial:
·
What is conscience?
·
Who should determine what the universal and perfect
laws of God are – the individual, the godly community, or the king?
·
Can order survive if every individual creates their own
higher law?
Procedures
1. Ask students to read “Chapter Five, Spirit” pp. 63-74. If the school or library has a copy of the 1965 Profiles in Courage 50-minute television dramatization of Anne Hutchinson’s life and trial featuring Wendy Hiller, the teacher may wish to show the film to the class. For students with higher interest and computer access, the full 1637 transcript of “The Examination of Mrs. Anne Hutchinson at the Court at Newton” is available at a number of sites on the Internet including: http://personal.pitnet.net/primarysources/hutchinson.html. A rebuttal to Anne Hutchinson’s religious theories written by Thomas Welde in 1644 can be found at http://www.piney.com/ColAnnHutch.html.
2. As they read the chapter, students should answer the following questions:
a. What was the Puritans’ attitude towards the role of women in society and religion? (Additional information about Puritan and 17th century perceptions of women are discussed on pp. 10, 20, 28-30, 59, 108, 130, 149-150, and 156.)
b. What did the Puritans believe about the responsibilities they were supposed to undertake as part of their covenant with God?
c. How did the Puritans feel about the religious persecution they had experienced at the hands of the Stuart kings? (Additional material is located on pp. 11-18.)
d. What kind of threat(s) did Anne Hutchinson pose to the Puritan leadership? Consider not only theology and political order, but also challenging notions about the proper role of women.
e. How did the Puritans feelings about women, covenants, and religious persecution come together during the trial of Anne Hutchinson? (Additional discussion is located on pp. 39-41, 48-49, 156-159.)
3. Brainstorm a list of topics that today are characterized as “matters of conscience.” Ask students to consider those occasions when there is conflict between competing matters of conscience, such as between freedom of religion and health (Christian Scientists and other religious groups who refuse blood transfusions or inoculations); freedom of religion and security (Muslim women who do not want to remove the hijab or veil for drivers’ license photographs or pre-flight boarding); freedom of the press and security (journalists who publish or broadcast information that may put soldiers or civilians at risk); public servants who refuse orders (hospital workers who will not leave their family during a hurricane, or police officers who will not arrest the homeless, or soldiers who refuse to take anthrax vaccine.) Ask the class which topics meet the threshold of their consensus definition of “conscience.”
1. Ask each student to write a position paper or opinion essay answering the question: Is the conflict between individual conscience and the security of society as irresolvable today as it was in 1637?
2. The students’ papers may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:
|
|
Excellent |
Good |
Fair |
Not Satisfactory |
No Work |
Historical Comprehension
10 points |
(10) Written assignment
demonstrates excellent historical
·
analysis of
information ·
command of facts ·
synthesis of
information ·
interpretation |
(9-8) Written assignment demonstrates good historical
·
analysis of
information ·
command of facts ·
synthesis
of information
·
interpretation
|
(7-6) Written
assignment shows fair historical
·
analysis of
information ·
command of facts ·
synthesis
of information
·
interpretation
|
(5-1) Written
assignment shows little historical
·
analysis of
information ·
command of facts ·
synthesis
of information
· interpretation |
0 |
Technical Writing Skills
10 points |
(10) Written assignment
shows excellent
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar, spelling,
punctuation |
(9-8) Written
assignment shows good
·
compositional
structure ·
sentence structure and
variety ·
vocabulary
use
·
grammar,
spelling, punctuation
|
(7-6) Written
assignment shows adequate
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar,
spelling, punctuation
|
(5-1) Written
assignment shows inadequate
·
compositional
structure ·
sentence structure and
variety ·
vocabulary use ·
grammar,
spelling, punctuation
|
0 |
Books
Delbanco, Andrew. The Puritan Ordeal. (Cambridge, MA: Harvard University Press, 1989).
Hall David. Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England. (New York: Knopf, 1989).
Hall, David D., ed. The Antinomian Controversy, 1636-1638: A Documentary History. (Durham, NC: Duke University Press, 1990).
Kamensky, Jane. Governing the Tongue: The Politics of Speech in Early New England. (New York: Oxford University Press, 1997).
LaPlante, Eve. American Jezebel: The Uncommon Life of Anne Hutchinson, the Woman who Defied the Puritans. (San Francisco, CA: HarperSanFrancisco, 2004).
Winship, Michael P. Making Heretics: Militant Protestantism and Free Grace in Massachusetts, 1636-1641. (Princeton, NJ: Princeton University Press, 2002).
Internet Resources
The Anne Hutchinson Website http://www.annehutchinson.com/Default.htm
The Examination of Mrs Anne Hutchinson at the Court at Newton, 1637 http://personal.pitnet.net/primarysources/hutchinson.html
17th Century Colonial New England, http://www.17thc.us/
The Heresies of Anne Hutchinson and Her Followers, Thomas Welde, 1644 http://www.piney.com/ColAnnHutch.html
Anne Hutchinson: Notable Women Ancestors http://rootsweb.com/~nwa/ah.html
Art
Students may wish to design a more contemporary monument
than the one erected in 1922 in front of the State House on Boston Commons honoring
Anne Hutchinson which can be viewed at http://rootsweb.com/~nwa/ah.html. If students wish to make their art
representational, rather than abstract, they should conduct research about
accurate costumes of the era since the typical black and white
Thanksgiving/stereotypical Puritan dress is not consistent with Stuart era
clothing. Or, they may wish to create a
full scale cartoon for a mural that represents key events in the history of
religious freedom in America.
U.S. Government or History
Students may wish to examine other notable trials during the colonial era including the trial of Mary Dyer, Marmaduke Stevenson, William Robinson, John Wheelwright, the Salem Witch Trials and the John Peter Zenger trial. Or, they may wish to examine other key trials in U.S. history, such as those of Gabriel Prosser, Denmark Vesey, Nat Turner, John Brown, Susan B. Anthony, John Scopes, Sacco and Vanzetti, the Scottsboro Boys, or Julius and Ethel Rosenberg. Marc Aronson’s book, Witch-Hunt: Mysteries of the Salem Witch Trials, examines the witch trials in detail, and includes companion lessons at http://www.marcaronson.com/index.html. Websites with background history and documents include Famous Trials, sponsored by the University of Missouri at Kansas City, http://www.law.umkc.edu/faculty/projects/ftrials/ftrials.htm, Death or Liberty maintained by the Library of Virginia at http://www.lva.lib.va.us/whoweare/exhibits/DeathLiberty/ and the companion website for the PBS series Africans in America at http://www.pbs.org/wgbh/aia/part3/3p2976.html.
Language Arts
Anne Bradstreet was America’s first published poet and continues to rank as an outstanding poet of the 17th century, but she was also the wife of the Puritan governor of Massachusetts, Simon Bradstreet. She balances wit, love, and faith in a manner still appealing to modern readers. Students may wish to examine selections of her poetry at http://www.annebradstreet.com/anne_bradstreet_poems.htm
III. Roger Williams and John Winthrop
John Winthrop and Roger Williams were products of the same historical forces, yet formed very different opinions about compromise, separation of church and state, Indians’ rights, and freedom of conscience. Winthrop and Williams challenge our ideas of extremism, compromise, friendship and duty. This lesson is designed so students can use material in John Winthrop, Oliver Cromwell, and the Land of Promise to learn the story of John Winthrop, Roger Williams, and the historic tension between pragmatists and idealists, compromisers and purists, moderates and extremists that is still played out in our lives today. The lesson is most appropriate for high school students, grades 9-12.
Mid-continent Research for Education and Learning has created standards and benchmarks for language arts, math, science, geography, economics, and history.
This lesson meets Level IV (Grades 9-12) standards and benchmarks for:
United States History Standard (3rd Ed.) Era 2 – Colonization and Settlement (1585-1763)
Standard 3 benchmarks:
1. Understands social and economic characteristics of European colonization in the